IMCC Journal of Science

Abstract: 

This qualitative descriptive case study investigates the transformative impact of Continuing Professional Development (CPD) programs on teacher competencies in the Naawan District, Division of Misamis Oriental. Through in-depth interviews with teachers who participated in various CPD initiatives—including In-Service Training (INSET), postgraduate studies, technology integration workshops, and researchbased training—the study examines how these programs influence professional growth, instructional practices, and student learning outcomes. Findings reveal that CPD programs significantly enhance teachers’ pedagogical knowledge, promote contextualized teaching strategies, and support the integration of real-world applications into the classroom. Teachers also reported improved confidence, stronger community engagement, and the ability to foster more interactive and learner-centered environments. Moreover, the study highlights positive effects on student engagement, comprehension, and academic performance. Despite these gains, challenges such as limited access to training, time constraints, and resource gaps remain. The study recommends the development of context-responsive CPD designs, inter-agency collaboration, and sustained institutional support to foster lifelong professional growth and educational excellence.

Keywords: classroom practices, continuing professional development, teacher competencies, transformative learning