Effects of Teacher Professional Development on the Academic Performance of Primary Grade Pupils

Abstract

This study examined the effects of teacher professional development on the academic performance of primary grade pupils in selected public elementary schools in the District of Taytay, Schools Division Office of Rizal during School Year 2025–2026. Using descriptive survey research design, the study involved 100 primary grade teachers selected from 281 respondents through Slovins’ formula and stratified sampling. A researcher-made questionnaire-checklist and documentary analysis of pupils’ quarterly grades were used to gather data on teachers’ perceptions and pupils’ academic performance. Findings revealed that respondents were mostly 31–50 years old, female, married, and holders of master’s degrees, with majority serving as Teacher I for 10–14 years. Results indicated that teacher professional development had a very high effect on pupils’ interest in learning, literacy and numeracy development, engagement and participation, and assessment and remediation. No significant differences were found based on age, sex, and educational attainment, while significant differences emerged in position title, length of service, and trainings attended. Pupils’ academic performance was rated satisfactory, and a significant relationship was found between teacher professional development and pupils’ academic performance across all indicators. The study concludes that teacher professional development significantly influences pupils’ academic performance, particularly when supported by relevant experience and continuous training opportunities. It is recommended that school administrators strengthen professional development programs, provide training support, and implement remedial interventions to enhance pupil learning outcomes. Further studies are encouraged to explore additional variables affecting teacher effectiveness and learner achievement. Moreover, sustained institutional support and capacity-building initiatives are essential to ensure continuous improvement in instructional practices and learner achievement. These findings emphasize the value of continuous professional learning in enhancing teacher effectiveness and learner achievement.