<![CDATA[Teacher professional development matters when it changes what educators can accomplish in classrooms rather than merely increasing participation in courses. This study analysed OECD TALIS 2024 indicators and triangulated them with international research on professional learning and teacher self-efficacy. The analysis focused on professional-learning impact, self-efficacy in classroom management and instruction, reflective assessment practices, adaptive teaching, and fulfilment of lesson aims. Across participating education systems, 84% of teachers reported confidence in calming disruptive students, 87% in getting students to follow rules, 80% in using varied assessment tasks, and 67% in motivating students with low interest. Only 55% reported that recent professional learning had a strong positive impact on their teaching. Teachers with strong beliefs that they could help every student progress were four times more likely to report fulfilling adaptive-teaching aims, while confidence in supporting social-emotional learning corresponded to a sixfold likelihood. The findings indicate that professional development should be judged by perceived impact, reflective transfer, and strengthened instructional self-efficacy rather than attendance alone.]]>
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