Volume 10, Issue 3, March– 2025 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25mar611

Enhancing Classroom Instruction of

Teachers Through Professional
Development Programs
Aileen Bartolata Nuňez1; Danilo Estipona Despi2
1,2
St. Louisse de Marillac College of Sorsogon, Inc. Sorsogon City Philippines

Publication Date: 2025/03/20

Abstract: The study examined how professional development programs impact teachers’ confidence and competence in
adopting new instructional methods and technologies at Prieto-Diaz National High School. Focusing on enhancing
educational quality, it explored the types of professional development teachers engage in, such as In-Service Training,
post-graduate studies, workshops, and seminars, and how these contribute to self-efficacy, teaching strategies, classroom
management, and overall practices. Using a mixed-method approach, the researcher integrated quantitative and
qualitative data from 35 teachers through surveys, interviews, and classroom observations. Surveys captured teachers’
views on their professional development experiences and needs. Interviews provided deeper insights into the programs’
effectiveness, while classroom observations assessed changes in teaching practices. The findings showed that In-Service
Training is the most attended program, followed by post-graduate studies and workshops. Participation in these programs
notably boosts teachers’ self-efficacy, lesson planning, and instructional strategies. Additionally, teachers reported
improved classroom management and assessment practices, leading to better student learning outcomes. However,
challenges were also identified, including limited resources, insufficient time to implement new methods, and difficulty in
adapting strategies for diverse student needs. These issues emphasized the need for educators, administrators, and
policymakers to redesign professional development programs to better support teachers. The study recommended
expanding In-Service Training and post-graduate options and promoting access to special education training and study
abroad opportunities. Tailored sessions should address specific needs, with continuous support to sustain teachers’
confidence and effectiveness. Further research is suggested on digital learning platforms, mentorship roles, and
integrating soft skills training to deepen understanding of professional development's impact on teaching.

Keywords: Challenges, Classroom Management, Educational Outcomes, Instructional Methods, Professional Development,
Teacher Confidence.

How to Cite: Aileen Bartolata Nuňez; Danilo Estipona Despi (2025). Enhancing Classroom Instruction of Teachers Through
Professional Development Programs. International Journal of Innovative Science and Research Technology,
10(3), 440-454. https://doi.org/10.38124/ijisrt/25mar611

I. INTRODUCTION teachers has never been greater. As educators navigate the

complexities of technological integration, increasingly
Education serves as the cornerstone of society, diverse classrooms, and evolving educational standards,
underpinning the progress and development of a nation. A ongoing professional development (PD) becomes an
robust educational system not only fosters knowledge and indispensable vehicle for fostering student success. PD
innovation but also drives economic growth and stability. programs serve not merely as training sessions, but as
By equipping individuals with the skills and knowledge powerful catalysts that empower educators to refine their
necessary to thrive in a dynamic world, education empowers craft, embrace innovative strategies, and remain at the
them to contribute meaningfully to the economy and society. forefront of educational research and best practices.
Moreover, a strong educational foundation promotes social
cohesion, reduces inequality, and enhances the overall However, the effectiveness of these programs is not
quality of life for all citizens. Investing in education is, given; it must be rigorously evaluated (Hill et al., 2016).
therefore, essential for building a prosperous and sustainable Historically, PD initiatives have taken diverse forms - the
future. traditional workshop, intensive seminars, collaborative
learning communities, and the increasingly ubiquitous
In our rapidly changing world, education stands as the online courses. The impact of these varied approaches,
bedrock of national progress (Bryk et al., 2015). Within this however, has often been inconsistent. Current research
landscape, the demand for highly skilled and adaptive highlights the crucial need for PD to be more than just

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Volume 10, Issue 3, March– 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25mar611
sporadic events. It must be frequent, sharply focused, and mentorship that enhance their knowledge and skills."
interactive, and directly relevant to the unique needs of both (NSDC, 2015).
teachers and their students. As outlined by Desimone and
Garet (2015), high-quality PD possessed key characteristics: Programs often incorporate cross-cultural exchange,
a strong content focus, active learning engagement, enabling teachers to learn from one another's experiences
curriculum coherence, sustained duration, and collaborative and educational approaches. This is particularly evident in
participation. These elements, when thoughtfully integrated, initiatives like the Teacher Exchange Program, which
demonstrate a significant positive impact on teacher promotes direct collaboration between teachers in different
performance and, subsequently, student outcomes. countries. Such exchanges not only enhance teachers'
professional skills but also broaden their cultural awareness
The significance of ongoing professional development and understanding of global educational challenges.
extends beyond mere compliance. It is deeply intertwined
with the professional identity of educators. Teachers who It involves a range of activities, such as training,
actively participate in meaningful and continuous PD often mentoring, coaching, and collaboration, designed to help
report 2. individuals stay current with best practices, build new skills,
and adapt to changing circumstances (Hill et al., 2016). This
Higher levels of job satisfaction, increased motivation, concept is particularly crucial in the teaching profession,
and a refined approach to instruction. This positive ripple where staying updated with curriculum changes,
effect greatly benefits students through enhanced instructional strategies, and technological advancements is
engagement and academic performance. Imagine a teacher essential to providing high-quality education to students.
excited by new teaching methods - that enthusiasm is
contagious, igniting a passion for learning within the Attending conferences and workshops, participating in
classroom. That is the power of effective PD. online courses or webinars, reading professional journals
and books, engaging in peer mentoring or coaching,
The digital age has revolutionized accessibility to collaborating with colleagues on projects or research, and
professional growth, breaking down geographical barriers pursuing advanced degrees or certifications are all examples
and allowing educators from diverse backgrounds to of professional development activities that can benefit
connect, collaborate, and share their expertise. This teachers (NEA, 2020). The significance of professional
transformation presents exciting opportunities but also development extends beyond individual growth; it also aims
demands that educators critically evaluate various delivery to address global education challenges, such as improving
methods, ensuring they are actively contributing to lifelong educational quality, equity, and access across different
learning. Online learning platforms, while convenient, must cultural and socio-economic contexts.
be thoughtfully designed and facilitated to ensure impactful
learning experiences. Furthermore, technology plays a critical role in
international professional development by providing
As schools and educational organizations strive to educators with access to a wealth of online resources and
foster a culture of continuous learning among educators, the training programs. Platforms for online professional
design and implementation of comprehensive PD programs, development have become increasingly popular, allowing
tailored to the dynamic needs of the teaching profession, are educators to engage in learning without geographical
paramount. It's time to move beyond generic training and constraints. For example, organizations like UNESCO and
invest strategically in programs that truly empower the International Society for Technology in Education
educators. By investing in teacher professional development, (ISTE) offer numerous online courses that focus on
we are investing directly in our students, our schools, and integrating technology into teaching practices, equipping
ultimately, our communities. We must view PD not as an teachers with essential skills for the digital age.
obligation, but as a strategic investment in our greatest
educational resource – our teachers. This is how we can According to the Organization for Economic Co-
ensure that our educators, and therefore our students, are operation and Development (OECD), effective professional
equipped for the challenges and opportunities of the 21st development should be "continuous, collaborative, and
century and beyond. focused on improving student outcomes" (OECD, 2015).
This definition underscores the importance of context and
Professional development (PD) refers to the collaboration, as educators from diverse backgrounds must
continuous learning and training opportunities that educators adapt their learning to fit the unique needs of their students
engage in to enhance their professional skills, knowledge, and communities.
and effectiveness in their roles. It encompasses various
activities such as workshops, courses, coaching, and By incorporating these components, teachers can
collaborative learning experiences aimed at improving the create an enhanced classroom environment that fosters
quality of teaching and learning outcomes. Professional student engagement, motivation, and academic success. By
development is a comprehensive, sustained, and intensive understanding what works best in terms of enhanced
approach to improving teachers' effectiveness in raising classroom instruction, educators can make data-driven
student achievement. It is a process of lifelong learning for decisions about instructional strategies and practices that
educators that involves opportunities for education, training, will positively impact student learning outcomes.

