INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Perceived Effectiveness of In-Service Training (INSET) Programs
among Selected Senior High School Teachers in the City Schools
Division of Marawi(CSDM): Basis for the Development of an INSET
Manual
Normina S. Mangoda, PhD, Wardah D. Guimba, PhD, Minerva-Saminah M. Naga, Lotis B. Daguisonan,
PhD, Abubakar S. Mama, DPA, Sittie Mae G. Pamanay, PhD, JD
Department of Graduate School, Coolege of Education, Mindanao State University Main Campus,
Marawi City, Marawi City, Lanao Del Sur, BARMM, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000813
Received: 10 November 2025; Accepted: 16 November 2025; Published: 25 November 2025
ABSTRACT
This study examined the effectiveness of targeted In-Service Training (INSET) programs in improving teacher
proficiency and student academic performance in selected senior high schools in the City Schools Division of
Marawi. Thirty teachers and six principals from three public and three private schools participated, all handling
subjects included in the 2023 National Achievement Test (NAT), where Media and Information Literacy and
Science recorded the lowest Mean Percentage Scores. Using a mixed-methods design, data were gathered through
pre- and post-assessments, surveys, interviews, and focus group discussions. Quantitative data were analyzed
using descriptive statistics, while qualitative data underwent thematic analysis. The study uses a convergent
mixed-methods design combining quantitative and qualitative approaches concurrently for comprehensive
insights. Findings indicated significant improvements in contextualized teaching, active learning strategies,
technology integration, and teacher confidence, though challenges remained in laboratory resources, advanced
content delivery, and ICT access. The study concludes that targeted, context-responsive training enhances
pedagogical skills and can address subject-specific performance gaps. It recommends sustained professional
development, resource provision, and further research on long-term student achievement impacts.
Keywords: Teacher proficiency, student performance, National Achievement Test (NAT), In-Service Training
(INSET) Program, Adult Learning Theory (Andragogy).
INTRODUCTION
Education fundamentally underpins national development by cultivating human capital, promoting innovation,
and driving social progress (Premachandran, 2025). At the heart of this mission are teachers, whose proficiency
critically determines the quality of instruction and student learning outcomes. However, teachers face mounting
challenges that directly impact their effectiveness and the educational experiences they provide. Research
consistently demonstrates that teacher burnout, inadequate motivation, and declining instructional quality
represent significant obstacles to achieving educational excellence, particularly in resource-constrained
environments (Adeoye, et al., 2023).
In the City Schools Division of Marawi, the 2023 National Achievement Test (NAT) results revealed notable
deficits in student performance, particularly in Media and Information Literacy, Science and Humanities
highlighting urgent needs for targeted pedagogical improvements. These performance gaps cannot be adequately
addressed without understanding and improving the underlying conditions that affect teacher effectiveness.
Contemporary educational research emphasizes that student learning outcomes are not solely determined by
curriculum design or student characteristics; rather, they reflect a complex interplay between teacher
competencies, psychological well-being, and professional engagement (Premachandran, 2025).
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Teacher motivation and work engagement emerge as critical determinants of instructional quality. Studies have
shown that teachers experiencing high levels of burnout demonstrate reduced effectiveness in classroom
instruction, diminished student engagement, and decreased academic achievement among learners (Lee, et al.,
2023). Conversely, teachers with strong professional motivation and psychological well-being create more
supportive learning environments, exhibit enhanced pedagogical creativity and maintain stronger student
relationships—all of which directly impact academic outcomes (Premachandran, 2025). The quality of teacher-
student relationships and emotional competence play particularly significant roles in shaping classroom climate
and student learning experiences (Poulou and Garner 2024).
Furthermore, instructional quality—encompassing effective classroom management, responsive teaching
strategies, teacher support, and cognitive activation—plays a paramount role in shaping student achievement and
fostering equitable learning opportunities (Liu, 2024). Teachers prepared through comprehensive professional
development programs demonstrate markedly improved instructional practices, stronger content mastery, and
enhanced capacity to respond to diverse student needs (Paolini, 2015). In-service training programs, when
designed contextually and delivered with ongoing support, have been shown to significantly enhance teacher
professional competencies, strengthen their pedagogical leadership, and increase their intrinsic motivation for
continuous professional growth.
