Professional Advancement of Public High School Teachers in the National Capital Region: Basis for a Proposed Faculty Intervention Program

Abstract

This study evaluated the impact of professional development programs on public high school teachers in the National Capital Region (NCR), Philippines, focusing on changes in classroom practices, student outcomes, student progress, and teachers' beliefs and attitudes. Using a descriptive research design, data were collected from 312 randomly selected teachers. The Wilcoxon Signed Ranks Test revealed a significant reduction in perceived difficulty across all assessed areas post-professional development (p < 0.05). Key findings indicated that younger teachers, females, and those with less experience reported higher initial difficulties, which decreased after training. The study recommends tailored professional development initiatives, enhanced teacher involvement in curriculum design, and systemic support to sustain improvements.