THE IMPACT OF TEACHER PROFESSIONAL DEVELOPMENT ON TEACHING EFFECTIVENESS: A COMPARATIVE STUDY

In Indonesia, Teacher Professional Development (TPD) had become an essential initiative to enhance teacher competence and improve learning quality, yet its implementation still varied across regions and schools. This research focused on
examining how Teacher Professional Development (TPD) impacted the quality of teaching among elementary school teachers in one province in Indonesia. In this study, a comparative quantitative method was used. The sample consisted of 30 teachers, of which 15 participated in TPD and 15 did not. Danielson's (2013) evaluation framework was used to collect data through classroom observation.
Then, an independent t-test was used to analyze the data. The results of the study indicated that there was a significant difference between teachers who participated
in TPD and those who did not. The TPD group had a higher score (77.47) than the non-TPD group. The null hypothesis was rejected because the independent t-test produced a significance value of 0.000, which was less than 0.05. In addition, Cohen's d of 2.39 indicated a statistically and practically significant effect. These results showed that TPD actually improved the quality of teachers' teaching,
especially in terms of lesson planning, implementation, and professional reflection.