(2003), in a study of 250 teachers and principals

The gap

Evidence profile

Stated in the recommendations section of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 8 representative gaps

• Implementation of learning action cell engagement on the classroom management skills by the public elementary school teachers (2026) · International Journal of Research Studies in Education · doi

       Teachers should actively participate in LAC sessions and apply the strategies learned to improve classroom management and instructional outcomes. Structured follow-ups and mentorship can support this process. Schools should promote collaboration through co-teaching, peer observation, and sharing of teaching resources. Clear schedules and protocols can enhance consistent teamwork and professional growth. Reflective practices should be systematically encouraged, using tools like journals, checklists, and discussion sessions, allowing teachers to evaluate instructional effectiveness and plan improvements. Teachers should attend professional development programs, workshops, and seminars on advanced instructional strategies, classroom management, and innovative teaching practices to stay updated and improve competence. School administrators should provide sufficient instructional materials, resources, and structured support. Monitoring systems can assess teacher performance, classroom management, and the effectiveness of strategies learned from LAC sessions.

  generalstated in recommendationsevidence 5/5
  Keywords: instructional teachers sessions strategies classroom management teaching learned improve structured support resources professional practices effectiveness
• Student-Centered Approach in Primary Mathematics: Teachers' Perceptions and Practices in Rural Cambodia (2026) · Journal of Social Sciences and Humanities · doi

  Based on the findings of this study, several recommendations are directed at key educational stakeholders. School principals and administrators should adopt a more proactive role in supporting teachers' professional growth by facilitating regular inter-school classroom visits, enabling newly qualified teachers to observe and learn directly from experienced colleagues' instructional practices. Such school-based peer learning initiatives have been identified as among the most contextually relevant and cost-effective forms of professional development available in under-resourced settings (Boateng & Wolfenden, 2022). SRAWUNG: Journal of Social Sciences and Humanities Vol. 5, Issue 2, (2026) 93 Student-Centered Approach in Primary Mathematics: Teachers' Perceptions and… At the institutional level, school administrators should ensure the provision of adequate teaching and learning facilities, including sufficient textbooks, pedagogical guide books, and SCA-aligned instructional materials, as the absence of these resources was identified as a primary constraint on effective implementation. The Ministry of Education, Youth and Sport should expand and systematize its teacher professional development programs, ensuring that in-service training opportunities are distributed equitably across all teaching staff rather than being limited to a small number of senior teachers per school. Particular attention should be directed toward newly qualified teachers, who currently receive the least structured support at the most critical stage of their professional formation (Sok & Heng, 2024). Finally, the government should allocate increased budgetary resources to the sustained development of teacher professional competencies in SCA, particularly in rural and remote provinces where structural disadvantages are most acute. Future research is recommended to extend this inquiry to larger and more diverse samples of primary mathematics teachers across multiple provinces, employing mixed- methods designs to quantify the relationships identified qualitatively in the present study. Longitudinal studies tracking the development of SCA practices over time would further enrich understanding of how teacher perceptions evolve in response to professional development and classroom experience within Cambodia's continuing curriculum reform process. REFERENCES Adnan, W. I. W., Wahid, N. A., Majid, N. A., Jaafar, F. W., & Ismail, N. A. (2020). Technology Integration in Implementing a Curriculum: Teachers’ Beliefs and Willingness to Change. Journal of Physics: Conference Series, 1529(5), 052081. https://doi.org/10.1088/1742-6596/1529/5/052081 Atkinson, L., & King, E. (2025). Creating space for teacher voice: insights on professional development in two diverse settings. Globalisation, Societies and 1210–1225. Education, https://doi.org/10.1080/14767724.2023.2252428 23(5), Beng, S. (2021). Project Information Document - Cambodia General Education Improvement Project - P174335. World Bank Group. Boateng, P., & Wolfenden, F. (2022). Executive Summary Moving Towards Successful Teacher Professional Development in the Global South. Foundation for Information Technology Education and Development. Braun, V., & Clarke, V. (2022). Thematic Analysis : A Practical Guide. SAGE. Bremner, N. (2021). The multiple meanings of ‘student-centred’ or ‘learner- centred’ education, and the case for a more flexible approach to defining it. 159–186.

