Domer P. Regis, John Paul C. Tupas, Fhaila Donn Soniedo, Ma. Regine M. Lauzon


Using the quantitative research method, the effectiveness of professional trainings that have been undertaken by teachers as well as the impact on teachers’ teaching practices were determined. It likewise explored whether teachers’ assessment scores were significantly associated with their profile characteristics. The common professional trainings undertaken include in-service trainings (100%), education conferences (97.1%), informal dialogue with colleagues (97.1%), and individual or group research (91.2%). Of all the professional training activities, only getting involved with teachers on how to improve teaching practice was assessed to be highly effective in developing their competence, knowledge, and expertise. However, benchmarking visits to other colleges or universities and faculty participation in a professional organization that are helpful to their teaching profession was determined to be only moderately effective. The respondents reported significant improvements in their teaching practices in connection with content and pedagogy, diversity of learners, community linkages, and professional engagement. A positive relationship was found between the variable age and respondents’ assessment scores on benchmarking visits to other colleges or universities and individual or group research on the field of interest. However, a negative relationship exists between respondents’ highest educational attainment and assessment scores on professional links with colleagues such as mentoring, and coaching among others as part of the institutional policy. Thus, a teacher’s training that encourages collaboration and sharing of knowledge should be promoted.


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