<![CDATA[This study investigates how professional development (PD) influences teaching confidence and pedagogical effectiveness among high school educators in Maijayang, Kachin State, Myanmar—a region severely impacted by political instability and systemic resource scarcity. Utilizing a qualitative phenomenological approach, in-depth semi-structured interviews were conducted with ten high school teachers to capture their lived experiences. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings reveal that while PD programs successfully enhance internal self-efficacy and promote student-centered instructional strategies, severe infrastructural limitations—specifically frequent power outages and lack of internet access—substantially hinder the implementation of digital or high-tech training models. Consequently, educators adapt by relying heavily on peer-to-peer mentoring and localized solution-sharing as primary drivers for sustained professional growth. This research underscores that standard, high-tech PD frameworks are often ineffective in crisis-affected environments. Ultimately, the study highlights the urgent need for context-sensitive educational interventions, emphasizing that training in resource-limited and conflict-disrupted settings must pivot toward practical, low-resource strategies and community-built support networks to foster sustainable pedagogical resilience.]]>
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