Abstract
In the changing world of education, professional development is significant to improve educational practices. Using a descriptive-correlational research design, data was gathered from teachers of the three public secondary schools in San Fernando, Bukidnon. The findings revealed that financial constraints were the primary barrier to teachers’ professional development, followed by time limitations and lack of accountability. Additionally, teachers expressed that more affordable professional development programs would encourage increased participation. In assessing teachers' performance, it was found that teachers generally agreed that the Individual Performance Commitment and Review Form (IPCRF) accurately reflected their abilities, particularly in areas like assessment design and improving student learning. However, there was less consensus about their capability to create a safe and inclusive learning environment, highlighting the need for more focus on this aspect of teaching performance. Despite these evaluations, the study revealed no significant correlation between barriers to professional development and teachers' teaching performance. The study concludes that while professional development barriers like financial constraints and time limitations are significant, they do not have a direct impact on teaching performance. Therefore, other factors may be influencing teaching effectiveness, suggesting that overcoming professional development barriers alone may not substantially enhance overall teaching performance. Recommendations include prioritizing financial support for teacher development, creating more flexible programs, and considering other variables that may affect teaching effectiveness, such as school culture and leadership.
