A Quantitative Study of Traditional and Digital Approaches to the Continuous Professional Development of Teachers in Nandurbar District

Abstract

             Continuous Professional Development (CPD) is essential for enhancing teachers’ professional competence in the rapidly evolving educational environment. With the advancement of digital technologies, traditional face-to-face professional development approaches are increasingly being supplemented or replaced by digital modes. The present quantitative study aims to compare traditional and digital approaches to Continuous Professional Development of teachers with respect to their effectiveness, accessibility, flexibility, and impact on teaching competencies. The study was conducted among secondary school teachers in Nandurbar District of Maharashtra (India) using the survey method. Data were collected from 200 secondary school teachers through a standardized CPD Perception Scale developed by the researcher. Statistical techniques such as Mean, Standard Deviation, t-test, and Percentage Analysis were employed for data analysis. The findings reveal a statistically significant difference between traditional and digital CPD approaches, indicating higher teacher preference and perceived effectiveness of digital CPD. The study suggests adopting a blended CPD model for sustainable professional growth of teachers, particularly in geographically and socio-economically diverse districts.