ASSESSING THE IMPACT OF PROFESSIONAL DEVELOPMENT PROGRAMS AND TEACHER SELF-EFFICACY ON STUDENT READING PERFORMANCE

EDUCATION

This study investigated the relationship between Professional Development Programs, Teacher Self-Efficacy, and Student Reading Performance among teaching personnel in five selected schools. The primary objective was to determine how specialized training implementation and internal instructional confidence contribute to overall learner literacy outcomes. The research utilized a descriptive-correlational design to assess these variables through a validated research instrument. To ensure the reliability of the research tool, a pilot test was conducted among teachers from a neighboring district. The results of the reliability analysis yielded a high overall reliability coefficient, indicating excellent internal consistency. Individually, the scales for Professional Development Programs, Teacher Self-Efficacy, and Student Reading Performance all exceeded the standard acceptable threshold, confirming that the items reliably measured the intended constructs. During the refinement phase, specific items were removed or revised based on poor or negative item-total correlations to optimize the instrument’s precision before final administration. The results revealed that professional development programs are highly effective, particularly in streamlining educational technology and thematic knowledge. Furthermore, teachers’ self-efficacy specifically in behavior management strategies and instruction was found to be systematic and robust. These factors collectively drive student reading performance, resulting in high descriptive ratings for structural literacy baselines, instructional strategies, and classroom environment. The study concludes that student reading performance is significantly enhanced by the synergy between professional training and structured self-efficacy. The results suggest that while professional development provides the necessary infrastructure for modern pedagogy, systematic self-efficacy practices sustain the academic and behavioral standards of the institution. Recommendations include the continuous development of reading programs, professional training for teachers in instructional strategies, and the institutionalization of supportive management and teacher networks by school administrators and Department of Education officials.

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