Teachers’ Professional Development, Classroom Management Strategies, and Performance
Daisy M. Galache
daisygalache@gmail.com
https://orcid.org/0009-0006-8906-6461
Guimaras State University
McLain, Buenavista, Guimaras, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/391320
ABSTRACT
This study examines the relationship between teachers’ professional development, classroom management strategies, and performance in the Schools Division of Iloilo, Philippines, during the 2023-2024 academic year. Utilizing a descriptive-correlational research design, data were collected from 391 elementary teachers through surveys and analyzed for patterns and differences. Findings indicate high levels of professional development and effective classroom management strategies. Demographic factors such as age, educational attainment, and teaching experience influenced teachers’ engagement in professional development and classroom practices. The study highlights the need for targeted development initiatives tailored to teachers’ profiles, emphasizing the impact of these factors on overall teacher performance.
Keywords: Professional Development, Classroom Management, Teacher Performance, Educational Leadership, Iloilo Schools