The Level of Effectiveness of Professional Development Programs and Its Relationship with Teaching Performance and Student Learning Outcomes in the Public Elementary Schools in Area Ii, Division of Batangas

Abstract

This paper aims to determine the level of effectiveness of professional development programs and its impact in raising the quality of teaching performance and student learning outcomes in Area II, Division of Batangas. DepEd Professional Development Priorities for Teachers and School Leaders were issued by the department through the National Educators Academy of the Philippines (NEAP) pursuant to DepEd Order No. 1, s. 2020 to support the realization of the department’s goal of continuous upskilling and reskilling of teachers and school leaders that will result in better teaching performance and learning outcomes. However, based on reports, one of the main findings asserts that most professional development programs today are ineffective due to duration of professional development which made significant with enough time for teachers to learn a new strategy and grapple with the implementation problem and the need for more engaging activities and approaches. Also, it was found that nearly 90 percent of participating teacher reported that the professional development was totally useless. Using descriptive method of research, findings reveal that there is a significant correlation between the level of effectiveness of professional development and the quality of student learning outcomes and that the higher the level of teaching performance tend to also have higher quality of student learning outcomes.
It is hoped that through this study, different intervention activities as to professional development of teachers would be proposed to continually enhance the teaching performance and the student learning outcomes.

Keywords: professional development programs, teaching performance , student learning outcomes