The interconnection between teacher professional development, instructional quality, and student outcomes is
well-documented in international research. Effective professional development programs that combine trainer
introduction, demonstration, active learning experiences, reflective practice opportunities, and sustained follow-
up support produce tangible improvements in both teacher practice and student achievement (Dunst, et al.,
2015). Such programs are particularly crucial in resource-constrained contexts like Marawi, where teachers often
face unique sociocultural challenges and limited access to professional learning opportunities (Iqbal and Ali,
2024).
This study investigates the perceived effectiveness of In-Service Training (INSET) programs among senior high
school teachers in Marawi, aiming to address instructional gaps and professional development needs through
context-sensitive, evidence-based approaches. By examining how INSET programs influence teacher motivation,
work engagement, instructional quality, and ultimately student learning outcomes, this research contributes to the
broader understanding of how professional development can be strategically deployed to empower educators,
foster collaborative learning communities, and raise the standard of instruction in secondary schools operating
within resource-constrained and socio-culturally distinct environments.
Theoretical Framework
This research is anchored in three complementary theoretical models: Guskey’s Model of Teacher Change (2002),
Kirkpatrick’s Four-Level Training Evaluation Model (1994), and Knowles’ Adult Learning Theory (Andragogy,
1984).
Guskey’s Model of Teacher Change conceptualizes professional growth as a process involving cognitive,
emotional, and behavioral transformations. It emphasizes how changes in teacher beliefs and knowledge lead to
improved classroom practices and student outcomes, highlighting the role of sustained self-efficacy and
continuous feedback.
Kirkpatrick’s Four-Level Evaluation Model provides a comprehensive framework for assessing training
effectiveness through four levels: reaction (participant satisfaction), learning (knowledge acquisition), behavior
(application of skills), and results (impact on organizational goals such as student achievement). This ensures that
training evaluation transcends immediate knowledge gains to include actual classroom behavior and educational
outcomes.
Knowles’ Adult Learning Theory (Andragogy) underscores adult learners’ need for self-directed, experiential,
and problem-centered learning that builds on their experience. The theory justifies designing INSET sessions to
be interactive and contextually relevant, fostering deeper engagement and practical application among teachers.
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Together, these frameworks orient the design, implementation, and evaluation of the INSET programs to create
sustainable improvements in teacher proficiency and student performance.
Conceptual Framework
The conceptual framework illustrated in Figure 1 presents the premise that low student performance in the 2023
National Achievement Test (NAT) was influenced by the type and quality of instructional strategies and teacher
training programs, which in turn determined the relevance and impact of the training initiative.
Figure 1 Schematic Diagram showing the Input, Process, and Output Variables of the Study
Objectives of the Study
1. Identify subject areas with low student performance and corresponding teacher proficiency gaps based on
the 2023 NAT.
2. Design a targeted INSET program to address identified deficiencies.
3. Evaluate the perceived effectiveness of the INSET program in enhancing teaching practices, skill
application, and technology integration.
4. Develop an INSET manual or framework responsive to local educational needs, aimed at improving
teacher proficiency and student outcomes in Marawi.
LITERATURE REVIEW
This chapter provides a comprehensive review of relevant literature and studies, both local and international,
which serve as foundational references for the current research. It encompasses key domains such as teacher
proficiency, student academic performance, and the design and implementation of teacher training programs.
These thematic areas are explored to establish empirical grounding, identify gaps, and inform the conceptual
framework and methodological orientation of the study. The goal is to synthesize insights that contribute to the
development of effective interventions aimed at improving teacher capacity and learner outcomes, especially in
high-stakes national assessments like the National Achievement Test (NAT).
Teacher Proficiency
Teacher proficiency refers to the collective set of knowledge, skills, and dispositions that enable educators to
deliver high-quality instruction and facilitate meaningful student learning. According to Albert (2016), teacher
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proficiency includes not only content mastery and pedagogical competence but also a deep understanding of
learner diversity, classroom management strategies, and the ability to adapt instruction to specific contexts. The
information, skills, abilities, and attitudes that teachers must possess in order to promote learning processes and
design are referred to as proficiency levels in teaching. In addition, a combination of expert and didactical
knowledge, practical teaching experience, learned and practiced skills, insights, and attitudes, particularly with
regard to student engagement and the teacher's own position, is essential (Sumalinog, 2022).
