IJECE Published Articles

Abstract This study explores the relationships among teachers’ professional development, instructional practices, and organizational support in the Schools Division of Iloilo, Philippines. Using a descriptive-correlational design, the study examined data from 380 secondary school teachers, selected through proportionate stratified random sampling. A validated and reliable questionnaire measured the levels of professional development, instructional practices, and organizational support, alongside demographic factors such as educational attainment, position, length of service, school size, and congressional district. Findings revealed that professional development, instructional practices, and organizational support were rated as high by teachers. Significant differences were observed in professional development levels based on educational attainment, length of service, and congressional district. However, no significant differences were found based on position or school size. Strong positive relationships were identified among professional development, instructional practices, and organizational support, emphasizing their interdependence. The study underscores the need for equitable access to professional development opportunities and enhanced organizational support to improve instructional practices. Policymakers and administrators are encouraged to address disparities and foster supportive environments for teachers. The findings contribute to the broader discourse on teacher development, offering insights for future research and educational reforms aimed at improving teaching quality and student outcomes. Keywords: Professional Development, Instructional Practices, Organizational Support, Secondary School Teachers, Teacher Development