1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Education is widely recognized as a fundamental cornerstone of societal

progress and individual empowerment. Central to the educational process are the

teachers who shape the learning experiences of students. The effectiveness of teachers

in nurturing student growth and achievement cannot be overstated. As such, the

professional development of teachers holds a pivotal role in enhancing the quality of

education and, consequently, the outcomes of students.

Over the years, there has been a growing emphasis on teacher professional

development as a means to improve classroom instruction, adapt to evolving

educational landscapes, and ultimately, enhance student achievement. Professional

development encompasses a wide range of activities and experiences designed to

improve teachers' knowledge, skills, and instructional practices. These initiatives can

include workshops, seminars, graduate courses, mentoring, peer collaboration, and

technology integration, among others.

This research seeks to explore and analyze the intricate relationship between

teacher professional development and student achievement. It aims to delve into the

various dimensions of professional development, examining the extent to which it

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influences not only teachers but also the students they teach. By comprehensively

understanding this relationship, we can better inform educational policies and practices,

ultimately striving for improved learning outcomes.

As we delve deeper into this study, it is essential to recognize that effective

teacher professional development can empower educators, drive instructional

innovation, and ultimately contribute to improved student outcomes. Therefore, this

study aims to contribute to the ongoing discourse on educational quality and equity, with

the overarching goal of fostering an educational system that empowers teachers and

nurtures the potential of all students.

Theoretical and Conceptual Framework

This study is anchored to the Uses and Constructivism Theory.

The uses and constructivist theories, as pioneered by Jean Piaget and Lev

Vygotsky, posit that learning is an active and constructive process where individuals

build knowledge through experiences and interactions. In the context of teacher

professional development, constructivism highlights the role of teachers as active

learners who construct pedagogical knowledge and strategies through reflective

practice and collaboration. This framework suggests that effective professional

development should align with constructivist principles, fostering teachers' abilities to

create meaningful learning experiences for their students.

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Schematic Diagram

In this study, the researchers focus on three variables that influence the teacher

professional development on student achievement

Teacher professional Towards Student Intervention

development Achievement

Statement of the Problem

This study determined the influence of teacher professional development on

student achievement in Gingoog Christian College. It also sought the following

questions:

1. What is the level of student’s achievement during the first grading period?

2. What is the effectiveness of professional development towards student

achievement?

3. After the findings, what is tea proposed intervention?

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Hypothesis

These hypotheses provide a basis for investigating the various aspects of

teacher professional development and their potential impact on student achievement.

H01. There is no impact of teacher professional development on student

achievement.

H02. There is no barriers and challenges in implementing professional

development programs.

Significance of the Study

The findings of this study may yield valuable information regarding teachers’

performance whether or not they bear influence on the academic achievements of the

pupils. This research work may be beneficial to the following people:

School Administrators. The result of this study may serve as basis for

administrators to have awareness and to sort out the strengths, weaknesses and the

level of instructional competence of their teachers, furthermore, for the improvement of

superior – subordinate relationship. This may also give them the insights that may help

them understand the true meaning of guiding the teachers to become good performers

in the classroom. The findings may give the administrators proper direction in creating

an optimum climate for a fruitful teaching – learning situation in the classroom.

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Teachers. The findings of this study may help them to be aware of their

strengths and weaknesses in teaching thus giving them the opportunity to find ways and

means to improve the aspects in teaching where they found themselves deficient. This

may also strengthen the conviction of the teachers to improve their instructional

competence, thus, they may benefit to have high rating in the evaluation of their

performance and at the same time they can help out in the fulfillment of vision and

mission.

Learners. This study may be beneficial to the learners since they are the

recipients of quality instruction that may lead them to better academic achievement.

Future Researchers. This study may motivate future researchers to conduct

further related studies on teachers’ instructional competence and how it may affect

pupils’ academic achievement in the years to come.

Definition of Terms

This section provides operational and conceptual definitions related to

educational concepts in the context of the current study:

Achievement. Something that you did or got after planning and working to make

it happen, and that therefore gives you a feeling of satisfaction, or the act of working to

make this happen:

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Development. Is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic components.

