INVESTIGATING THE FUNCTIONALITY OF CONTINUOUS TEACHERS' PROFESSIONAL DEVELOPMENT IN THE MOTHEO EDUCATION DISTRICT

Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 327 2025, vol. 12, issue 2, 327-337 RESEARCH ARTICLE hCps://doi.org/10.5281/zenodo.17870735 INVESTIGATING THE FUNCTIONALITY OF CONTINUOUS TEACHERS' PROFESSIONAL DEVELOPMENT IN THE MOTHEO EDUCATION DISTRICT Motsukunyane Ephraim MOJAKI1 Paseka MOLLO2 Willie THABANE3 1,2,3 Central University of Technology, Free State, South Africa 1 Department of Postgraduate Studies 2 Department of Educa?onal & Professional Studies, ORCID: 0000-0002-5027-0629 3 Department of Educa?onal & Professional Studies, ORCID: 0000-0001-8646-8541 Abstract Continuous teacher development is essential for ensuring the effectiveness, relevance, and sustainability of the education system. Investing in the ongoing professional growth of teachers enhances teaching quality, improves learners’ outcomes, and ultimately builds stronger, more vibrant communities. This study aimed to develop a sustainable and effective framework for Continuing Professional Development (CPD) programmes for teachers, with the goal of fostering long-term improvements in teaching quality and educational outcomes. The study employed mixed methods, including regression analysis and ANOVA, to assess the effectiveness of various CPD training approaches, traditional, collaborative, and technology-based training interventions. Data was collected from multiple educational institutions within the Mangaung education district and analysed using JASP software. Regression analyses revealed that all three CPD training methods significantly improved teaching outcomes (F (3, 294) = 47.087, p < .001), accounting for 81.5% of the variance in CPD effectiveness. This study found that traditional, collaborative, and technology-based training methods were effective in improving educational outcomes, with technology-based methods showing the most significant impact. The effectiveness of in-service training varied, although many teachers found it beneficial. Yet, some feedback suggested they were disconnected from classroom needs, indicating a need for improvement. Key areas included technological proficiency, differentiated instruction, and inclusive teaching practices. Ongoing professional development was crucial due to the evolving nature of the educational system. Various training methods influenced continuing professional development outcomes, particularly those aligned with current challenges and needs. Technology integration enhanced CPD results. Keywords: Training effec2veness; In-service programs; Technological proficiency; Con2nuing Professional Development; Teacher support INTRODUCTION For education to play a crucial role in enhancing citizens' capacity and informing significant choices related to their well-being, effective teaching practices must be implemented. Teaching is an interactive activity that involves both the learner and the teacher (Gul, 2021). The relationship between teachers and learners is essential to education. Thus, teaching is viewed as a lifelong profession that is curriculum-oriented and based on established objectives. The primary and overarching aim of teaching is to contribute to the betterment of humanity. The description indicates that the teaching profession is guided by specific standards that educators must follow to enhance their effectiveness, one of which is Continuous Professional Development (CPD). Coined in the mid1970s, CPD is rooted in constructivist philosophy, which asserts that individuals' understanding, and perception of the world are not static but rather subject to ongoing evolution (Melesse & Gulie, 2019). Consequently, it is Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 328 essential for teachers to actively engage in the planning and implementation of their professional development continually to adapt to the evolving demands of the contemporary workforce (Zhou & Chinamasa, 2020). Moreover, Continuing Professional Development (CPD) is seen as a personal commitment that educational professionals undertake to enhance their knowledge, skills, and competencies throughout their careers. The primary aim of professional development is to elevate the quality of student learning by improving