Interplay of Professional Development and Teachers’ Classroom Management and Instructional Delivery: Toward a Development Program

This study examined the influence of professional development (PD) on teachers’ classroom management and instructional delivery among teachers in Bagabag 2 District, Division of Nueva Vizcaya, Philippines. This study used a descriptive-correlational design and a researcher-designed, validated four-point Likert questionnaire (Cronbach’s α = .913) administered to 64 public elementary school teachers who had participated in PD activities within the last three years. The study assessed PD engagement across three dimensions: frequency of participation, relevance and applicability, and support and commitment. The study assessed classroom management across rules and procedures, time management, and behavior management. The study assessed instructional delivery across curriculum, instructional practices, and assessment. The study also identified challenges and enabling factors in applying PD learning in actual classroom practice. The study used descriptive statistics (means and standard deviations) and Pearson product-moment correlation at α = .05. Findings showed very high levels of PD engagement (overall M = 3.84), classroom management (overall M = 3.85), and instructional delivery (overall M = 3.88) across all measured dimensions. PD was strongly and positively correlated with classroom management (r = .677, p < .001) and instructional delivery (r = .650, p < .001). Relevance and applicability emerged as the strongest predictor of both outcomes. Resource-related barriers (inadequate materials, limited funding) were the most pressing challenges, while follow-up coaching, peer collaboration, and monitoring mechanisms were the leading enabling factors. This study proposes a School-Based Professional Development Enhancement Program (SBPDEP) to address identified gaps and sustain professional learning gains.