EXPLORING THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT PROGRAMS AND TEACHER PERFORMANCE IN KENDRIYA VIDYALAYAS
Keywords:
Professional Development Programs, Teacher Performance, Kendriya Vidyalayas, Teacher Engagement, Program Participation, Program Relevance, Delivery Methods, Structural Equation Modeling
Abstract
This study investigates the impact of professional development programs on teachers' performance in Kendriya Vidyalayas. This paper examines the roles of participation in programs, relevance to teaching needs, delivery methods, and teacher engagement. A quantitative research approach was adopted for the study, with data collected from 384 teachers through a standardized questionnaire. The findings reveal that active participation in professional development programs significantly improves teacher performance (β = 0.676, P < 0.05). What is more, the relevance of programmes to specific needs for teaching was found to influence teacher performance positively, β = 0.676, P < 0.05. A further finding of the study is that delivery methods of the programme had a high impact on teacher performance β = 0.742, P < 0.05. Moreover, teacher engagement was a mediator that links professional development program characteristics with teacher performance. Teacher engagement indirectly affected teacher performance to a great extent (0.409, P < 0.001). SEM was utilized to study these relationships and establish that teacher engagement is necessary for improving professional development programs' impact on teacher performance. This leads to the importance of professional development programs being meaningful, relevant, and delivered in ways that make teachers actively engage in them. This result underlines the importance of well-designed and thoughtfully delivered professional development initiatives in improving teacher performance, particularly in the Kendriya Vidyalayas context.
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References
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31. Mahmud, M. M., Freeman, B., & Abu Bakar, M. S. (2022). Technology in education: efficacies and outcomes of different delivery methods. Interactive Technology and Smart Education, 19(1), 20–38.
32. Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28–49.
33. Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. Journal of English Teaching, 6(2), 122–133.
34. Picard, K., & Kutsyuruba, B. (2017). Teachers’ engagement in professional development: A collective case study. Educational Policies and Current Practices, 2(2), 89–100.
35. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715–742.
36. Şahin, A., Soylu, D., & Jafari, M. (2024). Professional Development Needs of Teachers in Rural Schools. Iranian Journal of Educational Sociology, 7(1), 219–225.
37. Soe, H. Y. (2018). The impact of teachers’ professional development on the teachers’ instructional practices: an analysis of TALIS 2013 teacher questionnaire, Finland. World Voices Nexus, 2(3), 7.
38. Sumarsono, R. B., Kusumaningrum, D. E., Gunawan, I., Alfarina, M., Romady, M., Ariyanti, N. S., & Budiarti, E. M. (2019). Training on the implementation of cooperative learning models as an effort to improve Teacher's performance. The 4th International Conference on Education and Management (COEMA 2019), 259–263.
39. Taylor, D. C. M., & Hamdy, H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561–e1572.
40. Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651.
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42. Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13, 950652.
43. Yue, X. (2019). Exploring effective methods of teacher professional development in university for 21st century education. International Journal of Innovation Education and Research, 7(5), 248–257.
2. Agustine, D. T., Gunarto, T., & Ramdani, S. D. (2019). Strategi Pembinaan untuk Meningkatkan Profesionalisme Guru SMK. Prosiding Seminar Nasional Pendidikan FKIP, 2(1), 609–618.
3. Alam, A., & Ahmad, A. I. (2019). A study on newly recruited kendriya vidyalaya teachers’ perceptions about their induction programme experiences. International Journal of Research in Social Sciences, 9(1), 152–168.
4. Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), 1415–1453.
5. Asterhan, C. S. C., & Lefstein, A. (2024). The search for evidence-based features of effective teacher professional development: a critical literature analysis. Professional Development in Education, 50(1), 11–23.
6. Aydin, I., Demir, T. G., & Erdemli, O. (2015). Teacher’s views regarding the social status of the teaching profession. The Anthropologist, 22(2), 146–156.
7. Baabdullah, A., Alajlan, H., & Alebaikan, R. (2024). The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program. Sustainability, 16(4), 1473.
8. Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, M. A., Hill, P., & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching.
9. Beitlers, A., & Noguera, P. (2015). CURRICULAR RELEVANCE: STUDENTS’NEEDS AND TEACHERS’PRACTICE. Counterpoints, 455, 139–158.