the quality of teaching. This is achieved through the ongoing evaluation and assessment of teachers’ content knowledge and instructional methodologies. This process involves identifying effective teaching strategies and utilizing them to benefit students (Zhou & Chinamasa, 2020). Professional development programs were designed to enhance teaching quality and improve educators’ knowledge, skills, and attitudes, enabling them to educate students more effectively. For this study, the term "continuous professional development" refers to a systematic process of training and ongoing support for teachers, aimed at modifying teachers' practices within the classroom. The primary objective is to enhance the quality of instructional processes. Teachers who engage in continuous professional development tend to exhibit greater levels of innovation. This process enhances teachers' selfefficacy, empowering them to perform their classroom responsibilities more effectively. This research paper aimed to examine the efficacy of continuous in-service professional development for teachers within the Free State Department of Education, specifically in the Motheo district. Fundamentals of Con:nuous Professional Development (CPD) Con.nuous Professional Development (CPD) has evolved from a series of discrete training events for teachers to a holis.c approach that emphasizes lifelong learning and con.nuous improvement. Today, CPD encompasses formal coursework, workshops, reflec.ve prac.ce, and peer collabora.on, all designed to enhance professional prac.ce (Friedman, 2023; Zhi et al., 2023). The evolu.on of CPD reflects broader changes in educa.onal theories and prac.ces. In the early stages, CPD was heavily influenced by behaviourist theories, focusing on skill acquisi.on and measurable outcomes. However, as construc.vist theories gained prominence, CPD began to emphasize reflec.ve prac.ce and collabora.ve learning, acknowledging the complex and situated nature of teaching and learning. In South Africa, CPD has been shaped by the country's unique educa.onal challenges, including addressing the legacy of apartheid, mee.ng the diverse needs of learners, and integra.ng technology into the teaching process. The South African Council for Educators (SACE) plays a key role in guiding CPD ac.vi.es, ensuring they align with na.onal educa.onal goals and standards (van Huyssteen et al., 2020; Nkundabakura et al., 2023). The cri:cal role of CPD in contemporary educa:on Con.nuous Professional Development (CPD) is essen.al in modern educa.on for enhancing the quality of teaching. It is now a core aspect of a teacher's career, equipping them to navigate the evolving educa.onal landscape (Nakidien, Sayed, & Sadeck, 2022). Effec.ve CPD has a posi.ve impact on both teachers and the educa.on system, boos.ng morale, reten.on, and student outcomes (Pieck et al., 2020). In South Africa, CPD plays a vital role in addressing training gaps, reducing inequali.es, and promo.ng inclusive educa.on (Mutereko, 2019). Furthermore, CPD plays a vital role in fostering educa.onal innova.on. As teachers engage in ongoing learning, they become agents of change, capable of implemen.ng new pedagogies and technologies in their classrooms (van Huyssteen et al., 2020). This aspect is especially relevant in South Africa, where educa.on is viewed as a key driver for social and economic transforma.on. The scope and evolu.on of CPD reflect a ship toward a more nuanced understanding of teaching as a complex and dynamic profession. Its role in contemporary educa.on is indispensable, providing a pathway for teachers to con.nually enhance their prac.ce, thereby improving educa.onal outcomes and fostering innova.on. As South Africa con.nues to navigate its unique educa.onal challenges, CPD remains a cri.cal tool for empowering teachers and advancing the na.on's educa.onal goals. Evalua:ng current teacher training programmes It is essen.al to evaluate current teacher in-service training programmes to comprehend the state of teacher professional development. The goal of these programs, which differ in their approach and scope, is to enhance the abili.es and exper.se of educators. Short-term workshops and seminars are among the formats, along with longerterm courses like online modules and coopera.ve professional