Public Secondary School Teachers Research Articles

Navigating the Academic Gap: A Phenomenological Inquiry on the Experiences of Teachers in DepEd’s Catch-Up Fridays

This research examines the implementation of DepEd Catch-Up Friday, a strategic initiative introduced by the Department of Education in the Philippines to address academic disruptions caused by the pandemic. The study investigates how this initiative has affected teachers’ practices, workload, and overall well-being. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 secondary public-school teachers served as participants in this phenomenological study. The results yielded three themes with regard to the experiences in Catch-Up Friday: challenges in the preparation, gaps in educational resources, and barriers in student motivation. Regarding the coping mechanisms of teachers in Catch-Up Fridays, four themes emerged: strategic intervention, diverse expertise, systematic evaluation, and technology-enhanced instruction. Moreover, three themes emerged as the insights of teachers in the implementation of Catch-Up Fridays: an inclusive learning environment, addressing struggling learners, and requiring tailored instructional approaches. Recommendations include strengthening support structures for teachers, promoting student-centered approaches, and implementing structured feedback mechanisms to continuously improve the initiative. The research underscores the need for ongoing evaluation and adjustments to ensure that DepEd Catch-Up Friday effectively supports students and educators, fostering a more resilient and adaptive educational environment.

Influence of Work-Related Stress on the Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya

Purpose: The aim of the study was to influence of work-related stress on the performance of teachers in Public Secondary Schools in Kiambu County, Kenya Methodology: The psychological well-being theory, the person-environment fit theory, and the Job Demands-Resources model served as the guiding theories for the study. The study used a descriptive survey research approach. Target population was 4288 teachers in public high schools out of which a sample size of 365 was selected using Yamane formula. The sample size was chosen using stratified random sampling method. Primary data was collected using questionnaires. To determine the validity and reliability of the questionnaires, a pilot test was carried out. Quantitative analysis of the data gathered from the surveys was conducted. Inferential and descriptive statistics was used for analysis. The data was summarized into frequencies, percentages, means and standard deviation and presented using pie charts and frequency tables. Findings: From the findings, it was established that work related stress (b=0.018, p=0.000<0.05), had a statistically significant relationship with the performance of teachers in public secondary schools in Kiambu County, Kenya. Notably, aspects such as being upset because of things have happened unexpectedly, being unable to control the important things in life, being overwhelmed by the workload significantly affected the performance of teachers in the public secondary schools. Unique Contribution to Theory, Practice and Policy: The study was guided by the person-environment fit theory. The study therefore recommended that the public secondary schools should introduce regular stress management workshops and training for teachers. These programs should focus on coping mechanisms, mindfulness, and relaxation techniques. In order to enhance the environmental mastery of teachers, the school administration needs to offer ongoing professional development opportunities that focus on enhancing adaptability, problem-solving skills, and decision-making abilities.

Harmony of Transformational and Transactional Leadership Styles towards Positive Change in Teachers’ Motivation, Attitude, and Performance

This study aimed to establish correlations using a correlational research design. It was guided by the Full Range Model which emphasizes the effectiveness of combining transformational and transactional leadership. A sample of 134 public elementary and secondary school teachers from 21 schools in Calauan Sub-Office, Laguna Province, was surveyed to examine these relationships. The instrument used was a researcher-made survey-questionnaire which underwent multiple validation stages. Based on the results, there was a very high level of transactional and transformational leadership styles among school heads, positively correlating with teachers' motivation, attitude, and performance. Specifically, transactional leadership behaviors such as contingent rewards and active management significantly influenced these factors, along with transformational leadership dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These findings emphasize the critical role of leadership in fostering positive teacher outcomes. Recommendations include the investment in leadership development programs focusing on expanding beyond transactional approaches towards transformational leadership. Initiatives should sustain and deepen transformational practices, capitalize on teacher motivation and positive attitudes, and reinforce effective performance through targeted interventions and continuous professional development.

