Professional Development and Barriers Among Elementary Teachers in Sofronio Española: A Basis for A Professional Development Plan
DOI:
https://doi.org/10.5281/zenodo.19008263Keywords:
barriers, professional development, Sofronio Española, teacher awarenessAbstract
This study investigated the level of awareness of and barriers to professional development (PD) among elementary teachers in the District of Sofronio Española, Palawan. Using a quantitative descriptive-correlational design, data were gathered from 281 public elementary school teachers through an adapted Likert-scale survey questionnaire. The study analyzed teachers’ demographic profiles, their awareness of PD programs, and the barriers affecting participation using descriptive statistics and Spearman’s rho correlation. Findings revealed that teachers were moderately aware of available PD programs, such as career progression initiatives, special programs, and in-service training. While most teachers recognized the importance of these programs, they reported limited knowledge of their practical and skills-based applications. The most prominent barriers identified were transportation difficulties and heavy workloads, followed by funding constraints, limited internet access, and mismatched training needs of teachers. Correlation analysis showed no consistent significant relationship between teachers’ level of awareness of professional development programs and their demographic profile, except for selected indicators related to years of teaching experience. Similarly, the relationship between awareness of professional development and perceived barriers was generally not statistically significant, although internet accessibility demonstrated a strong association with INSET awareness. However, awareness alone did not significantly reduce participation barriers. Based on these findings, the study concludes that while professional development opportunities are available, their effectiveness is constrained by systemic and contextual barriers in rural settings. It recommends localized, flexible, and resource-supported PD initiatives that address logistical and technological constraints. A professional development plan was proposed to guide DepEd and school administrators in improving the access, relevance, and sustainability of PD programs for rural educators.
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