Abstract
This study aimed to determine the extent of effects of in-service training programs on the professional development and work performance of teachers in public elementary schools in Binangonan Sub-Office, Division of Rizal, during the School Year 2024 - 2025. The respondents of the study were the teachers in a public elementary school, composed of 420 teachers. A descriptive correlational research design was employed, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data to determine the extent of effects of in-service training programs on the professional development and work performance of elementary teachers in selected public elementary schools. The result of the study implies that in-service training programs are highly effective in promoting teacher development, particularly in fostering professionalism, personal growth, and instructional competence. However, the relatively lower rating in technical skills presents an opportunity for improvement, emphasizing the importance of future training that addresses the demands of digital and technology-integrated teaching. The results also indicated that their commitment to their duties may also suggest a beneficial impact of in-service training programs on their work effectiveness. The findings concluded that personal skills, technical skills, evaluative skills, and professionalism did not significantly predict teachers’ work performance. Despite this, the results underscore the need for continuous professional development. It is therefore strongly recommended that school administrators consistently implement in-service training programs to keep teachers abreast of current educational trends, enhance their technical competencies, and support their capacity to adapt effectively to the evolving demands of the profession.