Influence. Capacity to have an effect on the character, development, or

behavior of someone or something, or the effect itself.

Professional. Is a member of a profession or any person who works in a

specified professional activity. The term also describes the standards of education and

training that prepare members of the profession with the particular knowledge and skills

necessary to perform their specific role within that profession.

Student. A person formally engaged in learning, especially one enrolled in a

school or college; pupil.

Teacher. A person who helps students to acquire knowledge, competence, or

virtue, via the practice of teaching.

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Chapter 2

REVIEW OF LITERATURE AND RELATED STUDIES

This chapter presents a review of related literature and studies. It discusses

major insights and substance to further support the present problem being studied.

Discussions on the constructs, namely: The Influence of Teacher Professional

Development on Student Achievement in Gingoog Christian College. Foreign and local

studies give a more extensive view of the research problems under investigation.

Darling-Hammond, Hyler and Garner (2017) define effective professional

development as structured professional learning that leads to changes in teacher

practices and improved student learning outcomes. These researchers reviewed studies

that met their methodological criteria that have emerged from their extensive literature

research over the past three decades.

In one study, Thomas Carpenter (2016) the colleagues randomly placed first-

grade teachers either in a month long workshop that familiarized them with research on

how students understand addition and subtraction word problems or in professional

development that focused on mathematical problem-solving strategies but not on how

students learn. Teachers who participated in the student learning workshop more often

posed complex problems to students, listened to the processes students used to solve

those problems, and encouraged them to seek different methods of finding answers. By

contrast, teachers who were not in the workshop emphasized basic fact recall, getting

answers quickly, and working alone rather than in groups.

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Student achievement was consistently higher and growth in students’ basic and

advanced reasoning and problem-solving skills was greatest when their teachers’

professional development focused on how students learn and how to gauge that

learning effectively. This suggests that professional development that is rooted in

subject matter and focused on student learning can have a significant impact on student

achievement.

Another study conducted by the American (2018) Institutes for Research found

that professional development programs that focused on improving teaching practices

had a positive impact on student learning outcomes. The study found that teachers who

participated in the programs showed significant gains in their knowledge of effective

teaching practices and their ability to apply them in the classroom. Additionally, their

students demonstrated higher levels of academic achievement compared to students

whose teachers did not participate in the programs.

According to Darling-Hammond, Hyler and Garner (2017), for students to

develop mastery of the subjects taught, problem-solving practices, good ways of

communication and effective collaboration, teachers need to use more sophisticated

forms of teaching.

Svendsen (2016) found out that through collaboration practices, teachers were

able to adopt a new teaching form called “inquiry-based science teaching,” which in turn

allowed teachers to gain confidence, think critically and reflect about their teaching

practices.
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In order to have a successful implementation process, it is important to consider

changes in teaching and learning processes before introducing educational innovation

(Ucana, 2016).

Additionally, a study by Ingersoll and Strong (2016) highlighted the impact of

professional development on reducing teacher turnover rates. This research

demonstrated that when teachers have access to quality training and support, they are

more likely to remain in their positions, contributing to greater stability and continuity in

educational environments.

Furthermore, Desimone, Porter, Garet, Yoon, and Birman (2019) explored the

relationship between professional development features and student achievement. They

identified key elements such as content focus, active learning, coherence with

standards, and duration of training as critical factors in determining its effectiveness.

According to the study of The Role of Teacher Collaboration in Professional

Development and its Effect on Student Achievement by Garcia, L., & Williams, T.(2018).

Their research demonstrates that collaborative learning environments significantly

enhance the effectiveness of professional development programs, ultimately

contributing to improved student outcomes.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S.

(2016). Professional learning in the learning profession: A status report on teacher

development in the United States and abroad.** This report provides an overview of the

state of teacher professional development in the U.S. and other countries, offering

insights into effective strategies and their impact on student achievement.

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Ingersoll, R. M., & Strong, M. (2017). The impact of induction and mentoring

programs for beginning teachers: A critical review of the research.** This study critically

examines the impact of induction and mentoring programs, a form of teacher

professional development, on the retention and effectiveness of beginning teachers,

which can ultimately affect student achievement.

