Continuous Professional Development Programs and Their Influence on Teachers' Performance: A Study at West B District, Schools Division of Dipolog City
DOI:
https://doi.org/10.65150/EP-gjefm/V2E6/2026-03Keywords:
Continuous Professional Development (CPD) program, teachers’ performance, Department of Education, Dipolog City, PhilippinesAbstract
This study determined the influence of Continuous Professional Development (CPD) programs on teacher performance in West B District, Schools Division of Dipolog City, during the school year 2024–2025. The study employed survey and descriptive-correlational research designs. A total of 162 teachers participated as respondents. Data were analyzed using weighted mean, standard deviation, and Spearman rank-order correlation coefficient with the aid of Microsoft Excel and jamovi. Results revealed that the respondents rated the implementation of CPD programs as very high overall (AWV = 4.50). Specifically, teachers strongly agreed that CPD programs enhanced their professional knowledge, instructional competence, assessment skills, reflective thinking, mentoring support, and classroom effectiveness. In terms of teacher performance, the respondents obtained an overall rating of very satisfactory (AWV = 4.148). Most of the teachers, comprising 85.19%, were rated very satisfactory, while 14.81% were rated outstanding. No teacher received a rating below satisfactory, indicating a generally competent and effective teaching workforce. Furthermore, the findings showed a significant positive low correlation between CPD programs and teacher performance, ρ = .183, p = .020. This means that teachers’ higher participation in and more favorable perceptions of CPD programs were associated with better teacher performance. Based on the findings, the study recommends that DepEd officials, through school principals, strengthen the implementation of CPD programs by aligning activities with the Philippine Professional Standards for Teachers and MATATAG Curriculum priorities. School-based Professional Learning Communities and Learning Action Cells may also be enhanced to promote collaboration, peer learning, and the sharing of effective teaching practices.
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Copyright (c) 2026 Isaac G. Hiolem, MAEM, Leo C. Naparota, PhD (Author)
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