Abstract

This review study includes 30 articles from 2016 and 2024 focusing on teachers ‘perception on the impact of professional development, as headed by the following twofold research questions: What are the teachers’ perceptions on the impact of CPD activities in teaching and learning process? And what is the role of the school administration on the implementation of CPD for teachers? The review indicates that teachers’ professional growth has to be developed if they are ones to lead to school change and innovation in terms of improvement. Researchers in their investigation should not only focus on teachers learning process in schools and left behind the impact of it to the students learning as measurable variable in terms of performance rather they should conduct formative intervention studies that can be assessed empirically and provoke a desirable transformation and includes stakeholders, school leaders and teachers in the whole school as learning environment. Findings from this review suggest that more researches on impact of CPD are needed to deep dig its impact on students learning through teachers’ collaboration, teacher-student collaboration and teacher-school leader collaboration as a smart solution to overcome the challenges that hinder CPD effectiveness.

Keywords:

Teachers continuous professional development, Pedagogical content knowledge, school leaders, Teachers collaboration, Continuous professional development activities and students ‘performance.

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