Teaching Competency and Professional Development Activities: Their Impact on Teachers' Performance at West B District, Schools Division of Dipolog City
DOI:
https://doi.org/10.65150/EP-gjefm/V2E6/2026-04Keywords:
teaching competency, professional development activities, teachers’ performance, Department of Education, Dipolog CityAbstract
This study aimed to determine the teaching competency, professional development activities, and teacher performance at West B District, Schools Divisions of Dipolog City, during the school year 2025-2026. Survey and descriptive-correlational research methods were employed. There were one hundred sixty-two (162) respondents involved. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used with MS Excel and JAMOVI as the statistical software. The level of teaching competency was very high (AWV=4.65), with a strong pedagogical capability across all domains, which was consistently rated as very high. The level of professional development activities was very high (AWV=4.39), with most engaged in curriculum alignment and seminars, while slightly lower in speech drill activities. The level of teachers’ performance was very satisfactory (4.148), of which 85.19% rated very satisfactory and 14.81% outstanding. There existed a significant positive small/low correlation (p=0.015) between the levels of teaching competency and teachers’ performance. There was no significant relationship (p=0.23) between the levels of professional development activities and teachers’ performance. Based on the findings, the author recommends that the Department of Education Officials, including educational School Supervisors, HRD-SEPS, and School Principals, enhance the quality of professional development programs by ensuring that these are needs-based, classroom-focused, and aligned with RPMS-PPST indicators, rather than relying on generic or one-shot trainings. They may institutionalize job-embedded professional development activities such as coaching, mentoring, Learning Action Cells (LAC), and demonstration teaching to ensure the actual application of learning.
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Copyright (c) 2026 Cristina R. Hiolem, MAEM, Leo C. Naparota, PhD (Author)
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