Teachers’ Professional Development Needs and Instructional Competence: The Moderating Role of Honey and Mumford’s Learning Styles

Abstract

This study examined the moderating role of Honey and Mumford learning styles on the relationship between professional development (PD) needs and instructional competence among public school teachers in the Division of Tangub City. A descriptive correlational design with moderation analysis was employed, involving 200 teachers (86% female, 60% aged 35–54 years). PD needs were assessed using a PPST aligned survey (1–5 scale), instructional competence was measured through Classroom Observation Tool (COT) ratings (3–7 scale), and learning styles were determined using the Honey and Mumford Learning Styles Questionnaire. Findings revealed that the highest PD needs were in Curriculum and Planning (M=3.86, High Need) and Diversity of Learners (M=3.73, High Need), while instructional competence was consistently Satisfactory to Very Satisfactory (M range 5.05–5.55). The dominant learning style was Theorist (M=3.91). There was no significant relationship between PD needs and instructional competence (r=0.010, p=0.890). Honey and Mumford learning styles did not significantly moderate this relationship (interaction p=0.097), nor did the moderating effect differ significantly across the four styles (ANOVA p=0.312). The study concludes that matching PD to learning styles is unlikely to improve instructional competence. Therefore, the Division should implement a unified, evidence based PD program focused on Curriculum and Planning and Diversity of Learners, and complement COT ratings with multiple sources of evaluation. Investing in learning style based personalization is not supported by the data.