Professional Development Practices of Teachers and Its Implications to Literacy Leadership and Instructional Management Competence

This study investigated the professional development practices of teachers and their implications for literacy leadership and instructional management competence. It focused on training, peer collaboration, educational research, and mentorship, and examined their relationships with literacy leadership and instructional management competence. A descriptive-correlational research design was employed, involving 261 public elementary teachers from Vinzons District. Data were collected through a survey questionnaire and analyzed using descriptive statistics and Pearson Product-Moment Correlation. Results showed that training (M=3.56) and peer collaboration (M=3.49) were always practiced, mentorship programs (M=3.05) were frequently practiced, while educational research (M=2.12) was rarely practiced. Professional development practices had strong positive implications for literacy leadership (M=3.58–3.64) and instructional management competence (M=3.52–3.63). Significant correlations were found between professional development practices and both literacy leadership (r=.184–.504, p<.01) and instructional management competence (r=.192–.478, p<.01), with training and mentorship showing the strongest associations. The study concludes that while teachers are consistent in training and collaboration, engagement in research remains limited. Professional development contributes significantly to both literacy leadership and instructional management competence, but areas such as inclusivity, curriculum planning, and external linkages need further support. To address these gaps, the study recommends structured Continuous Professional Development (CPD), stronger mentoring, institutionalized peer learning communities, and the SPARK (Sustaining Professional Advancement and Research Knowledge of Literacy Leaders) Program to enhance teachers’ research capability.

Assessment and reporting, literacy leadership, content knowledge and pedagogy

1. Timperley, H. (2008). Teacher professional learning and development. https://unesdoc.unesco.org/ark:/48223/pf0000179161 [Google Scholar] [Crossref]

2. Gibson B. (2020). The Impact of Professional Development of Effective Teachers in Low Performing Schools. Digitalcommons.nl.edu/diss/453/ [Google Scholar] [Crossref]

3. Person M.J. (2020). The Connection between Professional Development and Teacher Growth. Digscholarship.unco.edu/cgi/viewcontent.cgi./viewcontent.article=1685 &context =dissertations [Google Scholar] [Crossref]

4. DepEd Order No. 011 (2019). Implementation of the NEAP transformation. https://www.deped.gov.ph/wp-content/uploads/2019/05/DO_s2019_011.pdf [Google Scholar] [Crossref]

5. Ocampo D., & Lucasan K.L.M. (2022). Key Issues in Instruction, Teacher Professional Development and ICT in Basic Education. Cids.up.edu.ph/whp-content/ uploads/2022/02-key-issues-in-instruction-teacher-professional-development-ict-basic-education [Google Scholar] [Crossref]

6. Alibang E. F, (2023). Dealing the Challenges in Philippine Education; A Teacher’s Perspectives. Medium.com/eleniafalibang/dealing-the-challenges-in-philippine-edu cation [Google Scholar] [Crossref]

7. Philippine National Research Center for Teacher Quality. (2018). Frequently asked questions on the Philippine Professional Standards for Teachers. https:/ /tec.deped.gov.ph/wp-content/uploads/2020/09/PPST-FAQs.pdf [Google Scholar] [Crossref]

8. Gay, L.R., Mills, G.E. and Airasian, P. (2009) Educational Research Competencies for analysis and applications. Pearson, Columbus. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenc eid=1811842 [Google Scholar] [Crossref]

9. SAGE Publications. (2016). Quantitative Research Methods. https://us.sagepub. com/sites/default/files/upmbinaries/70019_Mertler_Chapter_7.pdf [Google Scholar] [Crossref]

10. Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation Coefficients: Appropriate Use and Interpretation. National Library of Medicine. https://pubmed.ncbi.nlm .nih.gov/29481436/ [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study