1

TEACHERS’ PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND ITS

IMPLICATION

An Undergraduate Thesis

Presented to the Faculty of College of Education

Ramon Magsaysay Memorial Colleges – Marbel Inc.

Koronadal City

In Partial Fulfillment of the Requirements for the degree

Bachelor of Elementary Education-Generalist

SULAN, APRIL MAE F.

JULY 2022
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RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Purok Waling-Waling, Arellano Street, Koronadal City, South Cotabato

Tel. No.: (083) 228-2880

COLLEGE OF TEACHER EDUCATION

APPROVAL SHEET

This research study entitled “TEACHERS’ PROFESSIONAL DEVELOPMENT

OPPORTUNITIES AND ITS IMPLICAION” Submitted by: APRIL MAE F. SULAN in

partial fulfillment of the requirements for subject Research in Education in the degree of

BACHELOR OF ELEMENTARY EDUCATION-GENERALIST, has been approved and

has been recommended for acceptance and approval for presentation

VICENTE C. GARCES, JR.,EdD

Adviser
________________________________________________________________

PANEL OF EXAMINERS

Approved by the committee on oral presentation with a grade of

_______on__________ 2022.

FERNANDO P. LAGRADILLA, MIM CHRISTINE JOY F. ILUSTRY,MAEd

Member Member
CONSES DIANNE P. FAJARTIN, MAEd
Chairman
________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the degree of

BACHELOR OF ELEMENTARY EDUCATION-GENERALIST

JHONNY S. BANTULO, EdD

Progam Director College of Teacher Educatio
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ABSTRACT

Teaching is a noble profession and time and again, it has proven its worth

with regards to conveyance of knowledge and appropriate learnings for the students.

There is the importance towards the value of education and hand in hand, the teachers

and the students are major players in this field.  However, the notion of having the best

method of teaching is dependent on the applied mode of instruction which on its part is

also a reflection on the development opportunities afforded the teachers through proper

trainings, workshops and seminars. This study aptly mirrors the objective set to

determine the level of teachers’ capacity development in terms of across curriculum

motivation. The concentration of this study are the twenty (20) elementary school

teachers of Flaviano T. Deocampo Sr. Elementary School of Koronadal District II of the

Division of South Cotabato who are the respondents.  They serve as the key informants

assigned for first hand information to be gathered.  Method of research are the

descriptive and survey questionnaire which put into consideration the quantifiable result

of the questionnaires which would surely reflect the outcome of the survey and put into

perspective the effect of the development initiatives and their implications. Statistical

tools used are Frequency, Percentages and Weighted Mean of which Scale used is from

1 to 5 with 5 the highest described as Always with regards to access to development

opportunities and 1 as the lowest which is tantamount to never. As per result of the

study, the average mean of Level of the Teachers professional development

opportunities across curriculum was 4.34 described as often. This means that that the

teachers’ oftentimes experience these opportunities by joining different activities and

training that will improve their teaching performance that they may be able to share to

their learners that will help also improve performance. Based on the results of this study,

the following conclusions are drawn:

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The researcher concludes that the respondents conformed that the Teachers

professional development opportunities across curriculum was 4.34 described as Often

which means the teachers’ oftentimes experience these opportunities by joining different

activities and training that will improve their teaching performance.

Based on the finding and conclusions presented, the following recommendations are

suggested: The researcher encourage that the School through the school administrator

to continue their best practices in improving teachers performance through initiating

different activities and training intended for teachers to help improve students

performance. The results show above average, the researcher recommends to the

school administrators to initiate and conduct other related activities to their best practices

to improve teachers performance. Lastly, the researcher recommends that participation

of teachers in the application of what they learned from different activities and trainings

and make use of differentiated activities as strategy to ensure quality of teaching and

learning.

Keywords: (Teachers Professional, Teachers opportunities, Development and

experience)
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TABLE OF CONTENTS

Pages

Title Page i

Approval Sheet ii

Abstract iii

Table of Contents iv

List of Tables v

List of Figures vi

Acknowledgement vii

Dedication vii

Chapter

1 INTRODUCTION

Rationale 9

Research Objective 10

Review of Related Literature 10

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Theoretical Framework

Conceptual Framework

Significance of the Study

Definition of Terms

2 METHOD

Research Design

Research Locale

Population and Sampling Technique

Research Instruments

Data Collection

Statistical Tool

Ethical Consideration

3 RESULTS

4 DISCUSSIONS

Conclusion

Recommendations
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References

Appendices

A. Survey Questionnaire

B. Summary of Validator’s Rating on Questionnaire

C. Letter of Permission to Conduct Study

D. Curriculum Vitae of The Researchers

ACKNOWLEDGEMENT

The researcher wishes to acknowledge with profound gratitude and appreciation

the valuable assistance she has received from all of those who, in one way or another,

have made this study possible. In particular, the researcher is grateful to:

Vicente C. Garces, JR. EdD, the ever-supportive and understanding adviser for

the invaluable insights that made this study more comprehensive and for the research

guidance extended.

