Understanding the Link Between INSET Attendance and Teaching Efficiency of High School Teachers

Recognizing the importance of in-service education and training (INSET) for teacher development, this study investigated its effectiveness in enhancing teaching efficiency among high school teachers at Southern Baptist College. Employing a convergent mixed-methods design with twenty-three participants, the study revealed that high school teachers generally perceive in-service education and training (INSET) positively and value its effectiveness in enhancing teaching skills and practices, but there is no significant relationship between the frequency of attending INSET programs and teaching efficiency. The study identified five essential guidelines that include conducting targeted needs assessments, practical application, individualized professional development plans, ongoing mentoring, and data-informed evaluation systems. The result revealed that the programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher’s teaching skills, subject knowledge, and classroom management techniques. Majority of the respondents attended the programs conducted by Southern Baptist College, Inc. The themes such as personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches were drawn to address challenges and maximize benefits of ongoing professional development initiatives. Moreover, the effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively. The high school teachers in majority got Very Satisfactory in their teaching effectiveness. However, there is a weak positive correlation between the effectiveness of attending in-service training (INSET) and teaching efficiency of high school teachers. Thus, null hypothesis was not rejected.


INTRODUCTION
The in-service education and training (INSET) programs had a favorable impact on educators in the sense that they improved educators' self-efficacy and effectiveness in delivering collaborative educational interventions for their pupils (Tzivinikou 2015).This implies that INSET can help high school instructors Teaching Efficiency of High School Teachers grow professionally and enhance their teaching practices.Junejo's (2017) agrees on the positive impact of INSET programs on educators' teaching performance by stating that teachers have positive perceptions regarding their own professional growth through the said programs.The results suggest that INSET programs have the ability to address teacher difficulties, increase professional growth, boost self-efficacy, and positively impact teaching performance.
According to Hervie and Winful (2018), a lack of in-service training is one of the reasons why teacher performance faces challenges, and this underscores the importance of INSET as a potential solution to address these critical shortcomings.Shah's (2011) research provided a contrasting viewpoint, implying that there is no significant difference in performance between trained graduate instructors who received INSET training and those who did not.Phin, (2014) revealed that competent teachers contribute to student learning and enhance the level of education quality, and teachers understand the relevance of INSET because it helps teachers become more confident in their profession by gaining people's respect and trust.With such demand, researchers wanted to investigate the effect of frequent in-service training on the teaching efficiency of high school teachers.It also aims to describe the experiences encountered by the high school teachers during their in-service education and training and its effect in their teaching performance.

CONCEPTUAL FRAMEWORK
This study conceptualizes the flow of the study showing the frequency of in-service education and training and its effectiveness.The experiences of the high school teachers in attending in-service education and training contributes the development of revise guidelines of INSET to improve teaching efficiency.

Scope and Delimitation
This study determined the programs of in-service education and training attended by high school teachers and the frequency of attendance.It also described the experiences encountered and their impact.Further, it determined the relationship between the level of effectiveness in attending in-service education and training and the level of efficiency of the teachers.The respondents were the high school teachers of Southern Baptist College, Inc.The study utilized a mixed-methods research design using a convergent mixed-methods design.The data was gathered through a survey and an interview questionnaire.It also utilized documentary analysis in determining the teaching efficiency rating.The data were described and interpreted using inferential statistics and thematic analysis.

Definition of Terms
The following terms were defined operationally as how it was used in the study.Effectivenessrefers to the degree to the improvements of high school teachers in their teaching performance.
Frequencyrefers to the number of times attended by high school teachers in a particular event or activity conducted by administrator of Southern Baptist College, Inc. within a specified time period.In-service education and trainingrefers to workshops, seminars, conferences, online courses, and onthe-job training attended by high school teachers of Southern Baptist College, Inc. High school department.
Programrefers to the professional development or in-service education, designed to enhance high school teachers' knowledge, skills, and teaching practices.Teaching Efficiencyrefers to the optimal utilization of instructional time, resources, and strategies to achieve learning outcomes.Guidelinesrefers to the established principles or instructions of the administrator designed to guide the implementation and conduct of in-service education and training programs for high school teachers of Southern Baptist College, Inc.

