Author: Gouranga Ghorai
DOI Link: https://doi.org/10.70798/PP/020300022
Abstract: Professional development (PD) is recognized as a cornerstone of educational improvement, directly influencing teaching quality and student learning outcomes. Teachers’ participation in PD activities, however, is often inconsistent and influenced by multiple factors, including individual motivation, institutional support, resource availability, and perceived relevance of the training. This research article investigates the determinants that drive teachers to engage in professional development and examines the impact of such participation on classroom practices. Drawing on extensive literature, empirical evidence, and theoretical frameworks such as adult learning theory, social cognitive theory, and the professional growth model, the study synthesizes insights from diverse educational contexts. The findings highlight that active participation in PD enhances instructional strategies, fosters reflective practice, supports adoption of innovative pedagogies, and strengthens teacher confidence. Conversely, barriers such as workload, insufficient institutional encouragement, and lack of alignment between PD content and classroom realities hinder effective engagement. This study underscores the imperative for well-designed, contextually relevant, and teacher-centered professional development programs as vital tools for educational excellence.
Keywords: Professional Development, Determinants, Classroom Practices, Innovative Pedagogies.
Page No: 177-182