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Professional Development is understood and described in different
ways. According to Day (2012), professional development consists of all
natural learning experiences and those conscious and planned activities
which are intended to be of direct and indirect benefit to the individual, group
or school which constitute the quality of education in the classroom. It is the
process by which, alone and with others, the teachers review, renew and
extend their commitment as change agents to the purposes of teaching and
by which they acquire and develop critically, the knowledge, skils and
emotional intelligence essential to good professional thinking, planning and
practice with children, young people and colleagues throughout each phase
of their teaching lives.
Article IV of the Code of Ethics for Professional Teachers states the
following: 1) Every teacher shall actively help insure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and pride in teaching as
a noble calling; 2) Every teacher shall uphold the highest possible standards of
quality education, shall make the best preparation for the career of teaching, and
shall be at his best at all times in the practice of his profession ; 3) Every teacher
shall participate in the Continuing Professional Education (CPE) Program of the
Professional Regulation Commision and shall pursue such other studies as will improve
his efficiency, enhance the prestige of the profession and strengthen his competence ,
virtues and productivity in order to be nationally and internationally competitive; 4) Every
teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable

The teachers express concern about the change process and cite inadequate support for change. resourcing and professional development programs as key issues influencing professional growth (Buruss. primarily the implementation of the K-12 curriculum. Hence. This included the improvement of Teaching Practices which is aimed at promoting the principle that the teacher’s proficiency and Performance is a major determinant of student achievement in school in any learning . but they are also the most significant change agents in these reforms.means. This will not only be of help to them when they perform their teaching duties but also prepare them for the numerous changes that are now being introduced by DepEd. CONCEPTUAL FRAMEWORK The Tasks of Education for All’s 2015 (2005) included quality improvement Through Teacher Development Programs. One of the key elements in most of these reforms is the professional development of teachers. Teachers’ Professional Growth is essential to the process of curriculum reform (Lumpe and Haney. With the start of the new millennium. many societies are engaging in serious and promising educational reforms. and 5) Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living. The International Institute of Educational Planning in 2003 reported that these are changing times in education systems around the world. 2012). However. This is the scenario of the curriculum changes that the Philippine Department of Education (DepEd) is currently trying to implement. the complexity of change frequently is not appreciated. enhancement in teacher professional practice may be fundamental to any change in educational innovations. Societies are finally acknowledging that teachers are not only one of the “variables” that need to be change in order to improve their education systems. The scope of teacher dispositions necessary for change provides some insight into why change is difficult to achieve and sustain. among others. 2012). it is indeed very important for teachers to continually grow in their profession. As experienced by the researcher who is a teacher.

standards and the procedures for the selection.setting. school conferences and neetings. the INPUT of the study consisted of the Demographic Profile Variables which included the following: age. records and observations. and professional publications. present rank. seminars and workshops. years of teaching experience. the formulation of a national framework for Teacher Training and adoption of a demand-driven Teacher In- service Education Program for DepED are some of the major plans for the achievement of this task. hiring and deployment of teachers. Creation of conditions. The PROCESS included the effect of Professional Growth Activities on the Professional Performance of the teachers and the effect of the Professional Growth Activities on the over-all performance of the school. Likewise. This task is also geared towards the development of better policies. educational qualification. and performance rating. the implementation of the National Admission for Teacher Education. As shown by figure 1 below. attendance in school/division activities. attendance in graduate schools. The Professional Growth Activities were in the following areas. civil status. gender. . capabilities and procedures that can enable and motivate teachers to continuously improve their teaching practices is also a goal of this task. The OUTPUT of the study is the Teachers’ Development Program. civil service eligibility. RESEARCH PARADIGM The Input-Process-Output (IPO) System was used to present the Research Paradigm of the present study.

Demographic Profile 1.5 2.2 Gender 1.2 Effect of Professional 2.1 Age 1.3 Civil Status 1.5 1.6 1.4 1.3 Growth Activities on the Teachers’ 2. 2.7 Effect of Professional Growth Activities on the Over-all Performance of the School .1 2.8 2. INPUT 1.6 2.7 1.4 Professional Performance 2.

