Professional Development Activities and the Teaching Competency of Filipino Public Secondary Teachers in Legislative District 3 Division of Isabela

This study examined the relationship between professional development activities and teaching competencies of public secondary Filipino teachers in Legislative District 3 of Isabela. Using a descriptive-correlational research design, data were collected from 80 teachers selected through stratified random sampling. The study assessed teachers’ profiles, the extent of participation in professional development activities, the level of teaching competencies, and the challenges encountered. Findings revealed that teachers perceived professional development activities as highly beneficial (M = 4.40) and demonstrated strongly evident teaching competencies across instructional planning, instructional skills, rapport with students, classroom management, and subject matter knowledge. Correlational analysis showed significant relationships between professional development activities and most teaching competencies, except for knowledge of the subject matter (p > 0.05). Major challenges identified included technological barriers, financial constraints, time limitations, and accessibility issues. The study concludes that professional development significantly enhances pedagogical competencies but has a limited impact on subject mastery. The findings provide evidence-based insights for improving teacher training programs and strengthening institutional support systems.