Title: The Effect Of Teacher Continuous Professional Development On Competency-Based Instructional Practices
Authors: Dr. Mategeko Betty, Ahumuza Audrey, Dr. Twinomujuni Rosebell
Volume: 10
Issue: 6
Pages: 224-231
Publication Date: 2026/06/28
Abstract:
This study investigated the effect of teacher continuous professional development (CPD) on competency-based instructional practices in secondary schools. Grounded in the need to align teaching approaches with competency-based curriculum (CBC) frameworks, the study employed a cross-sectional survey design involving 320 teachers drawn from 40 purposively selected secondary schools. Data were collected using structured questionnaires and classroom observation checklists. Univariate analysis revealed that 68.4% of teachers had participated in CPD programmes within the preceding 12 months, with most engagements lasting between one and five days. Bivariate analysis using chi-square tests and Pearson correlation demonstrated statistically significant positive associations between CPD participation frequency (r = 0.62, p < 0.001), CPD duration (r = 0.57, p < 0.001), and the quality of competency-based instructional practices. Binary logistic regression analysis, controlling for teacher experience, school type, and subject area, revealed that teachers who participated in CPD at least four times annually were 4.3 times more likely to demonstrate high levels of competency-based instructional practices compared to those with no CPD participation (OR = 4.31, 95% CI: 2.18-8.52, p < 0.001). CPD content relevance emerged as the strongest predictor of instructional competency, underscoring the critical importance of aligning professional development content with actual classroom demands. The study concluded that strategic, contextually relevant, and sustained CPD programmes are indispensable drivers of effective competency-based instruction. It was recommended that educational authorities institutionalise CPD as a mandatory, quality-assured, and adequately funded professional requirement, tailor CPD content to reflect real classroom challenges within the CBC context, and establish robust monitoring and evaluation frameworks to track the impact of CPD on instructional quality continuously.