METHODOLOGY
This chapter presents the methodologies that were used by the researchers.It includes the research design, research locale, respondents of the study, sampling techniques, research instrument, and statistical treatment of the data.

Research Design
The researchers employed a Convergent mixed-methods design.Convergent mixed method was used to examine the relationship between the effectiveness of attending in-service education and training and the teaching efficiency of high school teachers at Southern Baptist College, Inc., in M'lang, Cotabato.The convergence of these data sources will allow for a comprehensive analysis that captures both the statistical relationships and the contextual nuances, ultimately informing educational policymakers and practitioners about the effectiveness of in-service education and training in enhancing teaching efficiency in high schools.

Quantitative Data Collection and Analysis Result
Interpretation of results

Figure 2 Schematic Diagram of Research Design
The study employs a convergent mixed-method design, combining quantitative and qualitative data collection and analysis.Quantitatively, attendance and participation in the INSET program are recorded and statistically analyzed using mean, percentage, and correlation tests, while teacher evaluation ratings are derived from formal assessments covering various dimensions.On the qualitative side, one-on-one interviews with high school teachers are conducted, exploring their experiences in the program and perceived impact on teaching efficiency.Thematic analysis is then applied to identify and analyze emerging themes from teachers' reported experiences and perceptions.

Research Locale
The study was conducted in the high school department of Southern Baptist College, Inc. (SBC) in M'lang, Cotabato.SBC is a Christian educational institution offering a diverse range of academic programs.From nursery and kindergarten to elementary and high school, the college provides a continuum of education.At the higher education level, students can pursue studies in liberal arts, education, business education, information technology, theology, and health-related courses.This Christian institution lives out the ideals The study utilizes quantitative methods, including attendance tracking, survey questionnaires, and teacher evaluation ratings, for statistical analysis.Qualitative insights are gathered through interviews and thematic analysis, providing a comprehensive understanding of the research topic through a mixedmethods approach.
of truth, faith, and service and emphasizes a holistic approach to education, integrating faith-based values across disciplines to nurture both academic and spiritual growth in its students.

Respondents of the Study
The researcher gathered data from the identified high school teachers of Southern Baptist College, Inc., M'lang, Cotabato.There were twenty-three ( 23

Data Gathering Procedure
Before the researchers gathered data, they sought first the permission of the high school principal and wrote a letter of intent to get a record of the teachers' teaching efficiency rating.Upon receiving permission for a scheduled vacancy among the teachers, researchers immediately conduct the survey questionnaire contains programs attended, frequency of attending, teaching effectiveness in attending the in-service education and training, and teaching effectiveness of high school teachers.To acquire additional information, an interview was employed that aimed to seek experiences and impact of attending INSET among respondents.After the respondents completely answered the questionnaires, they immediately retrieved the needed data and analyzed it through statistical tools.Further, the answers from the in-depth and focused-group interviews were interpret through thematic analysis.

Statistical Analysis
The researchers employed different statistical tools for assessing the questions given in the study.A descriptive analysis was used to describe the data.The frequency distribution of data is used to calculate the frequency and percentage of data from various perspectives.To correlate the relationship between the two variables, the Pearson r was used through Jamovi, an open-source statistical software.And for the hypothesis test for r, which allows the researcher to decide whether the observed r could have emerged by chance or not, standardized t statistics were used.On the basis of the analysis, findings were drawn, conclusions were reached, and recommendations were made accordingly.The PEAC INSET programs for both junior high school subjects and senior high school core subjects offer a comprehensive approach to professional development.In 2022, the theme "Engaging students to be reflective and self-directed learners in their achievement in K to 12 learning outcomes in the new normal" underscores the importance of adaptability and reflective teaching practices in the face of changing educational landscapes.For 2023, the INSET for junior high school focuses on "Achieving student's mastery and differentiating instruction for standard-based learning recovery," emphasizing personalized approaches to address varying learning needs.The senior high school theme, "Assessing students' learning through a performance task reflective of the four exits of the K to 12 program in a volatile, uncertain, complex, and ambiguous (VUCA) world," reflects the need to prepare students for challenges in a rapidly changing world.The In-Service Education and Training (INSET) programs offered by the Department of Education (DepEd) and the Private Education Assistance Committee (PEAC) implies a thematic alignment in emphasizing a reflective teaching practices and student mastery for a potential collaboration and knowledge.Addressing the preparation of students for a volatile, uncertain, complex, and ambiguous (VUCA) world suggests a forward-looking perspective.It implies an acknowledgment of the necessity for educators to equip students not only with academic knowledge but also with critical skills and resilience to navigate the challenges of an ever-changing global landscape.The existence of common goals opens the door for a more integrated and cohesive approach to professional development, fostering a sense of unity and shared purpose within the education community that can contribute to the creation of a unified vision for education that addresses both current challenges and future uncertainties.

