Everyday, educators faced complex decisions that rely on many different kinds of learning brought from professional advancement. The professional development “system” for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. To use a shopping metaphor, these research-proven programs, which are often offered by university faculty or nationally recognized providers, are “boutiques” serving a handful of fortunate teachers while leaving many more to shop at the supermarket of the professional development world. One might not see the Department of Education’s professional development system as particularly troubled. Nearly every teacher participates in some form of learning every year. Seminars, conferences, learning action cell, Research articles trumpeting the success of a particular method or program appear practically monthly, and practitioner magazines burst with accounts of the phenomenal improvements in teacher knowledge and skills that result. But buried beneath these often-glowing reports are colder facts. For instance, from the available evidence, teachers apparently have little use for their learning experiences: Most teachers engage in only the minimum professional learning required to be promoted via the DepEd’s ERF program. In Batangas National High School alone, data showed that just over half of its teachers are enrolled in a Master’s Degree Program and only four teachers are in the Doctorate Program. Finally, teachers themselves are lukewarm about their professional development experiences. It seems that most teachers only engage in professional development to gain advantage for career advancement. Using the recent performance of the school in National Achievement Test as basis, the professional development gained by teachers has yet to reinforce their existing practices. As authors availing professional development program, the researchers want to know the assessment of Technology and Livelihood Education teachers in Batangas National High School regarding the professional development programs and how these programs affect their effectiveness as teachers. To the respondents, this study will provide insights as to how a professional development program can be used not just as an advantage in career advancement but as a tool to improve their teaching skills where the students will benefit the most. This study determined the professional development status of teachers in Batangas National High School TLE teachers. Specifically, researchers determined the kind of professional development that teachers are engaged in. Secondly, the study will also determined how these programs affect their effectiveness as teachers. Finally, this study will provide basis for an enhanced professional development program that is specific to the present educational environment of Batangas National High School TLE teachers.

Keywords : Professional Development, Developmental Program.