Do Teacher Professional Education Programs Improve Teaching Competencies? A Comprehensive Evaluation

Singgih Subiyantoro; Syifa Fauziyah; Hamda Kharisma Putra; Akhmad Setyawan; Le Thanh Thao

doi:10.59890/ijaer.v4i2.257

Authors

Singgih Subiyantoro Universitas Veteran Bangun Nusantara
Syifa Fauziyah Universitas Veteran Bangun Nusantara
Hamda Kharisma Putra Universitas Veteran Bangun Nusantara
Akhmad Setyawan Universitas Veteran Bangun Nusantara
Le Thanh Thao Can Tho University

DOI:

https://doi.org/10.59890/ijaer.v4i2.257

Keywords:

Teacher Professional Education, Teacher Competence, Comprehensive Evaluation

Abstract

The research aims to provide empirical evidence on the extent to which such programs contribute to meaningful changes in teaching practice. A mixed-methods approach with an explanatory sequential design was employed, involving quantitative data from competency assessments and qualitative insights from interviews and classroom observations. The findings show a consistent and statistically significant improvement across all competency areas after program participation, with the most notable gains in pedagogical and professional competencies. Teachers also reported increased confidence, better classroom management, and more adaptive instructional strategies. Qualitative evidence further indicates that practical training components and reflective activities played a key role in shaping these improvements. The study concludes that teacher professional education programs are effective in strengthening teaching competencies when they are designed to connect theory with classroom practice. These results highlight the importance of sustained, practice-oriented professional development for improving teaching quality.

References

Alshaikhi, T., Ahmad, M., & Khasawneh, S. (2025). Enhancing Teacher Competence in Differentiated Instruction for English Language Learners with Disabilities: A Professional Development Intervention. World Journal of English Language, 15(1), 101–115. https://doi.org/10.5430/wjel.v15n1p101

Angelina, P. (2024). LLT Journal: A Journal on Language and Language Teaching. LLT Journal: A Journal on Language and Language Teaching, 27(2), 1078–1089.

Ardi, P., Widyaningsih, T. L., & Widiati, U. (2023). Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program. Education and Self Development, 18(2), 10–26. https://doi.org/10.26907/esd.18.2.02

Chen, X., Samad, S., & Kim, W. (2025). Teacher competence and students ’ motivation for learning in Chinese higher education : mediating roles of psychological flourishing and student engagement , and the moderating role of AI integration. BMC Psychology, 13(1), 1378.

Fang, C., Nurul, C., Ken, A., & Chen, Z. (2025). Pre ‑ service teacher professional education program (PPG) and Indonesian science teachers’ TPACK development: A career‑path comparative study. Education and Information Technologies, 30(7), 8689–8711. https://doi.org/10.1007/s10639-024-13160-6

Kaiser, G., König, J., Krauss, S., Buchholtz, N., & Gruber, H. (2025). Are teacher expertise and teacher competence complementary or contradictory research paradigms ? Reflections on a possible integration and first conceptualizations. ZDM Mathematics Education, 57(1), 1077–1092. https://doi.org/10.1007/s11858-025-01743-7

Lenziardi, R., & Lucas, M. (2025). Enhancing Teacher Competences in Education for Sustainable Development (ESD): A Value-Oriented Framework. Journal of Teacher Education for Sustainability, 27(1), 6–32. https://doi.org/10.2478/jtes-2025-0002

Maryani, I., Irsalinda, N., Jaya, P. H., & Sukma, H. H. (2025). Understanding student engagement: an examination of the moderation effect of professional teachers’ competence. Journal of Education and Learning (EduLearn), 19(1), 14–23. https://doi.org/10.11591/edulearn.v19i1.21455

Mohammed, A., Berhanu, A., Worku, N., & Negewo, Z. (2025). Enhancing teachers ’ professional competence through licensure tests and intervention : a study on teacher competence and student academic performance in Ethiopia. Discover Education, 4(322).

Nazareno, G., & Montañ, M. C. A. (2025). Assessing Public Elementary Teachers ’ Competence in Planning , Management , and Instruction Amid Adaptive Education during the COVID-19 Pandemic. International Journal of Information and Education Technology, 15(9), 1804–1819. https://doi.org/10.18178/ijiet.2025.15.9.2382

Nidhom, A. M., Kamaruzaman, F. M., & Omar, M. B. (2025). A Systematic Review of Factors Shaping Vocational Teacher Professional Education Implementation. International Journal of Learning, Teaching and Educational Research, 24(4), 592–615.

Nketsia, W., Opoku, M. P., & Amponteng, M. (2025). Inclusive Teaching Practices in Secondary Schools : Understanding Teachers ’ Competence in Using Differentiated Instruction to Support Secondary School Students with Disabilities. Education Sciences, 15(1), 1613.

SA, N. H., Suyanto, Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). European Journal of Educational Research. Europan Journal of Education Research, 10(1), 313–325. https://doi.org/10.12973/eu-jer.10.1.313

Shandi, S. A., Rahayu, S., Hartono, M., & Setyawati, H. (2025). Supervision of Physical Education teacher competence : A contextual approach to planning , objectives , instruments , and scheduling. Journal of Sport Sciences, 14(1), 1–18.

Suciwati, I., & Zuo, J. (2025). Between policy and practice: Project-based learning in Indonesian in- service English teachers’ professional education and classroom teaching. English Language Teaching Educational Journal, 8(3), 271–285.