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25mar611
Going back to the point, in this era of globalization, confidence, teaching strategies and methodologies, and
education has become a critical component of national classroom management at Prieto-Diaz National High
competitiveness and economic growth (OECD, 2018). As School. By examining the effectiveness of these programs in
such, governments and education policymakers have placed enhancing classroom instruction, this study hopes to provide
a high premium on teacher quality and student learning insights that can inform policymakers, educators, and
outcomes. The evaluation of professional development administrators about best practices in teachers’ professional
programs for teachers is therefore not just an academic development.
exercise but a crucial aspect of ensuring that education
systems are effective in achieving their goals (Bryk et al., By examining the effectiveness of professional
2015). development programs for teachers in enhancing classroom
instruction, this study hopes to contribute significantly to the
Singaporean professional development system understanding of what works best in terms of teacher
emphasizes teacher leadership, encouraging educators to professional development. It will provide insights into how
take ownership of their growth through training, coaching, these programs can be tailored to meet the unique needs of
mentoring, and peer observation. Teachers stay updated via different contexts.
conferences, workshops, and seminars.
II. OBJECTIVES
Collaboration between teachers, schools, and the
education ministry fosters knowledge sharing and improved The purpose of this study was to assess the impact and
teaching outcomes, supported by significant government effectiveness of professional development programs on
funding in key areas like literacy, numeracy, and science. A enhancing classroom instruction of teachers. Specifically,
data-driven approach helps teachers refine instruction based this study answered the following research questions:
on student assessment data, benefiting especially
disadvantaged students.  What are the different professional development
programs attended by teachers?
Singapore’s system consistently yields high student  How do the different professional development programs
achievement in PISA and TIMSS rankings, with motivated, attended by teachers improve their:
committed teachers. Its model—centered on leadership,
collaboration, and data-driven learning—offers valuable  Self-efficacy and confidence
insights for other countries.  Instructional strategies and methodologies
 Classroom management
Professional development in the Philippines is a
continuous process through which educators enhance their  How do the teachers perceive the impact of professional
skills, knowledge, and competencies via training workshops, development on their teaching practices?
seminars, coaching, mentoring, and graduate education to  What are the issues and concerns of teachers regarding
improve teaching practices and adapt to evolving professional development programs along:
educational needs, with the Department of Education
(DepEd) emphasizing its importance, particularly following  Application
the 2012 implementation of the K to 12 curriculum, which  Attendance
underscored the need for comprehensive teacher training in
new pedagogical approaches and curricular content. (DepEd,  What professional learning community plan could be
2015). proposed to enhance the classroom instruction of the
teachers?
The Philippines has recognized the importance of
teacher professional development in enhancing classroom III. METHODOLOGY
instruction. The Department of Education (DepEd) has
implemented various initiatives aimed at improving teacher The method used in this research was a combination of
quality and student learning outcomes. These initiatives quantitative and qualitative or descriptive methods. This
include training programs focused on instructional research design's descriptive method (e-how.com) helped
strategies, curriculum design, and educational technology the researchers plan and carry out descriptive studies,
integration (DepEd, 2020). designed to provide rich descriptive details about people,
places, and other phenomena. This type of research is often
However, despite these efforts, there is a growing associated with anthropology, sociology, and psychology,
concern about the effectiveness of these professional but researchers in other fields, such as education, use it. The
development programs. Are they truly making a difference descriptive method often involves extensive observation and
in teacher practice? Are they addressing the unique needs note-taking, as well as in-depth narrative. Because it does
and challenges faced by teachers in different contexts? not lend itself to in-depth analysis or hypothesis testing,
These are some of the questions that this study aims to some researchers regard the descriptive method as
answer. unscientific. However, a descriptive research design can
serve as a first step that identifies important factors, laying a
This study seeks to evaluate the impact of professional foundation for more rigorous research.
development programs on teacher’s self-efficacy and

