Abstract: This study evaluates the impact of training programs on the professional performance, motivation, and teaching effectiveness of private school teachers in Mysore District. Data were collected from 170 respondents (150 teachers and 20 administrators) using structured questionnaires and interviews. Descriptive statistics and chi-square tests were used to analyse the relationship between training participation and performance outcomes. The findings show that over 70% of teachers rated pedagogical and digital training programs as moderately to highly effective, while 52% reported significant improvement in classroom delivery and instructional clarity. Digital training enhanced technological competence for 48% of participants, especially in post-pandemic hybrid classrooms. However, 15% indicated that training lacked depth, and over 40% reported insufficient follow-up evaluation. Chi-square results confirmed a significant positive association between frequency of training and improved teaching performance. The study underscores the need for continuous professional development, structured feedback mechanisms, and stronger institutional support to maximize long-term training outcomes.

Keywords: Training Programs, Teacher Performance, Professional Development, Digital Competence, Pedagogical Effectiveness, Private Schools, Mysore District

Downloads: | DOI: 10.17148/IARJSET.2025.1211042