Professional Development and Teaching Effectiveness of Teachers in a Public School

Abstract

This study examined the relationship between professional development and teaching effectiveness of teachers at an elementary school in Cordova, Cebu, during the School Year 2025-2026 as a basis for a teacher enhancement plan using a descriptive-correlational research design. Data were gathered from 34 teachers through a validated questionnaire with the utilization of a simple random sampling technique. The data were assessed using descriptive statistics and Pearson's r. The results revealed a high level of professional development practices and a high level of teaching effectiveness across identified domains. Statistical analysis showed a significant relationship between professional development and teaching effectiveness, indicating that teachers who actively engage in continuous professional learning tend to exhibit more effective instructional practices. The findings highlight that professional development is significantly associated with teacher effectiveness across several instructional domains. The study concluded that professional development plays a meaningful and measurable role in improving teacher effectiveness, especially in the areas of curriculum planning, learning environment management, and instructional delivery. Based on the findings of the study, it is recommended to implement an enhancement plan for teachers that integrates curriculum-aligned lesson planning with classroom environment strategies and subject-matter deepening.