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Volume 10, Issue 3, March– 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25mar611
The present endeavor assessed the impact of knowledge, and effectiveness in the classroom. These
professional development programs for teachers in programs provide opportunities for teachers to engage in
enhancing classroom instruction. This evaluated the impact collaborative learning, stay updated on best practices, and
of professional development programs on teacher’s teaching integrate innovative teaching strategies tailored to the
practice at Prieto-Diaz National High School. evolving needs of students. By participating in such
programs, teachers not only foster their professional growth
IV. RESULTS AND DISCUSSION but also contribute to the overall improvement of
educational quality, ensuring that they are equipped to
The data gathered from the respondents of the study inspire and support their students successfully.
are hereby presented, analyzed, and interpreted. Tabular
presentation and textual analysis and interpretation were Table 1.0 shows the Professional development
also used. programs attended by teachers. It reveals important insights
into the preferences and priorities within the teaching
 Professional Development Programs Attended by profession. It indicates that teachers engage in a variety of
Teachers professional development opportunities, which vary in
Professional development programs for teachers are frequency and focus.
essential initiatives designed to enhance educators' skills,

Table 1 Professional Development Programs Attended by Teachers

Professional Development Program Frequency Rank
In-Service Trainings 35 1
Post-Graduate Studies 32 2
Workshops and Seminars 31 3
Peer Observation and Feedback 30 4
Action Research 30 4
Classroom Management Programs 30 4
Online Courses and Webinars 28 7
Curriculum Development Training 26 8.5
Workshops on Educational Technology 26 8.5
Coaching and Mentoring 25 10
Cultural Competency Training 24 11.5
Leadership Development Programs 24 11.5
Professional Learning Communities 21 13
Conferences 20 14
Tour 12 15
Immersion 10 16
Study Abroad through a scholarship 4 17.5
Special Education Training 4 17.5

Note. In this table, In-Service Training topped these professional development, possibly due to the convenience
programs with a frequency of 35, which means that this and accessibility of online platforms. Curriculum
training is widely accessible, cost-free, and likely mandatory Development Training and Workshops on Educational
in many educational settings. While post-graduate studies Technology both have a frequency of 26 and have a rank of
are ranked second, with a frequency of 32. This suggests 8.5. This indicates that there is a growing emphasis on
that a significant number of teachers pursue advanced equipping teachers with skills to design and adapt curricula,
degrees for professional growth. While Workshops and as well as to integrate technology into their teaching. These
Seminars is ranked third with 31 frequencies, it also means programs reflect the need for teachers to stay updated with
that many teachers engage in workshops and seminars educational trends and innovations.
allowing them to acquire new skills and knowledge that
could be beneficial to their workplace. On the other hand, Coaching and Mentoring, Cultural Competency
Peer Observation and Feedback, Action Research, and Training, and Leadership Development Programs are ranked
Classroom Management Programs all have a frequency of 10-11.5 highlighting the importance of supporting teachers
30, tying for the fourth rank. This means that a large number through guidance from experienced colleagues or mentors.
of teachers venture into different activities to enhance their Additionally, indicates a focus on equipping teachers with
skills in handling their classes as well as professional skills for diverse classroom environments and leadership
growth. roles. Professional Learning Communities (PLCs) rank 13,
with 21 frequencies. PLCs encourage collaborative learning
Meanwhile, Online Courses and Webinars are ranked among teachers, fostering a culture of continuous
seventh with a frequency of 28, demonstrating a shift improvement and shared expertise. This rank reflects that
towards digital and flexible learning formats. This suggests while PLCs are valued, they may require more structured
that teachers are increasingly adopting technology for implementation to become widespread. Conferences were

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25mar611
ranked 14, Tours ranked 15, and Immersion ranked 16, skills, increased confidence in their teaching abilities, and a
indicating teachers’ participation in external learning positive impact on student outcomes. The findings of these
experiences. These programs offer exposure to new ideas, studies underscore the importance of advanced studies in
global perspectives, and innovative practices. However, shaping an educator's professional growth. These studies
their lower frequency may suggest limited access due to further found that teachers who participated in sustained,
logistical or financial constraints. Low Participation in collaborative professional development that included
Specialized Programs (Ranks 17.5) Study Abroad through coaching and follow-up support had significantly improved
Scholarship and Special Education Training, each have 4 instructional practices compared to those who attended
frequencies which is the lowest. This may reflect barriers traditional one-time workshops.
such as funding, time, and accessibility. It could also suggest
a need for more support in these areas, particularly in special  How the Professional Development Programs Improve
education, which is crucial for inclusive education. Teachers
Professional development programs are vital in
The data shows that teachers are actively participating fostering teachers' self-efficacy and confidence,
in a wide range of professional development opportunities, fundamentally enhancing their effectiveness in the
with a preference for in-service training, workshops, and classroom. These programs provide educators with essential
further studies. There is a strong emphasis on practical, tools, resources, and pedagogical strategies, allowing them
collaborative, and technology-driven programs, reflecting a to refine their teaching practices and better address the
shift towards modern, flexible, and hands-on learning diverse needs of their students. By engaging in collaborative
approaches. However, the lower frequencies of specialized learning environments, teachers are encouraged to reflect on
programs suggest areas where more support or access may their methods, share experiences, and gain insights from
be needed to ensure that all teachers have the opportunity to peers, which contributes to a greater sense of competence
develop skills in critical areas like special education and and belief in their abilities. As teachers acquire new skills
global perspectives. and knowledge, their confidence in executing various
instructional strategies grows, leading to more effective
The data above were supported by the studies of teaching and, ultimately, improved student outcomes. Thus,
Desimone (2019), Nordin and Mohd Ayub (2016), and professional development is not merely an avenue for skill
Penuel et.al (2017) which concluded that well-designed in- enhancement; it is a transformative process that empowers
service training can lead to significant improvements in educators, instilling a sense of professional identity and
teaching practices and student achievement. Teachers who efficacy that positively influences their teaching practices.
pursued further education reported improved pedagogical

