Holistic Professional Growth and Classroom Observation Rating of Teachers: A One-Way ANOVA Approach

ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 Holistic Professional Growth and Classroom Observation Rating of Teachers: A One-Way ANOVA Approach Honey Jane F. Sarte Abstract. This study examined how components of Holistic Professional Growth, namely, Collaborative Professional Development, Mentorship Programs, and Professional Evaluation Systems, affect the classroom observation ratings of English teachers in the Mato South District, Schools Division of Mati City. Using a descriptive-correlational research design, data were gathered from 100 English teachers through a structured survey, and analyzed using descriptive statistics, One-Way ANOVA, and multiple regression analysis. Findings revealed that most teachers reported moderate to high levels of engagement in professional growth activities. Classroom observation ratings were generally high, with an average score of 4.30. However, One-Way ANOVA results indicated no statistically significant difference in observation ratings based on exposure to the three professional growth components. Similarly, regression analysis showed that none of the components significantly predicted classroom observation ratings, with the overall model yielding an R² of 0.059 (p = 0.120). These results suggest that while professional growth systems are in place, their implementation may not be sufficient to influence observed instructional performance directly. The study recommends enhancing the structure, coherence, and developmental alignment of school professional development, mentoring, and evaluation processes. KEY WORDS 1. Holistic Professional Growth 2. Collaborative Professional Development 3. Mentorship Program 4. Professional Evaluation System 5. Classroom Observation Ratings 6. English Teachers Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Holistic professional growth is essential for enhancing teacher effectiveness, but presents challenges in classroom observation performance. A key challenge was the diverse needs of teachers from different backgrounds, necessitating tailored professional development programs that are often lacking. Integrating various growth components, collaborative development, mentorship, and evaluations can create inconsistency in support. Additionally, teachers often face time constraints due to existing workloads, limiting their engagement in growth activities. A non-supportive school culture that discourages risk-taking and improvement can further hinder teachers’ adoption of new practices, affecting their classroom observation performance. One of the primary situational challenges to holistic professional growth at the in- NIJSE (2025) - ternational level is the vast array of cultural differences that influence teaching practices and professional development approaches. Educational systems worldwide are deeply embedded in their unique cultural contexts, which shape educators’ beliefs, values, and expectations regarding teaching and learning. Consequently, educators may struggle to adapt to professional growth initiatives that do not align with their cultural values, leading to resistance and diminished effectiveness in improving classroom observation performance (Campbell, 2023). Another significant challenge is the disparity in resources available for professional development across different countries and regions. In many developing nations, limited funding and infrastructural constraints hinder the implementation of comprehensive professional growth programs for teachers. This lack of resources can manifest in insufficient training materials, inadequate access to technology, and a shortage of qualified trainers or mentors. As a result, teachers may not receive the necessary support to engage in meaningful professional development, which can adversely affect their classroom performance and observation ratings. In contrast, countries with more robust educational systems often have the means to invest in high-quality professional development initiatives, creating an imbalance that can perpetuate inequities in teaching effectiveness (Fan, 2023). The variability in educational standards and expectations across countries presents another challenge to holistic professional growth on an international scale. Different nations have unique curricula, assessment frameworks, and performance evaluation criteria, which can complicate establishing a cohesive professional development strategy. The divergence in educational priorities can create confusion for educators seeking to improve their practices based on international best practices. Additionally, teachers who move between countries may find adapting to new expectations challenging, leading to inconsistent teaching performance. To address this challenge, there is a need for international dialogue and collaboration to harmonize educational standards while respecting local contexts, ensuring that professional growth initiatives are relevant and effective across diverse educational landscapes (Salo, et.al., 2023). In the Philippine setting, one of the key challenges to holistic professional growth for teachers is the cultural attitudes towards professional development. The traditional view of teaching as a hierarchical profession often limits collaboration and open communication among educators. In many schools, there is a prevailing notion that seniority equates to authority, which can discourage younger or less experienced teachers from actively participating in collaborative professional development activities. This cultural dynamic can create a reluctance among teachers to share their challenges and successes, ultimately hindering the collective learning process. As a result, the effectiveness of mentorship programs and collaborative initiatives may be diminished, negatively impacting teachers’ performance during classroom observations (Chung and Choe, 2024). Many