This study focuses on the supervisory plans and training created by the school heads for the teachers personal and professional satisfaction with the continuous development that results in welfare and well-being, especially in the mental and emotional state through professional development programs. Specifically, this study answers the extent of the Continuous Professional Development Program, level of Teachers well-being and welfare. Likewise, it measure the significant relationship between Continuous Professional Development Program Training on Teachers well-being and welfare. Additionally, the significant relationship of Continuous Professional Development Program Induction and mentoring to Teachers well-being and welfare, as well singly or in combination of significant relationship on Continuous Professional Development Programs to the predictors of Teachers well-being and welfare were investigated. Descriptive research was used as the design of this study. It employed purposive sampling, in which It involved five (5) sub-offices (512) teachers were taken from schools with a given number of teachers. Research-made questionnaires were used as the primary tool in this study. Statistical treatments utilized were Mean, Standard Deviation, and Pearson r. Based on the data presented and interpreted, the Continuous Professional Development Program in the school was very great extent. Also, the Level of Teachers well-being and welfare was very great extent.  Furthermore, the findings show that there is a significant relationship between Continuous Professional Development Program Training and Teachers well-being and welfare. Additionally, the results show that there is a significant relationship between Continuous Professional Development Program Induction and mentoring to Teachers well-being and welfare. Lastly, there is a significant relationship found in combination between to the predictors of Teachers well-being and welfare on the Continuous Professional Development Program. Based on the findings, the following conclusions were drawn. Found out the there is a significant relationship between Continuous Professional Development Program Training and Teachers well-being and welfare. Also, there is a significant relationship between Continuous Professional Development Program Induction and mentoring to teachers well-being and welfare. Lastly, there is a significant connection between the Continuous Professional Development Program to the well-being and welfare of Teachers, this implies that the Continuous Professional Development Program Training is beneficial to the development of teachers to be active and holistically beneficial, and all the hypotheses were rejected. Lastly, based on the findings and conclusion, the following recommendations were made. School heads may actively encourage teachers to participate in professional development opportunities and attend training sessions focused on welfare and well-being. Also, introduce an annual program aimed at emphasizing the importance of teachers welfare, specifically addressing aspects related to personal security and safety.