Table 2 The Professional Development Programs Improve Teachers’ Self-Efficacy and Confidence
Indicator Mean Description
The professional development programs have increased 4.57 Agree
my confidence in my ability to design and implement
effective lesson plans
The professional development programs have improved 4.62 Strongly Agree
my overall teacher efficacy
The professional development programs have changed 4.71 Strongly Agree
my insights along curriculum or instructional methods
The professional development programs have improved my skills in using technology to 4.8 Strongly Agree
enhance teaching and learning
The professional development programs have enabled me 4.31 Agree
to effectively asses the student learning and adjust
instruction accordingly.
Average 4.062 Strongly Agree

Note. This table shows how the Professional efficacy, indicating they feel more capable in their teaching
Development Programs Improve Teachers’ Self-Efficacy roles with a mean of 4.62- Strongly Agree.
and Confidence. The table indicates that the professional
development programs have had a significant positive Indicator 3, concludes that professional development
impact on teacher’s self-efficacy and confidence. programs have enhanced teachers’ insights into curriculum
development and instructional methods with a mean of 4.71-
In indicator 1, teachers agree that the Professional Strongly Agree.
Development programs have boosted their confidence in
designing and implementing effective lesson plans which Indicator 4, says that teachers’ skills in using
has a mean of 4.57- Agree. technology have significantly improved through
professional development programs to support their teaching
Indicator 2, suggests that professional development and learning with a mean of 4.8- Strongly Agree.
programs have boosted teachers’ overall sense of self-

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Indicator 5, indicates that professional development development experiences report higher levels of self-
programs enable teachers to effectively assess student efficacy, which, in turn, positively correlates with their
learning and adjust instruction accordingly with a mean of instructional practices and student achievement outcomes.
4.3- Agree. The study highlights that professional development not only
enhances specific teaching skills but also fosters a more
Professional Development Programs Improve profound sense of belief in teachers’ abilities to affect
Teachers’ Self-Efficacy and Confidence with an average student learning positively.
score of 4.602- strongly agree. It suggests that the teachers
generally have a positive view of the professional Professional development programs play a vital role in
development programs, indicating a high level of confidence enhancing teachers' instructional strategies and
and self-efficacy resulting from their participation. methodologies by providing them with the tools, knowledge,
and support necessary to evolve their teaching practices.
This result was congruent with the study of These programs offer educators ongoing opportunities to
Tschannen-Moran and Woolfolk Hoy (2001) which engage in collaborative learning, explore innovative
emphasized the critical role of influencing teachers' pedagogical techniques, and apply research-based practices
confidence and self-perception in their professional in their classrooms.
capabilities. The authors present findings from a national
survey involving K-12 educators, analyzing the relationship Through targeted workshops, in-service training, and
between teachers’ participation in professional development postgraduate studies, teachers can deepen their
programs and their self-efficacy beliefs. The results indicate understanding of effective instructional strategies, adapt to
that teachers who actively engage in targeted professional diverse learning needs, and embrace new technologies.

Table 2 The Professional Development Programs Improve Teachers’ Instructional strategies and methodologies.
Indicator Weighted Mean Description
The professional development program has enhanced my expertise in using a variety of
4.91 Strongly Agree
assessment strategies to measure student learning and progress.
The professional development program enhanced my skill in designing lesson plans that
4.82 Strongly Agree
align with the curriculum framework and standards
I have increased my use of technology integration as a result of the professional
4.8 Strongly Agree
development program.
I have incorporated new instructional strategies into my teaching practices as a result of
4.65 Strongly Agree
the professional development program.
The professional development program has led to changes in my instructional strategies. 4.48 Agree
Average 4.732 Strongly Agree

Note. This table presents how the Professional have encouraged and motivated teachers to increase the use
Development Programs Improve Teachers’ instructional of technology in their classrooms. It reflects the programs’
strategies and methodologies. The table demonstrates the success in fostering technology integration skills.
impact of professional development programs on teachers’
instructional strategies and methodologies. Each indicator Indicator 4, Incorporation of New Instructional
shows the area of growth attributed to these programs. The Strategies with a weighted mean of 4.65 describes as
mean scores indicate a positive influence on the teachers. strongly agree. This indicator suggests that teachers are
actively integrating new instructional strategies into their
Indicator 1, Expertise in Assessment Strategies was teaching practices. This rating shows that the professional
described as Strongly Agree shows that the professional development programs have a substantial impact on
development programs have notably enhanced teachers’ enhancing teachers’ instructional approach.
expertise in using various assessment strategies to measure
student progress, achieving the highest weighted mean score Indicator 5, Changes in Instructional Strategies has a
among indicators of 4.91- Strongly Agree. weighted mean of 4.48-agree suggesting that the
professional development programs have effectively
Indicator 2, Enhanced Lesson Planning Skills with a prompted changes in teachers’ instructional strategies. The
weighted mean of 4.82 – Strongly agree shows that teachers weighted mean score categorized as Agree is (A) applies
feel that the professional development programs have that most teachers acknowledge adapting their new
significantly improved their ability to design lesson plans strategies based on what they learned from professional
that align with curriculum frameworks and standards. The development programs.
mean score suggests a strong agreement on the programs’
effectiveness in this area. Overall, the result on how the professional
development programs improve teachers’ instructional
Indicator 3, Increased Use of Technology Integration strategies and methodologies got a weighted mean of 4.732
also has a weighted mean of 4.8- strongly agree. This which was described as Strongly Agree. This indicates a
indicator says that the professional development programs strong agreement among teachers that the professional

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development programs have positively influenced their focus on school-wide initiatives and foster a culture of
instructional strategies and methodologies. The high scores collaboration, lead to significant enhancements in teachers'
across all indicators demonstrate the effectiveness of these instructional methodologies. These improvements are
programs in enhancing teachers’ skills and practices in the correlated with positive student learning outcomes,
classroom. highlighting the critical role of ongoing teacher
development.
The studies of Wei, et.al (2010), Garet, et.al (2001),
and Yoon, et.al (2007) showed vital support for this result. Professional development programs also play a crucial
Their researches emphasize the need for rigorous, sustained role in enhancing teachers' classroom teaching performance
professional development that is aligned with teachers' by equipping educators with the latest pedagogical
needs and classroom realities. Findings indicate that teachers strategies, curricular knowledge, and technological tools. By
who participated in high-quality professional development fostering a culture of continuous learning and collaboration,
reported increased use of evidence-based instructional these programs empower teachers to reflect on and refine
strategies, leading to improved student engagement and their instructional practices, ultimately leading to improved
achievement. student engagement and achievement.