schools, particularly in rural areas, face budget constraints that restrict access to highquality training programs, materials, and facilities necessary for effective professional growth. Teachers often struggle with inadequate training opportunities, insufficient mentoring support, and a lack of access to technology that could enhance their teaching practices (Salih, 2023). This disparity in resources affects the quality of professional development and contributes to the retention of qualified educators, as teachers may feel unsupported in their professional journeys. Without adequate resources, teachers may find implementing new strategies learned from professional development programs difficult, ultimately impacting their classroom performance and observation ratings (Caniglia, et.al., 2023). In Mati City, a coastal city in Davao Oriental, teachers’ challenges of holistic professional 2ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - growth are particularly pronounced due to geographic and socio-economic factors. Many schools in the area face difficulties related to accessibility and infrastructure, with some remote barangays lacking adequate transportation and communication facilities. This situation hampers teachers’ ability to participate in professional development workshops and training programs that are often held in urban centers, creating a disparity in access to quality education and training resources. Moreover, the local education system grapples with a shortage of qualified trainers who can provide ongoing support and mentorship to teachers in rural areas. This lack of localized professional development affects teachers’ skills and confidence. It impacts their performance in classroom observations, as they may not have the necessary tools or strategies to implement effective teaching practices. Thus, this paper is presented. 1.1. Review of Significant Literature— 1.1.1. Holistic Professional Growth—Professional growth involves not only pedagogical skills but also emotional intelligence, wellbeing, and lifelong learning. Teachers grow through mentorship, reflection, collaborative development, and exposure to diverse practices (Nichols et al., 2023). Holistic approaches ensure educators are prepared to meet complex classroom demands and sustain their careers. 1.1.2. Collaborative Professional Development—Collaboration through PLCs, peer coaching, and workshops fosters shared accountability and innovation. Professional Growth Plans (PGPs) embedded in PLCs improve inclusive teaching and student outcomes (McLeskey et al., 2019, as cited in Caniglia et al., 2023). Filipino teachers also construct professional identities balancing roles as experts, caretakers, and international educators (Jung Choe, 2024). Research underscores that professional learning must integrate social trust, recognition, and agency to thrive (Salo et al., 2024). 1.1.3. Mentorship Programs—Mentorship provides guidance, confidence-building, and reflective practice in teaching. It supports lesson planning, classroom management, and instructional techniques. Makerspaces, for example, enhance both teacher professional development and child-centered STEM learning (Kay Buxton, 2024). In the Philippines, Madrasah Education highlights curriculum planning challenges and the need for consensus-driven, culturally relevant development (Sali, 2023). 1.1.4. Professional Evaluation Systems— Evaluation systems use observations, student outcomes, and peer reviews to give constructive feedback for growth. However, studies show inequities, with Black women teachers rated lower despite equal effectiveness, raising concerns about bias (North Carolina case study). In the Philippines, the PPST shifted from collectivist to individualist frameworks, focusing more on teachers than practices (Macam, 2022). Faculty sabbaticals also demonstrate the importance of self-directed growth and balance (Gardner, 2022). 1.1.5. Classroom Observation—Classroom observations measure teacher effectiveness but raise concerns about subjectivity, feedback gaps, and reliance on student test results (Fan, 2023). Tools like LIDO track discourse validity and highlight teacher-student interaction quality (LaRusso et al., 2024). Observational studies stress purposeful, interactive, and reflective classroom environments as key to deeper learning and learner autonomy (Sølvik Glenna, 2022; Upara Chusanachoti, 2023). 1.2. Synthesis—The study ”Holistic Professional Growth and Classroom Observation Rating of Teachers: A One-Way ANOVA Approach” highlights the interconnectedness of these variables and their collective impact on teacher performance. Research indicates that collaborative professional development fosters a culture of shared learning and continuous improvement, enabling teachers to exchange best 3ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - practices and refine their instructional strategies, which can lead to enhanced classroom effectiveness. Additionally, literature on mentorship programs underscores their significance in providing personalized support and guidance, particularly for novice teachers, thereby increasing confidence and teaching efficacy. Furthermore, studies examining performance evaluation systems reveal their potential to serve not only as accountability measures but also as developmental tools that provide constructive feedback and foster reflective practices. By integrating these three components, the literature suggests that a comprehensive approach to professional growth can significantly improve classroom observation ratings, ultimately contributing to better student outcomes. This underscores the need for educational stakeholders to prioritize the implementation of cohesive professional development initiatives that leverage collaboration, mentorship, and performance evaluation to enhance the overall quality of teaching in the classroom. 