Continuing Professional Development and Its Impact on Teachers’ Teaching Competence: A Basis For An Action Plan

Abstract

Continuing Professional Development (CPD) Act of 2016, also known as Republic Act No. 10912, was enacted to enhance the professional practices of individuals in various fields. This law requires professionals, including teachers, to participate in CPD activities as a condition for renewing their Professional Identification Cards (PIC). This study determined the Continuing Professional Development (CPD) and its impact on teaching competence among faculty members of the University of Cagayan Valley during the Academic Year 2025–2026. Specifically, it assessed CPD activities and their relationship to teaching competence. A descriptive-correlational research design was employed, with 165 respondents selected through Total Enumeration. Data were gathered using adopted questionnaires and analyzed using frequency, percentage, weighted mean, Cramer’s V, and ANOVA. Findings revealed that respondents generally perceived CPD activities as highly effective, with an overall mean of3.44, indicating that programs were useful, well-structured, and supported by a positive learning environment. CPD was also found to have a strong positive impact on teachers’ teaching competence with a mean of 3.58.

However, challenges such as costly registration fees, limited CPD providers, and poorly designed programs were identified. To address these, an action plan titled, “Project ACCESS” (Advancing Cost-Effective, Collaborative, and Enhanced Specialized Skills), was proposed to improve accessibility, program quality, and faculty engagement in CPD activities. Based on the findings of this study, it is concluded that Continuing Professional Development (CPD) is more than just a requirement for license renewal. It is an important means of improving teaching competence and strengthening professional growth.