Teachers’ Professional Growth and Teaching Performance in Piñan District
DOI:
https://doi.org/10.5281/zenodo.18519079Keywords:
Professional growth, teaching performance, teacher development, instructional quality, Piñan DistrictAbstract
This study examined the relationship between teachers’ professional growth and teaching performance in Piñan District. Specifically, it determined the level of teachers’ professional growth in terms of participation in trainings and seminars, graduate studies, mentoring, collaboration, classroom research, and self-directed learning, as well as the level of their teaching performance in areas of lesson planning, classroom management, instructional delivery, assessment practices, and professionalism.
The study employed a descriptive-correlational research design with Piñan public school teachers as respondents selected through simple random sampling. Data were gathered using validated survey questionnaires and analyzed using mean, standard deviation, and Pearson Product Moment Correlation.
Results revealed that teachers manifested a high level of professional growth and a very satisfactory level of teaching performance. Moreover, findings showed a significant relationship between professional growth and teaching performance, indicating that teachers who actively engage in professional development tend to perform better in their teaching tasks.
The study concludes that continuous professional growth is an important factor in enhancing teachers’ instructional competence and effectiveness. It is therefore recommended that school administrators strengthen professional development programs, encourage participation in Learning Action Cells and trainings, and support teachers in pursuing continuous learning to further improve teaching performance in Piñan District.
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