Teacher Professional Education programs significantly improve teachers’ pedagogical, professional, personal, and social competencies, according to a new international study led by researchers from Universitas Veteran Bangun Nusantara, Indonesia, and Can Tho University, Vietnam. The research found that teachers who completed professional education training demonstrated stronger classroom management, higher teaching confidence, better student engagement, and more effective instructional strategies.
The study, titled “Do Teacher Professional Education Programs Improve Teaching Competencies? A Comprehensive Evaluation,” was conducted by Singgih Subiyantoro, Syifa Fauziyah, Hamda Kharisma Putra, Akhmad Setyawan, and Le Thanh Thao. It was published in the International Journal of Applied Educational Research (IJAER) in 2026.
The findings come as education systems worldwide continue investing heavily in teacher professional development to improve learning quality, classroom effectiveness, and student outcomes. Policymakers increasingly recognize that educational reform cannot succeed without competent teachers who can translate curriculum changes, technological integration, and instructional innovations into meaningful classroom practice.
According to the researchers, teachers remain the most influential in-school factor shaping student learning. While governments continue introducing curriculum reforms and digital learning initiatives, the success of these policies ultimately depends on teachers’ ability to apply them effectively in real classroom settings.
The study focused on Teacher Professional Education programs designed to strengthen four major competency domains: pedagogical competence, professional competence, social competence, and personal competence.
Pedagogical competence refers to teachers’ ability to design and manage learning processes effectively. Professional competence involves mastery of subject content and instructional strategies. Social competence focuses on communication and collaboration skills, while personal competence includes self-confidence, ethics, adaptability, and professional identity.
Researchers explained that these competencies are deeply interconnected. For example, teachers’ classroom management skills often depend not only on pedagogical knowledge but also on their confidence, communication ability, and professional self-regulation.
To examine the effectiveness of professional education programs, the research team used a mixed-methods explanatory sequential design combining quantitative and qualitative analysis. The study involved 130 teachers from primary and secondary schools representing different subject areas and teaching experiences.
Researchers collected data using competency questionnaires, classroom observations, interviews, program evaluation records, and teaching performance reports. Competency changes were measured before and after teachers completed the professional education program. In addition, 30 teachers were selected for in-depth interviews and classroom observations to provide richer insight into how professional training affected teaching practices.
The quantitative findings revealed statistically significant improvement across all four competency domains after program participation.
Pedagogical competence showed the highest increase, rising from a pre-program average score of 3.12 to 4.45 after training. Professional competence also improved significantly, increasing from 3.20 to 4.40. Meanwhile, personal competence increased from 3.45 to 4.30, and social competence rose from 3.38 to 4.25.
Researchers noted that pedagogical and professional competencies demonstrated the largest effect sizes, indicating that the program had a particularly strong impact on instructional quality and subject mastery.
Classroom observations further confirmed these improvements. Teachers demonstrated clearer instructional delivery, stronger classroom organization, more effective use of active learning models, and significantly higher student engagement after completing the program. Student engagement scores, for example, increased from 3.0 before the program to 4.6 afterward.
The qualitative findings helped explain how these improvements occurred.
One of the most influential program components involved practice-based learning activities such as microteaching, supervised classroom instruction, lesson planning, and reflective teaching exercises. Teachers consistently identified these practical experiences as the most valuable aspects of the program because they allowed participants to connect theoretical concepts with real classroom situations.
Several teachers reported that before joining the program, their teaching methods were largely content-centered and lecture-based. After completing the training, many shifted toward student-centered learning approaches that encouraged active participation, discussion, collaboration, and inquiry-based instruction.
Reflective practice also emerged as a critical factor in professional growth. Teachers explained that reflective activities encouraged them to evaluate their instructional methods critically, identify weaknesses, and continuously improve their classroom practices.
Researchers found that authentic classroom practice played a major role in strengthening teacher confidence. As teachers gained more opportunities to experiment with instructional strategies and receive feedback, they became more comfortable adapting lessons to different student needs and classroom conditions.
Although all competency domains improved, researchers observed that personal and social competencies developed more gradually than pedagogical and professional competencies. Skills such as communication, self-confidence, emotional regulation, and professional identity appeared to require longer-term development beyond short-term training programs.
For this reason, the study emphasized that teacher professional education should not be treated as a one-time intervention. Instead, researchers recommended continuous professional learning systems supported by mentoring, collaborative learning communities, classroom supervision, and ongoing professional development opportunities.
According to Subiyantoro and his research team, the effectiveness of professional education programs depends heavily on their ability to integrate theory, practice, and reflection. Programs that rely excessively on lectures without authentic teaching experiences may produce limited long-term impact on actual classroom practice.
The study also contributes to broader global discussions about teacher quality and educational reform. International education experts increasingly argue that improving student learning outcomes requires sustained investment in teacher competence, particularly in rapidly changing educational environments shaped by technology, curriculum reform, and 21st-century learning demands.
Beyond academic significance, the findings have important implications for policymakers, universities, teacher training institutions, and school leaders. The research suggests that professional education programs should prioritize experiential learning, reflective teaching, and strong alignment between training content and classroom realities.
Researchers also encouraged future studies examining the long-term sustainability of competency improvement and its direct impact on student learning outcomes. Additional research comparing different professional education models across countries and educational systems could provide deeper understanding of best practices in teacher development.
Ultimately, the study reinforces a growing international consensus: teacher quality remains one of the most important determinants of educational success. As education systems continue evolving, effective teacher professional education may become increasingly essential for preparing educators to meet the complex demands of modern classrooms.
Author Profile
Singgih Subiyantoro is an academic and researcher from Universitas Veteran Bangun Nusantara, Indonesia, specializing in teacher education, instructional development, and educational evaluation. The study was co-authored by Syifa Fauziyah, Hamda Kharisma Putra, and Akhmad Setyawan from Universitas Veteran Bangun Nusantara, along with Le Thanh Thao from Can Tho University, Vietnam. Their research focuses on teacher competence, professional development, instructional innovation, and educational quality improvement.
Source
Singgih Subiyantoro, Syifa Fauziyah, Hamda Kharisma Putra, Akhmad Setyawan, & Le Thanh Thao. “Do Teacher Professional Education Programs Improve Teaching Competencies? A Comprehensive Evaluation.” International Journal of Applied Educational Research (IJAER), Vol. 4 No. 2, 2026, pp. 141–152. DOI: https://doi.org/10.59890/ijaer.v4i2.257
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