Training Needs Assessment (TNA) of Teachers in a Catholic Private School

Abstract

Teachers as employees are regarded as critical assets of any educational institution, and their continuous professional development is essential to sustaining organizational effectiveness. This study assessed the training needs of teachers of Christ the King College of Calbayog City, Inc., for the school year 2024–2025. A descriptive-causal comparative design was employed, using total enumeration sampling, and data were collected through a validated, researcher-developed survey questionnaire. The demographic profile of teachers revealed that the majority are early-career educators, predominantly female, single, bachelor’s degree holders, mostly assigned to the basic education department, with less than 5 years of service, in probationary status, and with minimal training experience. Moreover, findings disclosed that teachers identified very high training needs in instruction, research, community extension, production, personal well-being, and digital innovation, with personal well-being rated the highest. There is no significant difference in the teaching personnel in training needs across demographic profiles. They also identified challenges in school management, administrative leadership, the working environment, and interpersonal relationships that directly affect their work performance. The study concluded that systematic training needs assessment is vital for aligning staff development with institutional goals. Thus, it is recommended that a comprehensive, research-based personal and professional development program be tailored to the distinct needs of teaching personnel.