Factors Associated with Teacher’s Professional Development for Classroom Delivery: An Evidence from Community School in Kathmandu, Nepal

Abstract

The main aim of this study is to examine the impact of teacher's professional development on classroom delivery. This study has adopted quantitative research design collecting primary data through the structured questionnaire based on cross sectional data. The findings show that the effectiveness of training beliefs on teachers’ professional development and non-financial benefits have a significant impact on better classroom delivery than the financial rewards and role of training. The study also reveals that the training and capacity development programs have a significant impact on classroom delivery, classroom management, learning and teaching materials, ICT application in the classroom, and professionalism. Thus, findings of the study show that non-financial motivational tools need to introduce for effective and efficient classroom delivery rather than financial rewards. The results of the study would help teachers, planners, local government, and the federal government educational body to take effective action in order to improve teachers’ classroom delivery for better student achievement.