Paper Contents
Abstract
AbstractThis qualitative research examined the impact of teacher training programs in the context of educational reforms at the classroom level. Conducted in selected schools in Sta. Cruz, particularly in the Sta. A study was conducted on the Teacher-Reality of the Professional Development Programs. The participants were teachers and students of schools within the municipality of Cruz North District of Davao del Sur. It shows the experiences, perceptions and reflections. A purposively selected group of five teachers and five pupils who have undergone professional development programme in last twelve months were used to collect data. Seven in-depth interviews (IDIs) and three FGDs were held with each participant groups. IDIs and FGDs were meant to study how teacher training impacted the persons and the groups differently. The professional development activities were described by the teachers and how their training was able to change their teaching styles. The students also shared their take on the training. Having two points of view gave a complete picture. Thematic analysis shows that the targeted professional development positively affected instructional effectiveness. Continuous professional development, collaborative workplace, and practical pedagogy application were crucial to attaining meaningful improvements. The research indicated that the individualized teacher training programs ought to be designed nicely in a way to create impact in the respective classroom analysis. It was also talked about how teachers and future researches could use it.Keywords: Teacher training, professional development, educational reform, classroom outcomes, qualitative research.
Copyright
Copyright © 2025 Annabel T. Moreno. This is an open access article distributed under the Creative Commons Attribution License.
