EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS' TRAINING IN RELATION TO TEACHERS AND SCHOOL PERFORMANCE, THIRD CONGRESSIONAL DISTRICT, BOHOL

The following research analyzed the Effectiveness of Secondary School Teachers’ Training about Teachers and School Performance in the Third Congressional District of Bohol through a survey of 1,238 teacher respondents from the selected schools within the Third Congressional District during the school year 2019-2020. The study is utilizing a modified tool by Rahman and Jumani in their study about the relationship between the training of teachers and effective teaching. The survey tool has three main sections, with the first section obtaining the respondent’s profile; the second section determines the extent of teachers’ training effectiveness in teaching, student needs, student evaluation, classroom management, human relationships, teachers’ characteristics, clarity and effectiveness of the presentation, student interest/involvement in learning, and the teacher-student relationship. Moreover, the third section measures the school’s level of performance. The questionnaire was pilot-tested on a group of teachers other than the respondents for validity before it was distributed to the actual respondents of the study. The study utilized the descriptive research method and underwent ethics protocol and review before the gathering of data. The protocol required that the researcher undergo the review procedures of the Research Ethics Committee and secure proper permission and consent from the Dean of Graduate Studies and Vice-President of Academics of the university. Statistical tests for the data were weighted mean, Pearson Product Moment Coefficient of Correlation, Chi-square, ANOVA, SPSS 24, and Scheffe’s Test. This study covers eight hundred fifty-one respondents. Most were females and of which most also were married. The teacher respondents also have a Master’s Degree in units. Furthermore, for their teaching experience, most of them were in 0-3 years of service. The findings of each variable (INSET, LAC Session, Division Mass Training, Regional Mass Training, Teachers’ Performance and School Performance) wherein the least two- -rated statements are the basis for recommendations. Allocate funds for the training of teachers so that all the teachers have equal chances to join the different levels of training. Competencies not covered by a particular quarter should be priority topics to be tackled since higher levels of training have limited slots. Those whom the school administrator sends are obliged to conduct re-echo seminars and develop learners to be independent by integrating higher-order skills and thought-provoking questions. Teachers are encouraged to utilize local resources, report regularly the learners’ progress to parents and interpret test results as a basis for enhancement.