Implementation of Teacher Professional Development (TPD) in Davao Region: A CIPP-Based Quantitative Assessment

Teacher Professional Development (TPD) is a vital mechanism for strengthening teacher competence, improving instructional quality, and supporting learner outcomes. This study assessed the implementation of TPD in Davao Region, Philippines, using the Context, Input, Process, and Product (CIPP) Evaluation Model. Specifically, it examined the level of implementation in terms of objectives, resources, execution, and outcomes, and determined whether significant differences existed across Schools Division Offices. Employing a quantitative descriptive-comparative evaluative design, the study involved 381 public school teachers selected through stratified random sampling across 11 divisions in the region. Data were collected using a researcher-made and validated survey questionnaire with high internal consistency reliability. Mean, standard deviation, and the Kruskal–Wallis H test were used for data analysis. Findings revealed that the overall implementation of TPD was high (M = 4.19, SD = 0.681), indicating that TPD programs generally supported and addressed most professional needs of DepEd teachers. Among the domains, outcomes obtained the highest rating (M = 4.21, SD = 0.705), interpreted as very high, suggesting strong perceived contributions to teacher confidence, professional growth, instructional practice, and learner outcomes. Objectives (M = 4.20, SD = 0.689), execution (M = 4.17, SD = 0.702), and resources (M = 4.14, SD = 0.713) were rated high, reflecting clear program direction, systematic implementation, and adequate support mechanisms. Results also showed no significant difference in overall TPD implementation across divisions, χ²(10) = 17.80, p = .058, indicating relatively comparable perceptions across the region. The study concludes that TPD implementation is generally effective and regionally consistent; however, strengthening resources remains necessary to sustain teacher-sensitive professional learning.