Teachers’ Professional Development and Instructional Practices

This study examined the level of teachers’ professional development and its influence on instructional practices in the District of San Jose de Buenavista, Antique, during the school year 2024–2025. Using a descriptive-correlational research design, the study sought to determine the extent of teachers’ professional development in terms of frequency of participation, relevance of training, and applicability to classroom instruction, as well as the quality of their instructional practices in lesson planning, instructional delivery, learner engagement, and assessment strategies. The respondents consisted of 213 teachers selected through total enumeration to ensure comprehensive representation. Data were gathered using a researcher-developed and validated questionnaire with a high reliability coefficient (Cronbach’s alpha = 0.88). Descriptive statistics were used to describe the levels of professional development and instructional practices, while Pearson Product-Moment Correlation was employed to determine the relationship between the variables at a 0.05 level of significance. Results showed that teachers demonstrated high levels of professional development and high-quality instructional practices. Relevance of training emerged as the strongest dimension of professional development, while lesson planning received the highest rating among instructional practices. Moreover, a significant positive relationship was found between professional development and instructional practices, indicating that teachers who actively engage in meaningful professional development tend to demonstrate more effective classroom practices. The findings emphasize the importance of sustained and contextually relevant professional development in strengthening instructional effectiveness and improving learner outcomes.