Teacher’s Attitude towards the Use of Digital Technologies for Capturing Students’ Data in Secondary Schools in Imo State, Nigeria

In Imo State, the researchers observed that teachers still use inventory book, admission register and continuous assessment record booklets to capture students’ data in secondary schools. This is surprising given the current wave of digitalization. Thus, the study examined teachers' attitude towards the use of digital technologies for students’ data capturing in secondary schools in Orlu education zone of Imo State, Nigeria. One research question guided the study and two hypotheses were tested. Descriptive survey design was adopted. The population of this study comprised 1209 teachers in the 105 public secondary schools in Orlu education zone of Imo State. 240 public secondary school teachers were used as the sample for the study using multi stage sampling procedure. The instrument for data collection was a validated self-administered questionnaire. Cronbach alpha formula was used to determine the internal consistency of the questionnaire and co-efficient of 0.83 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity or otherwise of the respondents while t-test was used for testing the null hypotheses at 0.05 level of significance. Findings revealed that teachers’ have a positive attitude towards the use of digital technologies for capturing students' data in secondary schools in Orlu education zone. There was no significant difference in the mean ratings of teachers on their positive attitude towards the use of digital technologies for capturing students’ data in secondary schools irrespective of their years of teaching experience and location. It was recommended among others that, management of secondary schools should be organizing ICT-related seminars for teachers to improve their ICT skills in order to increase their attitude towards the utilization of digital technologies for capturing students' data.

Assessment Literacy of Secondary School Teachers and Its Impact on Student's Performance in the Division of Gingoog City

This study examined teacher’s assessment literacy and its probable impact on students’ performance through the intervening variables of the teachers. The study had 234 public secondary school teachers in the Division of Gingoog City. It employed the Input-Process-Output (IPO) Model of David Bushnell which illustrates how teachers’ demographics (input): length of service, DepEd issuances, and assessment training/s attended, assessment literacy (process): assessment knowledge, assessment practices/beliefs and assessment result utilization will impact students’ performance (output). The results showed that most of the respondents have been in the service for five years and below, a little over half have attended training on test construction and table of specification, and on average only a little more than one-fourth of the teachers received copies of DepEd issuances relative to assessment. Additionally, it revealed that there is no conclusive evidence to show a direct correlation between teachers’ assessment literacy and students’ performance which means none of the assessment literacy variables significantly impact students’ performance. The results further revealed that no significant difference was noted in teachers’ length of service and DepEd issuance to assessment literacy. However, a highly significant difference was noted in assessment training attended and assessment literacy. It also disclosed that no matter how long the teachers have been in the service, whether they have copies of all DepEd issuances, these do not contribute to their literacy in assessment. The findings in this study underscored the need to provide quality and effective inputs from both the department and the respondents. There has to be a relevant and appropriate process to effect quality output, which is commendable student performance.

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

EFFECT OF SAVING LITERACY ON INVESTMENT DECISION AMONG SECONDARY SCHOOL TEACHERS IN MERU COUNTY

The education sector in Kenya receive the largest share of the country's budget, with a significant portion allocated to paying teachers' salaries, as they constituted a large portion of the employed workforce. This study aimed to assess the effect of saving literacy on investment decisions among public secondary school teachers in Meru County, Kenya. It investigated why teachers in Meru County struggled to invest for their future and explored the role of their financial literacy in contributing to this issue, as indicated in the Solution SACCO annual report for the year 2022. The study was anchored under Financial Literacy Theory. Empirical analysis was conducted based on the study's objectives and conceptual framework. The target population for the study consisted of 1,825 teachers from public secondary schools in Meru County. A descriptive research design was employed, gathering data from primary and secondary sources. Purposive sampling was used to select accessible schools in the nine sub-counties within Meru County, while a simple random sampling technique was applied to select 328 respondents. A self-administered questionnaire was tested on 30 respondents from Tharaka Nithi County, constituting 10% of the sample size, and feedback from the university supervisors was used to address any ambiguities or irrelevant questions. The researcher distributed and collected questionnaires using the drop-and-pick method. After collecting the data from the field, it was reviewed to identify errors such as spelling mistakes and unanswered questions. The data was then coded and entered into the Statistical Package for Social Sciences (SPSS) for analysis. The findings were presented through tables, and regression analysis, ANOVA tests, and coefficients of determination were conducted to examine correlations and establish the model equation. Descriptive statistics were used to calculate mean values and standard deviations, and Pearson correlation analysis was employed for hypothesis testing. Subsequently, the findings were compiled into summaries, reports, and frequency distribution tables. The analysis of multiple regression indicated that the R^2 value stood at is 0.691, suggesting that the variables related to financial literacy accounts for 69.1% of change for variation in investment decisions made by TSC teachers in public secondary schools in Meru County. The findings concluded that employees generally exhibit prudent financial practices, as seen in their efforts to avoid loan defaults, read credit terms carefully, repay borrowed money promptly, and use unsecured loans judiciously. The study recommended for adoption of a culture that emphasizes saving and investing among teachers in the Teaching Service Commission (TSC) and suggest for an attempt to explore non-economic elements that might affect teachers' investment decision-making processes. KEY WORDS; saving, financial literacy,

