Assessing the Impact of Professional Development on Teacher Performance                                                                                  

Asiimwe Kyomugisha T.

Faculty of Business, Kampala International University, Uganda

ABSTRACT

This paper investigates the impact of professional development (PD) on teacher performance, emphasizing the correlation between effective teacher training and improved student outcomes. Recognizing teacher quality as a critical determinant of educational success, the study explores how different forms of professional development—ranging from mentoring to workshops and peer collaboration—affect instructional practices. Drawing on national education policies, historical developments, and theoretical frameworks, the paper provides a comprehensive overview of how PD initiatives have evolved and how they are currently assessed. Findings suggest that while professional development has potential to positively influence teaching quality, its effectiveness varies significantly depending on content relevance, delivery mode, and implementation fidelity. Challenges such as insufficient support structures, lack of sustainability, and inconsistent evaluation methods highlight the need for integrated, evidence-based professional learning systems. The study concludes with recommendations for designing impactful PD programs and establishing robust assessment mechanisms to ensure lasting benefits for teachers and students alike.

Keywords: Professional Development, Teacher Performance, Educational Reform, Instructional Practice, Teacher Training, Student Achievement.

CITE AS: Asiimwe Kyomugisha T. (2025). Assessing the Impact of Professional Development on Teacher Performance. RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 5(1):67-73. https://doi.org/10.59298/RIJRE/2025/516773