1.3. Theoretical Framework—In the study titled ” Holistic Professional Growth and Classroom Observation Rating of Teachers: A OneWay ANOVA Approach,” several educational theories provide a robust theoretical framework for understanding the interplay between educational management strategies and teacher performance. Firstly, Constructivist Theory, notably advanced by theorists such as Piaget and Vygotsky, emphasizes the role of social interactions and collaborative learning in developing knowledge and skills. This theory aligns well with the inclusion of collaborative professional development and mentorship programs, as these strategies foster a supportive community where teachers can share experiences, receive feedback, and engage in reflective practice. By promoting collaboration, these approaches help educators refine their teaching practices, thereby positively influencing classroom observation ratings (Nichols et al., 2023). Secondly, Transformational Leadership Theory is pertinent, particularly in the context of performance evaluation systems. This theory, rooted in the work of Bass and Avolio, posits that effective leadership can inspire and motivate teachers to exceed their own self-interests for the sake of the organization. Educational leaders who employ transformational practices cultivate an environment of trust, encourage professional growth, and recognize teacher achievements, all of which contribute to enhanced classroom performance. This is especially relevant when assessing how performance evaluation systems are perceived and utilized by English teachers (Jung Choe, 2024). Lastly, the Self-Determination Theory (SDT), proposed by Deci and Ryan, underscores the importance of intrinsic motivation and the fulfillment of psychological needs, competence, autonomy, and relatedness in promoting optimal performance. This theory is significant for understanding how various educational management strategies, such as mentorship and professional development, can enhance teachers’ sense of competence and autonomy. When teachers feel supported and empowered through these strategies, they are more likely to engage in effective teaching practices, leading to improved classroom observation ratings (Sali, 2023). Figure 1 presents the framework for the study ” Holistic Professional Growth and Classroom Observation Rating of Teachers: A OneWay ANOVA Approach. ” This study highlights the interrelationships between independent and dependent variables, underpinned by relevant educational theories. The independent variables (IVs) include Collaborative Professional Development, Mentorship Programs, and Performance Evaluation Systems, while the dependent variable (DV) is Classroom Observation Ratings. The Constructivist Theory is a foundation for understanding the role of Collaborative Professional Development in fostering an environment of social interaction and collaborative learning among teachers. This theory emphasizes that when English teachers engage in peer4ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - Fig. 1. Conceptual Framework of the Study to-peer learning and share their practices, they are more likely to reflect on and enhance their teaching methodologies. Such reflective practices can improve performance, as evidenced by higher ratings during classroom observations. Additionally, the Transformational Leadership Theory is crucial for examining the impact of Performance Evaluation Systems on English teachers. Effective educational leaders employ these evaluation systems as assessment tools and avenues for professional growth and motivation. By adopting a transformational leadership style, school leaders can inspire teachers to improve their practices, creating a culture of continuous development that contributes positively to classroom observation ratings. Furthermore, Self-Determination Theory (SDT) emphasizes the importance of intrinsic motivation in driving optimal performance. Implementing Mentorship Programs exemplifies this theory, as these programs provide essential support that enhances teachers’ feelings of competence and autonomy. When English teachers receive guidance and encouragement from mentors, their intrinsic motivation will likely increase, leading to more effective teaching practices and improved classroom observation ratings. Given this, the theoretical framework illustrates the intricate connections between educational management strategies and performance outcomes in English teaching. This theoretical grounding allows for a meaningful exploration of the effectiveness of various educational management strategies in enhancing the performance of English teachers, as reflected in their classroom observation ratings. 1.4. Research Questions—The study is purposely conducted to analyze the effect of collaborative professional development, mentorship programs, and professional evaluation systems on classroom observation ratings of teachers in Mato South, Mati City Schools Division. This specifically seeks to answer the following statement of the problem: (1) What is the level of the Holistic Professional Growth of English Teachers in terms of (1) Collaborative Professional Development (2) Mentorship Program (3) Professional Evaluation System (2) What is the extent of classroom observation ratings among English Teachers? (3) I s there a significant difference in classroom observation ratings when teachers are ex5ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - posed to collaborative professional development, mentorship programs, and professional evaluation systems? (4) Which among the Holistic Professional Growth significantly impacts classroom observation ratings? 1.5. Hypotheses—To provide empirical evidence given the posed theoretical and conceptual frameworks as claimed by the study, null hypotheses were tested at a 0.05 alpha level of significance, stating: Ho 1: There is no significant difference in classroom observation ratings when teachers are exposed to collaborative professional development, mentorship programs, and professional evaluation systems. and, Ho2: None of the Holistic Professional Growth significantly impacts classroom observation ratings. This study defined the terms operationally to facilitate a better understanding and reference them when discussing results in the preceding chapters. 