Professional Development Activities and Teacher Performance

Abstract

Learning to teach reflectively is a lifelong process that is strengthened through the active engagement of varied professional development activities inside or outside the school. This study assessed the quality of instruction and professional development activities in a well-known university in Cebu, the Philippines, where it determined teachers' teaching competencies and perception in their professional development activities, issues, and concerns. It utilized a quantitative-descriptive research design where respondents were selected through universal sampling. Findings showed that professional development activities for teachers had achieved mastery in instructional planning, instructional delivery, knowledge of the subject matter, rapport with students, and classroom management. On the other hand, professional development activities were perceived to have little benefit for the teachers. It was also found out that there is no significant relationship between the teaching competencies and professional development activities. Perceived benefits of professional development activities were attributed to personal perceptions and contextual factors. The findings call for strategic professional development planning, implementation, and evaluation for teachers to benefit more. Thus, the conduct of a similar study in a broader parameter is recommended. Contribution/Originality:This study contributes to the existing literature about the correlation between teachers' competence and professional development activities. It presents the perceptions of teachers on the selected professional development activities and their influence on quality teaching. changes to meet the students' needs and demands for the global market. With the No Filipino Child Left Behind Act of 2010, all citizens have the right to quality instruction, and that the State shall take appropriate steps to make that education accessible. Recent reforms focus on curriculum standardization, which results in teachers become accountable for students' performance. For developing countries like the Philippines, producing highly skilled and globally competitive graduates is a great challenge for all educators. The effectiveness of instruction is dependent on the caliber of teachers. In the book of Stronge (2018) some researchers define teacher effectiveness as to student achievement. As a teachers' influence is far-reaching, it is challenging to determine what outcomes might demonstrate the effectiveness and how to measure results. Furthermore, many external variables affect each potential measure of effectiveness outside teachers' control. In totality, we can agree that effective teachers make an extraordinary and lasting impact on students'

Professional Development vis-a-vis Teaching Effectiveness of Public Secondary Mathematics Teachers

“…Garcia (2021) suggested that to maximize the activation of 21st-century skills, teachers should modify their instruction to follow 21st-century approaches. Similarly, Padillo (2021) underlined that participation in diverse professional development activities facilitates the transmission of best practices among teachers from other institutions. Table 2 displays the teaching effectiveness of mathematics teachers as perceived by the students.…”

“…It is argued to be the key to learning state-of-the-art teaching strategies and practices that can help enhance teachers' performance related to their expertise and impact student learning (Hammond et al, 2017). Padillo et al (2021) stated that the caliber of teachers determines the quality of instruction. The opportunity to improve classroom instruction and meet students' and parents' learning expectations in school may be contingent on whether professional development initiatives and programs are structured to address current needs.…”

International and Indonesia's Teacher Performance : A Bibliometric Study Based on Vosviewer

“…Compared to the number of countries in the world which number in the hundreds, the publication of teacher performance in 20 years averages 19 articles per year. Even though this theme is central because teacher performance is related to the level of quality of education in a country (Junio-Sabio & Manalo, 2020;Padillo et al, 2021;Tambunan et al, 2021), teacher performance requires serious attention. Sharing information about teacher performance from various sides will make it easier to improve teacher performance (Kaswi et al, 2021).…”

Unveiling the Potential of Online Professional Development: A Self-Study Approach for Educator Growth

“…Although they have distinct characteristics, these organizations come together with a common dedication to enhancing educational methods and student results. By providing teacher educators with resources, strategies, and support, they all contribute to teachers' ongoing professional development (Padillo et al, 2021). This improves their ability to meet the needs of all students and prepares them for success in an educational environment that is always changing (Ulmane-Ozolina et al, 2019).…”

“…Active involvement in ongoing professional development is crucial for teacher-educators who aim to enhance their teaching abilities in the current dynamic educational setting (Padillo et al, 2021). Participating in webinars is one way to do it in their busy schedule (Tanucan & Uytico, 2021).…”