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2016).

Reviewing the evidence on how teacher professional development affects student

achievement. Issues & answers.** This comprehensive report reviews research on the

relationship between teacher professional development and student achievement,

summarizing key findings and discussing implications for practice.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2017).

What makes professional development effective? Results from a national sample of

teachers.** This study investigates the features of effective professional development

programs and their impact on teacher practices and student achievement.

Borko, H. (2016). Professional development and teacher learning: Mapping the

terrain. Educational researcher, 33(8), 3-15.** Borko's article discusses various models

of professional development and their potential impact on teacher learning and

instructional practices, with implications for student learning outcomes.

Desimone, L. M., & Garet, M. S. (2018). Best practices in teachers' professional

development in the United States. Psychology, society, & education, 7(3), 252-263.**
 11

This article explores best practices in teacher professional development, focusing on

the features that are most likely to lead to improved teaching and student achievement.

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S.

(2019). Professional development in the United States: Trends and challenges. Dallas,

TX: National Staff Development Council.** This report discusses trends and challenges

in teacher professional development in the U.S., offering insights into the evolving

landscape and its potential impact on student achievement.

Hattie, J. (2016). Visible learning: A synthesis of over 800 meta-analyses relating

to achievement.** While not exclusively focused on professional development, this book

by Hattie synthesizes a vast body of research on factors that influence student

achievement, including the role of teacher quality and development.

Smits and Janssens willen (2020) explain the classroom environment as:

classroom management which seem to be a high priority for novice and experienced

teachers. However, management is not parallel to strict rules; in fact, management is to

anticipate students' needs, and then prepare a suitable year plan, procedures, activities,

assessment, evaluation criteria, and above all, clear instructions to the students to

promote students' motivation, enthusiasm and learning Cho, Mansfield, and Claughton

(2020) explicated the learning environment as; "effective teachers take time in the

beginning of the year and especially on the first day to school to establish classroom

management, classroom organization and expectations for student's behavior".

According to Rezaeian and Abdollahzadeh, (2020), inefficient teachers maintain

the discipline of their classrooms with threats and punishments and threats. Discipline
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has effect on the performance, action and behavior of the students in the classroom.

Classroom environment consist of: the teacher's approbation or approval; use of

students' ideas, and teacher- student interaction. These factors effect in empowering

student classroom behavior and learning. Teacher admiration and approval of the work

help the students to meet the acceptable standards. Students want to be specific about

their performance and clear feedback that boosts student learning. According to

Graham et al. (2020), a respectable way to the transmission of high expectations is

through challenging chores, involving students with real-world problems. According to

Vattøy (2020), language teachers can use assessment as an efficient learning process.

They can use variety of evaluation methods, unbiased practice, and a good and fair

assessment system. Timely feedback reassures students to take healthier responsibility

for their own learning. The students know about the aims and objectives of the learning

program and how those were assessed, what the right choice to achieve the success

was and how they can do self- evaluation. It helps them in their better learning.

Theories of teaching and learning have long emphasized the important role

teachers play in supporting students’ development in areas beyond their core academic

skill. For example, in their conceptualization of high-quality teaching, Pianta and Hamre

(2019) describe a set of emotional supports and organizational techniques that are

equally important to learners as teachers’ instructional methods.

Further, by modeling strong organizational and management structures, teachers

can help build students’ own ability to self-regulate. Content-specific views of teaching

also highlight the importance of teacher behaviors that develop students’ attitudes and

behaviors in ways that may not directly impact test scores. In mathematics, researchers
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and professional organizations have advocated for teaching practices that emphasize

critical thinking and problem solving around authentic tasks (Lampert, 2020; National

Council of Teachers of Mathematics [NCTM], 2016, 2017).

Others have pointed to teachers’ important role of developing students’ self-

efficacy and decreasing their anxiety in math (Bandura et al., 2016; Usher & Pajares,

2021; Wigfield & Meece, 2017).

