Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 5 (2026)

Professional Development Practices and Their Influence on Teaching Performance of Public Elementary School Teachers in San Felipe, Zambales

Venus Mego | Ivy H. Casupanan

Discipline: Education

 

Abstract:

Teacher professional development is essential to improving instructional quality and classroom practices in basic education. In Philippine public elementary schools, In-Service Training (INSET), Learning Action Cell (LAC) sessions, and other school-based activities provide regular opportunities for professional learning. However, these activities may become compliance requirements rather than promote meaningful instructional change. This concern underscores the need to examine how professional development is implemented and applied by public elementary school teachers in San Felipe, Zambales. This study investigated professional development practices and their relationship with teaching performance, focusing on implementation, delivery and facilitation, relevance and depth of content, perceived impact, and usability of acquired learning in classroom instruction. Using a descriptive-correlational quantitative design, the study gathered data from public elementary school teachers in San Felipe through an expert-validated, researcher-made questionnaire. Data were analyzed using descriptive and inferential statistical procedures. Findings indicated that teachers generally perceived professional development activities as meaningful, relevant, and useful in strengthening instructional strategies, curriculum implementation, and learner-centered approaches. Well-designed, context-responsive, and effectively facilitated activities were also associated with better perceived teaching performance and greater classroom application of professional learning. The study concludes that professional development is most valuable when it extends beyond compliance and provides sustained, collaborative, and practice-oriented learning opportunities. These findings offer localized evidence to guide school administrators, education supervisors, and policymakers in designing responsive programs that address teachers’ instructional needs, support professional growth, and strengthen teaching effectiveness in public elementary schools, while encouraging continuous reflection, practical application, and meaningful improvements in everyday teaching practices.



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