Bridging Theory and Practice: The Impact of Continuous Professional Development on Teachers' Performance in Klang Valley Schools, Malaysia

Abstract

Continuous Professional Development (CPD) is widely recognised as a cornerstone of educational reform, yet teachers in urban Malaysian schools continue to encounter persistent structural barriers that hinder effective participation, and few studies have examined this phenomenon through an established learning-theoretical lens. This study investigates the influence of professional development on teachers' performance in Klang Valley schools, Malaysia, through three objectives: to examine the effects of professional development on teachers' performance, to identify how school leaders plan professional development activities, and to discover the challenges teachers encounter in participating in such activities. Anchored in Bandura's Social Learning Theory, the study adopted a qualitative descriptive design with phenomenological orientation. Fourteen educators across preschool, elementary, and secondary levels were selected through purposeful sampling, and data were generated through a two-stage process combining a semi-structured online instrument with follow-up clarification interviews. Thematic analysis followed Braun and Clarke's six-phase framework, and trustworthiness was established using Lincoln and Guba's criteria, including member checking and an audit trail. Three sets of themes emerged: professional development enhances teachers' performance through knowledge update, teaching effectiveness, and practical application; school leaders plan professional development through support and encouragement, accessibility, and diversity of training; and teachers face four interrelated challenges, namely bureaucratic hurdles, scheduling conflicts, administrative and competitive challenges, and resource constraints. The findings call for streamlined administrative processes, contextually responsive training, and sustainable funding models.