Extent and Challenges in the Implementation of the Professional Development Programs to the Performance of Multigrade Teachers

AUTHOR(S)

GENEVEVE S. ABRIL

ABSTRACT

— This study determines the significant relationship between the extent and challenges in the implementation of professional development programs to the performance of multigrade teachers in instructional supervision utilizing the Classroom Observation Tool (COT). The study employed a descriptive-correlational research design utilizing a survey on the extent of professional development programs which were used by Nasution et al., (2024) on their study entitled, “Professional Development Effective from a Teacher Performance Perspective (Study of Literature in Various Countries) and Classroom Observation Tool (COT) to determine the level of performance of teachers. There are eighteen (18) teachers, and 3 school heads involved in this study. After the conduct of instructional supervision and administering the survey, this study a significant relationship between the degree and difficulties of implementing professional development programs and the level of performance of multigrade teachers in instructional supervision through the Classroom Observation Tool (COT). This underscores the pivotal role of ongoing training and assistance in enhancing instructional quality among multigrade teachers. Accordingly, well-organized, supported, and efficiently delivered professional development programs are necessary for the professional development of multigrade teachers and overall classroom instruction enhancement. Resolving the issues related to the implementation of professional development programs is equally important to help teachers maximize their benefits from such programs. Keywords — Extent, Challenges, Implementation, Professional Development Programs, Performance, Multigrade Teachers