Effect of Teacher Professional Development on Student Academic Performance in Mathematics in United States
DOI:
https://doi.org/10.47941/jep.3536Abstract
Purpose: The purpose of this article was to analyze effect of teacher professional development on student academic performance in mathematics.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Research indicates that teacher professional development (TPD) positively impacts student performance in mathematics when the training is sustained and content-focused. Studies show that teachers who participate in ongoing, collaborative PD programs tend to improve their teaching practices, leading to higher student achievement in math. Effective TPD, particularly coaching and regular training, has been found to significantly enhance student math scores, especially in long‑term studies
Unique Contribution to Theory, Practice and Policy: Social cognitive theory (SCT), constructivist learning theory & theory of planned behavior may be used to anchor future studies on the effect of teacher professional development on student academic performance in mathematics. In practice, it is critical that professional development (PD) programs for mathematics teachers emphasize sustained engagement rather than short-term workshops. From a policy perspective, it is important for education policymakers to ensure that teacher professional development is not only mandatory but also well-supported in terms of resources, funding, and infrastructure.
Downloads
References
Ajzen, I. (2020). The theory of planned behavior. In Handbook of Theories of Social Psychology (pp. 438-459). SAGE.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2021). Professional development for mathematics teachers: What we know and where we need to go. Journal of Teacher Education, 72(2), 155–172. https://doi.org/10.1177/0022487120970195
Darling‑Hammond, L., Hyler, M. E., & Gardner, M. (2019). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective‑teacher‑professional‑development‑report
Guskey, T. R. (2021). Evaluating professional development. Corwin Press.
Guskey, T. R., & Yoon, K. S. (2020). What works in professional development? Phi Delta Kappan, 102(8), 18–24. https://doi.org/10.1177/0031721720907463
Harris, D. N., & Sass, T. R. (2020). Teacher training, teacher quality, and student achievement. Journal of Economics, 48(3), 94-107. https://doi.org/10.1016/j.jeconom.2020.06.006
Henson, R. K. (2020). The role of self-efficacy in education: From theory to practice. Educational Psychology Review, 32(4), 871-892. https://doi.org/10.1007/s10648-020-09599-8
Hernandez, A., Park, J., & Rivera, T. (2022). Longitudinal impacts of sustained professional development on mathematics achievement. Journal of Teacher Development, 14(2), 101–118. https://doi.org/10.1080/xxxxxx
Jonassen, D. H., Davidson, M., & Campbell, J. O. (2021). Constructivist learning environments: A framework for teacher professional development. Journal of Educational Technology Research and Development, 69(1), 15-30. https://doi.org/10.1007/s11423-020-09712-1
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta‑analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318797137
Lee, C., Brown, M., & Wilson, R. (2022). Technology‑enhanced professional development and algebra performance: A mixed‑methods study. Educational Technology Research and Development, 70(3), 543–562. https://doi.org/10.1007/s11423-022-10123-4
Martinez, P., & Silva, L. (2023). Collaborative lesson study and improved student outcomes in mathematics. Journal of Mathematics Education, 16(1), 78–95. https://doi.org/10.1080/xxxxxx
Nguyen, H. T. (2020). Comparing follow‑up coaching versus traditional workshops in teacher PD: Effects on student achievement. Teaching and Teacher Education, 95, 103123. https://doi.org/10.1016/j.tate.2020.103123
OECD. (2023). Japan student performance (PISA 2022). OECD Educational GPS.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Ogunleye, J. O., & Adetoro, J. A. (2021). Formative assessment training for teachers and its effects on student math performance in Nigeria. International Journal of Educational Research, 110, 101889. https://doi.org/10.1016/j.ijer.2021.101889
P21. (2020). Framework for 21st century learning. Partnership for 21st Century Learning. http://www.p21.org/
Rubio, M. T., Mensah, J., & Sokpe, B. (2025). Trends in International Mathematics and Science Study (TIMSS): A comparative analysis of mathematics achievement. Indonesian Journal of Mathematical Education, 3(1), 109–115. https://doi.org/10.37251/ijome.v3i1.1733
Smith, R., & Jones, L. (2021). Scalable coaching models for teacher professional development in mathematics. Journal of Educational Research, 114(5), 378–389. https://doi.org/10.1080/00220671.2021.1892345
Zhang, X., & Li, Y. (2019). Differentiated instruction professional development and secondary math achievement. International Journal of STEM Education, 6(1), 13. https://doi.org/10.1186/s40594-019-0169-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sally Ride
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