Furthermore, the researchers found that teachers who Through targeted training, mentorship, and hands-on
engaged in collaborative learning experiences—such as workshops, professional development initiatives not only
study groups and peer coaching—developed a deeper deepen teachers’ understanding of educational content but
understanding of effective instructional practices. As a also cultivate essential skills in differentiation, assessment,
result, these teachers reported changes in their and classroom management. As teachers become more
methodologies, including differentiated instruction and proficient and confident in their abilities, they are better
integrated technology in the classroom, which positively positioned to create dynamic and inclusive learning
impacted student learning outcomes. environments that meet the diverse needs of their students.

Finally, the findings demonstrate that sustained

professional development programs, particularly those that

Table 3 The Professional Development Programs Improve Teachers’ Classroom Management

Indicator Weighted Mean Description
Professional development programs have enhanced my classroom management skills 4.85 Strongly Agree
Professional development programs have capacitated me to handle the daily classroom
4.85 Strongly Agree
routine effectively.
Professional development programs enlightened me to maintain a productive learning
4.77
environment Strongly Agree
Professional development programs enabled me to implement positive discipline in the
4.74
classroom Strongly Agree
Professional development programs helped me to establish clear rules and expectations
4.71
during classroom instruction. Strongly Agree
Average 4.784 Strongly Agree

Note. This table highlights how professional Indicator 3, On the other hand, Implementing Positive
development programs improve teacher’s classroom Discipline got a weighted mean of 4.74 -strongly agree
management. The table shows the summary of how indicating that professional development programs have
professional development programs have positively enabled teachers to apply positive discipline techniques in
impacted teachers’ classroom management. the classroom. This reflects a strong agreement that
professional development programs help teachers foster a
Indicator 1, The Enhance Classroom Management respectful and supportive learning environment.
Skills with a weighted mean score of 4.85- strongly agree
indicates that the professional development programs Indicator 4, Maintaining a productive learning
significantly improved teachers’ classroom management Environment has a weighted mean of 4.77- strongly agree
skills. This shows that they strongly believe that these highlights those teachers believe professional development
programs equip them with strategies to effectively manage programs have enlightened them on how to maintain
their classrooms. productivity and focus during lessons. It says that programs
they have attended help them create an effective learning
Indicator 2, Handling Daily Classroom Routine atmosphere.
effectively also received a weighted mean score of 4.85-
strongly agree demonstrates that teachers feel confident in Indicator 5, Establishing Clear Rules and Expectations
managing the day-to-day routines of their classrooms due to got a weighted mean of 4.71- strongly agree suggests that
the training provided. professional development programs are effective in helping

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them establish and communicate clear rules and In today's rapidly evolving educational landscape, the
expectations in their classrooms. importance of effective lesson planning cannot be
overstated. Professional development programs play a
The average weighted mean across all indicators is crucial role in equipping educators with the tools, strategies,
4.78- strongly agree, indicating a consistent and strong and insights necessary to create engaging and impactful
consensus among teachers that professional development learning experiences for their students. By fostering a
programs are beneficial in enhancing their classroom culture of continuous improvement and collaboration, these
teaching performance. programs not only enhance teachers' pedagogical skills but
also encourage innovative approaches to lesson planning. As
In the studies of Coe and Aloisi (2018), Penuel and educators refine their abilities to design lessons that are both
Gallagher (2020), and Birman, et.al (2029), there is a relevant and challenging, they ultimately contribute to a
positive correlation between high-quality professional more enriching and worthwhile learning environment that
development and enhanced instructional skills among meets the diverse needs of all students. Through ongoing
teachers. The research reveals insights from a study of professional development, teachers gain the confidence and
effective schools which highlights the direct links between competence to inspire curiosity, critical thinking, and a love
targeted professional development and improved teacher of learning in their classrooms.
quality. The study focuses on schools that implemented
comprehensive professional development programs that In connection to this, Informant A stated that “The
included peer observations and mentoring. The findings professional program activities influence lesson planning
suggest that systematic and ongoing professional and preparation in terms of congruency to the curriculum
development correlates strongly with teacher performance in framework and integration of varied educational strategies”.
the classroom, enhancing both teaching methods and student “It helped me improve and enhance my skills in lesson
learning outcomes. planning and practice appropriate teaching strategies and
approaches for better teaching and learning process,” said
 How do the teachers perceive the impact of professional Informant C.
development on their teaching practices?
The assessment of teachers regarding their attendance This statement means that professional development
at Professional Development Programs is a crucial programs are instrumental in shaping the effectiveness of
component of educational improvement and effectiveness. lesson planning and preparation by aligning educators'
By evaluating participation rates, engagement levels, and the practices with established curriculum frameworks and
impact of these programs on teaching practices, it can gain promoting the integration of diverse educational strategies.
valuable insights into the commitment of educators to These programs provide teachers with essential tools and
continuous learning and professional growth. This analysis methodologies that ensure their lesson plans are not only
not only highlights the importance of ongoing training in congruent with curriculum standards but also responsive to
enhancing teaching quality and student outcomes but also the varying needs of their students.
serves as a basis for identifying areas for improvement
within professional development initiatives. Understanding As Informant H stated “Professional development
teachers' attendance patterns and motivations can ultimately activities play a crucial in shaping new educators' plans and
inform strategies that foster a culture of lifelong learning preparing the lesson plan. By enhancing instructional skills,
within the educational community. deepening content knowledge, fostering collaboration, and
promoting ongoing reflection”. This means that by engaging
 Planning for a worthwhile learning in activities that emphasize curriculum alignment, educators
Lesson planning is a vital component of effective learn to craft lessons that are purposeful and targeted,
teaching that lays the foundation for meaningful and ensuring that learning objectives are met while also
engaging learning experiences. A well-structured lesson incorporating varied instructional strategies that cater to
plan serves not only as a roadmap for educators but also as a different learning styles.
guide to ensuring that lessons are aligned with educational
standards and tailored to the diverse needs of students. By Moreover, participating in professional development
thoughtfully considering learning objectives, instructional allows teachers to refine and expand their skill sets in lesson
strategies, and assessment methods, teachers can create an planning. They gain insights into effective teaching
environment where students are motivated to explore, strategies and approaches that can enhance the learning
inquire, and develop critical thinking skills. experience, such as project-based learning, collaborative
activities, and differentiated instruction. This comprehensive
This approach not only enhances the overall learning understanding empowers educators to implement practices
experience but also empowers students to take ownership of that foster deeper engagement and understanding among
their education, fostering a love for learning that extends their students. Consequently, teachers report improved
beyond the classroom. In this discussion, we will explore the confidence in their lesson preparation, which translates to a
essential elements of effective lesson planning and how they more effective teaching and learning process. By embracing
can contribute to worthwhile learning outcomes for all these professional development opportunities, educators not
students. only enhance their instructional capabilities but also
contribute significantly to the academic success and overall
growth of their students.

