Professional development models and instructional practices of career stage I teachers

2026 IJRSE – Volume 15 Issue 4

Available Online:  3 March 2026

Author/s:

Garma, Jonel C.*
Maghaway National High School – SDO Talisay City, Philippines (garmajonel@gmail.com)

Sim, Mary Jane C.
Cebu Technological University, Philippines (maryjanesim0828@gmail.com)

Abstract:

Teachers’ low instructional performance rating may affect their eligibility for career progression. This study assessed the school’s extent of implementation of professional development models and the instructional practices based on the Philippine Professional Standards for Teachers (PPST) Domains of 120 Career Stage I teachers in District 8, Division of Talisay City, Talisay City, Cebu, during the school year 2025-2026. A quantitative method, employing a descriptive-correlational design, was used. A researcher-modified survey questionnaire with a Cronbach’s Alpha of .969, and an adapted survey questionnaire from the Department of Education were utilized in this study. The study’s empirical findings revealed that the school’s extent of implementation in professional development models yielded a grand mean of 3.56, suggesting that mentorship programs, action research coaching, and learning action cell initiatives are often implemented. The data also revealed that the self-assessed instructional performance rating of teachers in their instructional practices is exceptionally high, revealing a grand mean of 4.27, which corresponds to a very satisfactory verbal description. Additionally, the test of correlation revealed that there is a statistically significant positive relationship between the overall implementation of professional development models and teachers’ self-assessed instructional practices. Based on the findings, it can be concluded that increasing the implementation of the identified professional development models will also increase the performance of the career stage I teachers in their instructional practices. Suggesting that a faculty training program in implementing the professional development models is significant in developing the instructional practices of the teachers.

Keywords: development education, professional development models, instructional practices, career progression, quantitative research

PDF

DOI: https://doi.org/10.5861/ijrse.2026.26083

Cite this article:
Garma, J. C., & Sim, M. J. C. (2026). Professional development models and instructional practices of career stage I teachers. International Journal of Research Studies in Education, 15(4), 199-205. https://doi.org/10.5861/ijrse.2026.26083

* Corresponding Author