This qualitative study examines the impact of professional development (PD) on teacher self-efficacy in the Labason District, Zamboanga del Norte, using Banduras social cognition theory as a framework. The research highlights the critical role of teachers in driving educational change and seeks to understand how PD programs influence their perceived competence and instructional effectiveness. Employing a qualitative methodology, the study gathers personal experiences and perceptions of eight teachers from diverse backgrounds through in-depth interviews. These narratives provide insight into how PD activities are integrated into teaching practices and their effects on self-efficacy. Key findings indicate that tailored PD programs significantly boost teachers confidence and effectiveness, with reported improvements in classroom management, instructional strategies, and student engagement. The study underscores the importance of aligning PD activities with teachers specific needs and the realities of their educational environments. Supportive school leadership and a collaborative school culture are also identified as crucial for maximizing the benefits of PD programs. The research highlights challenges such as limited resources and unequal access to quality PD opportunities. Despite these issues, the study emphasizes the transformative potential of well-designed PD initiatives in creating a positive learning environment and enhancing student achievement.  Contributing to the broader understanding of teacher development, the study offers practical recommendations for policymakers and educational leaders to improve teacher self-efficacy and educational outcomes in the Labason District and similar contexts.

professional development

teacher self-efficacy

instructional effectiveness

educational change