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Professional Development in the Lens of Public School Teachers

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Title: Professional Development in the Lens of Public School Teachers
Language: English
Authors: Quenie Romorosa (ORCID 0000-0001-6890-7328), Jenyliza Ucang (ORCID 0000-0003-1180-3880)
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
FullText Text:
  Availability: 0
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  Data: Professional Development in the Lens of Public School Teachers
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  Data: <searchLink fieldCode="AR" term="%22Quenie+Romorosa%22">Quenie Romorosa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6890-7328">0000-0001-6890-7328</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenyliza+Ucang%22">Jenyliza Ucang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1180-3880">0000-0003-1180-3880</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2025 11(1):140-149.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Promotion%22">Teacher Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2148-9955
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  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1465829
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 140
    Subjects:
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Professional Continuing Education
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Teacher Promotion
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Philippines
        Type: general
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      – TitleFull: Professional Development in the Lens of Public School Teachers
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          Name:
            NameFull: Quenie Romorosa
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            NameFull: Jenyliza Ucang
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              M: 01
              Type: published
              Y: 2025
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              Value: 2148-9955
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            – TitleFull: International Journal of Research in Education and Science
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