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International Journal of Social Science and Education Research

Vol. 7, Issue 1, Part A (2025)

Phenomenological approach regarding the impact of teacher professional development on the quality of social studies learning in elementary schools

Author(s):

Marianus Tapung

Abstract:

This study examines the impact of teachers' professional development on the quality of Social Science learning in elementary schools with a phenomenological approach. Conducted in 16 elementary schools in Manggarai Raya, this study involved 16 teachers as participants. The phenomenological approach was chosen to explore teachers' subjective experiences in their professional development process and how this affects learning practices and the quality of social studies learning students receive. The data were obtained through in-depth interviews and classroom observations, which allowed the researchers to understand the challenges and successes teachers faced in applying the new knowledge from the training. The study results showed that professional development improved teachers' pedagogical skills, positively impacting students' motivation and participation in learning. Despite challenges in implementing new methods, teachers reported increased confidence and commitment to the quality of teaching. This research emphasises the importance of continuous post-program support to help teachers apply the acquired skills effectively. Thus, the study results are expected to provide recommendations for education policies in Indonesia to improve education quality holistically.

Pages: 17-22  |  157 Views  36 Downloads


International Journal of Social Science and Education Research
How to cite this article:
Marianus Tapung. Phenomenological approach regarding the impact of teacher professional development on the quality of social studies learning in elementary schools. Int. J. Social Sci. Educ. Res. 2025;7(1):17-22. DOI: 10.33545/26649845.2025.v7.i1a.180
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