Mr. Modesto Monday, assistant principal of Flaviano T. Deocampo Sr.

Elementary School who helped me to find my respondents for this study.

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Mrs. Edna H. Gallaza, principal of Flaviano T. Deocampo Sr. Elementary

School, for granting me the permission to conduct such study involving the school and

the twenty (20) teachers respondents in Brgy, Santa Cruz, Koronadal City, South

Cotabato, for their active and enthusiastic participation in the conducted survey.

Conses Dianne Fajartin, LPT, OIC – Program coordinator and also to rest of the

validators Fernando P. Lagradilla, MIM, Christine Joy F. Ilustry, MAEd

To all those names this research has failed to mention, the researcher gives

thanks for your efforts.

Above all, the researcher is grateful to our Almighty God, the source of

everything and the one who gives wisdom, courage, strength, guidance, and inspiration

to surpass all the difficulties encountered in the study.

Thank you very much.

DEDICATION

This study is wholeheartedly dedicated to her parents and employer who have

been her source of inspiration and gave her strength when she thought of giving up. Also

for their continuous financial support to tide her through tough times thus prodding her to

keep going and complete

.To her siblings, adviser, mentors, friends and classmates who shared their

words of advice and encouragement to finish this study.

And lastly, to our Almighty God, thank you for the guidance, strength and

protection. All of these, she offer to you.

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THE RESEARCHER

Chapter I

INTRODUCTION

Rationale

The teaching profession is a noble job but being the molders of the youth entails

lots of responsibilities and preparations to impart the full extent of knowledge to the

recipients - the students. This is where capacity development runs its course to draw

the line for teachers’ opportunity.

Professional development in the field of K-12 curriculum particularly for school

administrators to encourage the teachers to pursue professional development for them

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to be more affective and satisfied in various other aspects of their work not only to

ensure the best learning outcomes.

In the learning environment of which no teachers development takes place or

provided for the mentor or the teacher, lack of enhanced capacity and capability is

imminent and it reflects also in the performance of the students. Continuous education

through capacity development should be an integral factor in the conquest for excellent

learnings and must be included in the teachers’ portfolio to assure its execution and

delivery in the course of the teaching profession.

Capacity building also pushes for innovations in the educational norms and

approaches thus achieving more learnings on the sides – from the community through

participation and its resources. This is what you call an intertwining direction from all

angles encompassing all sectors as needed in the educational process.

It is along this line, that all teachers must have that notion to improve themselves

to better equip them in the course of their instructions and level of capacity so as to

deliver the best directives and information to their students and expect to get the best

outputs also.

Teachers are the reflection of how the learners learn. Capacity building in its part

acts as an integral part of the development process of the teaching profession that aims

to increase the individual and collective abilities of those in this league to continuously

improve student learning.

Thus this study is conducted to shed light on the importance of teachers’ capacity

development opportunities and its implication.

Research Objective
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Specifically, the study seeks to attain the following research objectives:

1. To determine the level of teachers’ professional development opportunities.

2. To draw implication based on the results of the study.

Review of Related Literature

This section entails background of the study which include among others related

literature and studies relative to topics along this area of investigation.

The present paper addresses the aspects which influence Teacher Professional

(Development TPD) concerning the change and collaboration in teaching when

reviewing literature in the field of TPD. Research in the field of TPD has already a

responsibility to allocate what works or not in order to invest in the development of

teachers so that all students can have high quality instruction. (Bodil Svendsen. 2020)

Effective teacher professional development is defined as structured professional

learning activities which result in changes in teaching practice and improvements in

student learning outcomes. (Lisa A. Cadero-Smith, 2020)

Educators and policymakers are increasingly looking to teacher professional learning as

an important strategy for supporting the complex skills students need to be prepared for

further education and work in the 21st century. For students to develop mastery of

challenging content, problem-solving, effective communication and collaboration, and

self-direction, teachers must employ more sophisticated forms of teaching. Effective

professional development (PD) is key to teachers learning and refining the pedagogies

required to teach these skills. But what constitutes effective professional development?