1.5.1. Collaborative Professional Development—Refers to a structured approach to enhancing educators’ skills and knowledge through collective participation in learning experiences. This concept emphasizes the importance of collaboration among educators, such as teachers, instructional coaches, and school leaders, to foster a culture of continuous improvement and shared expertise. It typically involves various activities, including workshops, peer observations, co-teaching, and reflective practice sessions, where educators work together to analyze their teaching methods, share best practices, and support one another’s professional growth. This study will operationalize collaborative Professional Development through structured activities designed to facilitate teacher collaboration and professional growth. Specifically, the study will include workshops and training sessions to introduce innovative teaching strategies, peer observation and feedback to promote reflective practice, co-teaching opportunities that allow teachers to learn from one another, and regular collaborative planning meetings where educators can discuss student data and instructional plans. Additionally, mentorship programs will pair experienced teachers with novices to facilitate knowledge sharing and professional development. 1.5.2. Mentorship Program—Is a structured initiative designed to pair experienced educators (mentors) with less experienced or novice teachers (mentees) to foster professional growth, enhance teaching skills, and improve educational outcomes. This program typically involves regular interactions where mentors provide guidance, support, and feedback, helping mentees navigate challenges in their teaching practice and develop their professional identity. This study will include scheduled meetings for one-on-one coaching sessions, classroom observations, and discussions focused on instructional strategies, classroom management, and curriculum implementation. The mentors will share their expertise and experiences while encouraging mentees to reflect on their practices and set professional goals. 1.5.3. A Professional Evaluation System— It was a structured framework designed to assess and enhance educators’ performance through systematic observation, feedback, and evaluation processes. This system typically includes a set of criteria and standards against which teachers are assessed, incorporating various data sources such as classroom observations, student performance metrics, and selfassessments. These evaluators will utilize standardized rubrics to assess teaching practices, providing constructive feedback to foster professional growth. Additionally, the system will incorporate teacher self-assessments and student performance data to create a holistic view of each educator’s effectiveness. 6ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - 1.5.4. Classroom Observation Ratings based on the Results—Based Performance Management System (RPMS) Multi-Year Refer to the systematic evaluation of teachers’ instructional practices as part of a structured framework established by educational authorities to ensure quality teaching and improve student outcomes. This rating system utilizes specific criteria aligned with educational standards to assess various dimensions of teaching, such as lesson delivery, student engagement, classroom management, and assessment strategies. Trained evaluators will conduct regular classroom observations, using established rubrics to assign ratings that reflect the effectiveness of teaching practices. These ratings will then be analyzed to determine correlations with the implemented Collaborative Professional Development and Mentorship Programs. 2. Methodology In this chapter, the researcher outlines the essential processes and steps required to conduct the study. These include selecting the study design, determining the respondents and sampling method, choosing the research instruments for data gathering, outlining the procedure, addressing ethical considerations, and conducting data analysis. These steps are crucial to ensuring the appropriateness and correctness of the study and producing sound data collection, analysis, and interpretation. 2.1. Research Design—The research design for this study is a quantitative, comparative analysis to assess Holistic Professional Growth’s effect on collaborative professional development, mentorship programs, and performance evaluation systems on classroom observation ratings of English Teachers in Mati South District, Mati City. The One-Way Analysis of Variance (ANOVA) is utilized to analyze the differences among collaborative professional development, mentorship programs, and performance evaluation systems (Creswell, 2020) and the dependent variable, classroom observation ratings. One-way ANOVA (Analysis of Variance) It was a statistical method that was highly applicable to the study. It allows for comparing means among multiple groups to determine if statistically significant differences exist between them. In the study, the One-Way Analysis of Variance (ANOVA) is employed as the primary statistical method to evaluate the impact of Holistic Professional Growth on classroom observation ratings. This statistical technique is particularly suitable for comparing the means of three or more independent groups, allowing researchers to assess whether the pedagogical approaches employed in different classrooms lead to significant differences in student outcomes. In the study context, One-Way ANOVA (Analysis of Variance) will be used to analyze the differences in classroom observation ratings among various groups of English teachers who have experienced