Digital Pedagogy Prowess: Unpacking the Impact of Professional Development on Teacher Performance

Abstract

This study investigates the perceptions of secondary school teachers in Punjab, Pakistan, regarding the impact of professional development (PD) on teacher performance. Employing a mixed-methods approach, the research explores both descriptive and quantitative dimensions to provide a comprehensive understanding. The sample comprises 240 teachers, selected through random sampling. Data collection involves a self-developed questionnaire, validated for reliability and content validity. Descriptive and inferential statistical analyses, facilitated by SPSS software, will reveal key demographic patterns and potential differences in performance indicators. Ethical considerations include informed consent, data confidentiality, and participant autonomy. While the PD program received positive feedback, areas for improvement, particularly in student engagement and academic impact, were identified. The study underscores the importance of nuanced PD interventions tailored to diverse demographics. Recommendations emphasize embracing diversity, bridging the gap between PD and classroom practice, prioritizing sustainability, and continuous program evaluation to enhance the effectiveness of PD for secondary school teachers in Punjab.