This study focuses on enhancing science education through improved instructional strategies and professional development for educators. It assesses current instructional practices, analyzes past professional development participation, and reviews student achievement data. A notable gap is the lack of tailored follow-up support for educators, calling for revised evaluation forms and a systematic follow-up mechanism. The study's goal is to create an environment that fosters continuous improvement in science education. The significance lies in its potential to empower science educators. The study encourages self-reflection and participation in professional development to elevate student achievement. Additionally, the study advocates for an effective professional development framework, aiming to enhance science education quality. Beyond immediate goals, the study promotes lifelong learning and adaptability within education. In conclusion, this research catalyzes positive change in science education, addresses critical gaps, empowers educators, and improves student outcomes. It aligns instructional practices with best practices, fostering a culture of continuous improvement to benefit science education and student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]