In the Philippine context, Amanonce and Maramag (2020) observed that alignment between instructional
strategies and the competencies measured in the Licensure Examination for Teachers (LET) enhances the quality
of instruction. The study showed that faculty members with strong pedagogical grounding produced graduates
with higher LET pass rates, indicating a robust correlation between teacher training and certification performance.
Moreover, Podolsky, Kini, and Darling-Hammond (2019) stress that teachers holding postgraduate degrees often
exhibit stronger instructional competencies. This aligns with findings by Imsa-ard (2020), who emphasized that
beyond credentials, practical classroom strategies and the use of teaching aids play a crucial role in determining
instructional proficiency. This suggests that both formal qualification and classroom application are integral to
effective teaching.
Language proficiency and teacher effectiveness. Faez, Karas, and Uchihara (2021), in a meta-analysis, found a
moderate positive correlation (r = .37) between teachers’ language proficiency and their self-efficacy. Meanwhile,
Sadeghi, Richards, and Ghaderi (2020) caution that although language proficiency is essential, it is not the sole
determinant of effective teaching. They argue that motivation, reflection, and classroom engagement are equally
influential.
These findings support the current study’s aim of developing a teacher training manual that enhances teacher
proficiency, particularly by addressing skill gaps, subject matter knowledge, and pedagogical strategies required
in senior high school contexts.
Student Performance
Student academic performance is a critical indicator of the effectiveness of instructional strategies, teacher
competence, and institutional support systems. Ullah and Almani (2022) argue that student performance is
influenced by several variables such as the availability of instructional materials, teacher-to-student ratio, home
support, and learner motivation. They emphasize the interdependence of internal (school-based) and external
(home and societal) factors in shaping educational outcomes.
Influence of teaching methodologies. Mlambo (2011) reinforces this by suggesting that students’ academic
achievements are directly influenced by teaching methodologies and the learning environment. This supports
Clay and Breslow’s (2006) assertion that student engagement increases when active learning techniques are
applied, resulting in better attendance and performance.
Psychosocial and environmental factors. Rogaten et al. (2013) identified that sleep patterns significantly correlate
with academic performance. Similarly, Yousuf et al. (2011) noted the role of peer motivation in student success,
indicating that academic achievement improves when learners are embedded in peer networks that share
academic goals.
Role of teacher quality. The study of Nisha and Neetu (2017) adds another layer, noting that while individual
traits like personality and interests’ matter, teacher quality remains one of the most powerful school-related
factors influencing academic success. Their survey results highlighted teaching quality, student study habits, and
home conditions as strong predictors of performance.
From the perspective of national-level performance monitoring, this literature provides a theoretical lens through
which to analyze low-performing subject areas in the NAT, thereby responding to the first research question of
the study.
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Teacher Training Programs
Teacher training programs (TTPs) are essential for professionalizing the teaching workforce and addressing
emerging educational challenges. These programs range from pre-service certification courses to continuous
professional development (CPD) initiatives. Their impact on both teacher performance and student outcomes has
been extensively documented.
Impact on pedagogical competence. Boudersa (2016), as cited by Saeed and Aneesa (2023), argues that TTPs
significantly improve teachers' pedagogical content knowledge, professional attitudes, and classroom practices.
This is further substantiated by Richards and Farrell (2005), who emphasize that training programs should not
merely be informational but must engage teachers in experiential learning, problem-solving, and reflective
practices.
Importance of needs assessment. Effective training must also be responsive to the evolving needs of teachers.
Moeini (2008) highlights the role of needs assessment in designing training curricula, particularly in integrating
Information and Communication Technology (ICT). His study found that when training is customized to the
expressed needs of teachers, participation rates and satisfaction levels are markedly higher.
National and international perspectives. In the Philippine education system, Quilapio and Callo (2022) found
that in-service training improved teacher motivation, competence, and professional identity. Internationally,
Nazar and Nordin (2020) identified a significant performance gap between trained and untrained teachers,
particularly in the teaching of English.
Frameworks for high-quality professional development. Darling-Hammond et al. (2017) offered a framework for
high-quality teacher professional development consisting of seven features: content focus, active learning,
collaboration, modeling of effective practices, coaching and support, feedback and reflection, and sustained
duration. Yoon et al. (2007) similarly found that sustained and content-focused PD in literacy and mathematics
resulted in significant gains in student achievement.
