This study highlights the practices of the performing schools in the implementation of training and development programs in the Division of Nueva Vizcaya. Specifically, it determined the profile of the schools, school heads, and teachers of the three best performing schools; assess the implementation of training and development programs in terms of the following indicators: Seminars and Trainings, Action Researches, Conferences and Workshops, Graduate Studies, Learning Action Cell Sessions, Projects and Intervention Programs, Budget and Resources, Bases of Schools in Selection of Attendees and Factors to Consider in Teachers' Attendance; as well as to evaluate the issues, challenges, and benefits in the implementations of the training and development programs.

The implementation of the Policies and Guidelines, also known as DepEd Order No. 32 s. 2011 has served as framework to determine the best practices of the personnel in performing schools. This study has employed both quantitative and qualitative methods, the use of the survey questionnaire, survey guide and interview schedule could supplement each other to draw the development of personnel in terms of their attendance on the training and development programs. For the quantitative data analysis, it utilized descriptive analysis to describe the profile of the schools, school heads and teachers. On the other hand, content analysis was employed to assess the qualitative data like documents and reports. Also, thematic analysis was employed to assess the issues, challenges and benefits on the implementation on the training and development programs and activities of the performing schools.

The findings of the study show that all of the schools awarded best performing schools are located in lowland areas and belonged to non-central school category. The school heads were all female with principal item. They have further shown greater influence for the school achievements and performance. Meanwhile, most teachers have rendered service for 32-36 years. With the attendance on training and development programs, teachers have improved their teaching-learning process and personal and professional capacities. Also, teachers were able to build collaboration and linkages with the external stakeholders. They have conducted more intervention programs that enable and develop their leadership skills. Despite the challenges and issues met by the teachers, still they are very supportive and active to all the department's program and activities. With these, teachers were trained and gained knowledge that significantly enhanced their skills, attitudes and values which led to their high performance.

In general, on best practices in the implementation of training and development programs of performing school include: 1) Continuing Professional Development, 2) Enhancing Curriculum, 3) Utilizing Action Researches, 4) Innovative and Productive Teaching Strategies and 5) Effective School Management. 

Thesis (Master of Education - Educational Administration)

Includes appendices and bibliographical references