Sional finding out to continually increase the quality of educational experiences they offer their students (Iverson and Yoshida 2005). In line with Takahashi (2015) LS will not be just a “nice to possess, but a need to have”. He stressed that LS delivers opportunity for classroom TA-01 site teachers to function collaboratively to seek helpful implementation of new suggestions, in lieu of struggle in isolation to know how the tips look in hisher personal classroom. He elaborated that LS delivers access to outdoors experts, the knowledgeable others, to ensure that every single teacher can realize new ideas for improving teaching and studying with concrete examples. He added that LS as a basic driver for experienced development permits teachers to learn not just new concepts for enhancing teaching and studying but also aids them to develop experience. With these aforementioned views, this paper aims to assess Bulua National Higher School mathematics teachers’ high-quality level in terms of the SEARS-MT dimensions, and explore the use of LS to enhance mathematics teachers’ good quality and to market teachers experienced improvement (TPD). Also, this paper aims to ascertain the teachers’ perception around the use of LS for TPD.Lomibao SpringerPlus (2016)5:Page 3 ofAn overview of TPD and Lesson Study in the PhilippinesProfessional PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/21303214 improvement for teachers inside the Philippines had been typically done through a school or division level in-service trainings and seminars. These trainings and seminars have been an echo seminar conducted by the participants trained in the regional or national level trainings. Teacher-participants inside the school and division level acted as audience for the talks and demonstrations with the speakers or resource person–who have been the participants in the regional and national level trainings. The coaching or seminar normally span for 2 days in maximum, twice a year, in the course of midyear break and summer break. Bentillo et al. (2003) referred to as this experienced development for teachers as cascading model, exactly where the training moves from the national, regional, division, then school level with decreasing duration at each reduced level. He added that this training is usually utilised to implement modifications on a nationwide scale for instance the curriculum reform and promotion of the new approach or understanding techniques along with the training content is decided in the central level. Even so, commented that there was a lot dilution in making use of this top-down one-shot model. Ulep (2006) also identified cluster-based instruction as a further model applied for expert development in the Philippines. This model involves teachers from a number of schools attending the exact same training program performed by invited subject specialists as trainers. The content is determined by the master teachers, the department coordinator from the schools in consultation with the teachers. She claimed that dilution may be avoided within this model, but she also commented that if the trainers are certainly not completely aware of the schools’ circumstances, hence, the relevance of the coaching might not be nicely appreciated by the teachers. Gutierez (2015) documented in her study on the year-long professional development on the teachers inside the Philippines. She 
observed that authorities tried to make every teacher’s capacities inside a set of concrete activities such as lecture sessions, workshops, collaborative lesson organizing, classroom observations, and post-lesson reflections and discussions. This was confirmed by Loucks-Horsley et al. (1998) claim, that in the Philippines, most of the.