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| Main Author: | |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.17308776 |
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Table of Contents:
- <p>This study examined how components of Holistic Professional Growth, namely, Collaborative Professional Development, Mentorship Programs, and Professional Evaluation Systems, affect the classroom observation ratings of English teachers in the Mato South District, Schools Division of Mati City. Using a descriptive-correlational research design, data were gathered from 100 English teachers through a structured survey, and analyzed using descriptive statistics, One-Way ANOVA, and multiple regression analysis. Findings revealed that most teachers reported moderate to high levels of engagement in professional growth activities. Classroom observation ratings were generally high, with an average score of 4.30. However, One-Way ANOVA results indicated no statistically significant difference in observation ratings based on exposure to the three professional growth components. Similarly, regression analysis showed that none of the components significantly predicted classroom observation ratings, with the overall model yielding an R² of 0.059 (p = 0.120). These results suggest that while professional growth systems are in place, their implementation may not be sufficient to influence observed instructional performance directly. The study recommends enhancing the structure, coherence, and developmental alignment of school professional development, mentoring, and evaluation processes.</p>