Professional Development and Teaching Practices of Elementary Home Economics Teachers

Abstract

This study explored the relationship between professional development and teaching practices among elementary Home Economics (HE) teachers in Kiblawan North District, Division of Davao Del Sur. HE teachers play a vital role in preparing students for adulthood, yet their effectiveness is influenced by access to professional development opportunities. Challenges such as adapting to evolving curricula, integrating technology, and addressing diverse student needs necessitate continuous skill enhancement. Using a non-experimental quantitative design with a descriptive correlation approach, data were collected from 120 HE teachers aged 30–50, averaging 10–20 years of experience, selected via purposive sampling. Validated and reliable survey questionnaires were analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Results indicated a very high level of professional development and a high level of teaching practices, both frequently evident. A strong positive correlation was found between professional development and teaching practices, with regression analysis confirming that all professional development indicators significantly contribute to effective teaching practices. The findings emphasize the importance of ongoing professional development in enhancing HE teaching practices and student outcomes teachers in Kiblawan North District, Division of Davao Del Sur.