TY  - EJOU
AU  - 
T1  - Professional Development Activities and Teacher Performance
T2  - International Journal of Education and Practice

PY  - 2021
VL  - 9
IS  - 3
SN  - 2310-3868

AB  - Learning to teach reflectively is a lifelong process that is strengthened through the active engagement of varied professional development activities inside or outside the school. This study assessed the quality of instruction and professional development activities in a well-known university in Cebu, the Philippines, where it determined teachers' teaching competencies and perception in their professional development activities, issues, and concerns. It utilized a quantitative-descriptive research design where respondents were selected through universal sampling.  Findings showed that professional development activities for teachers had achieved mastery in instructional planning, instructional delivery, knowledge of the subject matter, rapport with students, and classroom management. On the other hand, professional development activities were perceived to have little benefit for the teachers. It was also found out that there is no significant relationship between the teaching competencies and professional development activities. Perceived benefits of professional development activities were attributed to personal perceptions and contextual factors.  The findings call for strategic professional development planning, implementation, and evaluation for teachers to benefit more. Thus, the conduct of a similar study in a broader parameter is recommended. 
KW  - Classroom management
KW  - Knowledge of subject matter
KW  - Instructional development
KW  - Instructional planning
KW  - Professional development
KW  - activities
KW  - Quality teaching
KW  - Teaching competencies
DO  - 10.18488/journal.61.2021.93.497.506