Abstract
The study sought to determine the relationship between pre-service preparation for the in-service training program for teachers and teachers' teaching performance at Opol Central School in the Division of Misamis Oriental for the School Year 2024-2025. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were the mean to determine the extent of pre-service preparation for in-service training for teachers and the frequency to determine the level of teachers' teaching performance. Pearson's r was used to assess the significant relationship between teachers' teaching performance and in-service training. Results showed that in-service training for teachers provided them with the opportunity to re-evaluate different learning opportunities for learners; teachers' teaching performance was outstanding; in-service training and teachers' teaching performance were not correlated. In summary, to enhance teachers' competence and proficiency, it was recommended that the school head conduct in-depth coaching and rigorous teaching supervision. Consequently, to enhance teachers' teaching performance, the school head should tense mostrongn for teachete encourage teachers with the different Subsequently, to improve the conduct of the in-service training program, the school head and master teachers should develop a framework that includes topics for the school-based learning action cell (SLAC) that are research-based, that is, on the actual professional development needs of teachers.
