Linking Professional Development and Students' Academic Performance

Abstract

INTRODUCTION

This research is concerned with determining the level of professional development of teachers and its correlation to students' academic performance. It is significant to know for the administration to produce programs, projects, and activities needed by teachers.

METHODS

A descriptive research design coupled with document analysis was used in the study. A total of 157 teachers which is composed of 137 Junior High and 20 Senior High School teachers were the respondents of the study.

RESULTS

The level of professional development of teachers in the City Schools Division of Cabuyao as indicated by the Learning Action Cell has the highest level of participation while demonstration teaching has the lowest level of participation. Teachers' participation in seminar-workshops has a high level of participation in the Division level while professional reading has a low level of participation. The students' academic performance assessed through the MPS of Quarterly Test has a satisfactory rating. It was found that there is no significant correlation between the level of professional development and students' academic performance.

DISCUSSIONS

The results of the study will be utilized as input in developing a priority training program for teachers that will improve the academic performance of students. This study shed light on the assumption that professional development of teachers plays an important role that may create positive effects on the academic performance of students.