Assessment and Evaluation of Teachers’ Performance and Professional Development
James R. Ammasi
Discipline: Education
Abstract:
Teacher performance is critical for student academic success, yet many teachers still need
additional support to develop their professional competencies fully. This study aimed to address this gap
by developing a targeted professional development program for teachers designed to enhance teacher
performance. Using a research and development (R&D) design, the study involved 352 teachers from three
divisions in Ilocos Norte, selected through Slovin’s formula and stratified proportionate random sampling.
Additionally, 21 teachers and 3 professional development program implementers participated in focus
group discussions, while 8 experts validated the program’s content. Data were gathered using teacher
performance rating forms, interview guides, and content validation instruments and were analyzed through
mean scores and thematic analysis. Findings revealed that while teachers generally perform satisfactorily
according to professional standards, there is still room for growth. Teachers expressed that participating in
more research-based and needs-driven professional development programs would help them further
enhance their skills. Based on these findings, experts developed and validated a program as highly suitable
for implementation. It is recommended that the program be adopted widely to improve teacher performance
and support continuous professional growth.
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ISSN 2984-8385 (Online)
ISSN 2984-8288 (Print)