Improving Teacheres’ Effectiveness in the Classroom through In-Service Training and Development

Abstract

INTRODUCTION

This action research entitled Improving Teachers' Effectiveness in the Classroom through In-Service Training and Development investigated how teachers' effectiveness in the classroom can be improved through professional development. Teachers who have a positive attitude about themselves and their profession are more effective to increase the quality of student learning. This is the reason why in-service training and development is essential. Training of teachers provides them the knowledge, skill, and ability that are continuously relevant to the professional life of a teacher.

METHODS

A survey-questionnaire was distributed to discover types and aspects of training and seminars that can affect improvements on teachers' effectiveness in the classroom.

RESULTS

Teachers generally have a positive attitude towards in-service pieces of training and seminars and their usefulness in classroom situations including actual instruction/academic work, classroom management, evaluation procedures, assignments, and developing human relationships with students. It was concluded that if teachers engage in high-quality professional training and seminars, then it will help improve their effectiveness in the classroom.

DISCUSSIONS

The sample consisted of 12 females and 8 male Senior High School teachers of the Department of Education. Seventy-five percent of the respondents or 15 out of 20 senior high school teachers have seven years or less teaching experience and the rest have been in the service for eight to fifteen years. Sixty-five percent of the respondents have attended one to seven pieces of training and seminars in the last five years. Thirty-five percent have attended eight to fifteen pieces of training and seminars. Only five percent have attended more than 25 pieces of training and seminars. The majority, fifteen of them have stated that the reason for their attendance was because it was required by their administrators. One hundred percent of the respondents have attended subject-matter related or updates on curriculum seminars. Seventy-two percent went to pieces of training that enhance their professional skills like test construction seminars, technology-based pieces of training, etc.