6 present rank 1. Division of Batangas? 6. Division of Batangas? 3.7 professional publications? 5.8 performance rating? 2. and 1. what Teachers’ Development Program may be proposed? SIGNIFICANCE OF THE STUDY The results of the study will be of help to the following: DEPARTMENT OF EDUCATION. How do the teacher-respondents perceive the importance of the following Professional growth activities: 3.STATEMENT OF THE PROBLEM The study tried to find out the professional growth activities of the teachers and Its effects on the teachers’ professional performance and the over-all school performance of the public elementary schools in the Balayan East District. Specifically.2 seminars and workshops 3. Division of Batangas.1 records and observations 3. Division of Batangas in terms of the following: 1. The study will be of help to DepEd by providing them information and insights as to what meaningful activities may be planned and implemented for the further professional and personal improvement of the . Based on the results of the study. How do these professional growth activities are perceive by the teachers affect The over-all performance of the schools in Balayan East District. What are the professional growth activities of the public elementary schools Teachers of Balayan East District. the study sought answers to the following problems: 1.5 attendance in graduate schools 3.4 attendance in school/division activities 3.3 school conferences and meetings 3. school year 2012-2013. What is the demographic profile of the public elementary school teachers Of Balayan East District.7 years of teaching experience.

civil status. The school administrators will be provided data that will enable them to conduct activities that will be of help for the professional growth of their teachers which will be more appreciated by their teachers. PARENTS AND THE COMMUNITY. seminar and workshops. Division of Batangas. The parents and community will profit from the study because the study aims to help the teachers become better if not the best professionals in the teaching field. These activities are records and observations. present rank. gender. years of teaching experience.public elementary school teachers especially now that it is in the midst of the implementation of the K-12 curriculum. Since the pupils are the ones who will benefit from any improvement made by the teachers. and performance rating. civil service eligibility. attendance in school/division activities. school year 2012-2013. then this present study will be of benefit to the public elementary school pupils. The perceptions of the teachers regarding the importance of the following professional growth activities were also included.all school performance as perceived by the teachers themselves. educational qualification. SCOPE AND DELIMITATIONS The study dealt with the Professional Growth Activities of the public elementary School teachers in Balayan East District. PUPILS. Improvement of the teachers in their profession will make them better teachers to their pupils. The results of the present study will give the teachers a more positive outlook in terms of improving themselves in their profession which is embedded in their Code of Ethics. school conferences and meetings. attendancw in graduate schools. SCHOOL ADMINIDTRATORS. It also tried to find out what are the effects of the Professional Growth Activities on their teaching performance and the over. This will help them develop the correct attitudes towards improvement of their teaching profession. TEACHERS. and professional . The demographic profile of the teachers was included by means of the following profile variables: age.

publications. PROFESSIONAL GROWTH ACTIVITIES. This is an organized visit to places which will help enrich the regular classroom activities of the teachers. and educational tours and travels. This can also be a valuable source of instructional materials to enliven any classroom setting. In this study. this term refers to the over-all performance of the school as perceived by the teacher-respondents that is affected by their professional growth activities. one hundred nineteen (119) teachers were included in the study by means of random sampling. PERFORMANCE RATING. this term refers to all activities that are meant to improve the teacher in his profession which can include seminars and training workshops. attendance in school/division activities. attendance in graduate school. Balayan East District has a total number of one hundred sixty-nine (169) public Elementary school teachers. membership in professional organizations.05 percentage error. DEFINITION OF TERMS For a better understanding of the study. professional publications. the following terms were operationally defined: EDUCATIONAL TOURS/TRAVEL. . By means of Slovin’s formula at 0. SCHOOL PERFORMANCE. This term refers to the evaluation rating given by the school head at the end of the school year. In this study.