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 Conducive Learning Environment J underscore how professional development not only
Professional development programs play a pivotal role enhances teachers' skills but also significantly affects
in shaping effective learning environments by equipping student outcomes, ultimately transforming educational
educators with the knowledge, skills, and strategies experiences into vibrant, engaging, and effective learning
necessary to foster student engagement and growth. These journeys. Partaking in career advancement programs
programs offer opportunities for teachers to refine their
pedagogical approaches, collaborate with peers, and stay Attendance at professional development programs has
abreast of the latest educational research and technologies. significantly enhanced teacher’s teaching process by
By enhancing educators’ competencies, professional equipping them with actionable strategies, innovative
development directly influences the quality of instruction teaching methodologies, and a deeper understanding of
and the overall learning atmosphere within classrooms. diverse student needs. These programs provide valuable
When teachers are empowered through continuous learning insights into current educational trends and research,
and support, they are better positioned to create inclusive, allowing them to incorporate evidence-based practices into
responsive, and dynamic environments that cater to the the curriculum. As a result, teacher’s better prepared to
diverse needs of their students. Ultimately, investing in engage my students, foster a more inclusive learning
professional development not only benefits educators but environment, and adapt their instructional approaches to
also enriches the educational experiences of all learners. meet various learning styles. Furthermore, the opportunity to
collaborate with fellow educators enriches my perspective
“Professional Development Programs help me and encourages a culture of continuous improvement in my
implement positive and effective classroom management,” teaching practice. Overall, professional development has
says Informant G. “Professional Development Programs empowered them to deliver more effective, impactful
developed and enhanced awareness, interest, and eagerness lessons that inspire and motivate their students.
of students to learn their lessons”, posits Informant J.
“Attendance at professional development programs
The insights shared by Informants G and J illuminate can significantly enhance the teaching process by ensuring
the profound impact that professional development that educators are equipped with the latest knowledge and
programs (PDPs) have on fostering effective classroom skills in their fields. These programs often provide insights
management and enhancing student engagement. Informant into new research, teaching strategies, and content
G highlights how these programs equip educators with knowledge that can help teachers stay current with evolving
essential strategies for implementing positive classroom educational trends,” said Informant Y.
management. By providing practical approaches such as
establishing clear expectations, promoting positive behavior, Informant K answered that “Professional development
and building strong relationships with students, PDPs help programs introduce practical techniques that can be
create structured environments that minimize disruptions implemented immediately in the classroom, fostering
and maximize student productivity. increased student engagement and improved learning
outcomes. Moreover, professional development creates
Moreover, Informant K shares that the “Professional opportunities for collaboration and networking among
Development Program equips teachers with effective educators from diverse backgrounds, allowing for the
classroom management strategies, positive reinforcement, sharing of ideas and resources.”
conflict resolution, and establishing clear expectations and
creates an orderly respectful learning environment”. These statements state that these programs ensure that
educators are well-informed and equipped with up-to-date
This emphasis on relationship-building is vital, as knowledge and skills relevant to their fields. This is essential
students are more inclined to engage and adhere to in an educational landscape that is constantly changing due
classroom norms when they feel valued and understood. to new research findings, technological advancements, and
Additionally, PDPs prepare teachers to address the diverse shifts in pedagogical methods. By participating in
needs of their students, instilling confidence and competence professional development, teachers gain access to insights
in managing varying learning styles and behaviors. about the latest educational trends, enabling them to refine
their teaching practices and align their instruction with
On the other hand, Informant J emphasizes the role of contemporary approaches.
PDPs in cultivating awareness, interest, and eagerness in
students. These programs offer educators insights into In addition to updating their theoretical understanding,
innovative pedagogical theories and instructional techniques these programs also introduce practical techniques that
that render lessons more relevant and engaging. By fostering teachers can apply directly in their classrooms. This
a growth mindset and encouraging enthusiastic teaching immediacy is critical; when educators return to their
practices, professional development empowers educators to teaching environments, they often have valuable, actionable
create dynamic and stimulating learning environments. strategies that can foster greater student engagement. For
example, they might learn new ways to differentiate
This shift towards student-centered learning enhances instruction, incorporate formative assessments, or enhance
the educational experience, encouraging students to take classroom management, all of which contribute to improved
ownership of their learning and actively participate in their learning outcomes for students.
lessons. Collectively, the reflections from Informants G and

