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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

As the world continues to evolve, education has become a vital component of

national development (Bryk et al., 2015). In today's fast-paced and rapidly changing

environment, teachers play a crucial role in shaping the minds of future generations

(Darling-Hammond, 2000). To equip them with the skills and knowledge necessary to

meet the demands of the 21st century, professional development programs have become

an essential component of teacher training (Ladd, 2011).

However, with the plethora of professional development programs available, it is

essential to evaluate their effectiveness in enhancing classroom instruction (Hill et al.,

2016). This is because teacher development programs are not a one-size-fits-all solution,

and what works for one teacher or school may not necessarily work for another (Villa &

Thousand, 2005). As such, it is crucial to assess the impact of these programs on teacher

practice and student learning outcomes (Guskey, 2002).

The concept of professional development for teachers is not new. It has been

recognized as essential for improving teaching quality and student learning outcomes

since the 1970s (Staub & Peck, 1979). However, it is only recently that there has been a

growing emphasis on providing teachers with opportunities for ongoing professional

development (Darling-Hammond, 2000).

Professional development refers to the intentional and systematic process of

improving one's knowledge, skills, and abilities to enhance job performance and advance
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in a profession (Guskey, 2002). It involves a range of activities, such as training,

mentoring, coaching, and collaboration, designed to help individuals stay current with

best practices, build new skills, and adapt to changing circumstances (Hill et al., 2016).

This concept is particularly crucial in the teaching profession, where staying updated with

curriculum changes, instructional strategies, and technological advancements is essential

to providing high-quality education to students.

Attending conferences and workshops, participating in online courses or

webinars, reading professional journals and books, engaging in peer mentoring or

coaching, collaborating with colleagues on projects or research, and pursuing advanced

degrees or certifications are all examples of professional development activities that can

benefit teachers (NEA, 2020). These activities not only enhance teachers' pedagogical

skills but also help them build relationships with colleagues and community members.

Moreover, professional development opportunities can improve student achievement by

providing teachers with the necessary tools and knowledge to design effective lesson

plans and assess student learning outcomes (Guskey, 2002).

In the words of Guskey (2002), "Professional development is not a one-time event

but an ongoing process that requires continuous learning and growth." Therefore,

teachers need to prioritize professional development as an integral part of their careers.

By doing so, they can stay motivated, refreshed, and committed to their profession,

ultimately leading to improved teaching practices and better outcomes for their students.

On the other hand, enhanced classroom instruction refers to the intentional and

strategic implementation of teaching practices, strategies, and technologies that improve

student learning outcomes, increase teacher effectiveness, and foster a supportive and
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inclusive learning environment. For example, a teacher uses a flipped classroom

approach, where students watch video lectures at home and work on problem-solving

activities in class. This approach allows for more interactive and hands-on learning,

increased student engagement, and personalized feedback from the teacher (Bergmann &

Sams, 2012).

Effective enhanced classroom instruction involves several key components. First,

it focuses on student-centered learning, where the teacher tailor’s instruction to meet the

diverse needs of students through differentiated teaching strategies (Hmelo-Silver, 2004).

Second, it incorporates personalized instruction, which involves tailoring instruction to

meet the unique needs and abilities of individual students (Tomlinson, 2014). Third, it

effectively integrates technology into teaching and learning, using online resources,

simulations, and digital tools to enhance instruction (Richey et al., 2018). Fourth, it

employs formative assessment to regularly assess student understanding and adjust

instruction to improve student outcomes (Black & William, 1998). Finally, it encourages

collaborative learning by promoting social skills, critical thinking, and problem-solving

through group work (Johnson et al., 2009).

By incorporating these components, teachers can create an enhanced classroom

environment that fosters student engagement, motivation, and academic success. By

understanding what works best in terms of enhanced classroom instruction, educators can

make data-driven decisions about instructional strategies and practices that will positively

impact student learning outcomes.

