Abstract
This study determined the professional development of Kindergarten teachers in the Fourth District of Quezon and its significant relationship to their teaching capability. Specifically, results were evident on the variables of professional development in terms of profile (includes course and specialization, advanced degree, training and workshop, research and innovation), experiences encountered and needs. While the dimensions of teaching capability were performance and practice (such as teaching strategy, classroom management, and assessment), experiences encountered and needs. It sought to address the issues concerning continuing professional education and development. This employed correlational study with the participation of ten municipalities/districts comprised of 245 schools with 227 Kindergarten teachers using the purposive sampling technique. Data was gathered using self-made and validated survey questionnaires. Data were analyzed using mean, percentage, and Spearman Rho Rank Correlation. A proposed professional development plan for Kindergarten teachers was developed as an expected output of the study after finding the significant relationship between professional development and the teaching capability of Kindergarten teachers.
