• Dionne O. Rabeje

Title : Professional Development, Classroom Management of Teachers and Engagement of Students Author : DIONNE O. RABEJE ABSTRACT This study determined the influence of teachers’ professional development on their classroom management and students’ engagement and use this as basis in crafting a professional development intervention program for teachers of selected secondary schools, Pasacao District, Pasacao, Camarines Sur, School Year 2024-2025. Specifically, it looked into: (1) the profile of the respondents; (2) the level of professional development of teachers; (3) the level of classroom management of teachers; (4) the level of students engagement as perceived by the teachers; (5) the significant differences in the level of teachers’ professional development when grouped according to their profile; (6) the significant relationship between professional development, classroom management and students engagement; (7) the extent of influence of teachers professional development on classroom management and student engagement; (8) propose intervention program to enhance teachers’ professional development, classroom management and student engagement. The study used a descriptive-comparative-correlational method. There 160 JHS teacher respondents of the study. A survey questionnaire was used to gather the data, which were treated statistically through Weighted Mean, Analysis of Variance (ANOVA), Pearson Product-Moment Correlation of Coefficient, and Coefficient of Determination. The findings were: (1) most were aged 31-40 years, with 37.5%, majority were female with 60%, single at 56.25%, most hold a Bachelor's degree at 53.12% have 6-10 years of experience at 46.88%, and live over 11 to 15 kilometers from the school at 52.5%; (2) the level of professional development of teachers obtained an overall average weighted mean of 2.31; (3) the level of classroom management of teachers obtained an overall average weighted mean of 3.63; (4) the level of students' engagement attained an overall average weighted mean of 2.55; (5) the differences in the level of teachers’ professional development based on their profile, with sex the df was 3,4 with F-value of 82 and Tabular value of 6.59; age the df was 3,12 with F-value of 16.4 and Tabular value of 3.49; civil status the df was 3,8 with F-value of 6.83 and Tabular value of 4.07; educational attainment the df was 3,16 with F-value of 10.25 and Tabular value of 3.24; and distance of house from school the df was 3,12, with F-value of 18.22 and Tabular value of 3.49; (6) the correlations ranged from r = 0.88 to 0.99, with seminars and trainings showing r = 0.90 to 0.96, membership in professional organizations at r = 0.91 to 0.99, advanced education at r = 0.88 to 0.98, and research at r = 0.90 to 0.99; student engagement ranged from r = 0.88 to 0.99, covering both curricular and extracurricular activities; (7) the influence of professional development on classroom management and student engagement ranged from r² = 80% to 99%, with seminars and training showing r² = 80% to 92%, membership in professional organizations at r² = 84% to 99%, advanced education at r² = 90% to 95%, and research at r² = 80% to 98%; (8) the study identified weaknesses in professional development, classroom management, and student engagement. The conclusions were: (1) the respondents were mostly middle-aged, female, and single, Bachelor's degree, had several years of teaching experience, and lived far from the school; (2) the professional development of teachers was at a low level; (3) level of classroom management in all aspect was high; (4) the level of students' engagement was moderately engaged; (5) the differences in the level of teachers’ professional development when group according to their profile were significant; (6) the relationships between professional development, classroom management and students engagement were significant; (7) the influence of teachers’ professional development on classroom management and student engagement was very strong and strong; (8) The HEAT Program can be adopted to address the gaps and enhance teacher growth.

Professional Development, Classroom Management, Student Engagement

"Professional Development, Classroom Management of the Teachers and Engagement of the Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.l60-l101, May-2025, Available :http://www.jetir.org/papers/JETIR2505C01.pdf

"Professional Development, Classroom Management of the Teachers and Engagement of the Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppl60-l101, May-2025, Available at : http://www.jetir.org/papers/JETIR2505C01.pdf