Breaking Barriers: Prioritizing Teacher Professional Development for Enhanced Educational Outcomes
DOI:
https://doi.org/10.5281/zenodo.19008436Keywords:
Administration and Supervision, Teachers’ Performance, Inabanga North District Bohol, Quantitative and Qualitative Analysis, and Coping MechanismsAbstract
This study assessed barriers to teachers' access to professional development programs in the identified Elementary Schools of Inabanga North District of Bohol during the school year 2023–2024, aiming to propose enhanced professional strategies to address these challenges. Adopting a descriptive quantitative approach enriched by qualitative insights, the study surveyed 100 elementary school teachers, focusing on their demographic profiles, the severity of barriers encountered, and their performance across key professional development areas. The research also explored teachers' perceived coping mechanisms for addressing these barriers. The study revealed significant personal and professional barriers, including financial constraints, health issues, high workloads, and monotonous course content, which negatively impacted teachers' performance. Despite these challenges, teachers exhibited high proficiency in areas such as Content Knowledge and Pedagogy, Learning Environment, and Curriculum and Planning. To cope with these barriers, teachers utilized strategies like Learning Action Cell (LAC) sessions, webinars, and online resources. The study found significant negative correlations between personal and professional barriers and teachers' performance, concluding that addressing these barriers is crucial for enhancing teachers' effectiveness in their professional development priorities. The findings emphasized the need for targeted professional development strategies that consider the specific challenges faced by teachers, particularly in geographically isolated areas. The proposed enhanced professional development strategies aimed to help teachers overcome these barriers and foster continuous professional growth.
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