School - Based Teacher Development Program

Abstract

School-based teacher development program provides teachers with tools, mentors, and hands-on experience they will need in their chosen career. It helps develop teachers to be great in order to create great learners. This study determines the performance of teachers using the IPCRF for teachers and its significant relationship in the performance or learners. The findings were used in the formulation of the school-based teacher development program. Using the total enumeration method, the teachers and grade 6 learners from the three schools participated as respondents of this study. The data were gathered through the use of the IPCRF, as the questionnaire and served as the interview guide questions. The study employed the mixed method – qualitative and quantitative forms of research. The results revealed that teachers of the district were more of young adults, females, married, of lower positions, and were newly hired ones. As to performance of teachers, LO and TLP were rated high, while as to performance of learners, Hekasi was being learned most. It was found out that there was a significant relationship between the profile of teachers and their PGD. There was no significant relationship between the learners’ performance and the PGD of teachers. There was no significant difference between the performance of teachers in KRAs as rated by the teachers and their superiors along LO. In line with these findings, it was concluded that the performance of teachers along PGD was rated low among the 4 KRAs. Thus, the researcher recommends the adoption of the school-based teacher development program.