Effects of In-Service Trainings on Teachers' Teaching Performance and Pupils' Academic Performance in Public Elementary Schools, Lipa City West District, Division of Lipa City

Abstract

INTRODUCTION

An important commitment of any teacher to his profession is to continue to grow professionally. One of the problems is how to upgrade the competencies of teachers in various areas. To solve this problem, in-service training, seminars, workshops, and other education programs was believed to be one of the solutions being offered to address the problems identified. This study was conducted to determine the effects of in-service training on teachers' teaching performance and pupil’s academic performance in the Division of Lipa City West District during the school year 2015-2016.

METHODS

It employed the descriptive method of research and utilized the researcher made questionnaire in gathering the data needed in the study. There were 16 school heads and 202 teachers from the different schools in the Division of Lipa City, West District who were involved as respondents. The statistical tools applied in treating the data were a percentage, ranking, weighted mean and t-test.

RESULTS

The study revealed that the teachers performed the instructional tasks to a great extent as affected by the in-service training in the delivery of the lesson, employment of teaching strategies, utilization of index of mastery, management of the classroom and assessment of the learning outcomes. There was no significant difference between the assessment of the two groups of respondents on the effect of in-service training in the instructional performance of teachers because the computed t-value did not reach the tabular value at a 5 percent level of significance. The pupils have shown satisfactory performance in the three domains of learning as affected by the in-service training of teachers.

DISCUSSIONS

Based on the findings it is recommended that though the teachers were able to perform the different instructional tasks to a great extent they should still be encouraged to exert more effort to enhance their performance to the highest level. In as much as the teachers perform their task to achieve the pupil's performance at a satisfactory level, the school head should extend assistance to the teacher. The school heads should have a follow-up on the implementation of the different in-service pieces of training undergone by the teachers for improvement. The proposed action plan needs to be studied by the school heads for modification if needed to be implemented. A follow-up study needs to be conducted to determine if the marked improvement is attained.