The Influence of Subject-Specific Teacher Professional Development on Student Achievement In Secondary Schools In China

Abstract

This study investigates the influence of subject-specific teacher professional development (SS-TPD) on student achievement in secondary schools across China. Drawing on a quantitative design, data were collected from 376 teachers through structured questionnaires and matched with student performance records. The study examined both direct and indirect effects of SS-TPD on student outcomes, mediated by teacher pedagogical practices (TPP). Structural Equation Modeling (SEM) using PLS-SEM techniques confirmed strong and significant relationships among the constructs. Findings revealed that SS-TPD had a substantial positive effect on TPP (β = 0.805, p < 0.001) and student achievement (β = 0.374, p < 0.001), with TPP also exerting a positive influence on achievement (β = 0.342, p < 0.001). Moreover, TPP partially mediated the relationship between SS-TPD and achievement, underscoring the central role of effective pedagogy in translating teacher learning into student success. The study highlights the importance of sustained, collaborative, and content-focused professional development within China’s exam-driven educational context. Implications are drawn for theory, practice, and policy, emphasizing the need for systemic support and equitable access to SS-TPD, particularly in under-resourced regions.