DIP: 18.02.S25/20251001 
DOI: 10.25215/2455/1001S25 
Abstract
In-service training programs are crucial for enhancing the professional development of educators, especially in areas such as Chhattisgarh, where the education system faces significant challenges. This study analyzes how effectively these programs facilitate teachers’ professional development. The study explores several aspects of in-service training, such as the impact on instructional methods, skill acquisition, and content relevancy and authenticity. The study follows a mixed-methods approach, collecting qualitative insights through targeted interviews and quantitative data through structured questionnaires. The results show that trainees’ self-efficacy and teaching strategies have significantly improved. However, limitations in additional support and resource accessibility were observed, highlighting the necessity of thorough and ongoing professional development plans. In order to improve the teaching-learning process overall, this paper proposes recommendations for policymakers and educational institutions on how to effectively execute in-service training programs.
The author(s) appreciates all those who participated in the study and helped to facilitate the research process. 
The author(s) declared no conflict of interest. 
ISSN 2455-670X