Teachers’ Professional Development Activities and Efficacy

Engaging in professional development activities is essential for teachers to guarantee that they possess the abilities and understanding needed to deliver high-quality instruction. The study sought to ascertain the profile of the teacher respondents; the level of involvement towards school learning action cell, in-service training, and action research; the level of teachers' efficacy; the relationship between teachers’ professional development activities and efficacy; the difference between the teachers’ professional development activities and efficacy when group according to their profile; and the teachers’ professional development activities singly or in combination affects the teachers’ efficacy. The respondents were one hundred thirty-nine (139) teachers. Descriptive correlational and causal research design methods were used. The instruments were self-made questionnaires and the other was adapted. Statistical treatments like Frequency and Percentage, Mean and Standard Deviation, Pearson Product Moment Correlation, F Test Anova and Regression Analysis were utilized. Results showed that most of the respondents were between 31-40 years old, female, Teacher I, and have been teaching for 6-10 years. The level of teachers’ efficacy was “very high”. Action Research and School Learning Action Cell indicate a weak positive correlation with efficacy, while In-Service Training revealed a weak negative correlation with efficacy. In-service training sessions may be conducted regularly and tailored to teachers’ needs to enhance their skills and confidence better and, at the same time, minimize their negative notion of it.