ABSTRACT

This study aimed to determine the significant relationship between the teachers’ extent of engagement in professional development activities and their teaching competencies as well as their level of teaching effectiveness. The participants’ extent of engagement in professional development program activities was assessed along areas on pedagogical development, personal development, social development, and professional development. On the other hand, the participants’ level of teaching competencies was assessed in terms theoretical competencies, pedagogy competencies, and. technological competencies. Furthermore, the participants’ level of teaching effectiveness was assessed in terms of their professional characteristics, teaching skills, and classroom climate. In addition, the study also considered the problems and challenges encountered by the participants related to their engagement in professional development, teaching competencies and teaching effectiveness. This study included two groups of participants: full-time teachers from all age groups and implementers of policies for teacher professional development activities. It focused on vocational colleges under the jurisdiction of Zhuhai City, Guangdong Province, for the academic year 2023-2024. Results revealed that the participants assessed their engagement in professional development program activities in terms of pedagogical, personal, social, and professional development to a great extent. The teachers’ level of theoretical, pedagogical, and technological competencies was assessed as high. The teachers’ level of teaching effectiveness in terms of professional characteristics, teaching skills, and classroom climate was assessed as high. Among the problems encountered by the participants along professional development, teaching competencies and teaching effectiveness are limited professional development opportunities, insufficient support and resources, heavy workload and time constraints, inadequate recognition and motivation, barriers to collaborative learning, policy and institutional constraints, limited access to technological training, and financial constraints. After thorough analysis of the participants’ problems encountered in their professional development, teaching competencies, and teaching effectiveness, a comprehensive plan of action was developed to enhance these areas.

Keywords: Professional characteristics, professional development, teaching skills, teaching competence, teaching effectiveness
https://doi.org/10.57180/gtzr24580