Training Management Practices, Instructional Readiness, and Performance of Public Secondary School Teachers
DOI:
https://doi.org/10.65339/ijsair.V2.I2.429Keywords:
Assessment Practices, Instructional Readiness, Professional Development, Teacher Performance, Technology Integration, Training Management Practices, Training TransferAbstract
This study examined the relationship among training management practices, instructional readiness, and teacher performance in public secondary schools in the Division of Calbayog City. Anchored on the concepts of professional development and instructional effectiveness, the study assessed the extent of training management practices in terms of planning, implementation, monitoring and evaluation, and training transfer, as well as teachers’ instructional readiness and performance. The study employed a quantitative descriptive-correlational research design utilizing validated survey questionnaires as the primary research instrument. Respondents consisted of public secondary school teachers within the Division of Calbayog City. Statistical tools were used to analyze the data and determine the relationships among the variables. Findings revealed that training management practices were highly evident, while teachers demonstrated a high level of instructional readiness in lesson preparation, classroom management, instructional strategies, assessment practices, and technology integration. Teacher performance was likewise rated high in instructional effectiveness and professional responsibilities. The study further established significant relationships among training management practices, instructional readiness, and teacher performance, indicating that effective professional development initiatives positively influence teachers’ preparedness and instructional effectiveness. Based on these findings, the study recommended strengthening the planning, implementation, monitoring, and evaluation of professional development programs and encouraging teachers’ continuous participation in relevant training activities to sustain instructional quality and professional growth. This study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting effective teacher development and improved instructional practices in public schools. The findings also contribute to institutional sustainability by enhancing educational effectiveness, teacher competency, and the overall quality of learning delivery in the educational system.
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