Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development

Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Data were collected from 117 teachers who had participated in a lesson study intervention facilitated through a university–school partnership. The lesson study intervention occurred between 2012 and 2014, and data were collected retrospectively in 2018 to examine teachers’ sustained perceptions of its professional value. Descriptive and inferential statistical analyses revealed that teachers generally experienced lesson study as a meaningful, collaborative, and school-embedded professional development approach. Participants reported perceived improvement in content knowledge, pedagogical practices, lesson planning, reflective teaching, and professional collaboration. Strong positive correlations were found among teachers’ understanding of lesson study, collaboration, preparation, implementation, and professional learning. However, time constraints and the need for sustained institutional support were identified as key challenges to implementation. The findings suggest that teachers perceived lesson study as having sustained professional value within their school contexts. While based on retrospective self-reports, the results suggest that lesson study may contribute to collective professional cultures when supported institutionally. By fostering collaborative learning cultures and embedding professional learning into everyday teaching practice, lesson study may strengthen education systems and align with broader sustainable development goals. It is recommended that lesson study be institutionalised as a sustainable, school-embedded professional development approach, with future research examining its long-term impact on authentic teaching practices and learning outcomes.