Impact of Continuing Professional Development on the Teaching Competence of Secondary School Teachers in Dapitan City National High School

Abstract

This study aimed to determine the impact of continuing professional development on the teaching competence of secondary school teachers in Dapitan City National High School, Schools Division of Dapitan City, during School Year 2025–2026. The respondents of the study were one hundred eleven (111) teachers who were selected through total enumeration. The study employed a survey descriptive-correlational research design using a questionnaire checklist as the main instrument. Weighted mean, standard deviation, and Spearman rank-order correlation were used in analyzing the data. Finding showed that the teachers’ perceived level of continuing professional development was very high, with an overall mean of 4.75 and SD of 0.355, with mentoring obtaining the highest mean of 4.80. The teachers’ level of teaching competence was also very highly manifested in terms of instructional planning, instructional skills, knowledge of the subject matter, rapport with students, and classroom management. Finding also revealed that there was a significant positive relationship between continuing professional development and teaching competence. The study concluded that sustained continuing professional development is an important factor in strengthening the teaching competence of secondary school teachers.
Based on the findings, it is recommended that DepEd Officials strengthen policies and programs on continuing professional development by providing relevant seminars, mentoring activities, research training, and support for graduate studies to improve teachers’ competence. School Heads may use the findings as basis for designing school-based professional development plans, allocating resources, and monitoring teachers’ growth and instructional performance.