ABSTRACT
This study used the descriptive design with the purpose of assessing the effectiveness of faculty development programs (FDP) to teachers’ performance in the classroom. 133 junior high school students and 25 junior high school teachers from Maranatha Christian Academy of Manila served as the respondents of the study. Data gathered were analyzed and interpreted using weighted mean, percentage, and Pearson r. A p-value of 0.019 or interpreted as positive strong correlation shows that there is a significant relationship between the observations of the teachers on the effectiveness of FDP and the observations of students on their teacher’s performance in terms of mastery of subject matter. This means that the FDP offered to the teachers were effective in enriching teachers’ knowledge on their subject matter. However, results also showed that there is no significant relationship between the observations of teachers on the effectiveness of FDP and the observations of students on their teachers’ performance in terms of classroom management, personality, and relationship with students. This revealed that FDP offered to teachers are not effective in addressing teachers’ needs to improve their classroom management, personality as teachers, relationship with students. It is recommended that teachers be provided faculty development programs that stress more on the importance of improving teachers’ classroom management, personality, and relationship with students. Studies must also be carried out by conducting further investigation to affirm its validity.
Keywords: faculty development program, classroom performance, teachers
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