different professional development strategies. Specifically, the study will categorize teachers based on their participation in distinct professional growth initiatives, such as Collaborative Professional Development, Mentorship Programs, and implementing Performance Evaluation Systems. By applying One-Way ANOVA, the study aims to determine whether there are statistically significant differences in the classroom observation ratings attributable to the type of professional development received. This analysis provided insights into which strategies are most effective in enhancing teaching performance, allowing for a clearer understanding of how different approaches to professional development impact 7ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - educators’ instructional practices. The findings will also help inform educational leaders and policymakers about the effectiveness of these initiatives, guiding future decisions on resource allocation and professional development program design. Through this rigorous statistical analysis, the study seeks to contribute valuable evidence to the discourse on teacher effectiveness and professional growth in educational settings. 2.2. Ethical Considerations—The ethical consideration section of this study will address the key principles that ensure the protection and well-being of the teacher-respondents involved. This includes adhering to social values, informed consent and assent, vulnerability of research respondents, privacy and confidentiality, risks, benefits, and safety, justice, transparency, qualification of the researcher, conflict of interest, adequacy of facilities, and community involvement. Privacy and Confidentiality The research will implement strict measures to protect participants’ identities and personal information. Data collected from teachers are anonymized, meaning that individual responses will not be linked to their names or identifiable characteristics. Additionally, access to the data is restricted to authorized research personnel only, and any reporting of findings will aggregate data to prevent the identification of individual participants. By prioritizing privacy and confidentiality, the study aims to create a trusting environment that encourages teachers to provide honest and open feedback without fear of repercussions, ultimately enhancing the validity and reliability of the research findings. 2.3. Research Respondents—The study’s respondents will be the teachers of the Mati South District in the Schools Division of the City of Mati, specifically those teaching English subjects. The total population consists of 133 teachers from the district’s schools, which include Sanghay Elementary School, Francisco C. Hinayon Elementary School, Galacio G. Ytac Elementary School, Dawan Elementary School, Paciano A. Geron Elementary Memorial School, and Lanca Integrated School. Using Slovin’s formula with a 95 % confidence level and a margin of error of 5 %, a sample size of 100 teachers will be selected to participate in the study. These schools will serve as the sources of the study’s respondents. The inclusion criteria for the study’s respondents are carefully established to ensure the relevance and reliability of the data collected. First, only teachers assigned to English subject instruction will be included, as the study specifically focuses on English teaching practices, challenges, and interventions. Limiting the respondents to those officially designated to teach English ensures that the data collected align with the study’s objectives, preventing potential confounding variables from teachers of other subjects. Second, the respondents must be currently employed in the Mato District schools within the Davao Occidental Schools Division. This criterion ensures that the study captures insights specific to the district’s teaching conditions, administrative policies, and student demographics within the district. Including teachers from outside this district may introduce variations in educational contexts that are not relevant to the study. Lastly, teachers must have at least one year of experience teaching English. This requirement ensures that respondents have encountered instructional challenges, student learning dynamics, and curriculum implementation issues, making their insights valuable for understanding the realities of English instruction in the district. Newly hired teachers with less than one year of experience may not have had sufficient exposure to these factors, which could affect the depth and reliability of the data. 2.4. Research Instrument—In this research study, the researcher developed a selfmade survey through adapted survey instruments from Fan’s (2023) study on Accountability in the Evaluation of Teacher Effective8ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - ness: Views of Teachers and Administrators, and other sources like Campbell’s (2023) on Ratings in Black and White: A Quantitative Examination of Race and Gender in Teacher Evaluation Reform. The contents of the respective tools were adopted and modified based on the problem statement, the variables, and the study’s contention. The researcher made a dedicated effort to collect and analyze literature to identify concepts that informed the content and provided support for the instrument and its associated components. This careful process resulted in question items addressing potential threats to the study’s validity. The survey questionnaire had two parts. One part determined the extent of Holistic Professional Growth in terms of collaborative development, mentorship program, and professional evaluation system. Likewise, the second part of the survey measures the extent of classroom observation ratings in a Results-based Performance Management System. This system is a strategic framework used in educational settings to assess and enhance the performance of teachers and educational staff based on clearly defined outcomes and objectives. This