Paper Contents
Abstract
AbstractThis study examines the impact of Teacher Professional Development (TPD) on learnersachievement in the Division of Davao de Oro, Mabini District, for the 20242025 school year. Using a descriptive correlational quantitative design, it explores the relationship between TPD practicessuch as active learning, sustained support, collaboration, alignment with school goals, and evaluationand student outcomes, including attendance, engagement, critical thinking, and social-emotional well-being. Statistical analyses (T-tests and Pearson correlation) reveal a significant relationship between TPD and learners achievement (r 0.68, p < 0.05). Active learning emerged as the most impactful TPD practice (mean: 4.42), while student engagement (mean: 4.74) was the most positively affected outcome. Significant performance differences were observed between students taught by teachers who participated in TPD and those who did not. These findings align with literature emphasizing the transformative role of professional learning in enhancing instructional quality. Findings underscore the importance of sustained, tailored TPD integrating active learning, feedback, collaboration, and goal alignment. Systematic evaluation of TPD is essential to ensure its effectiveness and relevance. These results highlight TPDs critical role in enhancing teaching practices, fostering student-centered learning, and driving holistic educational improvement.Keywords: Teacher Professional Development, LearnersAchievement, Active Learning, Educational Leadership, Quantitative Research, Collaboration, Feedback, Engagement, Critical Thinking, Systematic Evaluation.
Copyright
Copyright © 2025 Marycrist Libradilla. This is an open access article distributed under the Creative Commons Attribution License.