  generalstated in recommendationsevidence 5/5
  Keywords: professional development teachers school education teacher identified primary based directed administrators classroom newly qualified instructional
• Influence of Modular Distance Learning to the Performance in Mathematics of Primary Learners in Mabini District, Pangasinan (2026) · Asian Research Journal of Education · doi

  Schools should implement immediate, medium-term, and long-term strategies to enhance the effectiveness of MDL in improving primary mathematics performance. Immediately, educational leaders must establish a centralized, technology-enabled module distribution system to address the most critical operational challenge identified in this study. Simultaneously, comprehensive teacher mentoring and coaching programs should be implemented to provide educators with the professional support they need to navigate distancelearning environments effectively. Additionally, teacher workloads should be reassessed and reduced through adequate staffing and strategic resource allocation to prevent burnout and maintain teaching quality. In the medium term, schools should develop localized, culturally relevant Self-Learning Modules that resonate with students' experiences and community contexts, as generic materials may not adequately engage primary learners. Enhanced parental engagement programs with clear communication channels and accessible resources must be established to strengthen the home-school partnership and leverage family support for student learning. Ongoing Information and Communication Technology (ICT) training should be provided to all educators to improve their digital competency and enable them to effectively utilize available technologies in distance learning contexts. For long-term sustainability, districts and regional offices must increase funding allocation for MDL resources, particularly high-quality support materials, technology infrastructure, and professional development programs. Training programs for school administrators must be developed and implemented to build leadership capacity in MDL implementation and teacher support. Furthermore, formal peer mentoring networks should be institutionalized to sustain collaborative professional growth and create communities of practice where teachers can continuously learn from one another. Finally, systematic monitoring and evaluation 326 https://ojs.myeduheart.com/index.php/arje EduHeart Knowledge Network and Publishing, Inc. Asian Research Journal of Education, 2026 E-ISSN: 3028-0842 P-ISSN: 3028-0834 Vol. 3 No. 2 DOI: https://doi.org/10.66206/eduheart.2026.288 mechanisms should be established to regularly assess MDL effectiveness, identify emerging challenges, and refine strategies based on evidence. The success of Modular Distance Learning in improving primary mathematics performance requires a holistic, sustained commitment from multiple stakeholders including schools, district offices, families, and community organizations.

  generalstated in recommendationsevidence 5/5
  Keywords: learning term must programs support schools primary technology teacher professional distance resources medium long strategies
• EFFECTIVENESS OF SUPPLEMENTAL MATHEMATICS PROGRAM IN LOWER MATHAYOM AT SATRIWITHAYA SCHOOL, BANGKOK THAILAND (2026) · Asian Research Journal of Education · doi

