School-based In-Service Training (INSET) Management for Personal and Professional Development of Public School Principals and Teachers


  • Elsie Jane Mantilla Southern Leyte Division of Macrohon, Philippines
  • Melbert Hungo Southern Leyte State University-Tomas Oppus, Southern Leyte, Philippines
  • Leomarich Casinillo Visayas State University, Baybay City, Leyte, Philippines


Model, Personal and professional development, School-based INSET, Training design


The study aimed to assess school-based In-Service Training (INSET) management for the personal and professional development of school heads and teachers of Southern Leyte, Philippines. The study utilized a quantitative approach specifically descriptive-correlational research design supported by qualitative data. The findings revealed 43% of school heads were aged 43, 60% female, 83% married; 38% have a BSED/BEED with master's units. Experience included 68% with 15+ years of training, 74% attending 15+ sessions. Significant correlations found between attributes and pre-/post-implementation of INSET. The results of the study revealed that school-based INSET was relevant and useful for the school heads and teachers for them to be able to perform their jobs better. Based on the findings of the study, a model for professional development and a training design on school-based INSET were developed. It has been concluded that a well-designed school-based INSET program that takes into consideration the contextual reality in which the teachers work, can make a difference in the lives of the teachers in the classroom and enhance their capacity on the different pedagogical principles and teaching techniques through school-based INSET is crucial in making the teaching-learning process more meaningful to the learners. Hence, the researcher will recommend that school-based INSET should be included in the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) with corresponding budgetary appropriation.


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