PERCEIVED EFFECTS OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD) AND WORK PERFORMANCE AMONG PUBLIC SECONDARY SCHOOL TEACHERS AS MODERATED BY SEX AND AGE

EDUCATION

This research aimed to explore how Continuing Professional Development (CPD) correlates the work performance of public secondary school teachers, in Compostela, Davao de Oro. The study considered factors like sex and age as moderators. It utilized a descriptive-correlational research design to survey secondary public-school teachers during the academic year 2022-2023. The results revealed a correlation between perceived CPD effects and work performance indicating no significant relationship. Additionally, the analysis showed that there were no differences in perceived effects of CPD on work performance when the respondents are grouped according to age. However, there was a significant difference in perceived effects of CPD on work performance when the respondents are grouped according to sex. These findings suggest that although CPD is crucial for development, its perceived impact may not directly influence work performance and age does not seem to play a role in shaping these perceptions. The study suggests that educational stakeholders should consider aspects such as school leadership, classroom resources and student engagement methods to enhance teacher effectiveness. This investigation enhances our comprehension of the role of CPD in education. Underscores the importance of taking an approach, to teacher development.

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