From Training to Teaching: Tracing the Influence of Professional Development on Grade 2 Mathematics Instruction in Tanza 1 District, Division of Cavite
DOI:
https://doi.org/10.65141/sjter.sp2026.04Keywords:
Professional development, instructional practices, teaching competencies, Mathematics educationAbstract
Professional development plays a vital role in enhancing teachers’ instructional competencies; however, its actual influence on classroom practices remains insufficiently examined. This study investigated the relationship between professional development and instructional practices among Grade 2 Mathematics teachers in Tanza 1 District, Division of Cavite. A descriptive-correlational research design was employed, involving 50 teachers selected through total enumeration. Data were gathered using a validated researcher-made questionnaire (Cronbach’s alpha = 0.85) and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation. Findings revealed that teachers’ participation in professional development activities was perceived as very beneficial, while instructional practices were consistently implemented at a very high level. Significant relationships were found between professional development and key teaching competencies, particularly instructional planning, instructional skills, rapport with students, and classroom management. However, no significant relationship was observed between professional development and knowledge of the subject matter. Teachers also encountered very serious challenges in applying professional development learnings, particularly heavy workload, limited resources, and lack of support. The study concludes that professional development enhances pedagogical competencies but has limited influence on subject matter mastery. It is recommended that context-responsive professional development programs and strengthened institutional support be sustained to improve instructional effectiveness and student learning outcomes.
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