Exploring Students' Perceptions of Teachers' Professional Competence During the Implementation of Mongolia's Teacher Professional Development (TPD)

This study investigated students' perceptions of teachers' professional competence over three consecutive academic years during the implementation of a teacher professional development program at a Mongolian high school. Data were collected from 1,633 students between 2022 and 2024. Descriptive statistics and analysis of variance were conducted using SPSS21. To comprehensively assess students' perceptions, three dimensions of teacher competences were examined: lesson design and organizational skills, teacher–student interaction, and the creation of a supportive learning environment. The results of descriptive statistics indicated a consistent increase in mean scores across all factors. However, analysis of variance results revealed no statistically significant differences in the competences across teachers with varying years of experience. These findings suggest that the benefits of the teacher professional development program were evenly distributed among teachers, regardless of seniority, reflecting the program's overall effectiveness in fostering teacher professional competence from the students' perspectives.