The Effect of Teacher Professional Development on Student Learning: A Study of a Public University in Afghanistan

Ismail Shinwari

doi:10.68233/sjau.01012025-1

Authors

Ismail Shinwari Author

DOI:

https://doi.org/10.68233/sjau.01012025-1

Keywords:

educational development, learning quality, professional development, institutional investment, Teaching

Abstract

This research examines the impact of teacher professional development (TPD) on the learning outcomes of students in a public university in Afghanistan. In tandem with rising concerns about the quality of education and teaching in colleges and universities, academic training and continuous professional development of educators have become a prerequisite for institutional achievement. This research analyses the effects of participation in TPD activities, including workshops, training events, and academic seminars, on teaching and students’ cognitive engagement, understanding, and performance. Adopting a qualitative approach, the study collects data through semi-structured interviews with selected faculty members. Teachers' instructional practices, curriculum implementation, and students' academic performance can all be improved through well-designed TPD programs, according to the findings. The research also emphasizes the value of an institutional investment in the continuous development of teachers as a significant approach for elevating the quality of higher education in Afghanistan.

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