Effectiveness of Teachers’ Training and Academic Performance of Learners

Training equips teachers with pedagogical techniques, knowledge, classroom management skills, and new perspectives in facilitating and supporting pupils in the teaching-learning process. This study focused on the effectiveness of teachers' training and learners' academic performance in Libona District II public schools. The gender, age, and years of experience among the respondents were determined. The type and effectiveness of teachers’ training and the overall academic performance of learners in the second quarter were assessed, and significant differences were explored. One hundred three (103) regular permanent elementary teachers were respondents to the study through a purposive sampling. A descriptive method, with content analysis, was applied utilizing a survey to gather information and data. The study yielded the following findings: the majority of teachers were females with an age range of 36 to 45 years old and more than 10 years of experience; the teachers’ training was very high; and there was a very satisfactory academic performance of grades 4 to 6 learners. Significant differences between teachers’ years of experience, ages, training, and learners' academic performance were found. When teachers grow older, they become more efficient and supported with effective training. Teachers’ age, years of experience, and training were found to influence learners' academic performance. This study recommends having sustained training that enhances pedagogical skills which are tailored to the needs and interests of teachers for the learners.