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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 0009-0004-7751-5528), Yao Zhao (ORCID 0009-0004-8775-3263), Lili Hu (ORCID 0009-0005-0786-675X)
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
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  Data: Continuous Professional Development and Its Impact on Instructional Quality in Secondary Education Classrooms
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Suping+Li%22">Suping Li</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-7751-5528">0009-0004-7751-5528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yao+Zhao%22">Yao Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8775-3263">0009-0004-8775-3263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lili+Hu%22">Lili Hu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0786-675X">0009-0005-0786-675X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1111/ejed.70630
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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        Value: 10.1111/ejed.70630
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Professional Continuing Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: China
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      – TitleFull: Continuous Professional Development and Its Impact on Instructional Quality in Secondary Education Classrooms
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            NameFull: Yao Zhao
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            NameFull: Lili Hu
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              M: 06
              Type: published
              Y: 2026
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