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“Participation in these programs encourages educators Participation in professional development programs
to engage in reflection and receive constructive feedback, profoundly enhances how educators discharge their
which can lead to improved teaching practices. Many responsibilities, benefiting both their professional growth
programs emphasize student-centered learning, helping and the learning experiences of their students.
teachers create more inclusive environments that cater to
diverse learning needs. They often cover assessment and As Informant S answered “Professional development
evaluation techniques that enhance educators' ability to fosters collaboration among educators, promoting
assess student learning effectively” shared by Informant F. networking and teamwork within schools. Informants often
Furthermore, professional development often focuses on engage with peers to share experiences and strategies, which
integrating technology into the classroom, empowering contributes to a more collaborative school culture. This
teachers to engage digital-native students with innovative collaboration impacts their professional responsibilities as
tools and platforms. educators work together to refine curricula and support one
another.
In addition to enhancing teaching skills, these
programs can reignite teachers' passion for education and Furthermore, as teachers become involved in
inspire them to innovate in their classrooms. They also professional development, they are more likely to embrace
nurture leadership qualities, enabling educators to take on accountability for their growth and student performance.
mentorship roles or drive school-wide initiatives. As These programs encourage reflection and self-assessment,
educational standards continually evolve, ongoing prompting educators to evaluate their practices and identify
professional development prepares teachers to adapt to areas for improvement.
changes and effectively implement new policies. Overall,
professional development serves as a vital platform for Additionally, many professional development
continuous learning and growth, directly impacting teaching programs aim to cultivate leadership skills among educators.
effectiveness and benefiting students' educational As they acquire new knowledge, they often become leaders
experiences. Meeting professional obligations within their schools, mentoring peers and driving curricular
changes. This growth in leadership capabilities enhances
Participation in professional development programs their professionalism and extends their influence within the
profoundly influences how educators discharge their educational environment.
professional responsibilities by equipping them with
contemporary insights, innovative teaching strategies, and  Issues and Concerns of teachers regarding their
vital networking opportunities. Engaging in these programs attendance to professional development programs
fosters a culture of continuous learning and growth, enabling Teachers play a critical role in shaping the educational
teachers to enhance their pedagogical practices, adapt to experiences of their students, and their ongoing professional
diverse classroom needs, and effectively meet the evolving development is essential for enhancing instructional
demands of their roles. As a result, educators not only practices and improving student outcomes. However, many
become more proficient in their subject matter but also educators face significant issues and concerns regarding
cultivate a collaborative mindset, better preparing them to their attendance and participation in professional
create impactful learning environments and positively development programs. These concerns range from
influence student outcomes. logistical challenges, such as time constraints and
scheduling conflicts, to critiques of the relevance and
“Professional Development Programs enhance effectiveness of the training provided.
teachers' knowledge and skills, equipping them with current
information about educational theories, teaching strategies, Additionally, some teachers report feeling
and subject matter. This increased expertise empowers overwhelmed by the volume of mandatory workshops,
educators to approach their duties with greater confidence which may detract from their ability to apply new strategies
and proficiency, ultimately improving the quality of their in their classrooms effectively. Furthermore, the quality and
instruction” said Informant B. accessibility of these programs can vary greatly, leading to
skepticism about their value. Addressing these issues and
“Professional development often focuses on evidence- concerns is vital for creating a culture of continuous
based practices and innovative teaching techniques, professional growth that empowers teachers and, ultimately,
allowing educators to refine their instructional approaches. enhances student learning.
As a result, they can engage students more effectively,
leading to higher levels of engagement and improved
learning outcomes” added Informant X.

Table 5 Issues and concerns relative to the application of what is learned in Professional Development Programs
Indicator Frequency Rank
Insufficient resources or materials 25 1
Lack of time to implement new strategies 17 2.5
Difficulty in adapting strategies to diverse students' need 17 2.5
Incompatibility with current curriculum or policies 15 4

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Lack of ongoing support or follow-up 10 5

Note. This table highlights the issues and concerns Indicator 5, Another issue is that teachers express the
relative to the application of what is learned in Professional lack of constant monitoring or follow-up support from the
Development Programs. This table shows the issues and higher authority right after the professional development
concerns faced by teachers relative to the application of programs have been given. Teachers may struggle to sustain
what they learned in professional development programs. or effectively implement new strategies over time without
The issues and concerns were ranked based on their guidance.
frequency.
The study of Hargreaves and Fullan (2018), revealed
Indicator 1, Insufficient resources or materials were several issues and concerns that hinder the effective
the topmost concern along with professional development application of learned strategies in the classroom. Key
with a frequency of 25 and ranked first (1). This means that themes identified include the disconnect between
even though teachers are trained and equipped with new professional development content and classroom realities,
strategies, methodologies, and skills they may struggle to time constraints for implementing new practices, lack of
apply them in the classroom setting due to inadequate access ongoing support and collaboration, and the pressure of
to the necessary tools and equipment or yet unavailability of standardized assessments that limit innovative teaching
the resource materials. approaches.

Indicator 2, Lack of time to implement new strategies The findings underscore the need for professional
and Difficulty in adapting strategies to diverse students' development programs to be more responsive to teachers'
needs were tied at second with a frequency of 12 and ranked contexts, emphasizing sustained support and alignment with
2.5. This suggests that the existing workload or school classroom demands to enhance the transfer of learning into
schedule of the teachers hinders them in adapting new practice. This study highlights the importance of considering
methods in the classroom. Teachers find it difficult to teachers' experiences and perceptions when designing
integrate new strategies in the classroom due to time professional development that aims to foster meaningful
constraints. changes in instructional practices.

Indicator 3, Another thing is that aside from conflict in Professional Learning Development (PLD) programs
time, teachers face challenges when trying to tailor new are essential for fostering teacher growth and improving
strategies due to the varied needs of the students. It reflects educational practices; however, many educators face
the complexity of classroom dynamics and the need for numerous barriers that hinder their attendance and
strategies that are flexible and dynamic. participation. These obstacles include logistical challenges
such as scheduling conflicts, insufficient time within the
Indicator 4, Incompatibility with the current school day, and the demands of their existing workload.
curriculum or policies with a frequency of 15 and Lack of
ongoing support or follow-up with 10 points were ranked Additionally, some teacher’s express concerns
fourth and fifth respectively. This shows that some teachers regarding the relevance and applicability of the programs
find that the development programs are incompatible with offered, leading to a lack of motivation to attend. Financial
the current curriculum or existing school policies. This issue constraints and inadequate institutional support further
underscores the importance of alignment between exacerbate these issues, creating an environment where
professional development programs and with school’s professional growth is sidelined. Recognizing and
instructional framework to ensure teachers can integrate new addressing these barriers is crucial for developing effective
practices smoothly. PLD initiatives that truly engage educators, enhance their
skills, and ultimately benefit student learning outcomes.

