Professional Development on Teachers’ Performance: Its Ability to Address Diverse Students

ABSTRACT : Given the increasing diversity within classrooms, this study investigated the impact of professional development programs on teachers’ abilities to address the needs of students in the District of Jiabong (2023–2024). Utilizing a descriptive-correlation design and a survey questionnaire, the study found that while teachers demonstrated competence in meeting student diversity based on national standards, there was room for improvement, particularly in integrating technology, diverse resources, and differentiated instruction strategies. Interestingly, the frequency of attending professional development did not directly correlate with improved skills in addressing diversity. However, teachers who actively participated in programs with a focus on diversity found them more effective. To enhance professional development in this area, the study recommended a multi-pronged approach. This included targeted workshops that address the specific needs of students from various backgrounds, regular needs assessments to tailor programs to current gaps, and the implementation of culturally responsive teaching programs. Additionally, fostering a culture of mentorship by pairing experienced educators with younger colleagues can promote knowledge sharing and best practices for addressing diversity in the classroom. By prioritizing these recommendations, the District of Jiabong can cultivate a culture of continuous learning and growth among teachers, ultimately leading to a more inclusive learning environment where all students can succeed.

KEYWORDS – Professional Development, Student Diversity, Culturally Responsive Teaching, Differentiated Instruction, Inclusive Learning Environment