Abstract
Teacher professional development plays a crucial role in improving instructional quality and educational outcomes. Continuous teacher training programmes enable educators to acquire updated pedagogical knowledge, classroom management skills, assessment strategies, and innovative teaching practices that enhance both teacher effectiveness and student learning experiences. The present study investigates the influence of teacher training programmes on professional competency, classroom effectiveness, and student engagement among in-service secondary school teachers. A quantitative pre-test and post-test research design was employed involving 250 in-service secondary school teachers who participated in a structured six-week professional development programme. Data were collected using standardized questionnaires measuring professional competency, classroom effectiveness, and student engagement. Statistical analyses, including descriptive statistics, paired sample t-test, one-way ANOVA, Pear