Abstract
This study aimed to determine/analyze the teachers' development in the selected elementary schools in Antipolo City, which served as inputs for a proposed training program during the school year 2024-2025. Regarding the practices in promoting teachers' professional development, the teacher-respondents obtained a composite mean of 3.58, which was verbally interpreted as Very Strongly Agree. Regarding creating conditions for effective professional development, such as opportunities and challenges, the teacher-respondents obtained a composite mean of 3.54 verbally interpreted as Very Strongly Agree. Regarding policy implications, the teacher-respondents obtained a composite mean of 3.59 verbally interpreted as Very Strongly Agree. The Teacher Performance Evaluation for the academic year 2023-2024 is derived from the Individual Performance Commitment and Review Form (IPCRF). It categorized teacher performance into two main groups based on their evaluation scores. The first category, ranging from 4.1 to 5.00, represented "Outstanding" performance, with 143 teachers achieving scores within this range. This group constituted 56.75% of the total evaluated teachers, indicating a predominant presence of outstanding performance. The second category spanned from 3.1 to 4.00, denoting "Very Satisfactory" performance, with 109 teachers falling within this range, accounting for 43.25% of the evaluated teachers. The significant relationship between the level of perception of the teacher-respondents as regards teachers' development and the teachers' performance based on their IPCRF is a key finding of this study. This relationship, which is highly significant, provides valuable insights into the factors influencing teacher performance.
