Teachers’ Professional Development Programs and Their Performance Rating

This study was conducted to delve into the effectiveness of teachers' professional development programs and their performance ratings. This study followed the descriptive-correlational research design. The respondents were the teachers assigned to the elementary schools of Damulog South District, Division of Bukidnon, School Year 2024-2025. Complete Enumeration was used as a sampling procedure for this study. It used a researcher-made survey-questionnaire. The respondents were all the teachers employed in the Damulog South District, Division of Bukidnon, School Year 2024-2025. The data were interpreted by utilizing the statistical tools such as frequency count, percentage, mean, standard deviation, and Pearson's r, Product-Moment Correlation Coefficient. This study yielded the following results: The majority of the respondents belong to the younger age groups. Specifically, 25–35 Years Old, Female, hold entry-level teaching roles or Teacher I position, and have attended programs at the "District Level Very High Level of teachers' professional development programs in terms of LAC, INSET, Scholarship, Conferences, Trainings, Short Courses, Others. The majority of the teachers achieved high performance ratings or Outstanding. None of the examined professional development programs has a statistically significant correlation with performance ratings. Based on the findings and conclusions, the following recommendations are hereby put forth: Teachers are encouraged to seek and engage in mentorship opportunities actively. Teachers may actively participate in LAC, INSET, scholarship, and other professional development programs, focusing on applying learned strategies directly to classroom practice. School heads may conduct a thorough review of their teacher evaluation processes to ensure they accurately reflect performance. Teachers may actively engage in feedback loops with school administrators, advocating for professional development programs.