Frequency of in-service education and training attended by high school teachers
The findings presented in Table 2 regarding the frequency of attending in-service education and training revealed that a substantial majority of teachers, comprising 57%, attend such sessions two to three times a year.Concurrently, a notable minority of 13% attend in-service training only once.The result implied that teaching profession generally demonstrates a commitment to ongoing learning, as evidenced by the vast majority of thirteen 13 or 56.52%) out of twenty-three (23) OR 56.52% high school teachers attending in-service education multiple times a year.However, attention may need to be directed toward the minority of three (3 or 13.04%) of teachers who participate less frequently in order to ensure that all teachers have equitable access to and engagement with professional development opportunities.Based on the conducted in-depth interview group, experiences reveal a multi-faceted landscape shaped by six key themes: personal growth, improvement, mental ability, positive changes, transformation, and collaboration.Personal growth emerges as a primary motivation for educators engaging in INSET programs that offers fertile ground to nurture their skills, stay abreast of educational trends, and refine their teaching effectiveness.Participating in INSET also facilitates improvement by providing avenues to acquire new knowledge and teaching methodologies that continuous the learning process to fuels their professional development.Mental ability underscores the satisfaction derived from INSET programs by enhancing critical thinking, problem-solving, and creativity skills among educators.This augmentation not only enriches the teaching experience but also contributes to a more fulfilling professional journey.Moreover, the application of acquired knowledge or skills yields positive changes in the workplace.These changes manifest as increased efficiency, improved teamwork, enhanced communication, and a more supportive atmosphere.Such transformations foster heightened productivity, job satisfaction, and organizational success.However, navigating the INSET landscape isn't without its challenges.Encountering obstacles often necessitates personal and professional transformations, reflecting the dynamic nature of education.
Educators must adapt to new methodologies, overcome hurdles, and cultivate resilience to effectively engage with INSET initiatives.Amidst these challenges, collaboration emerges as a vital tool for coping and overcoming complexities.By fostering collaborative efforts, including sharing expertise, seeking feedback, and providing ongoing support, educators can address challenges more efficiently and create a positive learning environment conducive to professional development.
In essence, experiencing INSET encompasses a journey of growth, improvement, and adaptation.Through the cultivation of mental abilities, facilitation of positive changes, and collaborative approaches to overcoming challenges, educators emerge equipped to navigate the ever-evolving landscape of education with confidence and efficacy.Participants recognize in-service education and training (INSET) as pivotal for personal and professional growth, viewing it as more than a mandatory requirement.They emphasize its positive impact on educators' skills and classroom environments, highlighting the transformative effects on workplace dynamics and organizational success.Moreover, they stress the importance of collaborative approaches in addressing challenges and maximizing the benefits of ongoing professional development initiatives.