system emphasizes accountability and results by linking performance evaluations to specific performance indicators aligned with the educational institution’s goals. In the RPMS, teachers are evaluated on their ability to meet established criteria, including student achievement, instructional effectiveness, classroom management, and professional development efforts. The process typically involves setting performance targets, conducting regular observations, and gathering data through various methods such as self-assessments and peer reviews. This comprehensive evaluation provides feedback on individual performance and highlights areas for improvement and professional growth. Further, the survey statements will be subjected to a test-retest or validity and reliability testing using Cronbach’s Alpha at a .05 confidence level. Cronbach’s alpha is a measure of scale reliability that assesses the degree to which survey items correlate with each other, thus providing a unified measure of a construct. A value above 0.70 is generally considered acceptable, with values above 0.80 indicating good reliability and values above 0.90 signifying excellent reliability (Tabachnik Fidel, 2019). The instrument of the study is a categorical survey questionnaire designed to gather nominal data on the Holistic Professional Growth of English teachers. It consists of three sections, each addressing a specific category: Collaborative Professional Development, Mentorship Program, and Professional Evaluation System. Each section contains closed-ended questions with three distinct options, allowing respondents to select the category that best applies to their professional experience. The responses are classified into mutually exclusive groups without ranking or hierarchy, ensuring that the data remains purely nominal. The instrument is structured to facilitate clear classification and frequency analysis, making it an effective tool for identifying patterns in professional development among English teachers. Meanwhile, to determine the extent of classroom observation ratings in the Results-based Performance Management System, a 5-point Likert scale was used in this study, as presented below; The categorization of indicators under Statement of the Problem 1 was purposefully designed to capture the multidimensional nature of holistic professional growth among English teachers. Three domains were examined: collaborative professional development, mentorship programs, and professional evaluation systems. Each domain was classified into categorical levels Low, Moderate, and High, to reflect the depth and frequency of teacher engage9ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - Table 4. Classroom Observation Ratings among English Teachers No Classroom Observation n Mean Descriptive Interpretation 1 My classroom observation ratings in Multi-Year 3 reflect significant improvements due to the skills and strategies I gained from collaborative professional development activities 100 4.60 Very Extensive 2 The guidance provided by my mentor has directly influenced my classroom observation ratings in Multi-Year 3 100 4.29 Very Extensive 3 I believe that the feedback received from the performance evaluation system has contributed to enhanced classroom observation ratings in Multi-Year 3 100 3.58 Extensive 4 Participating in collaborative professional development and mentorship has led to noticeable improvements in my classroom observation ratings over the past three years 100 4.06 Extensive 5 My overall effectiveness as a teacher, as e v i - denced by my classroom observation ratings in Multi-Year 3, has significantly benefited from the integration of collaborative professional growth, mentorship, and performance evaluations 100 4.06 Extensive 6 The collaborative learning experiences I engaged in over the past three years have had a lasting impact on my classroom observation ratings 100 4.70 Very Extensive 7 I feel that the combination of mentorship support and performance evaluations has directly led to higher classroom observation ratings in MultiYear 3 100 4.57 Very Extensive 8 The strategies and techniques I learned through collaborative professional development have been instrumental in achieving positive classroom observation ratings during Multi-Year 3 100 4.53 Very Extensive Average Mean 100 4.30 Very Extensive 16 ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - ment, Mentorship Programs, And Professional Evaluation Systems —Table 5 presents the results of the One-Way ANOVA conducted to determine whether there are significant differences in classroom observation ratings based on teachers’ exposure to Collaborative Professional Development (CPD), Mentorship Programs (MP), and Professional Evaluation Systems (PES), including their interaction effects. The analysis revealed that CPD had an F-value of 2.806 and a pvalue of 0.066. While this result does not meet the conventional level of statistical significance ( = 0.05), it indicates a marginal effect, suggesting that variations in teachers’ engagement with collaborative professional development may potentially influence their classroom observation ratings. On the other hand, the effects of mentorship programs and professional evaluation systems were not significant, with MP yielding an F-value of 0.724 (p = 0.488) and PES an F-value of 1.520 (p = 0.225), respectively. These findings imply that differences in exposure to mentorship and evaluation systems do not significantly impact classroom performance as measured by observation tools. Furthermore, the interaction effects among the three variables CPD MP, CPD PES, MP PES, and CPD MP PES also yielded non-significant results, with p-values ranging from 0.331 to 0.900. This indicates that combinations of professional development, mentoring, and evaluation strategies do not significantly influence classroom observation ratings when examined simultaneously. The residual variance (SS = 7.779; df = 81) accounts