From a systems perspective, Stevenson et al. (2020) criticized the inconsistency in TTP implementation,
particularly in teacher preparation programs that lack alignment with evidence-based practices. Postholm (2012)
and Ventista and Brown (2023) likewise highlight the importance of collaborative learning environments in
teacher development.
METHODOLOGY
Research Design
This study employed a mixed-methods design integrating quantitative and qualitative approaches (Teddlie and
Tashakkori, 2011) to examine the effectiveness of targeted In-Service Training (INSET) programs on teacher
proficiency and student performance. Quantitative data from pre- and post-assessments measured changes in
teacher knowledge and skills, while qualitative data from semi-structured interviews and focus group discussions
captured participants’ experiences, perceptions, and contextual insights. The descriptive component documented
existing teaching practices and performance gaps revealed by the 2023 National Achievement Test (NAT). This
design was selected to allow triangulation, enrich interpretation, and address the study’s multidimensional
research questions.
The study employed a convergent parallel mixed methods design. This design involves simultaneous collection
and separate analysis of quantitative and qualitative data, which are then integrated to provide a comprehensive
understanding of the research problem. The two data strands hold equal priority and are merged during
interpretation to corroborate and enrich findings, fitting the characteristics described in the study.
Researcher Description
The research team consisted of experienced educators and education researchers with prior exposure to teacher
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training contexts in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Familiarity with the
local educational challenges informed instrument development and contextual sensitivity but posed risks of bias.
These were mitigated by adhering to standardized protocols, engaging independent validators for instruments,
and using anonymized coding in qualitative analysis to preserve objectivity.
Participants and Data Sources
Participants comprised 30 senior high school teachers (12 Science, 12 Humanities, 6 Media & Information
Literacy) and six principals from three public and three private schools under the Ministry of Basic, Higher and
Technical Education, City Schools Division of Marawi. Teachers had at least two years’ experience and taught
NAT-covered subjects. Principals provided institutional perspectives on training implementation. Expert
lecturers (n=5), each holding a PhD in their specialization, delivered the INSET sessions. This purposive sample
ensured representation across priority subject areas and school types, capturing diversity relevant to the study’s
goals.
Participant Recruitment
Schools were selected based on accessibility and willingness to participate. Principals received formal invitations
and nominated eligible teachers according to inclusion criteria (minimum two years teaching experience;
handling NAT subjects). Exclusion criteria included probationary teachers and those not assigned to the targeted
subject areas. Recruitment was conducted face-to-face through school visits, with informed consent obtained
from all participants prior to data collection.
Ethical Considerations
Ethical clearance was secured from Mindanao State University’s OVCRED. All participants received study
information sheets, and written consent was obtained. Anonymity was maintained via pseudonyms; participation
was voluntary with the option to withdraw at any time.
Data Collection and Analysis
Pre- and post-training assessments measured changes in teacher proficiency. Surveys captured quantitative
perceptions, while interviews and FGDs explored qualitative themes. Quantitative data were analyzed using
descriptive statistics; qualitative data underwent thematic analysis (Braun and Clarke, 2006), supplemented by
post hoc thematic coding to identify emergent insights. Triangulation enhanced validity, and findings informed
the development of a targeted teacher training manual.
The study employed a rigorous mixed-methods approach combining both quantitative and qualitative data
collection procedures to comprehensively evaluate the effectiveness of the In-Service Training (INSET) program
among senior high school teachers in the City Schools Division of Marawi. Quantitative data were gathered via
structured survey questionnaires and pre- and post-assessment tests specifically aligned with subject areas
covered by the National Achievement Test (NAT), including Contemporary Philippine Arts, Earth and Life
Science, Physics, 21st Century Literature, and Media and Information Literacy. This allowed measurement of
changes in teacher knowledge and skills directly relevant to national academic standards, following the design
principles outlined by Teddlie and Tashakkori (2011).
Qualitative data collection involved semi-structured interviews and focus group discussions (FGDs) conducted
with both teachers and school principals. These sessions, lasting on average 60 minutes, provided rich narrative
insights into pedagogical adjustments, contextual alignment of instruction, and integration of technology and
media literacy. This qualitative component was guided by Kvale and Brinkmann’s (2009) framework for
exploring lived experiences and reflective practice, ensuring that participants could express nuanced perceptions
about INSET effectiveness within culturally responsive pedagogy (Gay, 2010) and adult learning theory
(Knowles, 1984).
