Abstract
The study attempted to present the professional development programs and its implication to knowledge, practice, and efficacy of teachers and pupils’ learning outcomes. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the professional development program, the level of pupils’ learning outcomes. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of pupils; learning outcomes and the extent of teachers’ professional development program. Findings revealed that professional development program had a high impact to teachers’ knowledge and teachers’ practice but it has a very high impact on teachers’ efficacy. Additionally, there more pupils who had “satisfactory” learning outcomes. It was also found out in the statistical treatment of data that teachers’ knowledge, practice, and efficacy do not significantly correlate to pupils’ learning outcomes. As a summary, pupils’ learning outcomes was influenced by factors other than the teachers’ professional development. Subsequently, it was recommended to the higher school authorities in the department to design and craft a comprehensive approach of professional development program that is inclusive to the specific learning needs of the public school learners.
