Perceived Effectiveness of In-Service Training (INSET) Programs among Selected Senior High School Teachers in the City Schools Division of Marawi(CSDM): Basis for the Development of an INSET Manual

Abstract

This study examined the effectiveness of targeted In-Service Training (INSET) programs in improving teacher proficiency and student academic performance in selected senior high schools in the City Schools Division of Marawi. Thirty teachers and six principals from three public and three private schools participated, all handling subjects included in the 2023 National Achievement Test (NAT), where Media and Information Literacy and Science recorded the lowest Mean Percentage Scores. Using a mixed-methods design, data were gathered through pre- and post-assessments, surveys, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The study uses a convergent mixed-methods design combining quantitative and qualitative approaches concurrently for comprehensive insights. Findings indicated significant improvements in contextualized teaching, active learning strategies, technology integration, and teacher confidence, though challenges remained in laboratory resources, advanced content delivery, and ICT access. The study concludes that targeted, context-responsive training enhances pedagogical skills and can address subject-specific performance gaps. It recommends sustained professional development, resource provision, and further research on long-term student achievement impacts.