  To further improve both effectiveness and sustainability of this initiative, several recommendations are put forth: 1. Sustain and Expand the Program: It is advisable for the school to continue with this supplemental mathematics program while also exploring opportunities to extend it to additional grade levels so more students can benefit. 2. Diversify Assessment Strategies: Enhancing the grading process by incorporating various assessment methods—including written assignments, projects, and performance-based evaluations—will ensure fairer evaluations beyond just oral participation. 3. Enhance Learning Environment Support: Strengthening support within the learning environment could involve providing more structured study spaces along with extra academic assistance for those who might face challenges outside school. 4. Continuous Teacher Training: Ongoing professional development opportunities should be offered for teachers focused on innovative teaching techniques, differentiated instruction approaches, and effective technology integration in their classrooms. 5. Increase Use of Interactive and Digital Tools: Further incorporation of multimedia resources alongside digital platforms could make lessons more engaging and accessible for all types of learners. 6. Encourage Parental Involvement: Building stronger connections between school initiatives and home environments would benefit from encouraging parents to actively support their children’s learning experiences by creating conducive study environments at home. 7. Regular Monitoring and Evaluation: Conducting periodic assessments will help identify strengths as well as areas needing improvement within the program to ensure ongoing enhancement in quality. 468 https://ojs.myeduheart.com/index.php/arje EduHeart Knowledge Network and Publishing, Inc. Asian Research Journal of Education, 2026 E-ISSN: 3028-0842 P-ISSN: 3028-0834 Vol. 3 No. 2 DOI: https://doi.org/10.66206/eduheart.2026.297 8. Address Individual Differences: Emphasizing personalized instruction tailored to varying learning styles can cater effectively to diverse abilities among students. By implementing these recommendations thoughtfully, there exists potential for optimizing this supplemental mathematics program further while ensuring lasting positive effects on students' academic performance along with their overall learning experiences. REFERENCES National Council of Teachers of Mathematics (2018). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics (2019). Research on supplemental mathematics instruction and student achievement. National Center for Education Statistics (2017). The Condition of Education. National Center for Education Statistics (2018). Reports on mathematics achievement terminology comprehension. and National Bureau of Economic Research (2019). Studies on supplemental education programs and academic performance. National Association for Bilingual Education (2019). Research on bilingual education academic achievement. and Joyce, B., & Andi, M. (2017). Supplemental instruction and inclusive learning strategies.

  generalstated in recommendationsevidence 5/5
  Keywords: education mathematics learning national supplemental program academic instruction further school students performance support teachers achievement
• Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  Based on these findings, it is recommended that professional development for mathematics teachers extend beyond cultural and linguistic responsiveness to include strategies for embedding sociopolitical and critical consciousness into lessons. Teachers could explore ways to link abstract mathematical concepts, such as functions, to real-world contexts, including community-based datasets, economic trends, or social statistics, thereby fostering learners’ capacity to apply mathematical reasoning in socially meaningful ways (Gutstein, 2006; Skovsmose, 1994). In addition, curriculum developers should consider incorporating culturally and socially relevant examples in teaching materials, textbooks, and digital resources to provide learners with opportunities to connect mathematics to their lived experiences. Teachers are also encouraged to continue using dialogic classroom strategies, such as learner-generated definitions, encouraging eliciting choral collaborative responses, exploration, which enhance engagement, reasoning, and collective ownership of learning (Alexander, 2008; Mercer & Howe, establishing 2012). collaborative teacher communities within schools can provide spaces for educators to share strategies and reflect on practices for integrating CRP, supporting continuous professional growth and reflective teaching.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers strategies based professional mathematics ways mathematical learners reasoning socially teaching provide collaborative recommended development
• Modern Educational Supervision, Teachers' Morale and Competence in Cluster 3 in Calamba City (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings summarized and the conclusions drawn, several recommendations are hereby offered. Learners are encouraged to actively participate in school and classroom activities that foster collaboration, creativity, and critical thinking, as guided by competent and well-supervised teachers. They should also maximize opportunities provided by their teachers and school heads, such as mentoring programs, remedial sessions, and student leadership activities, to further improve their academic performance and holistic development. Teachers, on the other hand, may continue enhancing their professional competence by attending relevant trainings, seminars, and workshops aligned with the Philippine Professional Standards for Teachers (PPST). They are likewise encouraged to strengthen collaboration and collegiality through sharing best practices and mentoring colleagues, while maintaining open communication with school heads to address morale-related concerns such as workload balance and recognition of efforts. Furthermore, teachers may innovate instructional practices that sustain learner engagement and inclusivity in the classroom. School heads are advised to sustain and further improve modern educational supervision practices by providing structured professional development programs and regular performance feedback sessions. They should also enhance participatory decision-making by involving teachers in planning, policy-making, and evaluation activities, ensuring that their voices are valued.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers school activities heads professional practices encouraged classroom collaboration mentoring programs sessions further improve performance
• Dynamics and fulfillment of learning resource development: A phenomenological study (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  Based on the findings and conclusions of the study, the following recommendations are proposed: 1. Educational institutions and school leaders may strengthen support systems that provide clear guidelines, collaborative opportunities, and efficient workflows for learning resource developers. 2. School administrators and policymakers may promote supportive and creative environments that encourage collaboration, reflective practice, and professional engagement among learning resource developers. 3. Curriculum developers and education policymakers may review and enhance policies to ensure responsiveness to the experiences and professional needs of learning resource developers. 4. Teacher education programs and professional development providers may implement training programs focusing on instructional design, reflective practice, creativity, and professional growth. 5. Schools and educational divisions may establish collaborative communities of practice to encourage knowledge sharing, peer support, and continuous improvement in instructional material development. 6. Educational institutions may implement developmental support programs that include mentoring, professional development workshops, and recognition initiatives to sustain the growth and well-being of learning resource developers. REFERENCES Abraham, D., & Padmakumari, P. (2024). A methodological framework for descriptive phenomenological research. Western Journal of Nursing Research, 47(2), 125–134. https://doi.org/10.1177/01939459241308071 Ainin, M. J. D., & Bauyot, M. M. (2024). Quantifying the impact of teachers instructional practice and ICT technology integration on teachers’ readiness level in the 21 st century. International Journal of Research Publications, 149(1). https://doi.org/10.47119/ijrp1001491520246521 Báez-Bargellini, G., & Meneses, A. (2023). Multiliteracidad en la asignatura de Lenguaje. Ocnos Revista De Estudios Sobre Lectura, 22(2). https://doi.org/10.18239/ocnos_2023.22.2.346 Chang, C., & Wang, Y.-H. (2021). Using phenomenological methodology with thematic analysis to examine and reflect in MOOCs. Education Sciences, 11(5), 203. instructors’ experiences commonalities of on https://doi.org/10.3390/educsci11050203 Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48–71). Oxford University Press. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. 521 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) Crowther, S., & Thomson, G. (2020). From description to interpretive leap: Using philosophical notions to unpack and surface meaning in hermeneutic phenomenology research. International Journal of Qualitative Methods, 19.