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

Differences in job satisfaction of male and female teachers in private and public secondary schools

BackgroundPositive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.Aim and objectivesThe current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.MethodThere were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.FindingsThe findings showed that compared to male instructors, female teachers had higher levels of satisfaction. ConclusionThe research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.LimitationsThe research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.Managerial implicationsThe current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools

This study examined the relationship between resourceful solidarity and classroom obligations among public secondary school language teachers in Manay District, Davao Oriental, Philippines. Utilizing a correlational research design, data were collected from all 131 language teachers in the district. Mean, Pearson r, and regression analysis were employed to analyze the data. Results indicated high levels of resourceful solidarity and moderate levels of classroom obligations among teachers. A significant positive relationship was found between these two variables, with specific dimensions of resourceful solidarity influencing classroom obligations. Based on these findings, it is recommended that school administrators provide ongoing professional development to enhance teachers' collaborative capacity and implement supportive systems to strengthen their classroom practices.

The Extent to Which Teachers Perceive Open Performance Appraisal System in Enhancing Work Commitment in Public Secondary Schools in Moshi District, Tanzania

The study investigated the extent to which teachers perceive OPRAS in enhancing their work commitment in public secondary schools in Moshi District, Tanzania. The study was guided by one research question for which the researcher searched for a response. The study was guided by the Management by Objectives theory (MBO), which was propounded by Peter Drucker in 1954. Convergent Research Design under Mixed Research Methods was adopted. The target population was 1239 teachers, 10 heads of schools, one DSEO and one TCS secretary. The study used total population and stratified random sampling techniques to determine the study sample, which consisted of 136 respondents. Instruments for data collection were questionnaires and In-depth interview guides. Face and content validity was ensured by three MWECAU research experts. Pilot testing was done in two public secondary schools. The reliability was aided by the Likert-items type, which was estimated using Cronbach's Alpha, whereby the results obtained from the teachers' questionnaire were 0.74. Triangulation and peer debriefing were used to ensure the reliability of the interview guide. Descriptive statistics were used to analyze quantitative data in frequencies, means and percentages and presented in tables with the aid of SPSS version 22. Qualitative data were transcribed and analyzed thematically. The study found that teachers in public secondary schools perceive negatively that OPRAS enhance work commitment in public secondary schools. Some teachers do not believe that OPRAS effectively enhances their overall job dedication and engagement. This negative perception highlights a gap between teachers who had expectations and those who perceived the effectiveness of the OPRAS system. The study recommends that the government should come up with practical mechanisms to ensure that all teachers work effectively and efficiently in order to improve general organizational performance.

