Professional Competence of Secondary School Teachers and the Development of Students Practical Skills for PISA Readiness

Abstract

The Programme for International Student Assessment (PISA) serves as a global benchmark for evaluating students’ ability to apply knowledge in reading, mathematics, science, and problem-solving contexts. Teacher professional competence is widely recognized as a critical factor influencing students’ preparedness for such assessments. This study investigates the relationship between teachers’ professional competence and the development of practical classroom skills that support PISA-oriented learning outcomes. Professional competence is defined through formal qualifications, teaching experience, and participation in continuous professional development activities. A mixed-methods research design was employed using teacher profile data, structured classroom observations, and interview evidence collected from selected secondary schools. Key variables included teacher qualifications, years of experience, engagement in training programs, and practical teaching skill scores derived from observation protocols and self-assessment measures. Quantitative analyses involved descriptive statistics, Spearman’s rank correlation to examine associations between professional indicators and practical skills, independent t-tests, and one-way ANOVA for group comparisons. Quantitative data were analysed using IBM SPSS, while qualitative data were coded and thematically analysed using NVivo to explore instructional practices, information and Communications Technology (ICT) integration, and classroom engagement strategies. Results reveal a significant positive relationship between teacher professional competence and practical teaching skills aligned with PISA requirements (p < 0.001). Teachers with higher qualifications, greater experience, and sustained professional training demonstrated stronger lesson organization, effective ICT use, increased classroom interaction, and greater implementation of STEM-oriented activities that promote critical thinking and problem solving. The findings highlight the importance of aligning teacher professional development with international assessment frameworks to enhance learning environments and improve students’ readiness for global competency assessments.