This study aimed to determine effective good governance in education and a consensus of support for professional growth and development of teachers in the San Pablo City Division using a validated researcher-created questionnaire. The teacher inquired about effective governance, core behavioral competencies, and core skills. The descriptive correlation design was adopted in the investigation. Data were collected, tabulated, and subjected to statistical treatment. Descriptive statistics like mean, percentage, and SD were used. Statistical treatment of data used stepwise regression analysis. The study reveals that most respondents are female, belong to ages 30-39, Teacher III, Major in general education, under level 2 MOVs of SBM, and fall under 300 population. Perceptions of good governance are understood that teachers' professional development and progress are significantly correlated. The academic position made predictions for professional development. The effective school administration is significantly related to development. The null hypothesis stated is rejected. Good governance, alone or in combination, does not determine the consensus of support for professional growth and development. There is an essential link between excellent governance in education and teachers' professional development. Hence the null hypothesis is rejected. The profiles of respondents and schools do not reflect effective governance or support for professional progress. Correlations were identified between respondent profiles and student enrollment. It was discovered, however, that the student population significantly impacted instructors' professional development. As a result, the proposed null hypothesis is only partially accepted.

 School may apply good governance. Principals may advise teachers to pursue professional development. They may practice effective financial reporting system and include stakeholders in the activities. The following are recommended. Leaders might foster favorable working conditions. They should inform instructors about the use of innovative teaching. Administrators can put together SBM team leaders. They may continue SWOT analyses, examine issues, and determine the reason to create a better solution to a problem.

good governance

core behavioral competencies

professional growth and development

core skills