Effectiveness of attending in-service education and training
Table 4 shows that the effectiveness of attending in-service education and training (INSET) is generally perceived as effective by the participants.The respondents assigned the highest mean of 4.48, or a very high level of effectiveness, which explains that there is a comprehensive and impactful experience in attending INSET to the notion that the methods employed by the trainers were useful.This indicates a positive perception of the instructional strategies and approaches utilized during the training sessions.On the other hand, the lowest mean of 2.96, or moderate level of effectiveness, indicates a satisfactory impact on the teachers' participation in INSET programs had no role in the teacher grading system.This finding implies that educators generally find in-service education and training (INSET) to be effective, particularly in terms of the instructional strategies and approaches employed during the training sessions.This positive perception indicates that educators value the methods utilized by trainers to enhance their professional development.However, the relatively low mean attributed to the belief that participation in INSET programs has no impact on the teacher grading system highlights a potential area for improvement in aligning professional development efforts with performance evaluation systems.Gao (2017) emphasizes that the lack of recognition or impact on their professional standing may be a key factor influencing their relatively lower enthusiasm levels.The overall mean of 3.942, or high level of effectiveness, suggest a positive overall outcome from attending INSET.The participants found the training valuable, relevant, and impactful in improving practical skills and teaching practices (Zheng, 2013; Drushlyak, 2021).Atay (2006) further supports the idea that attending INSET programs positively impacts the enhancement of professional development.Tailored INSET programs effectively address challenges and improve teachers' competency and confidence in handling diverse classroom environments, contributing to their overall performance and professional growth (Sari, 2007).

OVERALL MEAN 3.942 High
Legend:

Teaching Efficiency
The quest to improve the learning experience through the use of innovative techniques and specialized solutions.It goes beyond traditional approaches, stressing deep learning, critical thinking, and diversity to address students' different needs in today's fast-changing educational context.Table 5 shows the teaching efficiency of high school teachers at Southern Baptist College, Inc.The data revealed a mean of 3.95, which explains that the teaching efficiency of high school teachers is very satisfactory.Out of 23 high school teachers, there were three (3) got a rating of Outstanding and twenty (20) had the rating of Very Satisfactory.It implies that the high school teachers prioritize thorough lesson preparation before engaging with their classes.This involves their commendable skill in pinpointing individual students' needs, interests, and abilities, analyzing learning tasks, devising and testing suitable strategies and materials tailored to students' requirements, adequately preparing for daily learning activities, and demonstrating ongoing professional and cultural development.
The result was supported by Opdenakker (2006), who found that employing a learner-centered teaching approach and demonstrating strong classroom management skills and effective classroom practices thereby enhanced teaching efficiency.Utilizing effective teaching practices, including adept classroom management and instructional strategies, is pivotal for attaining a highly satisfactory teaching efficiency rating (Stronge, 2011).Furthermore, the quality and readiness of teachers significantly contribute to this Very Low outcome, as well-prepared and qualified educators tend to garner higher ratings (Lewis, 1999).Moreover, teacher efficacy, defined as the confidence in one's capacity to positively influence student learning, emerges as a critical factor influencing teaching efficiency (Kleinsasser, 2014).

The Relationship between the level of Effectiveness in attending In-service Education and Training and Level of Teaching Efficiency of High School Teachers
The table 6 shows the relationship between level of effectiveness in attending INSET and teaching efficiency of high school teachers.The correlation coefficient (r) of 0.229 suggests a weak positive correlation between the effectiveness of the frequency of in-service training and teaching efficiency.However, the p-value of 0.294 indicates that this correlation is not statistically significant at the conventional significance level of 0.05.Since the p-value is greater than 0.05, we cannot reject the null hypothesis, which states that there is no significant relationship between the frequency of attending in-service trainings and teaching efficiency.

Proposed New Guidelines of INSET
Training (INSET) serves the purpose of enhancing the effectiveness, relevance, and impact of the training program.These guidelines were developed to align with evolving educational policies, technological advancements, and changing student needs.They aim to improve teacher effectiveness by providing updated strategies, methodologies, and tools for classroom instruction.The new guidelines also emphasize the importance of continuous professional development, encouraging a culture of lifelong learning among teachers.Additionally, they address the specific context and challenges of the educational institution, promoting inclusivity and equity in education.The introduction of new guidelines ensures that the training remains responsive to emerging trends, fostering a dynamic and adaptive approach to teacher development in the ever-evolving field of education.Based on the data gathered, there are five essential guidelines for conducting an effective in-service education and training (INSET) program aimed at enhancing teaching efficiency.1. conducting a targeted needs assessment ensures that the INSET content addresses specific areas requiring improvement; 2. placing a strong emphasis on practical application ensures that the skills and knowledge gained are immediately relevant to the classroom setting; 3. implementing individualized professional development plans empowers educators to set personalized goals aligned with their unique needs and strengths; 4. providing ongoing mentoring and support helps educators navigate the implementation of new strategies and overcome challenges; 5. employing a data-informed evaluation system allows for the assessment of INSET's impact on teaching efficiency, enabling program refinement and continuous improvement.By adhering to these guidelines, educators can design and deliver INSET programs that foster continuous growth and excellence in teaching practice.