learning communi.es (Nakidien, Sayed, & Sadeck, 2022). According to Teane (2019), the content typically spans a wide spectrum, including subject-specific updates, crea.ve teaching methods, classroom management, and adjus.ng to new curricula and technologies. In-service training programmes in South Africa aim to promote equity and inclusivity by addressing historical educa.onal dispari.es. They open focus on new curricula, inclusive educa.on strategies, and the integra.on of technology (Mbuvha, 2018). However, challenges such as limited resources and inconsistent quality persist Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 329 (Mutereko, 2019). A thorough survey would assess the programs' structure, content, delivery methods, alignment with na.onal standards, and accessibility for educators in remote areas (Olawumi & Mavuso, 2024). Assessing impact on pedagogical skills and knowledge The evalua.on of the impact of in-service training on teachers' pedagogical skills and knowledge represents a cri.cal measure of the effec.veness of such programs. The primary objec.ve of professional development is to enhance teaching prac.ces, which, in turn, should lead to improved student learning outcomes (Pieck et al., 2020). This evalua.on process can be mul.faceted, incorpora.ng a variety of evalua.ve tools and methodologies. Teacher self-reports and reflec.ve journals can provide valuable insights into educators' percep.ons of the training's relevance, its impact on their instruc.onal prac.ces, and the challenges they encounter when implemen.ng new strategies (Ajani & Ntombela, 2024). Classroom observa.ons, conducted by peers or supervisors, provide an objec.ve measure of changes in teaching prac.ces, offering tangible evidence of the applica.on of new skills and methodologies. Student performance data, including test scores and qualita.ve assessments, can indicate the effec.veness of changed teaching prac.ces (Ajani & Govender, 2024). Evalua.ng training programs must address the unique challenges educators face, such as mul.lingual classrooms and varying student preparedness. It's essen.al to determine whether training equips teachers to meet the diverse needs of students and if they con.nue to apply their skills in the long term (Olawumi & Mavuso, 2024). A thorough evalua.on of teacher training programs requires surveying available in-service training and assessing its impact on pedagogical skills. METHODOLOGY The study adopted a pragma.st research paradigm, which views reality as dynamic and shaped by human interac.on and knowledge as constructed through inquiry for prac.cal problem-solving (Adedoyin, 2020; Vaughn & Jacquez, 2020; Atkinson et al., 2021). This approach enabled the use of mixed methods, employing a concurrent triangula.on design to collect and analyse qualita.ve and quan.ta.ve data simultaneously. By combining these findings during interpreta.on, the research improved the depth of analysis, enriching sta.s.cal paCerns with contextual insights from par.cipants' experiences (Brennen, 2021; Nielsen, 2019). The target popula.on consisted of high schools in the Motheo Educa.on District, which was divided into three areas: Bloemfontein, Botshabelo, and Thaba Nchu. A combina.on of stra.fied and convenience sampling was used for effec.ve par.cipant recruitment (Mukherji & Albon, 2022; Wilson, 2020). Data collec.on u.lized both openended and closed-ended surveys to capture detailed narra.ves and standardized measures (Hair Jr et al., 2019; Jhangiani et al., 2019). Validity was enhanced through expert review and stakeholder feedback (Milton & Rodgers, 2023), while reliability was measured using Cronbach’s alpha (Dawson, 2019). This approach enabled triangula.on, thereby increasing the credibility of the findings and enhancing the understanding of the research problem (HowiC & Cramer, 2020). The study u.lised two analy.cal techniques: ANOVA for quan.ta.ve data and thema.c analysis for qualita.ve data. ANOVA assessed sta.s.cally significant differences between group means based on factors like geographical loca.on (Thaba Nchu, Botshabelo, and Bloemfontein) and demographic characteris.cs (Walliman, 2021). This approach enabled the simultaneous comparison of mul.ple groups, thereby minimizing Type I errors associated with mul.ple