Abstract: In recent years, Latin America has experienced unprecedented growth in education coverage resulting in an acute strain on an already challenged infrastructure. This study focuses on the improvement of teacher quality as a conduit to improving students' educational experiences. It examines whether teacher performance can be improved by addressing teacher confidence through the use of a mobile learning application. We first investigate the relationship between teacher quality, positive psychology, and the importance of cultural norms in professional performance. Data from over 300 Panamanian teachers was used to determine generalized attitudes regarding perceptions of self-efficacy and self-permission. Using these findings, Phase Two determines whether professional development delivered through mobile technologies can have a positive impact upon self-efficacy. The study utilizes a mobile application to deliver "best practice" tips for professional practice. Data collected over a three-month timeframe determines participants' interaction, perceived usefulness, and application impact. The study finds that teachers' perceptions of self-efficacy are closely aligned with classroom experience, while perceptions of self-permission are associated with professional qualification. It also finds that when professional development is delivered using a mobile learning application it shows potential to have a useful impact on teacher self-efficacy and professional practice.