Asian Journal of Education and Social Studies

This study aimed to determine the level of professional development (PD) and teaching efficacy (TE) and examine their relationship among Master of Science in Teaching (MST), major in Mathematics graduates of Davao Oriental State University. Addressing the need for evidence-based evaluation of teacher preparation programs, the research was grounded in Social Cognitive Theory, which emphasizes the interplay between personal, behavioral, and environmental influences and explored how ongoing training and development activities influence teaching confidence and classroom effectiveness. Utilizing a quantitative approach through a descriptive-correlational design, the study collected data through a survey questionnaire answered by 25 Master of Science Teaching Mathematics graduates. Results showed a generally high level of PD (x ̅=4.33, s=0.41) and TE (x ̅=4.46, s=0.42) among respondents. The findings also revealed a moderate positive correlation (r = 0.35, P= 0.09) between PD and TE, indicates that teachers who engage more in relevant training tend to feel more effective in their teaching roles. Further analysis showed no significant differences in PD and TE when respondents were grouped by age and years of teaching experience. However, there was a significant difference in PD when respondents are categorized based on gender but not in TE. These results reflect that ongoing professional development contributes to teachers’ confidence and effectiveness in the classroom, while factors such as gender may influence the extent of professional development engagement.