for the remaining unexplained variation, highlighting that other factor not included in the model may contribute to differences in teaching performance. Based on these findings, the results support the retention of the posed null hypotheses: (1) that there is no significant difference in classroom observation ratings based on teachers’ exposure to collaborative professional development, mentorship programs, and professional evaluation systems; and (2) that none of the components of holistic professional growth significantly influence classroom observation ratings. These outcomes are consistent with prior research, such as the study by Lopez and Panganiban (2021), which found that professional development efforts must be sustained, contextually relevant, and embedded within instructional support systems to yield observable improvements in classroom practice. Similarly, Singh and Sharma (2023) emphasized that peer mentoring alone may not significantly affect performance unless accompanied by formal feedback and structured implementation. Gonzales and de Vera (2021) also underscored the importance of aligning evaluation practices with developmental goals to ensure that feedback leads to meaningful teacher improvement. In conclusion, while collaborative professional development demonstrated a marginal effect, the absence of statistically significant results across all variables and their interactions suggests that current implementation practices of these professional growth components may not be sufficiently robust to produce measurable gains in classroom observation ratings. This calls for a more integrated and strategic approach to teacher development—one that combines professional learning, mentoring, and evaluation with reflective practice and institutional support. 3.4. Component of Holistic Professional Growth Significantly Impact Classroom Observation Ratings —The study sought to determine which components of holistic professional growth, specifically Collaborative Professional Development (CPD), Mentorship Programs (MP), and Professional Evaluation Systems (PES), significantly predict or influence the classroom observation ratings of English teachers. Using multiple linear regression anal17 ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - Table 5. One-Way ANOVA Summary: Significant Difference in Classroom Observation Ratings Based on Teachers’ Exposure to Collaborative Professional Development, Mentorship Programs, and Professional Evaluation Systems Cases Sum of Squares df Mean Square F p CPD 0.539 2 0.270 2.806 .066 MP 0.139 2 0.070 0.724 .488 PES 0.292 2 0.146 1.520 .225 CPD ×MP 0.056 3 0.019 0.194 .900 CPD ×PES 0.156 4 0.039 0.405 .804 MP ×PES 0.448 4 0.112 1.167 .331 CPD ×MP ×PES 0.004 1 0.004 0.045 .833 Residuals 7.779 81 0.096 — — Note. Type II Sum of Squares. ysis, the results revealed that none of the professional growth components showed statistically significant predictive power at the 0.05 level. Among the predictors, the variable Collaborative Professional Development (Moderate) had a coefficient of -0.069 (p = .324), Evaluation System (Low) had a coefficient of +0.075 (p = .439), and Evaluation System (Moderate) showed a coefficient of -0.115 (p = .124). The overall model yielded an R² of 0.059, indicating that only 5.9These findings imply that no individual components of holistic professional growth, as categorized in the study, exerted a statistically significant influence on English teachers’ performance as observed through classroom ratings. This outcome supports the retention of the null hypothesis: None of the components of holistic professional growth significantly influence classroom observation ratings. While this result may seem counterintuitive, it resonates with recent research highlighting the gap between professional development participation and measurable performance outcomes when interventions are not deeply embedded in practice. For instance, Baltaci and Yildiz (2022) found that professional development activities often fail to yield performance gains unless they are directly connected to instructional coaching and follow-up support. Similarly, Ramirez and Lim (2022) noted that the impact of evaluation systems on teaching performance is significantly moderated by the quality of feedback and the presence of reflective post-observation dialogue. Lee and Kim (2023) further emphasized that mentoring only influences classroom practice when structured, continuous, and aligned with specific teaching goals. In this study’s context, the lack of significant predictors may reflect implementation challenges, such as inconsistencies in mentoring structures, superficial participation in professional development, or evaluation systems that function more as compliance tools than formative mechanisms. Therefore, while professional growth structures may exist within the school system, their effectiveness in shaping observable teaching practices depends on depth, coherence, and the professional culture within which they are delivered. In conclusion, the findings suggest that holistic professional growth must be intentionally designed, systematically delivered, and closely monitored for fidelity for it to influence classroom observation ratings meaningfully. Programs that are fragmented or disconnected from teachers’ actual instructional realities may not produce the desired improvements in observable teaching quality. 