ABSTRACT
This study determined the significant relationship on Junior and Senior High School Teachers’ Training program in relation to Teachers’ and School’s performances. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study employed a descriptive-correlational research design to determine the effectiveness of training programs attended by Junior and Senior High School teachers and how these influenced both individual teaching performance and overall school performance. The descriptive aspect of the design aimed to gather data on the nature, frequency, and perceived relevance of teacher training programs, while the correlational component examined the relationship between training effectiveness and measurable outcomes such as teacher performance ratings, student achievement, and school-level performance indicators. This study revealed that there is a significant relationship between the effectiveness of teachers’ training, teachers’ performance, and school performance. Results showed that when training programs are effective, teachers tend to perform better in their instructional delivery, classroom management, and overall competence. This underscores the importance of continuous professional development as a means of strengthening teacher quality. Furthermore, findings indicated that effective teacher training positively contributes to school performance. Schools that provide meaningful and well-designed training initiatives experience improvements in key performance indicators such as enrollment, retention, completion, and graduation rates. This demonstrates that the impact of training extends beyond the individual level and influences the collective performance of the school system. Overall, the study confirms that professional development initiatives play a vital role in improving both micro-level outcomes (teachers’ performance) and macro-level results (school performance). Schools that invest in relevant and sustainable teacher training programs are more likely to achieve stronger educational outcomes and long-term institutional success.
Keywords: Training Program, Junior & Senior High School Teachers, School’s Performances
INTRODUCTION
Effective teacher training programs are fundamental to improving instructional quality and school performance. Teachers serve as direct conduits of learning, and their ability to adapt, innovate, and respond to diverse student needs hinges greatly on their continuous professional development. Passion for teaching alone is not enough; when coupled with relevant and consistent training, educators are better equipped to deliver lessons with confidence, manage classrooms effectively, and align their practice with curriculum demands. In the context of the K to 12 education reform, training has become essential in ensuring that teachers possess the competencies required to foster meaningful learning experiences. Recognizing the gaps between available training and classroom realities, this study will assess the relevance and implementation of teacher training programs and how these correlate with teaching effectiveness and broader school outcomes.
Dubalan (2023) revealed that while teachers undergo multiple training sessions, many lack direct alignment with actual classroom needs and the expectations outlined in the Philippine Professional Standards for Teachers (PPST). The study emphasized the value of conducting Training Needs Assessments (TNA) to ensure professional development programs are rooted in real instructional challenges and contextual demands. Moreover, Dubalan recommended a structured approach to designing responsive and evidence-based interventions that support teacher growth. By drawing on this literature, the present study seeks to build upon existing insights and evaluate whether current training practices effectively enhance teaching performance and student achievement at the junior and senior high school levels.
Continuous professional development is recognized as a cornerstone of teacher effectiveness and overall school improvement. Training programs designed to enhance instructional competence, classroom management, and curriculum delivery empower educators to meet the evolving demands of the 21st-century learning environment. While dedication and passion are fundamental attributes of teaching, these alone cannot compensate for the challenges posed by curriculum shifts, diverse learner needs, and technological integration. Thus, it becomes imperative to evaluate whether current training initiatives for junior and senior high school teachers are responsive, targeted, and impactful. This study stems from the pressing need to assess the relevance and implementation of teacher training programs and how these contribute to both teaching efficacy and institutional performance.
Educators have observed that many training sessions, although well-intentioned, often fail to address actual classroom demands. Teachers across various contexts have voiced that some professional development activities appear repetitive, misaligned with subject-specific needs, or insufficiently monitored for outcomes. The absence of proper follow-through mechanisms limits the practical application of training content. In this regard, the study draws attention to the necessity of Training Needs Assessments (TNA) as a foundation for program development. These assessments ensure that trainings are shaped by real instructional gaps and competencies outlined in frameworks such as the DepEd Results-Based Performance Management System (RPMS) and the Philippine Professional Standards for Teachers (PPST). From a systems perspective, the lack of consultation with teachers before implementing top-down programs contributes to resource inefficiencies and underwhelming improvements in school performance.
The undertaking of this research was not without challenges. Initially, there was no structured mechanism within the school to identify the specific training needs of teachers, resulting in limited baseline data. Existing programs were generally formulated at higher administrative levels without contextual alignment to teachers’ day-to-day realities. Documentation and monitoring of training outcomes were inconsistent, making it difficult to measure whether strategies learned during workshops translated into more effective classroom practices. Furthermore, data gathering posed logistical hurdles, especially during busy academic seasons. Coordinating interviews and focus group discussions required careful planning and administrative cooperation to minimize instructional disruptions. These difficulties were compounded by the technical demands of instrument design and validation, ensuring alignment with both national standards and local instructional priorities.
Despite these challenges, the development of a robust and reliable questionnaire reinforced the academic rigor and practical value of the study. Collaborations with field experts and adherence to recognized standards established the credibility of the research process. Ultimately, the study serves as both a scholarly endeavor and a pragmatic framework that stakeholders—including school heads, curriculum planners, and teacher coordinators—can use to design more responsive and evidence-driven training programs. By understanding and addressing the gaps between training delivery and classroom realities, this research aspires to contribute to a culture of professional excellence, sustained teacher growth, and improved student achievement in junior and senior high school settings.
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