Examining How Continuous Professional Development Shapes Teaching Practice and Student Learning Outcomes
DOI:
https://doi.org/10.47941/jep.3577Keywords:
Continuous Professional Development, Educational Quality, Student Engagement, Professional Development Strategies.Abstract
Purpose: This study examines how Teacher Continuous Professional Development (TCPD) initiatives implemented through the Strengthening Education Systems in East Africa (SESEA) and Foundation for Learning (F4L) projects influence teaching practices and foundational learning outcomes in Tanzania, Kenya, and Uganda.
Methodology: The study employed a mixed-methods research design using longitudinal data from classroom observations, teacher questionnaires, student assessments, and key informant interviews. Data were collected from trained teachers, teacher educators, school leaders, and learners across selected project regions to evaluate changes in instructional practices and learning outcomes.
Findings: The findings indicate that TCPD significantly improved teachers’ adoption of child-centered, play-based, inclusive, and gender-responsive pedagogies. These pedagogical shifts increased learner engagement and contributed to measurable improvements in foundational literacy and numeracy. However, systemic challenges such as overcrowded classrooms, shortages of learning materials, and limited instructional leadership constrained full implementation.
Unique Contribution to Theory, Practice and Policy: The study contributes empirical evidence on how sustained, school-embedded TCPD combined with mentorship and Professional Learning Communities can strengthen teaching quality in resource-constrained education systems. It recommends institutionalizing CPD structures, strengthening instructional leadership, and addressing structural resource gaps to sustain and scale improvements in foundational learning across East Africa.
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Copyright (c) 2026 Jane F.A. Rarieya, Mary A. Oluga, Nyagwegwe C. Wango
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