Evaluating Teacher Professional Development Interventions to Promote Youth Wellbeing and Positive Technology Use at the Higher Secondary Level

Abstract

Youth wellbeing and responsible technology use have become pressing concerns in
contemporary education, particularly at the higher secondary level where adolescents experience
increased academic pressure and digital exposure. Teachers play a critical role in shaping
students’ emotional development and technology-related behaviors; however, many educators
lack professional training in wellbeing-oriented pedagogy and digital citizenship. This study
aims to quantitatively evaluate the effectiveness of teacher professional development
interventions in promoting youth wellbeing and positive technology use at the higher secondary
level. The study adopts a cross-sectional quantitative research design and focuses on higher
secondary school teachers from Punjab and Azad Jammu & Kashmir, Pakistan. Data were
collected from a sample of 300 teachers using a structured questionnaire based on a five-point
Likert scale. The instrument measured teacher professional development experiences, wellbeingsupportive instructional practices, promotion of positive technology use, and perceptions of
youth wellbeing. Data analysis was conducted using SPSS, employing descriptive statistics,
reliability analysis, correlation, and regression techniques. The findings reveal that teacher
professional development interventions have a significant positive impact on youth wellbeing
and the promotion of responsible technology use. Results further indicate that professionally
trained teachers are more likely to implement wellbeing-supportive teaching practices and guide
students toward balanced digital engagement. The findings offer valuable implications for
educational policymakers, teacher training institutions, and school leadership seeking to improve
youth wellbeing and responsible technology use through evidence-based professional
development initiatives.