Table 6 Issues that hindered attendance to Professional Learning Development

Issues that Hindered Attendance Frequency Rank
Limited Availability of relevant programs 23 1
Cost of attending programs 20 2
Conflicting with the teaching schedule 19 3
Lack of administrative support 16 4
Lack of time outside of work hours 15 5
Family and personal commitments 10 6
Distance or travel requirements 3 7

This table identifies the issues that hindered attendance attend programs where the content is not related to what
to Professional Learning Development. Limited availability they need. It means that it is not aligned with their specific
of relevant programs is the topmost issue that hindered teaching context or goals.
attendance to professional learning development gaining the
frequency of 23, ranked 1, this means that teachers do not

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This is followed by Rank 2, the cost of attending the Furthermore, the researchers found that time
programs with the frequency of 20 which some teachers constraints, lack of administrative support, and the perceived
may view as an additional burden to them. This indicates a irrelevance of PD offerings significantly hindered teacher
financial constraint, such as registration fees, food and participation. Additionally, teachers reported challenges
lodging, travel expenses, allowance, and other matters that related to logistical issues such as the location and timing of
discourage teachers from participating. events, which often conflicted with their existing
responsibilities. The findings emphasize the need for schools
Rank 3rd and 4th are Conflicting with the teaching and districts to consider these barriers when designing
schedule with a frequency of 19 and Lack of administrative professional development programs to ensure that they are
support with a frequency of 16. The hectic workload of accessible and relevant to educators’ needs.
teachers is one of the significant challenges because teachers
have difficulty in attending the programs. It is hard for them V. CONCLUSIONS
to balance work responsibilities and committing to
professional development opportunities. Another thing is the  Based on the Findings of the Study, the Following
lack of administrative support, without the assistance of the Conclusions Were Drawn.
school, encouragement, time allowances and financial help
from the administrators’ teachers may struggle to participate  In-service training ranked highest, followed by post-
in professional development because of limited personal graduate studies and workshops, with minimal
funds. participation in Study Abroad and Special Education
Training.
Lack of time outside of work hours with a frequency  Professional development programs greatly improve
of 15, family and personal commitments with a frequency of teachers' self-efficacy and confidence, instructional
10, and Distance of travel requirements with a frequency of strategies and methodologies, and classroom
7 is ranked 5th, 6th, and 7th respectively. Lack of time, management as shown by high mean scores.
teachers who already have different tasks to do or who are  Teachers' attendance in Professional Development
already busy with their teaching responsibilities and other Programs enhances lesson planning, learning
work-related tasks may not have enough free time to engage environments, career advancement, and professional
in professional development outside school hours. Family responsibilities, leading to improved educational
and personal commitments are also one of the hindrances for experiences and student outcomes.
some teachers. Balancing professional growth with family  Teachers' primary concerns regarding professional
responsibilities or personal commitments can make it development program attendance are insufficient
challenging for teachers to find time for professional resources, time management challenges, and difficulty
growth. The last one is the distance of travel requirements, it adapting strategies, highlighting the need for better
affects fewer teachers because some have their vehicles that support.
could be used, but still, it poses a challenge for those who  A comprehensive professional development community
may have to commute long distances or face logical issues plan is designed to enhance the classroom instruction of
in attending such programs. teachers.
These barriers highlight the need for schools and RECOMMENDATIONS
professional development providers to make programs more
accessible, affordable, and convenient, ensuring that  In The Light of the Foregoing Conclusions, the
teachers can participate and benefit from them effectively. Following Recommendations Were Offered:
The studies of Desimone and Pak (2017), Linder and  The expansion of In-Service Training and post-graduate
Harris (2019), and Wei, et.al (2018) revealed that teachers study options while actively promoting and facilitating
often perceive PD programs as irrelevant to their teaching access to Study Abroad opportunities and Special
contexts. Other significant barriers included scheduling Education Training be prioritized.
conflicts, insufficient support from administrators, and lack
 Implement tailored training sessions to address
of follow-up or ongoing engagement after initial workshops. instructional needs, and sustain teachers' self-efficacy
These findings indicate that aligning professional
and confidence, and classroom management, while
development with teachers’ specific needs and providing
encouraging continued participation in Professional
adequate support can enhance engagement and the overall Development Programs to improve lesson planning,
impact of these programs on teaching practices. assessing student learning and instructional strategies
from traditional to innovative.
Moreover, teachers identified time constraints
 DepEd to incorporate ongoing support: Provide follow-
exacerbated by their diverse roles and responsibilities as
up workshops, mentoring, and coaching to reinforce
critical challenges to their full engagement in PLD activities.
what teachers have learned and help them apply these
The study highlights the need for targeted strategies that
strategies effectively in their classrooms.
address the unique contexts of rural educators to improve
participation rates and optimize the effectiveness of  Support for teachers be enhanced by DepEd by offering
professional development initiatives. professional development programs with flexible
scheduling, expanded access to high-quality resources,

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and practical, adaptable strategies that can be seamlessly Finally, the researcher extends heartfelt gratitude to the
integrated into classroom instruction. Nuňez, Bartolata, and Valenzuela families for being a strong
 The proposed professional learning community plan be support system throughout the completion of this work.
adopted to enhance the classroom instruction of teachers. Their unwavering encouragement and generosity have made
this journey more meaningful and fulfilling.
ACKNOWLEDGMENT
The researcher truly appreciates their joint efforts,
The researcher wishes to express her deepest gratitude which have significantly aided in the successful completion
to all those who extended valuable contributions throughout of this thesis.
the journey of writing this study. Their selfless
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