The quality of teacher-student relationships can moderate the impact of teacher

expectations. Positive and supportive relationships based on trust, respect, and

empathy can enhance the influence of high expectations on student achievement.

When students feel connected to their teachers and believe that their teachers

genuinely care about their success, they are more likely to internalize positive

expectations and work diligently to meet them.

On the other hand, strained or negative teacher-student relationships may

diminish the effect of positive expectations. In such cases, students may be less

receptive to the encouragement and support offered by teachers, leading to weaker

associations between expectations and student outcomes.

Learning achievement is a variable that can be influenced by various factors

(Hardanti, 2016;Suhaini, 2020). Student achievement can be triggered by factors from

within the students themselves or can also be triggered by factors from outside

themselves (Lastri et al., 2020;Rahmalia, 2019).

Some learning takes place progressively along a learning continuum, but the rate

and pace of learning are not always fixed, and ongoing learning can evolve in more
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complicated ways through a web of connectivity that depends on students acquiring

understandings, skills, and dispositions in tandem with one another.

Characteristics of a school in terms of relationships among students and

staff/teachers, learning and teaching emphasis, values and norms, and shared

approaches and practices (Anderson, 2020; Moos, 2019; Thapa et al., 2018).

The present research also offers a theoretical analysis of the psychological

processes underlying this relationship, using the social identity approach (Tajfel and

Turner, 2019; Turner et al., 2017). This analysis builds on work that has applied the

social identity approach to various staff and student outcomes (Bizumic et al., 2017;

Turner et al., 2016; Reynolds et al., 2017) and has relevance for school-based

interventions directed at improving school outcomes.

Variance in achievement beyond individual factors status has consistently been

explained by students' school (Hoy and Hannum, 2017; Brand et al., 2018; Collins and

Parson, 2020). Brookover et al. (2018) conducted a seminal study establishing this

student--achievement link. The authors tested the effect of students' perceptions of

school achievement in three samples of racially diverse elementary schools.

These sources provide a broad perspective on the relationship between teacher

professional development and student achievement, including the effectiveness of

various professional development strategies and their implications for educational

practice.
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Chapter 3

Methodology

This chapter presents the research design, research locale, respondents/

sampling, research instrument, data gathering procedure, ethical considerations and

statistical treatment.

Research Design

This study will use descriptive research design approach to comprehensively

investigate the influence of teacher professional development on Student achievement.

According to Darling - Hammond, Hyber and Garner (2017) define effective professional

development as structured professional learning that leads to changes in teacher

practices and improved student learning outcomes. These researchers reviewed studies

that met their methodological criteria that have emerged from their extensive literature

research over the past three decades.

This type of survey is administered to a group of participants gathered at a

designated location for specific purposes (Ary, Jocobs, & Ropeareid, 1996) For this

study, which focused on in-service teacher training and thecost involved, the direct

approach offered the highest possible participation rate.

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Research Locale

Gingoog City division (08 °49′N 125°06't) is located on the northeastern coast

the Province Misamis Oriental, Region 10, Philippines. It is 122 kilometers from the

regional center Cagayan de Oro City and 74 kilometers West of Butuan Cay- It is

bounded on the North by Gingoog bay; on the East by the Municipality of Magsaysay

and the Province 9 Agusan del Norte on the west by the municipalities of claveria and

medina on the south by agusan del Sur.

Gingoog Christian College (GiCC) is a private education institution in Misamis

Oriental. The school was founded in 1946 and through the years was known as the

Gingoog Institute and the center Mindanao Christian College. GCC is also affiliated

with united Church of Christ in the Philippines. GiCC is located at Barangay 23 National

Highway Gingoog City.

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Research respondents

The respondents of the study will be the senior high school teachers at Gingoog

Christian College.

Table: 1 The number of the teacher respondents in senior high school.

TEACHERS Males Females Total

1.

2.

3.

Table: 2 The number of the student respondents in senior high school.

STUDENT Males Females Total

1.

2.

3.
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Research Instruments

A researcher-made instrument will be used to facilitate the collection of date. It

consisted of two parts.

