Continuous Professional Development in Selected Public Elementary Schools, in the City Schools Division of Biñan: Basis for Enhancement Program

Continuous Professional Development (CPD) is recognized as an essential mechanism for improving teachers' competencies, instructional effectiveness, and professional growth. This study assessed the Continuous Professional Development practices among teachers in selected public elementary schools in the City Schools Division of Biñan, Laguna, as the basis for developing an enhancement program. Specifically, the study determined the respondents' professional profile, assessed CPD practices in terms of formal education, trainings, seminars and workshops, informal learning, professional meetings, professional learning communities, research and paper presentation, institutional activities, and community involvement, examined significant differences and relationships among variables, identified challenges encountered, and proposed an intervention program. A descriptive-quantitative research design was employed involving 103 respondents composed of three school administrators and one hundred teachers selected through purposive sampling. A researcher-developed questionnaire, validated by experts and pilot-tested for reliability, served as the primary data collection instrument. Statistical treatments included percentage, weighted mean, independent samples t-test, and Pearson Product-Moment Correlation. Findings revealed that respondents generally possessed graduate-level educational qualifications, permanent employment status, extensive teaching experience, professional eligibility, and active participation in seminars and trainings. Continuous Professional Development practices were assessed as Highly Evident across all dimensions, with trainings, conferences, seminars, and workshops obtaining the highest composite mean, while research and paper presentation received the lowest although still interpreted as highly evident. No significant differences were found between administrators' and teachers' assessments of CPD practices. Likewise, most profile variables showed no significant relationship with CPD practices except educational background and institutional activities. The greatest challenge identified was pursuing formal education because of financial constraints, workload, and limited scholarship opportunities. Based on these findings, a comprehensive enhancement program focusing on collaborative learning, research capability development, professional meetings, institutional participation, and community engagement was proposed to strengthen teachers' professional growth.

Continuous Professional Development, Teacher Professional Development

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