Engagement and Attitudinal Dispositions Towards Professional Development and Their Relationship to Mathematics Teachers' Performance

This study examined the level of engagement and attitudinal dispositions of mathematics teachers toward professional development and their relationship with teacher performance in secondary schools of Buguey District, Cagayan, for School Year 2025–2026. It also identified enabling and limiting factors affecting participation and served as the basis for a proposed intervention. Using a descriptive–correlational design, data were gathered from 60 respondents through a validated instrument and analyzed using descriptive and inferential statistics. Findings revealed very high levels of engagement and very positive attitudes toward professional development, alongside outstanding performance ratings. However, no significant relationship was found between engagement, attitude, and performance. Only selected attitudinal dimensions influenced engagement, while participation was shaped by both enabling factors such as administrative support and accessibility, and limiting factors such as workload, time constraints, and funding. The study concludes that the main issue lies in the limited translation of engagement into practice, highlighting the need for sustained, contextualized, and institutionally supported professional development programs.