Going back to the point, in this era of globalization, education has become a

critical component of national competitiveness and economic growth (OECD, 2018). As

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such, governments and education policymakers have placed a high premium on teacher

quality and student learning outcomes. The evaluation of professional development

programs for teachers is therefore not just an academic exercise but a crucial aspect of

ensuring that education systems are effective in achieving their goals (Bryk et al., 2015).

Singapore's teacher professional development system is built around the concept

of "teacher leadership," where teachers are encouraged to take ownership of their own

learning and development. This is achieved through a range of initiatives, including

regular training sessions, coaching, mentoring, and peer observation. Teachers are also

given opportunities to attend conferences, workshops, and seminars to stay updated on

best practices and cutting-edge research in their subject area.

A strong culture of collaboration and teamwork among teachers, schools, and the

education ministry supports the system. This enables teachers to share knowledge,

resources, and expertise, and to work together to improve teaching and learning

outcomes. The government also provides significant funding for teacher professional

development, focusing on areas such as literacy, numeracy, and science.

One of the key features of Singapore's system is the use of data-driven instruction,

where teachers use student assessment data to inform their teaching practices and make

data-driven decisions. This approach is highly effective in improving student outcomes,

particularly for disadvantaged students.

The results of Singapore's teacher professional development system are

impressive. The country consistently ranks high in international comparisons of student

achievement, such as the Program for International Student Assessment (PISA) and the

Trends in International Mathematics and Science Study (TIMSS). Teachers are also
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highly motivated and satisfied with their jobs, with high levels of job satisfaction and

commitment to their profession.

Overall, Singapore's teacher professional development system is a model that

other countries could learn from. Its focus on teacher leadership, collaboration, data-

driven instruction, and continuous learning has enabled teachers to develop their skills

and knowledge, leading to improved student outcomes and a highly effective education

system.

The Philippines has recognized the importance of teacher professional

development in enhancing classroom instruction. The Department of Education (DepEd)

has implemented various initiatives aimed at improving teacher quality and student

learning outcomes. These initiatives include training programs focused on instructional

strategies, curriculum design, and educational technology integration (DepEd, 2020).

However, despite these efforts, there is a growing concern about the effectiveness

of these professional development programs. Are they truly making a difference in

teacher practice? Are they addressing the unique needs and challenges faced by teachers

in different contexts? These are some of the questions that this study aims to answer.

This study seeks to evaluate the impact of professional development programs on

teacher practices in Prieto-Diaz National High School. By examining the effectiveness of

these programs in enhancing classroom instruction, this study hopes to provide insights

that can inform policymakers, educators, and administrators about best practices in

teachers’ professional development.

By examining the effectiveness of professional development programs for

teachers in enhancing classroom instruction, this study hopes to contribute significantly

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to our understanding of what works best in terms of teacher professional development. It

will provide insights into how these programs can be tailored to meet the unique needs of

different contexts.

Statement of the Problem

The purpose of this study is to assess the impact of professional development

programs on teacher confidence and competence in implementing new instructional

strategies and methodologies. Specifically, this study seeks to answer the following

research questions:

1. What are the different professional development programs attended by teachers?

2. How do the different professional development programs attended by teachers

improving their:

1.1 Self-efficacy and confidence

1.2 Instructional strategies and methodologies

1.3 Classroom management

3. How do the teachers perceive the impact of professional development on their teaching

practices?

4. What are the issues and concerns of teachers regarding the professional development

programs along:

1.1 Application

1.2 Attendance

5. What professional learning community plan could be proposed to enhance the

classroom instruction of the teachers?

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Assumption

The present study is focused on impact of professional development programs on

teacher instructional practices, teacher perceptions of program effectiveness, and teachers

suggested professional development programs that would enhance their practices better,

the following assumptions were considered:

1. Teachers who attend professional development programs are more likely to have

improved self-efficacy and confidence in their teaching practices.

2. Professional development programs that focus on instructional strategies and

methodologies are more effective in improving classroom teaching performance

than those that focus on other topics.

