Professional Development and Teaching Capability Level of Kindergarten Teachers in the Fourth Congressional District of Quezon: Basis for Formulation of Professional Development Program
Mysha Limbo | Arnel Pedro Rodelas
Discipline: Education
Abstract:
This study determined the professional development of Kindergarten teachers in the Fourth District of
Quezon and its significant relationship to their teaching capability. Specifically, results were evident
on the variables of professional development in terms of profile (includes course and specialization,
advanced degree, training and workshop, research and innovation), experiences encountered and
needs. While the dimensions of teaching capability were performance and practice (such as teaching
strategy, classroom management, and assessment), experiences encountered and needs. It sought to
address the issues concerning continuing professional education and development. This employed
correlational study with the participation of ten municipalities/districts comprised of 245 schools with
227 Kindergarten teachers using the purposive sampling technique. Data was gathered using selfmade and validated survey questionnaires. Data were analyzed using mean, percentage, and
Spearman Rho Rank Correlation. A proposed professional development plan for Kindergarten
teachers was developed as an expected output of the study after finding the significant relationship
between professional development and the teaching capability of Kindergarten teachers.
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