Impact of Professional Development Training on Teacher’s Performance

Abstract

This study investigates the impact of professional development training on the performance of primary school teachers in District Dera Ismail Khan. It specifically assesses the influence of training focused on content knowledge, pedagogical skills, and assessment skills. A survey approach was employed, with data collected from a sample of 344 primary school teachers selected through stratified sampling. Two researcher-developed instruments, the Teachers’ Professional Development Questionnaire (TPDQ) and the Teachers' Performance Questionnaire (TPQ), were used to measure the variables. The collected data were analyzed using linear regression to test the null hypotheses. The findings provide evidence-based insights for school administrators to design more effective and targeted professional development programs, thereby enhancing instructional quality and optimizing resource allocation for teacher growth.

Keywords: Professional Development, Teacher Performance, Content Knowledge, Pedagogical Skills, Assessment Skills, Primary Education.