School-based professional development and the improvement of teacher performance

Abstract

School-based professional development and the improvement of teacher performance have become key pillars in enhancing the quality of education. This study focused on the role of school-based professional development (SBPD) and its impact on improving the teaching performance of primary school teachers. A qualitative research approach was employed, using semi-structured interviews as the primary data collection method. Data were collected through focus group interviews with teachers from four primary schools in the Municipality of Gjakova and individual interviews with the principals of these schools. The findings indicate that SBPD has a significant positive influence on teachers’ performance, contributing to improved educational quality, increased confidence in applying theoretical knowledge to teaching practice, the adoption of new teaching strategies, and greater engagement in teaching and student learning. However, the study also identified several challenges that limit the effectiveness of this process. The main barriers reported by participants included insufficient institutional support, inadequate school infrastructure and material resources, limited time available for teachers to participate in training and other professional development activities, and excessive workloads extending beyond regular school hours. The study concludes by highlighting the need for a more integrated and sustainable approach to school-based professional development. Addressing these challenges is essential to fully realizing its potential to enhance teacher performance and improve the overall quality of education.