Evaluating In-Service Education: Meta-Analytical Perspectives on Teacher Empowerment and Social Inclusion

This meta-analytic study investigates the impact of in-service education programs on the professional competencies and social development of elementary school teachers in Odisha, India. Drawing on a synthesis of empirical research conducted in the state, the analysis explores the effectiveness of continuous professional development (CPD) initiatives in enhancing pedagogical skills, classroom management, collaborative practices, leadership potential, and socio-emotional resilience. The results consistently indicate that well-structured and contextually grounded in-service training programs lead to measurable improvements in teaching effectiveness, student learning outcomes, and teacher self-efficacy. Moreover, these programs contribute to greater social cohesion, professional motivation, and adaptability among educators, particularly in under-resourced or rural settings. The findings underscore the importance of prioritizing localized CPD policies that address the specific infrastructural and regional disparities in Odisha’s education system. This study contributes to the broader discourse on teacher development by emphasizing the critical role of sustained, policy-aligned in-service training in advancing educational quality in diverse Indian contexts.