IMPACT OF SCHOOL PRINCIPAL’S FEEDBACK COMMUNICATION SKILLS TO THE PUBLIC SECONDARY TEACHERS’ JOB SATISFACTION

The main purpose of the study was to determine the relationship of principal’s feedback communication skills in terms of feedback quality, feedback tone, empathy and openness to dialogue and public secondary teachers’ job satisfaction in terms of work environment, job responsibilities, work-life balance, and professional development. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s feedback communication skills and job satisfaction. The principal’s feedback communication skills were a 20-item survey questions, in terms of feedback quality, feedback tone, empathy, and openness to dialogue and for public secondary teachers’ job satisfaction was a 20-item survey questions as to work environment, job responsibilities, work-life balance, and professional development. The study found that there was a significant relationship between principal’s feedback communication skills and public secondary school teachers’ job satisfaction. The result showed that the teacher’s job satisfaction was influenced by the principal’s feedback communication skills. KEYWORDS: feedback communication skills, job satisfaction, correlational research design

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Cultivating Action Research Culture among Teachers

This study determines the intricate relationship between action research culture and its effect on the professional development among teachers in Opol District, Division of Misamis Oriental. Five significant goals were addressed in this study by profiling respondents’ characteristics, defining the research culture among teachers in terms of funding, infrastructure, interest, research capability, and research collaboration, evaluating the teachers' professional development based on curriculum, general pedagogical knowledge, field of knowledge, pedagogy, and teaching methodologies, examining the significant relationship between teachers' research culture and their professional development, evaluating the significant relationship between the research culture, professional development, and respondents’ characteristics. This study used a survey questionnaire on all public elementary and secondary school teachers during the School Year 2023–2024. The participants were 200 teachers: 117 were elementary, and 83 were junior and senior high school teachers. Slovin's Formula was used to get the sample size. Data were analyzed using statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. Significantly, relationships exist between research culture and professional development. It was manifested that the respondents’ years of teaching and highest educational attainment showed a significant relationship between their level of research culture and professional development. Ultimately, despite the teachers being competent in cultivating research culture and also referred to as experts in professional development, it is recommended that Values Education as one of the areas of specialization be improved, funding for research resources be allocated, opportunities for ongoing professional development be offered, reskill and upskill teachers in line with current curriculum updates and a research culture be fostered utilizing mentorship and workshops.

Influencing Factors in Pursuing Graduate Degree Program toward Teachers’ Quality of Life

Teachers' pursuit of a master's degree is influenced by many factors, which can considerably affect their quality of life. This study examines these factors focusing on age, education, marital status, family income, job security, self-motivation, financial stability, and recognition, with a significant relationship between these factors and teachers' quality of life. Public elementary and secondary school teachers in Opol District of School Year 2023-2024 are the respondents of the study. A study involved two hundred (200) teacher-respondents, comprising one hundred seventeen (117) elementary and eighty-three (83) Junior and Senior High School teachers. It used Slovin's Formula to determine sample size; and statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. The study found that self-motivation significantly impacts the quality of life of teachers, resulting in increased job security, financial stability, and job dedication. A master's degree empowers educators to become leaders, and mentors, thus influencing education. Empowerment strategies include professional development, praise, recognition, and collaborative decision-making. Further, the study recommends motivating teachers to go on professional development, praising their efforts, giving them recognition and respect, and encouraging collaborative decision-making processes. Moreover, the Department may provide leadership development programs that foster cooperative decision-making processes, incorporating professional growth and development for teachers.

Managing School Climate for Teachers’ Job Performance in Public Senior Secondary Schools in Rivers State

This study investigated managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. Four research questions and four null hypotheses were used for the study. A Descriptive Survey Research Design was used for the study. The population of this study comprised 6,893 teachers in public senior secondary schools in Rivers State. A sample of 1,379 teachers representing 20% of the 286 public senior secondary schools in Rivers State was used for the study. Stratified random sampling technique was used for the study. The research instrument that was used in this study was a 20 items self-structured questionnaire titled: Managing School Climate For Teachers’ Job Performance Questionnaire (MSCTJPQ). The instruments were validated and reliability index was determined by the use of Cronbach alpha reliability statistics tool which yielded 0.82. The statistical tools used for answering the research questions was Mean and Standard Deviation; while t-test was used to test the null hypotheses at 0.05 Alpha level of significance. The findings of the study showed that; Leadership practices, Collaborative culture, Professional development and Teachers’ well-being enhance teachers’ job performance in public senior secondary schools in Rivers State. Based on the findings, the study therefore conclude that effective management of the school climate plays a pivotal role in enhancing teachers’ job performance in public senior secondary schools in Rivers State. The study therefore recommended that; Rivers State ministry of education should invest in leadership training for school administrators to enhance their skills in creating and sustaining a positive school climate. Effective leadership sets the tone for a supportive and collaborative environment. Also, Rivers State school administrators should foster the creation of PLCs where teachers can collaborate, share ideas, and support each other's professional growth and also, involve teachers in decision-making processes related to school policies, curriculum development, and other relevant matters. This collaborative approach enhances the overall school climate.

