INFLUENCE OF TEACHERS’ PROFESSIONAL DEVELOPMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SENIOR SECONDARY SCHOOL MATHEMATICS IN THE GAMBIA

Abstract

The significance of teachers’ professional knowledge in shaping students’ academic performance in mathematics is widely recognized. However, its true value lies in how effectively it is applied in the classroom. As such, teacher professional development (PD) plays a crucial role in improving instructional quality and student outcomes. This study examines the influence of teachers’ professional development on students’ academic achievement in mathematics in The Gambia.

Using a descriptive research design and quantitative approach, the study sampled 201 Grade 11 students and 19 mathematics teachers through a multi-stage sampling technique. Two research instruments were used: the Teacher Professional Development Scale (TPDS), with inter-rater reliability of r = 0.68, and the Mathematics Achievement Test (MAT), which showed internal consistency of r = 0.66 using the KR-20 method.

The findings indicate that content focus (β = 0.531, p = 0.044) and pedagogical factors (β = -0.561, p = 0.031) have statistically significant relationships with student achievement, highlighting the importance of focusing on instructional content and pedagogy in PD programs. However, variables such as Teacher Opportunities, Creativity, Active Learning, and Collective Participation did not show significant effects in this model.

These results suggest the need for targeted and regularly evaluated professional development that aligns with teachers' instructional needs. Emphasizing content and pedagogical strategies in PD programs can better support mathematics achievement among students.