Abstract
As technology advances, student needs evolve, and curricular demands shift; thus, it becomes imperative to scrutinize teachers’ participation in in-service training programs to ensure the relevance and impact of such programs on professional development. In this context, this study aimed to determine the level of teachers’ participation in In-Service Training (INSET) in a District of Negros Occidental during the school year 2023-2024. The data for this descriptive study was collected from 128 elementary school teachers from the district of La Castellana 2 using a researcher-made questionnaire that underwent thorough tests of validity and reliability from various experts. The findings showed that teachers generally participated in In-Service Training at a high level, particularly in program planning and management. However, some areas need improvement, such as access to digital resources and program content. Remarkably, age played a significant role in participation, wherein older teachers were more engaged in program planning and utilizing support materials. On the other hand, factors like civil status, school location, and length of service didn’t show significant differences, indicating that all teachers have equal learning opportunities. The study concluded that while In-Service Training programs are effective, there is room for improvement, including refining training materials, incorporating differentiated instruction strategies, and enhancing resource accessibility to better meet teachers’ specific professional needs and maximize the benefits of their development.
Keywords: Education, In-Service Training, Teacher participation, elementary school