Effects of Social Education on Students Performance at Stage of Secondary Standard in District Mianwali: A Quantitative Analysis Study

Education gives the opportunity to develop their social skills and improve their socio-economic status. (Hendrik, 2019). The research study's goals were to: (1) determine how social education affected pupils; (2) ascertain teachers' attitudes toward social education; and (3) pinpoint the elements that contribute to the social development of students. Moreover, it was descriptive in nature. The target population of the study was all the public sector secondary school teachers of District Mianwali. Simple random sampling technique 4200 teachers of secondary schools were chosen for the population of the research. The simple random technique was used to select the sample; around 200 teachers were selected for the present research. The tool of research was used to collect the data; it was a self- developed tool. The percentage, mean, standard deviation and t-test were among the descriptive and inferential statistics employed by the researcher. Through analysis, it found that the participants are more need to aware of social education.

SCHOOL-BASED MANGEMENT AND INSTRUCTIONAL TASK OF PUBLIC SECONDARY SCHOOL TEACHERS

The study aimed to determine the extent of school-based management and the extent of instructional task of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the extent of school-based management was extensive while the extent of instructional task of public secondary school teacher was also extensive. Moreover, the overall results disclosed that indicators for the school-based management were positively correlated to the instructional task of public secondary teachers. Further, results from the regression analysis revealed the following have a strong influence of school-based management on the instructional task of public secondary teachers: leadership and governance and curriculum and planning. On the other hand, accountability and continuous improvement and management of resources are not related to the instructional task of public secondary school teachers. It is recommended that teachers are prone to commit lapses on the school-based management, every school should devise an improved Developmental Plan on School-Based Management or enhance it if there is already a program to ensure that the school management is promptly addressed and given utmost attention. KEYWORDS: School-based management, instructional task

Effectiveness of Leadership Styles and Performance Appraisal on Job Satisfaction: A Systematic Review

Secondary school education plays a vital role in the development of socio-economic growth of the countries. To achieve this objective, it is necessary to adopt a supportive leadership style by the education leaders for the satisfaction of employees. The major objective of this study was to find out the effectiveness of leadership styles and performance appraisal on job satisfaction of teachers. The study was based on quantitative and correlational research design. The population of this study was public secondary school teachers from Bahawalnagar whereas, 313 respondents were selected as sample of this research through simple random sampling technique. The data was collected by using questionnaires. Statistical Package for Social Sciences (SPSS) software was administered to analyze the research objectives. The results revealed that there was a positive and significant relationship between leadership styles and performance appraisal with job satisfaction. Moreover, leadership styles have a more significant effect on job satisfaction as compared to performance appraisal. Significantly, this research has an advantage for the advancement of the teaching learning process through innovative approaches.

Impact of Professional Training on Teachers’ Performance at Secondary School Level

The aim of this research was to identify the impact of professional training on teachers’ performance. This study was quantitative based on correlational research design. The population of the study was public secondary school teachers from district Hafizabad while 268 respondents were selected as sample through simple random sampling technique. Data was collected by using questionnaire through survey method. The Statistical Package for Social Science was administered to analyze the research questions. The findings of the study revealed that there was a positive and significant correlation between professional training and teachers’ performance. Moreover, there was a positive and moderate effect of professional training on teachers’ performance. This research is stepping stone for enhancement of employees’ performance through effective professional training.