Data collection was conducted over approximately four weeks with sustained participant engagement. All
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instruments underwent validation by subject matter experts from the Ministry of Basic, Higher and Technical
Education–Bangsamoro Autonomous Region in Muslim Mindanao (MBHTE–BARMM), verifying both content
validity and theoretical coherence with Guskey’s Model of Teacher Change (2002), Kirkpatrick’s Four-Level
Training Evaluation (1994), and Knowles’ Andragogy (1984).
Data analysis employed a dual strategy:
Quantitative data from pre- and post-assessments were analyzed using descriptive statistics (mean scores,
frequencies, percentages) to elucidate changes in teacher competencies and perceptions of pedagogical and
technological improvement (Creswell, 2014).
Qualitative data were subjected to Braun and Clarke’s (2006) six-phase thematic analysis familiarization, coding,
theme generation, review, definition, and reporting to systematically identify core themes. A post hoc thematic
analysis (Kohrman et al., 2023) further uncovered emergent patterns related to contextualization, active learning,
and critical media literacy.
Methodological integrity was ensured through consistent analytic procedures, manual coding by the primary
researcher, and secondary review of 20% of transcripts to guarantee interrater reliability (Miles, Huberman, and
Saldaña, 2014). Discrepancies were resolved collaboratively to enhance trustworthiness. Credibility was also
fortified through member checking (participant validation of summaries), expert auditing by MBHTE–BARMM
specialists, and reflexive journaling that documented analytic decisions and contextual insights in compliance
with qualitative research ethics (Tufford and Newman, 2012).
Research Ethics
The study adhered to stringent ethical standards guaranteeing participant protection, dignity, and voluntary
participation. Ethical clearance was obtained from the Office of the Vice Chancellor for Research, Extension,
and Development (OVCRED) of Mindanao State University. Informed consent was secured from all teachers
and principals, who were assured of their right to withdraw without penalty. Confidentiality was rigorously
maintained through pseudonymization and careful data security. Data collection methods (interviews, recordings,
images) were conducted only with explicit permission. The research followed the APA ethical standards (2020),
emphasizing beneficence, non-maleficence, respect for persons, and justice, with cultural sensitivity tailored for
Marawi’s educational context.
Findings: Thematic Analysis
Using Braun and Clarke’s (2006) six-phase thematic analysis, the interview transcripts were coded and
synthesized to identify patterned meanings across participants. Five major themes emerged, each reflecting the
perceived influence of the INSET program on teacher practice, professional identity, and student learning.
Occurrence counts (i.e., number of participants whose statements substantively contributed to a theme) are
provided to enhance analytic transparency and rigor.
Theme 1: Contextualization and Cultural Relevance
Occurrence: 6 of 8 participants
The first theme highlights teachers’ increased use of culturally grounded and contextually relevant instruction.
Participants described shifting from generic approaches to lessons that integrated local cultural heritage,
community realities, and students lived experiences. For instance, teachers in Contemporary Philippine Arts and
Creative Writing reported embedding Marawi cultural elements into discussions and activities, which heightened
student enthusiasm and comprehension. School leaders corroborated these observations, noting increased use of
contextualized tasks such as composition writing and localized research projects. Overall, contextualization
allowed teachers to deliver content that was more relatable, meaningful, and accessible to learners.
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Theme 2: Active and Experiential Learning
Occurrence: 8 of 8 participants
Active and experiential learning was the most prevalent theme, mentioned by all participants. Teachers
consistently described a pedagogical shift toward student-centered, hands-on, and inquiry-driven activities
following the INSET training. Participants implemented project-based learning, collaborative work, experiments,
digital simulations, and performance-based tasks that promoted exploration and authentic learning. School
administrators confirmed these observations, citing increased student curiosity, creativity, and class participation
across subjects. In Science, hands-on experiments and model-building activities made abstract concepts more
concrete, while in Arts and Humanities, collaborative outputs fostered creativity and deeper engagement. This
widespread adoption demonstrates that experiential learning became a core instructional advancement resulting
from the program.
Theme 3: Digital and Critical Media Literacy
Occurrence: 6 of 8 participants
The third theme reflects expanded use of educational technologies and media literacy strategies. Teachers
reported integrating ICT not merely as a tool for delivering content but as a platform for creating media,
facilitating collaboration, and promoting critical analysis. Examples included multimedia presentations, virtual
labs, educational games, and student-generated digital outputs. School heads emphasized that digital tools
increased students’ engagement and provided access to instructional resources beyond the physical classroom.
