A correlational study between professional development programs and teachers’ self-efficacy

2026 IJRSE – Volume 15 Issue 14

Available Online:  6 June 2026

Author/s:

Nieves, Joseph R.*
St. Cecilia’s College-Cebu, Inc., Minglanilla, Cebu, Philippines (josephrepecionieves94@gmail.com)

Sim, Mary Jane C.
Cebu Technological University-Main Campus, Philippines (maryjanesim0828s@gmail.com)

Abstract:

Professional development programs aim to enhance teachers’ instructional skills, content knowledge, and confidence in applying these strategies in the classroom. This study evaluated the impact of professional development programs on the teachers’ self-efficacy at one of the private colleges in Cebu. The design used was the descriptive-correlational method of research with an adapted questionnaire as the main tool for gathering data. There were 124 teacher participants in this study. Percentages were used to analyze the data in terms of background information; the weighted mean determined the distribution of perceptions of the effectiveness of the professional development programs in teaching provided by the school and of self-efficacy in teaching. On the other hand, Pearson’s product-moment correlation r determined the significant relationship between the respondents’ perceptions of the effectiveness of the professional development programs provided by the school and their self-assessments of their self-efficacy in teaching. The study revealed that the p-value is greater than the significance level of α = 0.05, the null hypothesis is not rejected, indicating no significant relationship between the two variables, particularly in the significant relationship between the respondents’ perceptions of the impact of the professional development programs on teaching provided by the school and self-assessments of their self-efficacy in teaching. Hence, the researchers recommend applying the output of the study because it provides evidence-based recommendations for improving professional development (PD) programs in ways that directly enhance teachers’ self-efficacy.

Keywords: administration and supervision, professional development programs, descriptive correlational, action plan

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DOI: https://doi.org/10.5861/ijrse.2026.26263

Cite this article:
Nieves, J. R., & Sim, M. J. C. (2026). A correlational study between professional development programs and teachers’ self-efficacy. International Journal of Research Studies in Education, 15(14), 83-89. https://doi.org/10.5861/ijrse.2026.26263

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