Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underly

The gap

Consensus across the literature

Supporting evidence — 8 representative gaps

• Implementation of learning action cell engagement on the classroom management skills by the public elementary school teachers (2026) · 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.

  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) · 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.

  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) · 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 distance- learning 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. By systematically addressing the identified challenges, leveraging teachers' demonstrated resilience and collaborative capacity, and investing in necessary resources and syste

  Keywords: learning term must programs support schools primary technology teacher professional distance resources medium long strategies
• ACCEPTANCE AND USE OF EDUCATIONAL TECHNOLOGY AND COMPETENCY LEVEL AMONG PUBLIC SECONDARY TEACHERS: BASIS FOR A FACULTY DEVELOPMENT PROGRAM (2026) · 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.

  Keywords: teachers school levels competence acceptance learning culture development technological teaching technology promote continuous professional varying
• STRATEGIES TO DEVELOP CULTURALLY RESPONSIVE LEADERSHIP TO ENHANCE EVIDENCE-BASED PRACTICES FOR SCHOOL MANAGEMENT OF THE 12TH MIDDLE SCHOOL OF LINYI, SHAN DONG PROVINCE, CHINA (2026) · doi

  institutions, Based on the findings of this study, several practical recommendations can be proposed for and educational to policymakers. These recommendations aim enhance improve teaching performance, leadership capacity, and ultimately improve school outcomes. professional development, administrators, strengthen For educational institutions, it is essential to SCIENTIFIC CULTURE, Vol. 12, No 2.1, (2026), pp. 11697-11711 11710 GAOQIAN et al provide continuous structured professional development establish systems training, that mentoring, and support for educators. Institutions should focus on developing programs that enhance both theoretical knowledge and practical skills, ensuring that educators are equipped to meet the demands of modern education. Additionally, institutions should create supportive environments innovation, and that encourage collaboration, reflective practice. invest For administrators, it is important to recognize the critical role of leadership in driving organizational in performance. Administrators should leadership development programs that focus on building both professional and instructional competencies. They should also work to reduce organizational barriers and create flexible structures that enable educators to perform effectively. Encouraging open communication, shared decision- making, and a culture of continuous improvement can further enhance leadership effectiveness. For policymakers, the findings highlight the need that support professional to develop policies development and leadership capacity building. Policymakers should allocate resources to training programs, promote evidence-based practices, and establish frameworks that encourage innovation and adaptability within educational institutions. Policies should also address systemic constraints that may hinder performance, ensuring that schools operate in environments and development. support growth that Overall, the recommendations emphasize the importance of a holistic approach to educational improvement, in which professional development, teaching, leadership, and organizational conditions are addressed simultaneously. REFERENCES 8. FUTURE STUDY While this study provides valuable insights into the relationships among key variables in educational management, several areas for future research can be identified. First, future studies could expand the model by incorporating additional variables, such as organizational culture, technological integration, or student outcomes, to provide a more comprehensive understanding of educational effectiveness. Second, this study was conducted within a specific context, which may limit the generalizability of the findings. Future research could replicate the study

  Keywords: educational leadership development institutions professional organizational future recommendations policymakers enhance performance administrators culture support educators
• Educational Leadership and Teacher Professional Development in Advancing STEAM Pedagogy in Early Childhood Education (2026) · doi

  Based on the findings of this study, several practical recommendations are proposed to support the effective integration of STEAM pedagogy in early childhood education. First, school leaders should prioritize continuous, mentoring- based professional development rather than relying on one-time training sessions. Ongoing support, including coaching, observation, and feedback, can help teachers gradually build Xhuraj et al. International Journal of Modern Developments in Engineering and Science, VOL. 5, NO. 5, MAY 2026 20 confidence and competence approaches. in implementing STEAM examine STEAM implementation across different educational contexts. institutions Second, educational should promote a collaborative professional culture where teachers are encouraged to share experiences, exchange ideas, and engage in reflective practice. Peer learning communities can play a significant role in strengthening teachers’ pedagogical skills and sustaining innovation. Third, there is a need to ensure adequate resources and materials that support STEAM activities. Access to appropriate tools, learning materials, and flexible classroom environments can enhance the quality of interdisciplinary teaching and learning experiences. Fourth, policymakers and school administrators should for planning and consider allocating dedicated professional learning, as time constraints were identified as a major challenge. Structured time for collaboration and lesson design effectiveness of STEAM implementation. improve time can the Finally, future research is recommended to explore long-term impacts of leadership-supported professional development on both teaching practices and student outcomes, as well as to

  Keywords: steam professional time learning support teachers based school development implementation educational experiences materials teaching several
• Analyzing Teacher Educators Level on Implementation of Teaching Practice Assessment Guide among Mathematics Pre-Service Teachers in Childhood Education (2026) · doi

  1. Teacher education institutions should continue to strengthen teaching practice programmes to improve the professional competencies of pre-service teachers. 2. Supervisors should provide regular guidance and constructive feedback to pre-service teachers during teaching practice exercises. 3. Workshops and seminars should be organized for pre-service teachers on classroom management, lesson delivery, and communication skills. 4. Adequate instructional materials and teaching resources should be provided in schools to enhance effective teaching and learning during teaching practice. 5. The Teaching Practice Assessment Guide should be periodically reviewed and updated to reflect current teaching methodologies and educational practices. 111 International Journal of Research in Education and Sustainable Development | ISSN: 2782-7666 Vol. 6, Issue 2 (2026) | www.ijaar.org/ijresd

  Keywords: teaching practice service teachers education teacher institutions continue strengthen programmes improve professional competencies supervisors provide
• Adopting a stance: Bandura and Vygotsky on professional development (2018) · doi

  Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underlying teacher learning and how it translates into actual classroom practices are not well understood.

  Keywords: learning importance professional development improved student widely recognized devoted enhancing effectiveness specific mechanism underlying teacher