Teachers thus moved toward more interactive, media-enriched learning environments that supported both content
mastery and 21st-century skills.
Theme 4: Teacher Confidence and Professional Growth
Occurrence: 7 of 8 participants
Most teachers described enhanced confidence, self-efficacy, and professional identity as key outcomes of the
training. Participants attributed this growth to their improved mastery of differentiated instruction, formative
assessment, technology integration, and strategies for simplifying complex topics. Several teachers shared that
the training empowered them to manage diverse learners more effectively through scaffolding and personalized
support. School heads validated this observed growth, reporting noticeable improvements in teacher initiative,
creativity, and consistency in applying innovative instructional methods. The strengthened professional identity
served as both a catalyst for change and a sustaining factor in implementing new practices.
Theme 5: Barriers and Sustainability Challenges
Occurrence: 7 of 8 participants
Despite substantial instructional improvements, participants identified persistent barriers that may limit the long-
term sustainability of training outcomes. These included (a) limited ICT and laboratory resources, (b) heavy
teacher workload and one-hour class time constraints, (c) subject assignments outside teachers’ specialization,
and (d) insufficient coverage of certain subject areas during training. Teachers noted that scarce equipment, such
as projectors or laboratory materials, sometimes hindered the execution of hands-on activities. School
administrators echoed these concerns, citing shortages in staffing, financial limitations, and the need for extended
or more specialized training. These constraints suggest that sustained implementation depends not only on teacher
capacity but also on institutional support and resource availability.
Integration of NAT 1st BARMM Results with Thematic Findings
To further contextualize the qualitative results, the 1st National Achievement Test (NAT) performance of
BARMM learners was examined. The regional ranking across learning areas is as follows: Media and Information
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Literacy (Rank 1), Science (Rank 2), Humanities (Rank 3), Social Sciences (Rank 4), Mathematics (Rank 5),
Language (Rank 6), and Philosophy (Rank 7). A graphical representation of this trend is presented in Figure 2.
Figure 2. 1st NAT Results in BARMM
Figure 2. NAT 1st BARMM Results
The NAT trend demonstrates that learners in BARMM performed highest in Media and Information Literacy and
Science—domains that correspond closely with the qualitative findings of this study. Teachers consistently
reported strong improvements in classroom practices involving digital tools, simulations, experiments, and
inquiry-driven activities. These practices directly align with the themes on Digital and Critical Media Literacy
and Active and Experiential Learning, suggesting that instructional innovations promoted by the INSET program
may have contributed to stronger learner performance in these areas.
Moderate NAT performance in Humanities and Social Sciences similarly reflects the theme of Contextualization
and Cultural Relevance, wherein teachers adapted lessons to integrate local culture, community narratives, and
students lived experiences. Improved relevance and engagement in these learning areas appear consistent with
the qualitative reports of increased student participation and creativity.
Meanwhile, the lower performance in Mathematics, Language, and Philosophy aligns with the theme of Barriers
and Sustainability Challenges. Participants noted that these subject areas received less coverage during the INSET
program and were often constrained by limited resources, time, and teacher specialization. These structural
limitations help explain why improvements were less evident in subjects that demand sustained content mastery
and deeper conceptual instruction.
Convergence of the NAT Trend and the Thematic Findings
The convergence of the NAT trend and the thematic findings suggests that the INSET program exerted its
strongest influence in learning areas where teachers adopted new pedagogical strategies particularly digital
integration, hands-on experimentation, and contextualized learning. Conversely, lower NAT performance in
under-supported subject areas reinforces the need for expanded and sustained professional development,
particularly in disciplines that require specialized instructional approaches. Overall, the alignment between
quantitative and qualitative data strengthens the evidence that the INSET program contributed meaningfully to
enhancing teaching practices and learner outcomes in BARMM.
