Exploring the Effect of Teacher Professional Development on Student Learning: A Study of a Public University in Afghanistan
DOI:
https://doi.org/10.64386/xhasKeywords:
Teaching, professional development, learning, educational quality, instructional strategiesAbstract
This study investigates the effect of teacher professional development (TPD) on student learning outcomes at a public university in Afghanistan. With the growing emphasis on educational quality and instructional effectiveness in higher education, teacher training and ongoing professional development have become essential components for academic success. This research explores how participation in TPD programs, such as workshops, training sessions, and academic seminars, impacts teaching practices and subsequently enhances student engagement, understanding, and performance. Using a qualitative method approach, the study gathers data through self-constructed semi-structured interviews with faculty members. Findings reveal that well-structured TPD programs contribute significantly to improved instructional strategies, curriculum delivery, and student academic achievement. The study also underscores the importance of institutional investment in continuous teacher development as a strategic tool for improving higher education quality in Afghanistan.
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