Continuous Professional Development and Its Impact on Instructional Quality in Secondary Education Classrooms
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| Title: | Continuous Professional Development and Its Impact on Instructional Quality in Secondary Education Classrooms |
|---|---|
| Language: | English |
| Authors: | Suping Li (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Secondary Education |
| Descriptors: | Professional Continuing Education, Faculty Development, Instructional Effectiveness, Educational Quality, Secondary Education, Secondary School Teachers, Foreign Countries, Lesson Plans, Predictor Variables |
| Geographic Terms: | China |
| DOI: | 10.1111/ejed.70630 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study examined the impact of Continuous Professional Development (CPD) on instructional quality in secondary education classrooms, drawing on student perceptions from Grade 8 to 12 learners (N = 250) at Hangzhou No. 14 High School, China. Using a structured 25-item questionnaire administered via Google Forms, data were collected across four CPD dimensions--training, mentoring and feedback, assessment practices, and reflective practice--and analysed through descriptive statistics, one-way ANOVA, multiple regression, and exploratory factor analysis (EFA) using SPSS. Findings revealed moderate student agreement that CPD positively influences instructional quality, with training and lesson planning receiving the highest ratings. ANOVA indicated no statistically significant variation in perceptions across student age groups, suggesting CPD impact is perceived consistently regardless of age. Multiple regression results showed that no single CPD component significantly predicted instructional quality in isolation, pointing to the interdependent nature of professional development practices. EFA confirmed a multidimensional CPD structure across 10 latent factors. The findings also underscore how targeted training and accessibility measures can empower inclusive e-learning for students with disabilities. These findings underscore the need for integrated, context-responsive CPD frameworks that prioritize mentoring and reflective practice to produce sustained improvements in classroom instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507166 |
| Database: | ERIC |
| Abstract: | This study examined the impact of Continuous Professional Development (CPD) on instructional quality in secondary education classrooms, drawing on student perceptions from Grade 8 to 12 learners (N = 250) at Hangzhou No. 14 High School, China. Using a structured 25-item questionnaire administered via Google Forms, data were collected across four CPD dimensions--training, mentoring and feedback, assessment practices, and reflective practice--and analysed through descriptive statistics, one-way ANOVA, multiple regression, and exploratory factor analysis (EFA) using SPSS. Findings revealed moderate student agreement that CPD positively influences instructional quality, with training and lesson planning receiving the highest ratings. ANOVA indicated no statistically significant variation in perceptions across student age groups, suggesting CPD impact is perceived consistently regardless of age. Multiple regression results showed that no single CPD component significantly predicted instructional quality in isolation, pointing to the interdependent nature of professional development practices. EFA confirmed a multidimensional CPD structure across 10 latent factors. The findings also underscore how targeted training and accessibility measures can empower inclusive e-learning for students with disabilities. These findings underscore the need for integrated, context-responsive CPD frameworks that prioritize mentoring and reflective practice to produce sustained improvements in classroom instruction. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70630 |
