Professional Development in the Lens of Public School Teachers
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| Title: | Professional Development in the Lens of Public School Teachers |
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| Language: | English |
| Authors: | Quenie Romorosa (ORCID |
| Source: | International Journal of Research in Education and Science. 2025 11(1):140-149. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Public School Teachers, Faculty Development, Teacher Attitudes, Foreign Countries, Professional Continuing Education, Teacher Collaboration, Individual Development, Relevance (Education), Pedagogical Content Knowledge, Student Improvement, Teacher Promotion, Academic Standards |
| Geographic Terms: | Philippines |
| ISSN: | 2148-9955 |
| Abstract: | Teachers' participation in diverse professional development initiatives is crucial for personal and professional advancement. This study focused on exploring the perspectives of public-school teachers in their pursuit of professional development. A case study was conducted through purposive sampling, utilizing a semi-structured interview to gather data among the six public school teachers in Bukidnon, Philippines. Using Braun and Clarke's approach to thematic analysis, the data were analyzed and interpreted, which uncovered the teachers' perceptions that urged them to engage in such activities in two themes: continuous learning and growth and fostering professional collaboration. Continuous learning and growth comprised the subthemes: being relevant and updated in their field, enhancing content knowledge and pedagogy, improving students' outcomes, promotion, and compliance with professional standards. Furthermore, various implications for professional development providers and education administrators were also discussed. Further research is suggested to enrich the results and implications of the study. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465829 |
| Database: | ERIC |
| Abstract: | Teachers' participation in diverse professional development initiatives is crucial for personal and professional advancement. This study focused on exploring the perspectives of public-school teachers in their pursuit of professional development. A case study was conducted through purposive sampling, utilizing a semi-structured interview to gather data among the six public school teachers in Bukidnon, Philippines. Using Braun and Clarke's approach to thematic analysis, the data were analyzed and interpreted, which uncovered the teachers' perceptions that urged them to engage in such activities in two themes: continuous learning and growth and fostering professional collaboration. Continuous learning and growth comprised the subthemes: being relevant and updated in their field, enhancing content knowledge and pedagogy, improving students' outcomes, promotion, and compliance with professional standards. Furthermore, various implications for professional development providers and education administrators were also discussed. Further research is suggested to enrich the results and implications of the study. |
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| ISSN: | 2148-9955 |