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DISCUSSION
The present study advances the discourse on teacher professional development by addressing the critical nexus
between teacher proficiency and student outcomes, particularly in conflict-affected and resource-constrained
settings like Marawi City. Education serves as a cornerstone for national development, fostering human capital
formation, innovation, and social progress (World Bank, 2020). Within this framework, teachers are pivotal
agents, shaping student learning experiences and achievement. The documented underperformance of senior high
school students in the 2023 National Achievement Test (NAT), especially in Media and Information Literacy and
Science, underscores substantive gaps in instructional quality and pedagogical effectiveness in the City Schools
Division of Marawi. This situational analysis provides a compelling impetus for targeted teacher training
interventions that are both context-sensitive and evidence-based.
The theoretical underpinnings of this research are robustly framed by Guskey’s Model of Teacher Change (2002),
Kirkpatrick’s Four-Level Training Evaluation Model (1994), and Knowles’ Adult Learning Theory (Andragogy,
1984). Guskey’s model provides a comprehensive lens for understanding teacher change as a multifaceted process
requiring cognitive, emotional, and behavioral transformations, emphasizing the importance of sustained self-
efficacy and continuous feedback to achieve meaningful, lasting professional growth. This conceptualization
aligns with the study’s objective to cultivate teacher confidence and capacities through the In-Service Training
(INSET) program, designed to facilitate the progression from awareness to maintenance of enhanced teaching
practices in Marawi's unique socio-cultural context.
Complementing this, Kirkpatrick’s model offers an evaluative framework essential for multi-layered assessment
of training efficacy, encompassing reaction, learning, behavior, and results (organizational outcomes). This
allows for a nuanced analysis beyond immediate knowledge gains, extending to changes in classroom behavior
and, ultimately, improved student performance as reflected in standardized assessments like the NAT. The
integration of Kirkpatrick’s model ensures that training interventions are not merely informational but
transformative, resonating with organizational goals and educational equity imperatives in marginalized settings.
Knowles’ Adult Learning Theory (Andragogy) undergirds the pedagogical approach of the training program,
emphasizing adults’ need for self-directed, experiential, and problem-centered learning that respects the wealth
of prior experience and intrinsic motivation adult learners bring. This theory justifies the design of INSET
sessions that are interactive, reflective, and contextually relevant, facilitating immediate applicability to teachers'
daily instructional challenges. By privileging adult learners’ autonomy and practical engagement, the program
fosters deeper professional commitment and promotes sustained instructional innovation.
Empirical literature reinforces the pertinence of these theoretical foundations. Research identifies teacher
proficiency characterized by content mastery, pedagogical skill, and the ability to adapt instruction as a primary
determinant of student achievement (Albert, 2016; Podolsky et al., 2019). Moreover, professional development
initiatives that incorporate active learning, collaboration, coaching, and curriculum alignment have been shown
to produce significant gains in both teacher effectiveness and student outcomes (Darling-Hammond et al., 2017;
Yoon et al., 2007). The contextual challenges of Marawi, including post-conflict recovery, limited resources, and
socio-economic constraints, necessitate localized adaptations of these frameworks to ensure inclusivity and
relevance.
In this study, the alignment between identified NAT performance gaps and the tailored INSET modules reflects
informed responsiveness to specific pedagogical deficiencies. This bridging of theory and empirical data
facilitates a feedback loop where training content addresses evolving instructional realities, and teacher
reflections guide iterative program refinement. The conceptual framework operationalizes this dynamic as an
interdependent system where student performance, teacher training, and educational leadership coalesce to drive
continuous improvement.
In sum, this research contributes to educational scholarship by offering an integrated, theory-driven, and
evidence-informed model of teacher development tailored for complex, underserved educational environments.
The findings are expected to inform policymakers, educational administrators, curriculum developers, and
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frontline educators in the City Schools Division of Marawi, thereby advancing the agenda of sustainable
educational recovery and excellence.
CONCLUSION
The study revealed that student performance in the 2023 National Achievement Test (NAT) within the City
Schools Division of Marawi was notably low, particularly in Media and Information Literacy and Science and
Humanities, indicating critical areas for intervention. The implementation of the targeted In-Service Training
(INSET) program resulted in marked improvements in teachers’ pedagogical practices, confidence, and
technology integration, with a clear shift toward more learner-centered, contextualized, and skills-based
approaches. While notable gains were observed in reducing skill gaps and fostering student engagement,
challenges such as limited resources, need for advanced subject-specific tools, and sustaining long-term
application remain. Overall, the study demonstrates that a well-designed, contextually responsive teacher training
program can significantly enhance instructional quality and contribute to improving student academic outcomes
in key subject areas.
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