  generalstated in recommendationsevidence 5/5
  Keywords: learning developers professional https resource practice education journal educational support programs development instructional phenomenological international
• ACCEPTANCE AND USE OF EDUCATIONAL TECHNOLOGY AND COMPETENCY LEVEL AMONG PUBLIC SECONDARY TEACHERS: BASIS FOR A FACULTY DEVELOPMENT PROGRAM (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  1. School heads may institutionalize and promote school culture that has continuous and targeted professional development programs that address varying levels of technological competence among teachers, particularly focusing on older teachers and those with longer years of teaching experience who exhibit lower levels of competence and acceptance. 2. Implementation of the proposed structured faculty development program, prioritizing training on learning management systems, online assessment tools, multimedia content creation, virtual teaching platforms, and ethical use of artificial intelligence to sustain and improve existing competencies. 3. Training initiatives should be differentiated and flexible to accommodate teachers’ age, years of experience, and frequency of technology use, ensuring that professional levels. development activities are to varying needs and skill responsive 4. Teachers may be encouraged to consistently and intentionally use educational technology in their instructional practices, as frequent use was found to be associated with higher levels of competence and acceptance. 5. School leaders may continue to strengthen facilitating conditions by ensuring access to adequate technological resources, stable internet connectivity, and ongoing technical support to maintain teachers’ high level of acceptance and readiness to use technology. 6. Schools may promote peer mentoring and collaborative learning among teachers to support colleagues who may need additional guidance, thereby fostering a culture of shared learning and continuous improvement. 7. Future studies may explore other factors influencing teachers’ technological competence and acceptance, such as access to resources, self-efficacy, school culture, and resistance in embracing the teaching-learning process.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers school levels competence acceptance learning culture development technological teaching technology promote continuous professional varying

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