That’s the question we set out to answer in this report, which reviews 35

methodologically rigorous studies that have demonstrated a positive link between

teacher professional development, teaching practices, and student outcomes. We

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identify key features of effective efforts and offer rich descriptions of these models to

inform education leaders and policymakers seeking to leverage professional

development to improve student learning. (Linda Darling-Hammond, Et.al,. 2017)

Professional development (PD) in the 21st century is important to the growth and

development of the contemporary educator. Today’s educational realm is full of multiple

perspectives, technologies, and opportunities for students and educational leaders. The

goal of professional development for educators is to go beyond maintenance and to

create sustainability and professional longevity. For teachers, PD allows for instructors to

keep up the date on curriculum standards and the latest teaching strategies. When it

comes to school-wide initiatives, PD increases the skill sets of individuals, and as a

result, increases the overall value of the department and grade-level teams. Due to the

need for continuous professional development, there are many models and methods of

PD including graduate education programs, professional conference, online training

courses, and school and district-wide PD cohorts. (Dr. Benjamin Washington, 2019)

Professional development programs are based on different theories of how

students learn and different theories of how teachers learn. Reviewers often sort

programs according to design features such as program duration, intensity, or the use of

specific techniques such as coaches or online lessons, but these categories do not

illuminate the programs’ underlying purpose or premises about teaching and teacher

learning. (Mary M. Kennedy, 2016)

Today’s school leaders need to prioritize the development of leadership capacity

in classroom teachers. Leadership development commonly involves either teachers’

expressing an interest leadership or school leaders finding talent in those teachers

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whom they believe have the capacity to grow into formal leadership roles. (Carswell

Adam, 2021).

Teachers are sometimes surprised to discover just how much giving clear

instructions to students can affect students’ success in the classroom. When given

effective directions, students can engage with the material more effectively and

ultimately have more productive experiences. (Nancy Barrile, 2020)

In line with the implementation of Republic Act 10533, or the Enhanced Basic

Education Act of 2013, the Department of Education (DepEd) issued the enclose policy

on the Learning Action Cell (LAC) as a K to 12 Basic Education Program School Based

Continuing Professional Development Strategy for the Improvement of Teaching and

Learning. Through this policy, the DepEd fully supports the continuing professional

development of its teaching personnel based on the principle of lifelong learning and

DepEd’s commitment to the development of teachers’ potential aimed towards their

success in the profession. This can be done through the school-based LAC, which

primarily functions as a professional learning community for teachers that will help them

improve practice and learner achievements.

The Philippines’ Department of Education through the implementation of the

Basic Education Sector Reform Agenda (BESRA) is pursuing a package of policy

reforms to further improve education. One of its reforms is the K-12 Program which has

opened tthe way to the mandated 21st Century Skills. These include Learning and

Innovation; Information, Media and Technology; and Life and Career Skills. One of its

progress indicators is the use of the National Competency-Based Teacher Standards

(NCBTS) for assessing teachers’ job performance through the self-assessment tool

named as Teachers Strengths and Needs Assessment (TSNA). The study sought to
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identify the teachers’ skills and job performance; the relationship of teachers’ skills and

job performance and the difference of both when teachers are grouped according to

profile. (Dr. Mark Anthony Cenas Pa-alisbo, 2017)

The Department of Education (DepEd) on October, 2021 launched the

Professional Development Program on Assessment and Emerging Literacies with focus

on PISA (Assessment PD) in line with its commitment to improve the quality of basic

education in the Philippines.

Theoretical Framework

The capability approach is a theoretical framework that entails two normative

claims: first, the claim that the freedom to achieve well-being is of primary moral

importance and, second, that well-being should be understood in terms of people’s

capabilities and functioning. Capabilities are the doings and beings that people can

achieve if they so choose — their opportunity to do or be such things as being well-

nourished, getting married, being educated, and travelling; functioning are capabilities

that have been realized. Whether someone can convert a set of means - resources and

public goods - into a functioning (i.e., whether she has a particular capability) crucially

depends on certain personal, sociopolitical, and environmental conditions, which, in the

capability literature, are called ‘conversion factors.’ Capabilities have also been referred

to as real or substantive freedoms as they denote the freedoms that have been cleared

of any potential obstacles, in contrast to mere formal rights and freedoms.

As stated in D.O. 42, series of 2017, the Philippine Professional Standard for

Teachers (PPST) “… makes explicit what teachers should know, be able to do and value

to achieve competence, improve students learning outcomes, and eventually quality

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education. It is founded on teaching philosophies of learners-centeredness, lifelong

learning and inclusivity/ inclusiveness, among others.”

