Teachers’ Perceptions of Training and Professional Performance: A Qualitative Study in Nepal

Abstract

Teacher professional development is widely recognized as essential for improving instructional quality; however, limited context-specific evidence explains how teachers perceive the contribution of training to their professional performance and the challenges associated with its implementation in Nepalese school settings. This study explored teachers’ perceptions of training and its contribution to professional performance in government and private schools in Godavari Municipality, Lalitpur, Nepal. Using a qualitative exploratory design informed by Guskey’s Teacher Professional Development Model, semi-structured interviews were conducted with 10 purposively selected participants comprising principals, academic coordinators, and teachers from government and private schools. The interview data were analyzed thematically to identify common, divergent, and school-specific experiences. The findings indicate that participants generally perceived training as contributing to increased confidence, improved pedagogical and classroom management practices, stronger communication skills, curriculum implementation, and professional growth. Government-school participants emphasized curriculum delivery, educational policies, and classroom management, whereas private-school participants placed greater emphasis on innovation, technology integration, and specialized professional development. Across both settings, limited resources, insufficient training time, and an excessive emphasis on theoretical rather than practical content constrained effective implementation. The study contributes context-specific qualitative evidence showing that teacher-training outcomes are shaped not only by training participation but also by institutional conditions and implementation priorities. The findings support more practical, sustained, and context-responsive professional development in both government and private schools.