Asian Journal of Advanced Research and Reports

Professional Development (PD) is widely recognised as a key mechanism for enhancing teacher quality and improving classroom practices. This study examined teachers’ perceptions of the influence of professional development programmes on teaching practices in Punakha Dzongkhag, Bhutan. The research focused on three core areas: instructional strategies, classroom management and learning environment and assessment practices. A mixed-methods research design was used. Quantitative data was collected through survey questionnaires from 84 teachers. Simple random sampling technique was used in the study. while qualitative insights were gathered through interviews to support and enrich the survey findings. Quantitative data was analysed using descriptive statistics, and qualitative data were analysed thematically. The findings indicate that sustained, well-structured, and content-focused PD has a positive and significant influence on instructional strategies, particularly in improving lesson coherence, student engagement, inquiry-based learning, and differentiated instruction. PD was also found to enhance socio-emotional learning and culturally responsive classroom management practices, contributing to safer and more inclusive learning environments. However, the influence of PD on maintaining instructional time was inconsistent due to contextual challenges such as large class sizes and administrative demands. Similarly, while PD improved teachers’ assessment literacy and use of diverse assessment methods, structural constraints limited the consistent implementation of formative assessment practices. Professional development (PD) should emphasize practical behaviour management, socio-emotional learning, and culturally responsive teaching to improve classroom environments. PD should strengthen teachers’ literacy in formative and diagnostic practices, including the use of diverse tools and effective interpretation of student responses.