3. Teachers who attend professional development programs are more likely to have

a positive attitude towards their profession and their students.

4. Teachers who attend professional development programs are more likely to have

a sense of accomplishment and satisfaction in their teaching practices.

5. The quality of professional development programs is more important than the

quantity of programs attended by teachers in terms of improving their teaching

practices.

SIR PA DOUBLE CHECK MAN TABI SADI NA ASSUMPTIONS IF NAKA

ANGKLA NA SA SOP. TNX PO

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Scope and Delimitation

The purpose of this study is to investigate the effectiveness of professional

development programs in improving teacher instructional practices and student learning

outcomes.

The significance of this study lies in its ability to shed light on best practices in

teacher professional development that can be applied globally. By examining the

effectiveness of these programs in enhancing classroom instruction, this study hopes to

provide insights that can inform policymakers, educators, and administrators about what

works best in different contexts.

This study will employ a mixed-methods approach that combines both qualitative

and quantitative data collection methods. A total of 65 teachers from Prieto-Diaz

National

High School will be selected for this study. Data will be collected through

surveys, interviews, and observations.

The survey will be used to gather data on teachers' perceptions of their

professional development needs and their experiences with existing professional

development programs (Hill et al., 2016). The interview will provide deeper insights into

teachers' thoughts on what works best in terms of professional development programs

(Guskey, 2002). Finally, observations will be conducted in classrooms to assess changes

in teacher practice following participation in the professional development program.

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Not included in this study were the non-teaching staff of Prieto-Diaz National High

School, teachers from other schools, and the division office personnel.

Significance of Study

This study entitled “Enhancing Classroom Instruction of Teachers Through

Professional Development Programs" is significant for several stakeholders, including

educators, administrators, parents, and policymakers.

Teachers. The study's findings will provide teachers with insights into the most

effective professional development programs that can enhance their instructional

practices and improve student learning outcomes.

School administrators. School administrators will benefit from the study's

recommendations on how to design and implement effective professional development

programs that align with school goals and priorities.

Policymakers. Policymakers will benefit from the study's findings on the impact

of professional development programs on student learning outcomes, which can inform

policy decisions on education reform and resource allocation.

Department of Education. Education organizations and institutions, such as

universities, colleges, and non-profit organizations, will benefit from the study's

recommendations on how to design and deliver effective professional development

programs that meet the needs of teachers and students.

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Students. Ultimately, students will benefit from improved teacher instructional

practices and enhanced student learning outcomes, leading to better academic

achievement and increased educational opportunities.

Future researchers. This study can be used as a starting point to investigate

specific aspects of professional development, such as its impact on teacher retention or

different subject areas or grade levels.

Definition of Terms

In the present study entitled "The level of Professional Development Programs for

Teachers in Enhancing Classroom Instruction" there are several key terms that are

important to understand. Here are the definitions of these terms:

Classroom Instruction refers to the processes and practices used by teachers to

engage students in learning activities, deliver instructional content, and facilitate student

understanding and achievement of learning objectives.

Classroom observation is a research methodology used to collect data on

teaching practices, student behavior, and classroom environment. It involves an observer

visiting a classroom to observe the teacher's instructional practices, interactions with

students, and the overall learning environment.

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Instructional Strategies. Refer to the techniques, methods, and approaches used

by teachers to plan, organize, and deliver instruction to students. These strategies aim to

facilitate student learning, engagement, and understanding of the subject matter.

Professional Development refers to the ongoing process of learning, training,

and growth that teachers engage in to improve their skills, knowledge, and practices to

enhance their teaching effectiveness and improve student learning outcomes (Guskey,

2002). It involves a commitment to ongoing learning and improvement, often through

formal education, training, and collaboration with colleagues (Darling-Hammond &

Richardson, 2009).

Technology integration refers to the process of incorporating technology into

educational settings, such as classrooms, schools, or online courses, to enhance teaching

and learning experiences. It involves using digital tools, software, and other technological

resources to support instruction, engage students, and improve student outcomes.