Pursuant to DepEd Order (DO) No. 001, series of 2020 titled Guidelines for

NEAP Recognition of Professional Development Programs and Courses for Teachers

and School Leaders, the Department of Education (DepEd), through the National

Educators’ Academy of the Philippines (NAEP), issues the DepEd Professional

Development (PD) Priorities for Teachers and School Leaders for School Year (SY)

2020-2023. The PD Priorities shall support the realization of the Department’s goal of

continuous upskilling and reskilling of teachers and school leaders that will result in

better learning outcomes. The three-year PD priorities shall be drawn from the

Philippine Professional Standards for Teachers (PPST), while the PD priorities for school

leaders – school heads and supervisors – shall be drawn from the Philippine

Professional Standards for School Heads (PPSSH). And the Philippine Professional

Standards for Supervisors (PPSS), respectively.

Conceptual Framework

In this study, the independent variable of the study focuses on the capacity

development focusing on teachers’ opportunities and implication

detail is shown in Figure 1.

Input

TITLE: TEACHER’S
PROFESSIONAL
DEVELOPMENT
OPPORTUNITIES
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Output

IMPLICATION

Figure 1. Conceptual Framework of the Study.

Significance or Importance of the Study

The result of this study are considered useful and meaningful to the following:

School Administrators. The result of this study will aid the school

administrators who will direct or supervise the conduct of better opportunities. Moreover,

they will be able to help their respective teachers to hone their classroom instructions

through more capacity development trainings.

Students. This study will motivate students to improve their learnings.

Teachers. The teachers will be able to assess their capabilities in terms of

accessing capacity development exposures through trainings and seminars so as to

level up their instructions and improve students’ output.

Researcher. This will be an avenue to gain necessary information and data so

as to uplift his own learning capabilities and adopt interventions in his future teaching

career and development.

Researchers. The study is applicable for all teachers for replication and also for

other researchers who will adopt and adapt this study in their own context and learning

environment as per its intervention program.

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Definition of Terms

To understand better the terms used in the course of the study, the following words are

defined as to their usage in the concurred learnings.

Professional Opportunities. Access to further learnings and professional

studies that will enhance the capabilities and capacities of teachers.

Implication. The after effects that reflect the amount of exposure as exemplified

in the course of the teaching process.

Professional Development. The acquisition of skills, knowledge, and

understanding in order to improve and develop the purpose of increasing student

achievement.

Scope and Limitation of the Study

The study was conceptualized to assess the teachers in the professional

development opportunities and the students output as per classroom observation,

particularly in the areas of, application across curriculum and teaching strategies. A

validated self-survey was formulated by the researcher based on the Department of

Education’s policies and guidelines on the implementation of Results Based

Performance Management System for teachers.

This study focused mainly to the teachers in Koronadal District II, Koronadal City,

South Cotabato particularly in Flaviano T. Deocampo Sr. Elementary School. This

research study is limited to the teachers’ development during classroom observation as

per their development in the delivery of instructions and the consequent output of

students. It will also determine the challenges encountered by the teachers as per the

degree of development capacity achieved through appropriate trainings and exposures.

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This study was limited during the school year 2021 to 2022. A quantitative

research design was used in the study. Other sources related was used such as

internet, research books, journals and pamphlets to support the findings of the study.

The primary data was provided also to attain relevant information for interpretation and

the necessary interventions.

This study was delimited to the elementary school teachers. A survey

questionnaire is formulated as the source of the primary data-gathering instrument with

intent to acquire the data from the teachers.

CHAPTER II

METHODOLOGY

Research Design

This study utilized Descriptive – Evaluative Design derived from the survey

questionnaire which put into consideration the quantifiable result of the questionnaires

which reflects the outcome of the survey and put into perspective the effect of the

development initiatives and their implications.

Locale of the study

This study was conducted at FlavianoT. Deocampo Elementary School of

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Koronadal Distrit II of the Division of South Cotabato located at Brgy. Santa Cruz,

Koronadal City, South Cotabato. The mentioned elementary school is one of the public

schools in Koronadal City offering pre-school to Grade 6 education. Selection of this

particular school is due to its accessibility to the researcher and the number of

respondents totaling to 20 in just one location which are ample enough to get the

needed result and possible interventions to achieve the objective of this study.

Population and Sampling Technique

The respondents of this study are Twenty (20) elementary school teachers of

Flaviano T. Deocampo Sr. Elementary School, Koronadal District II, Division of South

Cotabato. A total of twenty (20) respondents were chosen to answer the survey

questionnaires as they are the key informants assigned for first-hand information to be

gathered.

Research Instruments

Method of research will be descriptive and a survey questionnaire formulated and

adopted from the Results-Based Performance Management System of the Department

of Education.

