Teachers’ Perceptions About the Impact of Professional Training on Classroom Practices: A Quantitative Study

Abstract

This quantitative study explores teachers' perceptions about professional training and its impact on their classroom strategies. There is growing recognition that professional development plays a vital role in enhancing educational outcomes, understanding how teachers view that the training programs are relevant, effective and usefull in actual classroom practices are crucial. Data were gathered by using a structured questionnaire distributed to teachers from different educational backgrounds, including both public and private schools.
The results shows that most teachers find professional training is useful, their perceptions differ based on variables such as teaching experience, school type, and the level of administrative support received before and after training. More experienced teachers tend to favor training that emphasizes hands-on classroom strategies, whereas early-career teachers tend to be more receptive to theoretical and pedagogical concepts. Educators in private schools generally viewed training more favorably, often referencing improved access to materials and consistent post-training assistance.
This study emphasizes that the training programs must be align with teachers’ real-world classroom needs and ensuring ongoing support, including peer mentoring and collaborative activities to strengthen learning. Improving instructional practice in a meaningful way necessitates professional development that is relevant to the teaching context, applicable in practice, and ongoing. These findings offer important insights for policymakers and school administrators aiming to improve the effectiveness of teacher training across diverse educational contexts.