Part 1. Comprised of the item about level of students achievement during the first

grading period.

Part 2. Comprised about the effectiveness of professional development towards student

achievement.

Data Gathering Procedure

The researchers wrote a letter requesting the school head at Gingoog Christian

College, Gingoog City for permission to the Questionnaires to the target respondents.

After the retrieval of the questioners, the date collected will be tallied, analyzed using

appropriate statistical tools. To draw more substances in the result of the numeral date,

inputs were taken and incorporated into the discussion and implications.

Ethical Consideration

The researches strived to ensure quality and integrity of this research

undertaking by seeking informed consent and respect the confidentiality and anonymity

of the respondents. It also provided that the respondents participated in the study

voluntarily and the research conduct is independent and Impartial and does not create

harm and intimidation to them. Also, should the participants be interested in the results

of the study, they were informed

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Statistical treatment

The following statistical techniques will be used in the study.

Frequency and Percentage

These statistical techniques will be used to comprised the item about the level of

the students achievement during the first grading period.

Mean

This statistical technique will be used comprised about the effectiveness of

professional development towards student development.

Person Product Moment Correlation Coefficient

This statistical tool will be used to comprised of the item about level of students

achievement during the first grading period and comprised about the effectiveness of

professional development towards students achievement.

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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the gathered data that will be analyzed and interpreted for the

better understanding of the study. The framework of the analysis and interpretation is

guided by the problems stated in chapter 1.

Table 1

Distribution of Respondents According to Sex

GENDER FREQUENCY PERCENTAGE RANK

MALE 1 10% 2

FEMALE 9 90% 1

TOTAL 10

In Table 1, it shows the distribution of respondents in this study according to their

sex. From the data gathered, the Female has more significance among the total

population, which has an average percentage of 90% of respondents than the Male,

which has only 10%of the total population. The data shows that female is more average

than male in the said workplace.

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Table 1

1. What is the level of student's achievement during the first grading period?

Strongly Strongly Mean

No. Indicators Agree Agree Disagree Disagree

Freq. Per. % Freq. Per.% Freq. Per.% Freq. Per. %

1. 5 50 5 50 0 0 0 0 3.5

2. 1 10 5 50 2 20 2 20 2.5

3. 9 90 1 10 0 0 0 0 3.9

4. 3 30 7 70 0 0 0 0 3.3

5. 1 10 6 60 2 20 1 10 2.7

6. 1 10 6 60 3 30 0 0 2.8

7. 5 50 3 30 2 20 0 0 3.3

8. 1 10 9 90 0 0 0 0 3.1

9. 3 30 4 40 3 30 0 0 3.1

10. 2 20 7 70 0 0 1 10 3

Overall Mean = 3.12

This positive overall mean of 3.12 suggests that, on average, the respondents

perceive a moderate level of effectiveness in the teaching methods implemented during

the first grading period. The high mean observed in Table 1, where respondents

strongly agree that some schools and educators employ effective teaching methods to

contribute to higher student achievements, indicates a prevailing sentiment among the

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participants. This aligns with the notion that the teaching strategies employed by certain

schools and educators are perceived as particularly impactful in fostering academic

success among students.

However, it is crucial to delve deeper into the specific aspects of teaching

methods that respondents find effective. Conducting further analysis or surveys that

explore the particular teaching techniques, approaches, or interventions that resonate

most with students could provide valuable insights for educators and institutions aiming

to enhance overall student achievement.

Additionally, understanding the context in which these effective teaching methods

are implemented may shed light on the factors contributing to their success. Factors

such as classroom dynamics, teacher-student relationships, and the learning

environment play pivotal roles in shaping the overall educational experience. Exploring

these elements could uncover valuable information for educators seeking to replicate or

adapt successful teaching methods in different educational settings.

In conclusion, while the overall mean of 3.12 suggests a moderate perception of

teaching effectiveness, the strong agreement regarding certain schools and educators

employing effective teaching methods underscores the potential for positive educational

outcomes. Further exploration of the specific strategies and contextual factors

contributing to these perceptions can guide educational institutions in refining their

teaching practices to promote higher student achievements.

