Effectiveness of Teacher Training Programs and Its Relationship to Teaching Strategies and Classroom Practices

This study explored how effective teacher training programs are and how they relate to teachers’ teaching strategies and classroom practices among public school teachers in the Schools Division of Iloilo, Philippines, during School Year 2025–2026. A descriptive-correlational research design was employed, involving 365 randomly selected elementary and secondary school teachers. Data were gathered using a researcher-developed questionnaire that underwent expert validation and pilot testing. The instrument assessed the effectiveness of teacher training programs in terms of relevance, content, delivery, and applicability, as well as teachers’ teaching strategies and classroom practices. Descriptive statistics such as frequency, percentage, mean, and rank were used to describe the data, while inferential statistical tools including t-test, Analysis of Variance (ANOVA), and Pearson r correlation were applied at the 0.05 level of significance. The findings revealed that teacher training programs were perceived as highly effective, particularly in terms of relevance and applicability to actual classroom instruction. Teachers demonstrated a high level of learner-centered teaching strategies, such as cooperative learning, differentiated instruction, and interactive discussion methods. Classroom practices were likewise rated high, especially in classroom management and formative assessment. Significant differences were observed in the effectiveness of training programs, teaching strategies, and classroom practices when teachers were grouped according to educational attainment and length of service, while no significant differences were noted when grouped by sex and school level. Moreover, the results showed a moderate to strong, positive, and significant relationship between the effectiveness of teacher training programs and both teaching strategies and classroom practices. These findings emphasize the importance of continuous, relevant, and well-designed professional development programs in strengthening instructional quality and classroom effectiveness.