Continuing Professional Development Engagement and Teaching Performance of Nursing Educators

Abstract

Continuing Professional Development (CPD) serves as a vital component that enables nursing faculty members to develop their clinical skills and teaching abilities through ongoing professional development. The research assessed how much nursing faculty members at selected nursing schools in an urban area of the Negros Island Region from the 2025-2026 academic year. The study assessed CPD engagement through three factors, which included self-initiated participation and voluntary participation, and the practical application and evaluation of rewards. The study employed a descriptive quantitative design that examined 54 nursing educators who worked full-time and included mostly older, married participants. The results showed that teachers maintained high CPD engagement across all evaluation areas but showed greater dedication to applying their acquired knowledge. The Numeric Performance Rating (NRP) system showed that teaching performance reached an overall Good level, as interpreted through the Adjectival Performance Rating (APR) system. The study found that CPD engagement and teaching performance showed no significant differences when researchers divided participants into age groups and civil status categories. The study also found a significant link between CPD engagement and teaching performance because higher CPD engagement led to better teaching outcomes. The study results showed lower average scores for collaborative CPD practices, indicating a lack of professional learning opportunities that included peer support. The study results demonstrate that mentoring and peer coaching programs and communities of practice require further development to support collaborative educational activities. Faculty development programs that follow established frameworks will increase CPD use and enhance teaching effectiveness, which will lead to better nursing education outcomes.