DEGREE OF UTILIZATION OF LEARNING AND DEVELOPMENT ACTIVITIES ATTENDED BY THE PUBLIC SECONDARY SCHOOL TEACHERS IN DONSOL EAST DISTRICT

This study assessed the utilization of learning and development (L&D) activities by public secondary school teachers in the Donsol East District. It identified teachers' learning and development needs, determined the degree of utilization of the L&D activity along with functional and core behavioral competencies, compared utilization levels across three schools, and proposed strategies to strengthen the connection between teachers’ needs and offered development programs. Using a quantitative descriptive-comparative research design, the study analyzed documentary records and survey responses from 146 teachers, guided by the electronic Self-Assessment Tool (eSAT). Data analysis was conducted using SPSS, employing the Kolmogorov-Smirnov test for normality, the Kruskal-Wallis H test to compare differences across schools, and descriptive statistics to summarize frequency and central tendency. A Likert scale was also used to quantify perceptions, with weighted means and percentages computed to represent the strength and spread of responses. The findings revealed diverse learning needs and significant differences in utilization, with high utilization observed where activities aligned more closely with teachers’ identified gaps. The proposed action plan promoted initiatives responsive to these needs, constant monitoring, and stronger partnerships among stakeholders. The study concluded that improved alignment of professional development with actual teacher needs is key to enhancing competencies and educational outcomes.