Professional Development Practices of Teachers and Its Implications to Literacy Leadership and Instructional Management Competence

Abstract

This study investigated the professional development practices of teachers and their implications for literacy leadership and instructional management competence. It focused on training, peer collaboration, educational research, and mentorship, and examined their relationships with literacy leadership and instructional management competence. A descriptive-correlational research design was employed, involving 261 public elementary teachers from Vinzons District. Data were collected through a survey questionnaire and analyzed using descriptive statistics and Pearson Product-Moment Correlation. Results showed that training (M=3.56) and peer collaboration (M=3.49) were always practiced, mentorship programs (M=3.05) were frequently practiced, while educational research (M=2.12) was rarely practiced. Professional development practices had strong positive implications for literacy leadership (M=3.58–3.64) and instructional management competence (M=3.52–3.63). Significant correlations were found between professional development practices and both literacy leadership (r=.184–.504, p<.01) and instructional management competence (r=.192–.478, p<.01), with training and mentorship showing the strongest associations. The study concludes that while teachers are consistent in training and collaboration, engagement in research remains limited. Professional development contributes significantly to both literacy leadership and instructional management competence, but areas such as inclusivity, curriculum planning, and external linkages need further support. To address these gaps, the study recommends structured Continuous Professional Development (CPD), stronger mentoring, institutionalized peer learning communities, and the SPARK (Sustaining Professional Advancement and Research Knowledge of Literacy Leaders) Program to enhance teachers’ research capability.