Julie Joy C. Santos
ABSTRACT
This study examined the implementation of school-based professional development programs among public elementary school teachers in the Fifth Legislative District of the Schools Division of Isabela. It specifically assessed teachers’ extent of participation in faculty development sessions, their attitudes toward professional development activities, and the extent to which the knowledge and skills gained from these programs were integrated into teaching practice. The study also explored factors that facilitated or hindered the integration of professional development inputs, as well as the challenges encountered in implementing school-based professional development programs. A mixed-methods research design was employed. Quantitative data were collected using a researcher-developed questionnaire administered to public elementary school teachers with one to three years of teaching experience. The quantitative data were analyzed using frequency and percentage distribution, weighted mean, independent samples t-test, and one-way analysis of variance. Qualitative data were gathered through open-ended questions and analyzed using thematic analysis. The findings revealed that teachers demonstrated a high level of participation in professional development activities and exhibited a very highly favorable attitude toward these programs. Moreover, teachers integrated the knowledge and skills acquired from professional development sessions into their teaching practice to a very great extent across instructional dimensions. Overall, the results highlight the significance of school-based professional development programs in enhancing teachers’ instructional practices and professional growth in public elementary schools.
Keywords: Professional development, faculty development, teacher attitudes, instructional practices, public elementary schools
https://doi.org/10.57180/bdsl9405