Summary of Findings, Conclusions, and Recommendations
This chapter presents a summary of key issues, conclusion and offers some recommendations based on the study findings.On the basis of the presented findings and information, the chapter shows the implication of the study findings and practice regarding in-service education and training (INSET) in secondary schools.The chapter ends by identifying new areas that prospective researchers may wish to explore more.

Summary of Findings
Based on the data gathered, the researchers had come up with these findings: and teaching efficiency of high school teachers.Therefore, there is no significant relationship between the frequency of attending in-service trainings and teaching efficiency which hypothesis was not rejected at 0.05 level of significance.7.There were five essential guidelines for effective implementation of in-service education and training (INSET) programs that aimed to enhance teaching efficiency.These include conducting targeted needs assessments, emphasizing practical application, implementing individualized professional development plans, providing ongoing mentoring and support, and employing data-informed evaluation systems to assess impact and ensure continuous professional growth.

Conclusions
Based on the findings, the researcher concluded that the extent of attending in-service education and training does not guarantee effective and efficient teaching performance.Teachers themselves engage in diverse in-service education and training programs, perceiving them positively for enhancing teaching skills.While there's no significant correlation between frequency of participation and teaching efficiency, implementing targeted needs assessments and individualized professional development plans could optimize the impact of such programs, emphasizing ongoing support and data-informed evaluation for continuous professional growth.