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Table 2

2. What is the effectiveness of professional development towards students

achievement?

Strongly Strongly Mean

No. Indicators Agree Agree Disagree Disagree

Freq. Per. % Freq. Per.% Freq. Per.% Freq. Per. %

1. 7 70 3 30 0 0 0 0 3.7

2. 9 90 1 10 0 0 0 0 3.9

3. . 9 90 1 10 0 0 0 0 3.9

4. 5 50 4 40 1 10 0 0 3.4

5. 7 70 3 30 0 0 1 10 3.7

6. 4 40 6 60 0 0 0 0 3.4

7. 5 50 5 50 0 0 0 0 3.5

8. 3 30 6 60 1 10 0 0 3.2

9. 7 70 3 30 0 0 0 0 3.7

10. 7 70 3 30 0 0 0 0 3.7

Overall Mean = 3.61

The results shows that the respondent's interpersonal relationship in terms of

effectiveness of professional development towards students achievement have an

overall mean 3.61. The respondents strongly accept that the common forms of

professional development for teachers includes workshop and etc. And the professional
 25

development can positively impact student achievement by equipping teachers with new

highest strategies with the highestin mean of 3.9. The common challenges includes

limited time and resources and etc. with the lowest mean of 3.2.

According to Darling - Hammond, Hyler and Garner (2012) recommended

actions for decision makers to support and encourage effective ongoing professional

development are conduct regular needs assessments using staffs survey data to

identify areas of professional learning must needed and designed by educators.

Integrate professional learning into the academic improvement initiatives of the Student

Success Act, such as efforts to implement new learning standard's, use student data to

inform teaching improved student literacy and create or positive and inclusive learning

environment.
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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter is represented in four sections. The first section contributes to an

overall summary of the study followed by the summary of findings and their conclusions,

followed by the recommendations for the research.

The study focused on the teacher profession development on student

achievement in Gingoog Christian College. The independent variable is the

determinants of inter personal relationship measured in ten terms of the teachers and

students. The dependent variable is the level of interpersonal relationship measured in

terms of compatibility and communication. The respondent of this study were the Senior

High and Junior High teachers. The teachers were all taken as respondents.

SUMMARY OF THE STUDY

CONCLUSION

In conclusion, the study highlights the importance of exploring specific teaching

strategies and contextual factors contributing to perceived effectiveness. The provided

recommendations offer guidance for educational institutions to refine teaching practices

and promote higher student achievements.

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Summary of Findings

On the Determinants of Interpersonal Relationship

The result revealed that the respondent interpersonal relationship in terms of

student's achievement during the first grading period had an overall mean of 3.1. They

strongly accept and known that some schools and educators have implemented

effective teaching method with the highest mean of 3.9 Then they are agreed Todo

things as expected to them as a person with the lowest mean of 2.5.

On the level of Interpersonal Relationship

The results revealed that the respondent level of interpersonal relationship in

terms of compatibility of the effectiveness of professional development towards students

achievements had an over all mean of 3.61. They agreed that the professional

development in education refers to ongoing training and learning opportunities provided

to teachers and the common forms of professional development for teachers include

workshops, conference and etc. with the highest mean of 3.9. Common challenges

include limited time and resources and the need for sustained support follow up after

training is the lowest mean of 3.2.

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Recommendation

In the light of the conclusion in this study, the following recommendation are

presented:

School guidance counselor. Design and enhance program for the student and build a

relationship with the teachers.

Teacher. They should provide guidance to the students who are experienced problem

on their development to know the academic performance and unfavorable characters.

Provide international and refers student to the guidance counselor.

Parents. They should inform that a student develop has an effect of their child life and

studies

Students. They should be aware on how to cope up with their students and learn to ask

assistance from the teacher as well as to their parents and guidance counselor to have

a better understanding and improve their academic performance.

Future researcher. They should have a future study to provide additional information

on the problem being studied and consider other variable not include in the study.
 29

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CHAPTER_2_Review_of_Related_Literature_and_Studies