Professional Training Programs and Work Performance of Public Secondary School Teachers

The study aimed to determine the extent of professional training programs and the extent of work performance of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the professional training programs was extensive while the extent of work performance of public secondary school teachers was also extensive. Moreover, the overall results disclosed that indicators for the professional training programs were positively correlated to the work performance of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence of professional training programs on the work performance of public secondary school teachers: planning, management, applications, and evaluation. It is recommended that the Department of Education (DepEd) must have well-designed and ongoing professional development programs that meet the changing needs of education. These programs would deal with pedagogical innovation, technology integration, classroom management, and differentiated instruction to help teachers with the necessary competencies for effective teaching.