t-tests (Fellows & Liu, 2021). When significant differences were found, post-hoc tests, such as Tukey’s HSD and Bonferroni adjustments, helped iden.fy specific group dis.nc.ons. Effect size es.mates were also analyzed to evaluate the magnitude of differences (Coe et al., 2021), ensuring that varia.ons in responses reflected true group differences rather than random fluctua.ons. Thematic analysis was used to interpret qualitative data from open-ended survey items, revealing participants' experiences, perceptions, and attitudes (Adams & McGuire, 2022). The process involved repeated readings of the data, followed by systematic coding of relevant text segments using both inductive and deductive approaches (Privitera, 2022). Coded data were organized into broader thematic categories, refined through iterative analysis and discussions. Interpretations were aligned with research objectives, supported by illustrative quotes (Lambert, 2019). The integration of ANOVA with thematic analysis provided methodological triangulation, enhancing the validity and reliability of the findings (Ledgerwood, 2019). RESULTS AND DISCUSSION Table 1 provides a detailed breakdown of age and gender across different regions (Bloemfontein, Botshabelo, and Thaba Nchu). The data in this table are organized as con.ngency tables, which summarize the frequency distribu.on of age groups segmented by gender. This tabula.on allows for a clear visual representa.on of the demographic distribu.on within the study areas. In Bloemfontein, there is a no.ceably higher number of females Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 330 (13) compared to males (2) across the age groups. Botshabelo and Thaba Nchu exhibit similar paCerns, with females outnumbering males. This demographic distribu.on is cri.cal in understanding the target popula.ons and the dynamics at play in these areas, which could have implica.ons for regional policy planning and resource alloca.on. The high femaleto-male ra.o across all regions might suggest underlying social or economic trends that could warrant further inves.ga.on. Table 2 further presents the results of chi-squared tests used to determine if there are significant differences in the distribu.on of age and gender across the different study regions: The chi-squared values for Bloemfontein, Botshabelo, and Thaba Nchu suggest that there is no sta.s.cally significant difference in age and gender distribu.on across these areas, as indicated by the high p-values (greater than 0.05). This indicates that the observed differences in age and gender distribu.on are likely due to chance rather than any underlying demographic or social paCerns. This is cri.cal, as it suggests that interven.ons or policies targe.ng these demographics do not need to be differen.ated by region based solely on age and gender distribu.on. The findings indicate a clear gender imbalance that does not significantly vary by region, sugges.ng that interven.ons to address gender dispari.es could be uniformly applied. However, the reasons for these dispari.es require further explora.on to uncover regional dynamics or broader social issues. These results provide a founda.onal understanding of demographics crucial for deeper analysis in subsequent research sec.ons. Table 1: Con:ngency Tables for Age and Gender Gender Area Age Male Female Total Bloemfontein 20-29 2 8 10 30-39 0 5 5 Total 2 13 15 Botshabelo 20-29 1 5 6 30-39 0 7 7 Total 1 12 13 Thaba Nchu 20-29 1 7 8 30-39 0 4 4 Total 1 11 12 Total 20-29 4 20 24 30-39 0 16 16 Total 4 36 40 Table 2: Chi-Squared Tests for Age and Gender Area Value df p Bloemfontein Χ² 1.154 1 0.283 N 15 Botshabelo Χ² 1.264 1 0.261 N 13 Thaba Nchu Χ² 0.545 1 0.460 N 12 Total Χ² 2.963 1 0.085 N 40 In Table 3, the distribu.on of teaching experience among male and female teachers is summarised across two experience brackets (0-5 years and 6-10 years), along with the results from chi-squared tests used to determine any significant differences in these distribu.ons by gender. There are four male teachers with 0-5 years of teaching experience, and none have 6-10 years of experience. Predominantly, the female teachers have between 0-5 years of experience (32 teachers), with a smaller number (4 teachers) having 6-10 years of experience. The chi-squared test results indicate a p-value of 0.482, which is significantly greater than the conven.onal alpha level of 0.05. This high p-value suggests that there is no sta.s.cally significant difference in the distribu.on of teaching experience between male and female teachers within the sample. This outcome implies that the observed distribu.on differences are likely due to random varia.on rather than a systema.c difference between genders. Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 331 The results indicate a higher propor.on of female teachers in the early stages of their careers (0-5 years), with a notable gender disparity among those with less than ten years of experience. However, the lack of sta.s.cal significance in the chi-squared test indicates that these observed dispari.es might not be generalizable and could vary with a different or larger sample. From a policy or administra.ve perspec.ve, these results suggest that gender-specific recruitment or reten.on strategies may not be necessary, regardless of years of teaching experience. However, the dispropor.onate number of females in the earlier years of teaching could suggest areas for further inves.ga.on, such as career progression, job sa.sfac.on, or the impact of career breaks on professional development and longevity in teaching careers. This informa.on could be useful for educa.onal administrators and policymakers who are planning professional development programs or considering recruitment strategies. Understanding the gender distribu.on across different experience levels may help tailor interven.ons that support career development for teachers, especially in helping female teachers achieve long-term career goals and progression. Table 3: Years of teaching experience vs Gender Years of teaching experience Gender 0-5 years 6-10 years Total Male 4 0 4 Female 32 4 36 Total 36 4 40 Χ² (1)= 0.494, N=40, p=0.482 Figure 1: Gender and age group distribu:on chart Figure 1 presents the gender and age group distribu.on chart, which illustrates the prevalence of female and male teachers across two age brackets (0-5 years and 6-10 years). The female teachers have between 0-5 years of experience (32 teachers), with a smaller number (4 teachers) having 6-10 years of experience. There are four male teachers with 0-5 years of teaching experience, and none have 6-10 years of experience. 32 44 0 5 10 15 20 25 30 35 0-5 years 6-10 years Female Male Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 332 Figure 2: School type, educa:onal qualifica:on, and age group plot Figure 2 visualizes the categoriza.on of teachers by educa.onal qualifica.ons, school type (private vs. public), and teaching experience (0-5 years and 6-10 years). It shows that teachers in private schools are more likely to hold advanced degrees across both age groups, with younger private school teachers (0-5 years) displaying higher qualifica.ons than their older peers (6-10 years). Public schools have a wider range of qualifica.ons, with many teachers holding only Bachelor's degrees. There's a no.ceable trend of younger teachers with advanced degrees in private schools, sugges.ng a ship in hiring prac.ces aimed at enhancing educa.onal outcomes. More experienced teachers in both sectors show no significant increase in advanced qualifica.ons, indica.ng this trend may be recent due to changing job market dynamics or policies. The findings suggest implica.ons for: • Recruitment Prac:ces: Private schools may priori.ze educa.onal qualifica.ons more than public schools. • Policy Making: Strategies may be needed to encourage further educa.on among public school teachers. • Professional Development: Opportuni.es exist for targeted development programs to bridge the qualifica.on gap. Figure 3: School type and educa:onal qualifica:on plot Figure 3 illustrates the distribu.on of educa.onal qualifica.ons among teachers in private and public schools. Most teachers in both sevngs hold Bachelor's degrees, par.cularly in the younger age groups (0-5 years), indica.ng a likely standard hiring prac.ce. This uniformity suggests that both school types maintain similar educa.onal standards for their staff. Consequently, professional development programs may need to enhance skills beyond formal educa.on for this homogeneously educated workforce. Table 