A Systematic Review: Investigating the Effect of Teachers’ Professional Development on Science Students’ Achievement

Abstract

This systematic review aims to uncover the impact of professional development on the academic performance of science students in the literature published from 2002 to 2025. A systematic search was carried out in the major electronic databases, such as Scopus, Web of Science, ERIC, and Google Scholar, with specific search terms designed around the concepts and items related to professional development, science education, teacher quality, instructional practices, and student achievement. The findings show that professional development is a positive tool for teachers' professional development, teaching practices, and dedication, and enhances the quality of science teaching. Moreover, the review shows that there are three steps in the process whereby professional development leads to student achievement, and these are all interconnected: a strengthening of teachers' knowledge and professional competencies, a strengthening of their classroom instructional practices, and a strengthening of students' academic achievement. Contextual and sustained professional learning also help support teachers in implementing effective teaching and addressing evolving needs of science teaching. Although the majority of the reviewed studies reported benefits for teacher effectiveness and student achievement, some reported limited or non-significant benefits, suggesting that professional development is more effective when designed and implemented well, is of sufficient length, is tailored to the educational context, and is actively engaged in by teachers. Overall, this review provides a comprehensive review of evidence spanning over the last 20 years and demonstrates the importance of continued teacher professional development as a means to improve teacher quality and student achievement in science education. The need for the development of long-term, evidence-based, context-specific professional development programmes to enhance teachers' professional competence, teaching quality, and learning outcomes is highlighted.

Keywords; Professional Development, Science Student, Academic Achievement, Systematic Review.