Enhancing Pedagogical Competencies through Continuous Training: A Professional Approach

Professional growth through the process of continuing Professional Development (CPD) is significant for the improvement of teachers’ professional competency and for better preparation to meet diverse and challenging contexts of educational environments. In this quantitative study, the research seeks to examine the effects of CPD on teaching confidence, classroom management, and student achievement. Using a survey technique, information was obtained from 200 educators in primary, secondary, and tertiary institutions on the extent to which they self-identified enhancements in the areas of subject content knowledge, classroom management, integration of technology, and student interest. The results presented enhanced competencies after participation in CPD with greater enhancements in the application of technology. Among the types of activities, workshops and/or online training were identified as the most beneficial for CPD practices, while the frequency of participation in such practices was found to be a definite factor in competency improvement. However, there are challenges including restricted access and the issue of resources especially if the environment that the research is being conducted is not well endowed. As such, the study calls for more frequent, varied, and accessible and sustainable CPD in ways relevant to educators’ contexts to help inform policymakers and institutions on the ways to promote 21st Century teachers and learning.