18 ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - 4. Conclusions and Recommendations This chapter presents the conclusions drawn from the results and findings discussed in the preceding chapter and offers practical recommendations based on the implications of the study. The purpose of this research was to examine the extent to which the components of Holistic Professional Growth—namely, Collaborative Professional Development, Mentorship Programs, and Professional Evaluation Systems—influence the classroom observation ratings of English teachers in the Mato South District, Schools Division of Mati City. Guided by the study’s objectives and statistical analyses, this chapter provides a synthesis of key insights with respect to the levels of teacher engagement in professional growth activities and their observed instructional performance. The conclusions are anchored on both the descriptive and inferential analyses of the data and are framed in relation to the tested hypotheses and aligned literature. Subsequently, this chapter outlines evidence-based recommendations for school leaders, policymakers, and teacher development stakeholders. These recommendations aim to enhance the design and implementation of professional growth initiatives to improve teaching quality and instructional accountability in English education. 4.1. Findings—The level of holistic professional growth among English teachers was assessed across three main components. In terms of Collaborative Professional Development (CPD), a substantial portion of teachers reported moderate to high levels of engagement, while a smaller group indicated low involvement. This suggests that many teachers are actively participating in collaborative initiatives that support continuous professional learning. Regarding Mentorship Programs (MP), most respondents experienced a moderate level of mentorship support. Fewer teachers indicated either low or high levels of participation. These findings point to the potential benefit of enhancing mentorship efforts to provide more consistent and meaningful support to educators in their professional journey. For Professional Evaluation Systems (PES), a considerable number of teachers reported moderate engagement with evaluation processes. Some teachers noted high engagement, while others reported lower levels. These results imply that while evaluation mechanisms are in place, participation and perceived impact vary among educators. The average classroom observation rating among English teachers reflected a high level of observed instructional performance. This indicates that, in general, the quality of classroom instruction demonstrated by the teachers was strong and aligned with expected teaching standards. Findings from the analysis of variance revealed no significant differences in classroom observation ratings when grouped according to teachers’ exposure to CPD, MP, or PES. Additionally, interaction effects among these components were also not statistically significant, suggesting that individual or combined exposure to these professional growth factors did not produce notable variations in instructional performance ratings. Lastly, the results of the regression analysis showed that none of the components CPD, MP, or PES emerged as significant predictors of classroom observation ratings. The overall model was not statistically significant, indicating that these professional growth factors explained only a minimal portion of the differences observed in instructional performance. 4.2. Conclusions—Based on the findings, the study concludes the following: English teachers in the studied division demonstrate moderate to high participation in holistic professional growth activities. However, there are still teachers with limited engagement, partic19 ISSN 3028-1261 10.5281/zenodo.17308776/NIJSE.2025 NIJSE (2025) - ularly in formal mentoring and evaluation systems. Classroom observation ratings are generally high across the respondent group, reflecting positively on instructional performance regardless of the extent of exposure to professional growth components. The levels of exposure to CPD, MP, and PES do not significantly influence classroom observation outcomes. This suggests that implementing these professional growth components may not be sufficiently integrated, strategic, or reflective to impact observed teaching behavior directly. There is a need to reevaluate how professional development, mentoring, and evaluation systems are designed and delivered to ensure alignment with teacher needs and performance outcomes. 4.3. Recommendations—For Learners Strengthening the integration of professional growth components ensures that learners benefit from consistently improved and well-supported instruction. When teachers receive continuous and interconnected support through CPD, mentorship, and evaluation, students are more likely to experience high-quality, learner-centered teaching that enhances their academic achievement and engagement. For Teachers Teachers stand to gain from formalized mentorship programs with clearly defined objectives, feedback mechanisms, and supportive structures. These programs, particularly beneficial for novice and struggling teachers, provide a safe and guided environment for professional learning. Additionally, enhancing the developmental function of evaluation systems promotes reflective practice and instructional improvement, helping teachers grow in both competence and confidence. For School Heads School heads are encouraged to lead the integration and alignment of CPD, mentorship, and evaluation as part of a comprehensive teacher development strategy. Conducting needs-based professional development aligned with classroom observation findings allows school heads to tailor interventions that directly address instructional gaps, thereby improving school-wide teaching effectiveness and learner outcomes. For DepEd Top Officials Top-level decision-makers are advised to institutionalize continuous monitoring and impact assessments of professional growth initiatives. These assessments will help determine the effectiveness of programs in improving instructional quality and inform policy adjustments at the regional and national levels, ensuring that resources are directed toward impactful and evidence-based practices. For Future Researchers This study underscores the importance of examining the interplay between CPD, mentorship, and evaluation systems. 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