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PROFESSIONAL DEVELOPMENT AND PRACTICES OF SECONDARY TEACHERS
AS IT CORRELATE TO THEIR PERFORMANCE
Education is one of the important factors in the development of a nation. High or
low quality of education is not only caused by the educational process, but can also be
influenced by the low performance of teachers as educators (Oluremi, 2013). Several
studies have found out that teachers in the country have very satisfactory performance
despite the low performance of students in different school, national, and international
examination (Columna, 2020; Ereje & Ambag; 2020; Almerino et al., 2020; Bureau of
Education Assessment, 2018; PISA, 2018).
Recent researches majorly focused on defining and determining teacher
performance (Pa-alisbo, 2017; Sayomac, 2018). However, there are only few studies
that investigate how teachers are able to maintain good performance at school. The
teacher is the most important factor of the teaching-learning process. The school’s most
important influence is the teacher. Teachers’ role in any educational system cannot be
over-emphasized. Teachers are the executors and implementers of the educational
policies and curriculum. Therefore, ensuring quality performance form teachers must be
monitored. (Akram, 2010; iProjectMaster, n.d.).
Paz (2021) emphasized that teachers’ performance in influenced by personal-
factors, school-factors, learner-factors, and community-factors. Moreover, the study only
interpreted teacher performance in terms of results-based performance management
system. Moreover, Kanya et al (2021) found school principal leadership variables,
organizational culture, and teacher competence to have significant influence on teacher
performance.
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The abovementioned studies highlighted the role of teachers and the implication
of their performance in the school and community settings. Ensuring good teacher
performance has led researchers in investigating the factors which encompass teacher
performance, mostly focused on leadership, organizational, and self-perceived factors.
The researcher of this study, in response to ensuring quality teacher performance, will
explore how professional development and teacher practices is related to teacher
performance. This study will determine the impact of teacher’s professional
development and teacher’s practices to the performance of teachers from secondary
schools of Santa Maria West District.
Review of Related Literatures
The ability, diligence, and commitment of the teacher determine the quality of
their instructions. A teacher would lose efficiency and effectiveness if they failed to stay
current with the rapid advancements in science and education. The standard of
instruction is influenced by a number of factors; the key factor influencing the teachers'
performance are the teacher training and professional development program (Soe,
2018).
A study conducted by Harris and Sass (2006) revealed that content-focused
teacher professional development has positive correlation with teachers’ productivity in
mathematics. However, the study showed that teacher training in general has little
influence on their performance while pre-service teacher training has no influence on
teachers’ productivity. In addition to these evidences on teacher’s effectiveness,
Johnson (2017) sees teacher’s performance as an implication of students’ performance.
He found out that the performance of the students is positively correlated with teacher’s
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effectiveness, emphasizing that there is a need to research and explore teachers
delivering instruction in their natural classroom settings.
It is not ideal to expect pre-service teacher preparation, no matter how good, to
adequately prepare teachers for every issue they may experience during their careers.
As a result, education systems aim to offer teachers chances for in-service professional
development in order to uphold a high standard of instruction and keep a talented
teacher pool (OECD, 2009). A study by Osei-Owusu (2022) highlighted the importance
of engaging to professional development as it leads to improvement in the teachers’
performance and knowledge.
Teacher training and professional development play an integral part in the
performance of teachers at school. Existing literatures explored the implication of
teacher’s training and development to student’s performance but not on the teachers’
end. In response to this, this research will focus on investigating the relationship of
among teacher’s practice, professional development, and their performance in school.
Objectives of the Study
The objective of this study is to determine the relationship among the
professional development of secondary teachers, their practices, and their performance
in school settings. The following are the questions that this study ought to answer:
1. What is the level of secondary teachers’ professional development in terms
of:
1.1 professional development activities?
2. What is the level of secondary teachers’ practices in terms of:
2.1 practices;
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2.2 beliefs; and
2.3 attitudes?
3. What is the level of teachers’ performance in terms of:
3.1 planning;
3.2 development; and
3.3 result?
4. Is there a significant relationship among professional development, teaching
practice, and teachers’ performance?
Hypothesis
The null hypothesis below will be formulated and tested to answer research
problem no. 4:
1. There is no significant relationship among professional development, teaching
practice, and teachers’ performance.
Methods
Research Locale: Secondary schools in Sta. Maria West District Division of
Davao Occidental
Research Design: Descriptive-correlational
o This research will utilize a descriptive-correlation quantitative type of study
in determining the relationship among the professional development of
secondary teachers, their practices, and their performance.
Respondents
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o The respondents of this study will be the secondary school teachers of
Santa Maria West District Division of Davao Occidental and their
respective school heads.
Sampling Design and Technique: This study will utilize quota random sampling
technique. Quota sampling is the non-probability version of stratified sampling. It
is a non-probability sampling method that relies on the non-random selection of a
predetermined number of samples and it used to focus on a particular group.
Research Instrument: The researchers will use an adopted questionnaire from
Murcia et al (2015) and OECD-TALIS (2018).
Data Gathering Procedures: Following the procedures and protocols of the
conduct of study set by the graduate studies of Rizal Memorial Colleges, Inc.,
with the permission to conduct the study from all authorities, the researcher is
planning to use survey questionnaire to administer the questionnaires to the
respondents. The results will be analyzed and summed up with appropriate
statistical tools advised by the statistician.
Prepared by:
References
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level in punjab. Higher Education Commission, Pakistan.
http://prr.hec.gov.pk/jspui/handle/123456789/972?mode=full
Carillo-Columna, J. . (2019). Teaching Performance, Learning Resources and National
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Ereje, B. R., & Ambag, S. C. (2020). Teachers’ Performance and Students’ Learning
Outcome in the Division of Cavite Province, Philippines. International Journal of
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Theory and Application in Elementary and Secondary School Education, 2(2),
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influencing-teachers-effectiveness
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Soe, H. Y. (2018, November 22). The Impact of Teachers’ Professional Development
on the Teachers’ Instructional Practices: An Analysis of TALIS 2013 Teacher
Questionnaire, Finland. World Voices Nexus: The WCCES Chronicle. Retrieved
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analysis-of-talis-2013-teacher-questionnaire-finland
