Optimizing School-Based Teacher Training for Improved Teaching Performance

This research determined the effectiveness of school-based teacher training programs in enhancing teachers’ professional development in selected public schools in the Division of Mandaue City for the School Year 2025–2026. The findings served as the basis for developing a Comprehensive Teacher Training Enhancement Plan to strengthen teachers’ instructional competence and professional growth. Specifically, the study examined the demographic profile of the teacher-respondents with respect to age, gender, marital status, highest educational qualification, length of service, position, and training attended. It also assessed the effectiveness of school-based teacher training programs in planning and needs assessment, quality of facilitation and training delivery, relevance of training content to instructional needs, opportunities for collaboration and professional dialogue, and monitoring, feedback, and follow-through mechanisms. Furthermore, the study evaluated the effects of teacher training on teachers’ professional development in terms of content knowledge, pedagogical competence, assessment and feedback practices, and professional collaboration and reflective practice. A descriptive–correlational research design was employed in the study. Data were gathered using a structured questionnaire administered to fifty (50) teachers. The collected data were analyzed using frequency, percentage, weighted mean, standard deviation, and Spearman’s Rho correlation coefficient. The results revealed that the level of effectiveness of school-based teacher training programs was rated Outstanding, with an overall weighted mean of 4.56. Similarly, the level of teachers’ professional development was also rated Outstanding, with an overall weighted mean of 4.55. The test of significant relationship showed that teacher training effectiveness was significantly related to teachers’ professional development. These findings indicate that well-planned and effectively implemented teacher training programs significantly improve teachers’ instructional competencies and professional practices. The study recommends strengthening monitoring mechanisms and institutionalizing a comprehensive plan to enhance teacher training aligned with the Philippine Professional Standards for Teachers (PPST).