Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

Abstract

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

Utilizing Open Access Webinars to Promote Continuing Professional Development during COVID-19 Crisis in the Philippines

“…This is followed by the item "I plan to apply what I learned in this webinar." which is reminiscent of a previous study where webinars had enabled users to reduce a perceived skill gap (Poce et al, 2021) and also supportive of the conceptualizations of Filipino professionals on CPD (Bernardo et al, 2020;Palma et al, 2020). In consonance with the positive attitude of participants toward web-based training (Avila et al, 2011;L.…”

Continuing Professional Development Model in the Schools Division of Sarangani

“…Hence, teachers should engage themselves in professional training and seminar, which is linked to professional dedication and satisfaction. It is a crucial part of any educational system's quality standards (Bernardo, et al,2020).…”

The Implementation Of a Mentoring Strategy For Teachers' Professional Development in Elementary School

“…Teachers` professional development may be deemed compulsory because the skills and knowledge gained from the development activities are considered important for teacher quality improvement (Bernardo et al, 2020). In some cases, participation in such activities may even be required for teacher certification.…”