Professional Development Needs, Participation Barriers, And Self-Perceived Instructional Competence of Teachers in Pamaypayan Integrated School, Bislig City Division: A Descriptive-Survey Approach as Basis for a School-Based In-Service Training Plan

Abstract

This study determined the professional development needs, participation barriers, and self-perceived instructional competence of teachers in Pamaypayan Integrated School, Bislig City Division, as basis for a School-Based In-Service Training (INSET) Plan. A quantitative cross-sectional descriptive-survey design was employed. Total enumeration was attempted among all 21 eligible teachers, of whom 19 returned complete and usable questionnaires, yielding a 90.48% response rate. Data were gathered through a researcher-developed and expert-reviewed questionnaire aligned with Teaching and Learning International Survey domains for professional development needs and participation barriers and with Teachers’ Sense of Efficacy Scale domains for instructional competence. Frequency and percentage described respondent profiles, while weighted mean, standard deviation, and rank ordering summarized the major variables. Teachers reported a High Need for professional development overall (M = 3.71, SD = 0.71), with Professional Responsibilities and Collaboration highest (M = 3.99). Participation barriers were Moderate overall (M = 3.18, SD = 0.82), led by distance/transportation (M = 4.11) and limited internet/connectivity (M = 3.42), both interpreted as Major Barriers. Self-perceived instructional competence was Confident overall (M = 3.85, SD = 0.48); Classroom Management ranked highest (M = 3.96), while Student Engagement was comparatively lowest (M = 3.72). The findings support a developmental rather than remedial INSET plan emphasizing collaboration, inclusive and differentiated instruction, learner engagement, assessment, contextualized resources, and school-based, offline-capable delivery responsive to the school’s remote setting.

This study determined the professional development needs, participation barriers, and self-perceived instructional competence of teachers in Pamaypayan Integrated School, Bislig City Division, as basis for a School-Based In-Service Training (INSET) Plan. A quantitative cross-sectional descriptive-survey design was employed. Total enumeration was attempted among all 21 eligible teachers, of whom 19 returned complete and usable questionnaires, yielding a 90.48% response rate. Data were gathered through a researcher-developed and expert-reviewed questionnaire aligned with Teaching and Learning International Survey domains for professional development needs and participation barriers and with Teachers’ Sense of Efficacy Scale domains for instructional competence. Frequency and percentage described respondent profiles, while weighted mean, standard deviation, and rank ordering summarized the major variables. Teachers reported a High Need for professional development overall (M = 3.71, SD = 0.71), with Professional Responsibilities and Collaboration highest (M = 3.99). Participation barriers were Moderate overall (M = 3.18, SD = 0.82), led by distance/transportation (M = 4.11) and limited internet/connectivity (M = 3.42), both interpreted as Major Barriers. Self-perceived instructional competence was Confident overall (M = 3.85, SD = 0.48); Classroom Management ranked highest (M = 3.96), while Student Engagement was comparatively lowest (M = 3.72). The findings support a developmental rather than remedial INSET plan emphasizing collaboration, inclusive and differentiated instruction, learner engagement, assessment, contextualized resources, and school-based, offline-capable delivery responsive to the school’s remote setting.