Analysis of the Activities of Teacher Professional Development Institutions Based on Pedagogical Survey Data

This article presents the results of an analysis of the activities of institutions providing in-service teacher training in the southern region of Kyrgyzstan. Despite the recognized importance of in-service teacher training for improving the quality of education in the country, the practical effectiveness of existing programs remains insufficiently studied. This study evaluates the activities of in-service teacher training institutions based on data from a pedagogical survey conducted among teachers in the country's southern regions. The aim of the study was to identify the strengths and weaknesses of existing programs, determine factors influencing student satisfaction, and propose ways to improve the in-service teacher training system in the context of regional specificities. The study's methodological framework utilized a systems-based and competency-based approach. Methods used included analyzing regulatory documents and educational materials from the Ministry of Education and Science of the Kyrgyz Republic, surveying 510 teachers (2022-2023), 328 teachers (2023-2024), and 250 principals of general education schools in southern Kyrgyzstan (2023-2024). The data obtained were subjected to quantitative and qualitative analysis: satisfaction indicators were calculated, and hypotheses were formulated regarding the impact of course format and content, faculty qualifications, and learning environments. These results can serve as a basis for developing organizational and methodological changes aimed at improving the effectiveness of continuing teacher education institutions and facilitating the adaptation of the education system in southern Kyrgyzstan to global challenges and labor market demands.