Figure 1 Conceptual
Figure 1 Conceptual Framework of the Study ) high school teachers in total numeration with a balanced gender distribution of 6 males and 17 females.Subject expertise is well represented, including 4 English, 3 Mathematics, 3 Science, 3 Filipino, 5 Social Studies, 2 TLE, 2 MAPEH, and 1 business-related subject teacher.The age range spans from 22 to 60, providing a mix of experience and perspectives.Almost half of the teachers are single, and the rest are married.All staff members are licensed professionals, reflecting SBC's commitment to delivering high-quality education.Research Instruments In this study, a comprehensive research instrument was employed to systematically evaluate the relationship between effectiveness in attending INSET and teaching efficiency of high school teachers.The researchers utilized a set of adopted questionnaires, with Part 1 and Part 2 derived from Safi's (2015), specifically designed to gather data on the frequency of in-service education and training programs and their teaching effectiveness.Part 3 of the questionnaire was constructed using retrieved data from Southern Baptist College Inc., "Teacher Performance Evaluation Instrument" to determine the teaching efficiency.To enhance the depth of the study, validated questions for interviews were sourced from the Procedures Guide of Training and Development System by the Federal Authority for Government Human Resources (n.d.), specifically from sections 15 to 18, under the title "Questionnaire on Training Effectiveness" available at https://www.fahr.gov.ae/Portal/Userfiles/Assets/Documents/dd82835.pdf.Moreover, in-depth and focused group discussion were done to gather the experiences and impacts of attending the programs of in-service education and training.The rating scale of the questionnaire ranged from 5-Outstanding; 4-Very Satisfactory; 3-Average High, 2-Average Low; 1-Needs Improvement.
Presentation, Analysis, and Interpretation of the Data This chapter deals with the presentation, analysis, and interpretation of the data gathered in this study.The various results are presented in the succeeding tables with corresponding discussions and explanations.It also answers specific problems stated in the previous chapter.The Programs of INSET The DM-OUHROD-2024-0037, entitled "Guidelines for the In-Service Training of Teachers (INSET) for the School Year 2023-2024," is scheduled in accordance with the specifications outlined in DepEd Order No. 22, s.2023, or the "Implementing Guidelines on the School Calendar and Activities for the School Year 2023-2024."DepEd's In-Service Education and Training (INSET) Programs: As outlined in DepEd Order No. 034 s. 2022, the mid-year break for the school year 2022-2023 is allocated for the conduct of the Midyear Performance Review and Evaluation, along with the School-Based INSET.Focusing on the programs of the National Educators Academy of the Philippines (NEAP) Central Office, the INSET programs for the school year 2023 include: 1.Higher Order Thinking Skills -Professional Learning Packages (HOTSPLP): Targeting English, Mathematics, and Science educators, this program aims to enhance teachers' skills in promoting higher-order thinking among students.2. Instructional Leadership Training (ILT): This program focuses on strengthening learning conditions for early literacy, emphasizing the crucial role of instructional leaders in fostering a conducive learning environment.At the School Division Office (SDO) level, the INSET prioritizes addressing teachers' learning needs, disseminating information on policies, and emphasizing key educational programs for professional development.The programs offered by Southern Baptist College, Inc., High School Department focused on the programs and guidelines of the Private Education Assistance Committee (PEAC) and Association of Christian Schools, Colleges and Universities (ACSCU -ACI) for the school year's in-service education and training.PEAC's INSET Programs for 2022 and 2023: Positive trend and regular engagement in in-service training can contribute on various aspects of professional development (Mahmood (2022) and Mirrezaei (2018)).According to Sanetti (2018), a segment of teachers with less frequent participation to INSET highlighted areas where improvements or targeted interventions may be needed to provide opportunities for skill development and ongoing implementation support.
In other words, based on the available data, the extent of attending in-service education and training have a little influence in the teaching efficiency of high school teachers of Southern Baptist College, Inc. High School Department.The extent of attending INSET (In-Service Education and Training) may not directly correlate with teaching efficiency(Ross, 1994; Waters, 2006;Somers, 2002).Rather, the utilization of INSET knowledge and the structure of the INSET programs, including the nature of course components and school-based follow-up activities, emerge as more influential factors(Ross, 1994; Waters, 2006).Moreover, the impact of INSET on teachers' practices can vary depending on the content of the courses and the working conditions provided(Somers, 2002).

1 .
The programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher's teaching skills, subject knowledge, and classroom management techniques.2. Majority of high school teachers attended 2-3 times the in-service education and training (INSET) programs conducted by Southern Baptist College, Inc. 3. High school teachers attending INSET experience a multi-faceted landscape shaped by six key themes: personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches to address challenges and maximize benefits of ongoing professional development initiatives.4. The effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively overall as to enhance their professional development and teacher standing.5.The level of teaching efficiency of high school teachers in majority was Very Satisfactory that indicates thorough lesson preparation and demonstrate commendable skills.6.There is a weak positive correlation between the effectiveness of attending in-service training (INSET)

Recommendation 1 . 4 .
Programs of in-service education and training (INSET) attended by high school teachers enhance teaching skills, subject knowledge, and classroom management techniques.Thus, it should be developed and enhanced by policy makers and educational institutions, creating more effective and engaging INSET programs that meet the diverse needs of teachers through the effective implementation of new guidelines.2. The effectiveness of attending INSET shows a weak positive correlation with the teaching efficiency of high school teachers.Thus, it should be improved by requiring attendance for INSET participation every year.3. Teachers are encouraged to have on-going participation in professional development opportunities like INSET through the financial help and support of the school, administrators, and other stakeholders.School administrators should connect constantly with the teachers and support them in any endeavor to develop and maximize their professional potential and growth, which contributes to overall school progress.5. Conduct a longitudinal study tracking teachers' participation in INSET programs over several years and assessing their teaching efficiency through various metrics such as student performance, classroom observations, and student feedback.

Table 2 . Frequency in attending In-service Education and Training
adaptability, addressing diverse learning needs, fostering collaboration, creating positive learning environments, and instilling a commitment to continuous improvement and lifelong learning among educators.Table3show the experiences of high school teachers attending in-service education and training (INSET).