10. Bold, T., Filmer, D., Martin, G., Molina, E., Stacy, B., Rockmore, C., Svensson, J., & Wane, W. (2017). Enrollment without learning: Teacher effort, knowledge, and skill in African primary schools. Journal of Economic Perspectives, 31(4), 185–204.
11. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633–2679.
12. Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st-century skills development through inquiry-based learning from theory to practice. Springer.
13. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
14. De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252.
15. DeMonte, J. (2013). High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning. Centre for American Progress.
16. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
17. Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
18. Hoque, K. E., Bt Kenayathulla, H. B., D/O Subramaniam, M. V., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 2158244020925501.
19. Imron, A., Wiyono, B. B., Hadi, S., Gunawan, I., Abbas, A., Perdana, D. B., & Hidayatullah, M. K. (2021). Designing and testing teacher professional development models focusing on optimizing teacher commitment in the era of the ASEAN economic community and a new routine. International Conference on Information Technology and Education (ICITE 2021), 46–54.
20. Imron, A., Wiyono, B. B., Hadi, S., Gunawan, I., Abbas, A., Saputra, B. R., & Perdana, D. B. (2020). Professional teacher development is needed to increase teacher commitment in the era of the ASEAN Economic Community. 2nd Early Childhood and Primary Childhood Education (ECPE 2020), 339–343.
21. Ismail, K., Ishak, R., & Kamaruddin, S. H. (2021). Development of professional learning communities model using fuzzy Delphi approach. TEM Journal, 10(2), 872.
22. Ji, Y. (2021). Does Teacher Engagement Matter? Exploring Relationship Between Teachers’ Engagement in Professional Development and Teaching Practice. International Journal of TESOL Studies, 3(4).
23. Khomariyah, S. N., Imron, A., & Sumarsono, R. B. (2023). Improving teacher performance through professional development in the new standard era. Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022), 727, 3.
24. Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: developing the engaged Teacher's scale (ETS). Frontline Learning Research, 1(2), 33–52.
25. Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2015). Creating and learning through design: Teacher professional development for 21st-century learning.
26. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588.
27. Kusumaningrum, D. E., Sumarsono, R. B., & Gunawan, I. (2019). Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach. International Journal of Innovation, Creativity and Change, 5(4), 611–624.
28. Laura Taylor. (2023). The Impact of Professional Development on Teachers’ Performance. https://www.teachertrainingasia.com/teaching-blog/1547-The-Impact-of-Professional-Development-on-Teachers-Performance-blog.php
29. Lee, H.-J. (2005). Developing a Professional Development Program Model Based on Teachers’ Needs. Professional Educator, 27, 39–49.
30. Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 41(1), 328–337.
31. Mahmud, M. M., Freeman, B., & Abu Bakar, M. S. (2022). Technology in education: efficacies and outcomes of different delivery methods. Interactive Technology and Smart Education, 19(1), 20–38.
32. Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28–49.
33. Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. Journal of English Teaching, 6(2), 122–133.
34. Picard, K., & Kutsyuruba, B. (2017). Teachers’ engagement in professional development: A collective case study. Educational Policies and Current Practices, 2(2), 89–100.
35. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715–742.
36. Şahin, A., Soylu, D., & Jafari, M. (2024). Professional Development Needs of Teachers in Rural Schools. Iranian Journal of Educational Sociology, 7(1), 219–225.
37. Soe, H. Y. (2018). The impact of teachers’ professional development on the teachers’ instructional practices: an analysis of TALIS 2013 teacher questionnaire, Finland. World Voices Nexus, 2(3), 7.
38. Sumarsono, R. B., Kusumaningrum, D. E., Gunawan, I., Alfarina, M., Romady, M., Ariyanti, N. S., & Budiarti, E. M. (2019). Training on the implementation of cooperative learning models as an effort to improve Teacher's performance. The 4th International Conference on Education and Management (COEMA 2019), 259–263.
39. Taylor, D. C. M., & Hamdy, H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561–e1572.
40. Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651.
41. Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.
42. Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13, 950652.
43. Yue, X. (2019). Exploring effective methods of teacher professional development in university for 21st century education. International Journal of Innovation Education and Research, 7(5), 248–257.
Published
2025-06-20
How to Cite
Gaurav Saraswat, & Meena Sirola. (2025). EXPLORING THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT PROGRAMS AND TEACHER PERFORMANCE IN KENDRIYA VIDYALAYAS. IJRDO - Journal of Business Management, 11(2), 60-71. https://doi.org/10.53555/bm.v11i2.6564
Section
Articles
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