In-Service Training: Its effects on the Professional Growth and Development of Elementary Teachers

In-service training plays an important role in the professional development of teachers, bridging the gap between traditional teaching methods and contemporary educational trends. The purpose of this study was to analyze the effectiveness of in-service training programs on the professional growth and development of the public elementary school teachers in Milagros district, Masbate. The training, mandated by R.A. No. 10533 (Basic Education Act of 2013) and Republic Act 10912 (Continuous Professional Development Law), aims to enhance teachers’ pedagogical skills, classroom management, and subject knowledge to address the evolving educational demands. This research utilized a quantitative design, surveyed 50 elementary teachers to assess their profiles, the perceived benefits of various in-service training aspects, and the effects on both their professional development and student learnings. The data gathered were treated using the following statistical tool: frequency and percentage for the profiles of teachers, and weighted mean for the effects of in-service training to the teachers and learners. The findings revealed that teachers are predominantly young, with a majority holding Bachelor’s degrees. The study found that the most valued aspects of in-service training are pedagogical skills, classroom management, assessment and evaluation, and subject expertise. However, technology and integration was identified as least emphasized. In-service training programs were perceived as very effective overall to the professional growth and development of teachers and as well as to the learning outcomes of the learners. The study concludes that while in service training is very useful, there are areas for further development. Sharing best practices and successful strategies from in-service training with other schools or districts will enhance overall educational outcomes.