Authors : Aileen Bartolata Nuňez; Danilo Estipona Despi

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/5xy66mpr

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DOI : https://doi.org/10.38124/ijisrt/25mar611

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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.

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