Teacher’s Perceptions toward Teaching-Learning Pedagogy and Professional Development: Insights from Nepal

Abstract Introduction: Teachers’ views on teaching-learning pedagogy include effective instructional methods, learning preferences, assessment strategies, and classroom management. This study aims to investigate the viewpoints of teachers regarding the teaching-learning pedagogy and professional development opportunities of the school teachers that are available in the field of education. Methods: Purposive and multistage sampling and quantitative and qualitative analysis are used. This method allows for thorough research area exploration. This method enhances data quality and makes research findings more applicable to real-world education. Results: The findings offer a thorough overview of the perspectives, attitudes, and experiences of educators regarding instructional approaches and opportunities for growth in their field. A comprehensive investigation reveals the importance of educators’ perspectives in shaping classroom practices, embracing new ideas, and fostering a culture of ongoing learning. Discussion: As per the findings, teachers get allowances, training, meetings, seminars, and further courses to advance professionally. Policies affect teacher training and benefits. Some parents were enthusiastic about free education, while others were moderate or supportive, according to instructors. Limitations: This study has focused primarily on the development of basic and primary education in Nepal, both in the past and present. Conclusions: Educational institutions can tailor development programmes to teachers’ needs by acknowledging and addressing these perceptions. Policymakers can use the findings to raise awareness of the changing landscape that promotes mandatory and accessible high-quality education.