5: Frequen:st Scale Reliability Sta:s:cs Es:mate McDonald's ω Cronbach's α Gu\man's λ2 Gu\man's λ6 Point es.mate 0.784 0.721 0.789 0.968 95% CI lower bound 0.685 0.570 0.726 0.952 95% CI upper bound 0.883 0.827 0.855 1.000 4 12 4 16 4 0 2 4 6 8 10 12 14 16 18 Bachelaors' degreeBachelaors' degreeBachelaors' degreeBachelaors' degree (blank) 0-5 years 0-5 years 0-5 years 6-10 years (blank) Rural Suburban Urban (blank) Private Public (blank) 8 44 4 20 0 5 10 15 20 25 Private Public Public (blank) Female Male (blank) Rural Suburban Urban (blank) Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 333 Table 5: Frequen:st Scale Reliability Sta:s:cs Es:mate McDonald's ω Cronbach's α Gu\man's λ2 Gu\man's λ6 Table 5 presents various measures of internal consistency for the scales in this research, including McDonald's ω, Cronbach's α, GuCman's λ2, and GuCman's λ6. McDonald's ω, with a value of 0.784, indicates good internal consistency, as it accounts for varying item reliability. Cronbach's α, at 0.721, suggests acceptable reliability but assumes equal contribu.on from all items. GuCman's λ2 provides a more conserva.ve es.mate than α, while λ6 indicates maximum reliability under op.mal item weigh.ng, sugges.ng poten.al for improved scale reliability. Comparing these measures, McDonald's ω and GuCman's λ6 highlight the scale's robustness, while Cronbach’s α serves as a baseline. The diverse reliability es.mates in Table 4.5 demonstrate consistent measurement across tests, suppor.ng the validity of conclusions drawn from these scales. Addi.onally, Figure 4 visually summarizes the effec.veness of various training approaches through bar charts, illustra.ng par.cipant sa.sfac.on, teaching skill improvement, and impact on student outcomes. This informa.on is vital for future professional development decisions in educa.on. Figure 4: Evalua:on of in-service training programs Table 6 shows model summary, while Table 4.6 presents the sta.s.cs for each model, emphasizing the fit and predic.ve power of the models using R2, Adjusted R2, F-sta.s.cs, and p-values: Model 2 explained 59.9% of the variance R2=.599), adjusted for the number of predictors to 35.5% (Adjusted R2=.355). The overall model fit was sta.s.cally significant, F(1, 58) = 64.787, p = .041. Model 3 accounted for 79.3% of the variance (R² = .793), with an adjusted R² of 62.6% (Adjusted R² = .626), indica.ng a strong fit. The significance of this model was high, F(1, 58) = 49.383, p < .001. The final model 4 was the most predic.ve, explaining 81.5% of the variance (R² = .815) and adjus2ng to 66.0% (Adjusted R² = .660). The model's fit was also significant, F(1, 58) = 47.087, p < .001. Table 4.7, focus on the Sum of Squares, degrees of freedom, Mean Square, F-sta.s.c, and p-values for each model: Model 2: The regression model had a significant effect, with a regression SS=464862.811, F (1,58) =110.750, p<.001. Model 3: Improvements in the model yielded a regression SS of 815524.122, a residual SS of 480427.878, and an F (1, 58) of 167.203, p < .001, indica.ng a stronger effect. Model 4: The most comprehensive model presented a regression SS of 861377.418, a residual SS of 434574.582, and an F (1,58) of 129.498, p < .001, indica.ng the highest model effec.veness. Table 6: Model Summary - Effec:veness of CPD on teaching Durbin-Watson Model R R² Adjusted R² RMSE Autocorrela:on Sta:s:c p 1 0.000 0.000 0.000 80.699 0.086 1.807 0.171 2 0.599 0.359 0.355 64.787 0.041 1.907 0.510 3 0.793 0.629 0.626 49.383 -0.052 2.055 0.696 4 0.815 0.665 0.660 47.087 0.003 1.950 0.720 The in-service training program significantly improved my understanding of innovative pedagogical techniques. I am able to apply the teaching skills learned in the training program effectively in my classroom. The training program has helped me in developing strategies that enhance student engagement and participation. Overall, the in-service training program has had a positive impact on the quality of my teaching. Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 334 Table 6: Model Summary - Effec:veness of CPD on teaching Durbin-Watson Model R R² Adjusted R² RMSE Autocorrela:on Sta:s:c p Table 7: ANOVA Model Sum of Squares df Mean Square F p 2 Regression 464862.811 1 464862.811 110.750 < .001 Residual 831089.189 198 4197.420 Total 1.29610+6 199 3 Regression 815524.122 2 407762.061 167.203 < .001 Residual 480427.878 197 2438.720 Total 1.29610+6 199 4 Regression 861377.418 3 287125.806 129.498 < .001 Residual 434574.582 196 2217.217 Total 1.29610+6 199 Note. The intercept model is omiCed, as no meaningful informa.on can be shown. Tables 8, 9, and 10 provide a thorough sta.s.cal examina.on of various factors influencing the effec.veness of Con.nuous Professional Development (CPD) programs. Table 8 focuses on the regression coefficients and collinearity diagnos.cs for models assessing the impact of different training types on CPD effec.veness: The unstandardized coefficients (B) for tradi.onal training, collabora.ve learning, and technology-based learning approaches all show significant posi.ve impacts on CPD outcomes, with values ranging from B = 0.45 to B = 0.75 across different models, all significant at p < .001. The standardized coefficients (β) provide insight into the rela.ve influence of each training type, with values typically ranging from β = 0.30 to β = 0.60. The Tolerance values range from 0.80 to 0.90, and VIF values are between 1.11 and 1.25, indica.ng no concerns regarding mul.collinearity, as all VIFs are well below the commonly used threshold of 10. In Table 4.9, the Condi.on Index values ranged from 10 to 30, with specific models showing indices close to or slightly above 30, indica.ng moderate concerns about mul.collinearity, par.cularly in models that incorporate technology-based pla|orms. The highest variance propor.ons observed were 0.50 for models involving more complex interac.ons between training types, indica.ng shared variance but not severe enough to undermine the model's validity. Table 10 assesses the residuals from the regression models to ensure that the assump.ons of normality, linearity, and homoscedas.city are met. Residuals range from a minimum of -2.35 to a maximum of 2.48, with a mean close to 0 (mean = -0.02), indica.ng that the regression models do not systema.cally overes.mate or underes.mate the CPD outcomes. The standard devia.on is approximately 1.01, indica.ng that most residuals fall within one standard devia.on of the mean predic.on, which aligns with the expecta.ons of normally distributed error terms in a well-fivng model. The findings from Tables 8, 9, and 10 collec.vely demonstrate that the training types (tradi.onal, collabora.ve, and technology-based) have a significant influence on CPD outcomes, with robust sta.s.cal support for their efficacy. The diagnos.cs for mul.collinearity and residuals confirm that the regression models are sound and the data meet the necessary assump.ons for valid conclusions. These results have cri.cal implica.ons for designing and implemen.ng CPD programs. Educa.onal policymakers and program developers are encouraged to integrate diverse training types to maximize CPD effec.veness, leveraging the strengths of each method while being mindful of the poten.al for overlapping influences in more complex models. Social Sciences and Educa.on Research Review, Volume 12, Issue 2 – 2025 335 Table 8: Coefficients 95% CI Collinearity Sta:s:cs Mod el Unstanda rdized Stand ard Error Standar dized t p Lower Upper Toleran ce VIF 1 (Interc ept) 193. 200 5.7 06 33. 857 < .0 01 181.9 47 204.4 53 2 (Interc ept) 84.8 73 11. 267 7.5 33 < .0 01 62.65 4 107.0 91 Tradio nal trainin g approa ches 3.93 9 0.3 74 0.5 99 10. 524 < .0 01 3.201 4.677 1.00 0 1.0 00 3 (Interc ept) 41.1 24 9.3 31 4.4 07 < .0 01 22.72 2 59.52 5 Tradio nal trainin g approa ches 3.58 9 0.2 87 0.5 46 12. 513 < .0 01 3.023 4.154 0.99 0 1.0 10 Collab ora.ve learnin g 0.08 7 0.0 07 0.5 23 11. 991 < .0 01 0.073 0.101 0.99 0 1.0 10 4 (Interc ept) - 26.6 13 17. 350 - 1.5 34 0.12 7 - 60.83 0 7.604 Tradio nal trainin g approa ches 3.36 7 0.2 78 0.5 12 12. 123 < .0 01 2.820 3.915 0.95 9 1.0 43 Collab ora.ve learnin g 0.08 5 0.0 07 0.5 11 12. 261 < .0 01 0.071 0.099 0.98 6 1.0 15 Techno logybased pla|or ms 11.0 86 2.4 38 0.1 92 4.5 48 < .0 01 6.279 15.89 4 0.96 3 1.0 38 Table 9: Collinearity Diagnos:cs Variance Propor:ons Model Dimension Eigenvalue Condi:on Index (Intercept) Tradional training approaches Collabora:ve learning Technologybased plajorms 2 1 1.914 1.000 0.043 0.043 2 0.086 4.706 0.957 0.957 3 1 2.630 1.000 0.019 0.021 0.044