In-Service Training Program and Teaching Practices: Basis for School Training Development Plan
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https://doi.org/10.54536/ajahs.v4i1.4118Keywords:
In-Service Training Program, Teaching PracticesAbstract
This study addresses the urgent need for effective in-service training programs that enhance teaching practices and provide insights for optimizing school training plans and improving educational quality. It aimed to assess the impact of in-service training on teaching practices among teachers. Specifically, it examined respondents’ characteristics, evaluated in-service training levels across professional dimensions, pedagogical aspects, coaching and mentoring, and monitoring and evaluation, and assessed teaching practices in classroom management, technology integration, teaching strategies, and students’ self-management. It also analyzed relationships and differences in these variables based on respondents’ characteristics. The study involved 400 regular teachers from the San Fernando District of Bukidnon Division during the 2023–2024 school year. Using a patterned and modified questionnaire, the research employed a descriptive correlation design and universal sampling. Data were analyzed using descriptive statistics, T-tests, Pearson Correlation Coefficient, and one-way ANOVA. Findings revealed most respondents were Teacher I with baccalaureate degrees. Pedagogical aspects and technology integration scored highest. A significant relationship was found between professional development, monitoring, and evaluation of teaching practices, with notable differences based on educational attainment, training, and experience. The study concludes that factors beyond in-service training may shape teaching outcomes and recommends strengthening training program monitoring and evaluation to enhance instructional practices.
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