Professional Development Strategies and Senior High School Teachers’ Performance: Basis For Management Program

Abstract

This study determined the relationship between the professional development strategies and the teaching performance of senior high school teachers in Victoria District as basis for management program. This study used descriptive-correlational and comparative methods of research. The participants of the study were the thirty-eight (38) senior high school teachers from the public senior high schools of Victoria District. A self-made questionnaire was utilized. The study revealed that the senior high school teachers were actively engaged in various professional development strategies—such as attending workshops, experimenting with new teaching methods, collaborating with peers, engaging in reflective practice, and integrating technology—demonstrating a generally high level of use across all areas. Teaching performance was also found to be high, particularly in classroom-related domains like content delivery, pedagogy, and learning environment, though lower performance was noted in areas such as community involvement and assuming additional roles. A significant positive relationship emerged between teaching performance and strategies like collaborative learning and self-reflection, while the use of technology alone showed little correlation unless meaningfully applied. No significant difference was found in how frequently different professional development strategies were employed, but there were variations in teaching performance across the measured areas. These results highlighted the value of consistent and purposeful professional growth activities in strengthening teaching quality and informed the development of a proposed management program aimed at supporting teachers’ continued improvement and expanded roles within the school community.