Data Collection

A letter request was provided to the School Principal for his information and

assistance. Afterwards, the researcher continued the process by floating copies of the

survey questionnaires to the respondent elementary school teachers after courtesy call

to the school head or principal of Flaviano T. Deocampo Sr. Elementary School of

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Koronadal District II and having discussed the rationale and the process of primary data

gathering. Respondents were then met by the researcher to explain the whole process

and activities to them.

Teacher respondents then answered the items in the survey questionnaires after the

orientation based on their capacity development opportunities.

Retrieval of the self-survey reports ensued Data would be collected, consolidated and

analyzed for appropriate data treatment and apt subsequent analysis.

Statistical Tool

Conducting the study would entail the usage of the following statistical tools

and treatment:

a.) Frequency – This was used to describe the number of times that the

respondents have the same answers with the other respondents thus

making it clear the majority of the response and those in the marginal side

having the least selection of the preferred response.

b.) Weighted Mean – This was used to describe the average scale of the

teachers’ capacity development instructions as reflected in the students’

performance or outputs in the new normal education.

Ethical Consideration

A major ethical consideration is being observed for this quantitative research

as this would spell diverse implications. The issues and concerns arising from this study

would be distinct as this would be emanate from the methodology adopted for this

research. The ethical challenges facing the operation of this study would be its

appropriateness, confidentiality and anonymity. This study strictly followed the

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standards of the RMMC Ethics and Review Committee for the set guidelines and ethical

consideration specifically addressing the population and data such as, but not

limited to:

Voluntary Participation. The teacher respondents were given the option to

participate in the conduct of the study without any repercussion or loss of benefits

whatsoever if they would opt not to. There is no force imposed to the participants to be

part of the study nor were they asked to stay if they felt uncomfortable during the

conduct of the study. Reactions foresighted upon were given due considerations and

appropriate actions in case it would happen so as to evade negative action relative to

the study.

Privacy and confidentiality. Data Privacy Act 2012 is strictly observed in the

conduct of the study. Right to privacy is implemented without an iota of violation thus

consent from the participating respondents given prime importance. This is an

embedded human right to privacy that should be kept in tab all the time.

Observation of this privacy is the option given to the participants of not

indicating their name in the survey questionnaire and non-publication of their

demographic data (age, gender, educational attainment, length of service, occupation,

employment, disease if there is any). Hence, their identity was kept as confidential for

safety purposes. Even their responses to the items in the survey questionnaire were

held and considered as confidential.

Informed consent process. The prospective research respondents were fully

informed about the objectives, methods and benefits of the research as comprehensively

as possible within the framework of the study. The consent of the respondents was

obtained indicating that their participation was asked on a voluntary basis. This was
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done in written form stating all the important details to be disclosed to the participants

and the manner that the survey was conducted. Since the respondents were consenting

adults, there was no need to ask for parent’s consent. The names of the respondents did

not appear in the survey questionnaire and their answers were held confidentially and

that the participants were fully aware that they can withdraw at any time from

participating in the study.

Furthermore, any data that the researcher gathered were protected and the

release of any information would follow through a strict informed consent process. The

participants would have a sense of control over their personal information to lessen their

fear that the data or information would be used in any other unintended manner.

Recruitment. This aspect has been given clarity to the respondents as to why

they become part of the study. Proper orientation as to the purpose, what the study is all

about and its essence as well as the rationale and the significance have been imparted

to the respondents.

Risks. This has been given equal importance as the safety of the respondents

is of prime concern evading possible significant harm. It also ensures the physical,

emotional and social acceptability of the study and the readiness of the respondents in

answering the survey questionnaires notwithstanding the identity clause which would be

confidential in the course of the study. Likewise, ways are ensured that the respondents

do not in any way feel awkward or uncomfortable during the course of the study.

Benefits. This aspect has been given consideration as surely, it is just right

that this study would be beneficial to the respondents in particular and the DepEd in

general. This would serve as a reality check on the degree of trainings and exposures

given to the respondent teachers which surely be a domino effect to their students as to
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the performance and output from students as per the instructions given them. Vast and

extensive trainings relative to the assigned curriculum would surely lead to improved

motivation and job satisfaction. The end result would be a double benefit for both the

teachers and students alike – improved interactive learnings derived from both direct

and indirect mode of instructions.

Plagiarism. This study ensures that there would be no misinterpretation in

the course of the research derived from someone else’s work. Appropriate reference and

footnotes are reflected giving credit to the authors or references. Likewise, plagiarism

detectors like Grammarly or Turnitin software is being used to evade this kind of

action. .The researcher must have better knowledge about the paradigm of plagiarism to

have a credible research paper.

Chapter 3

RESULTS

Presented in this chapter were the analysis of findings on the data gathered from

the research instruments used in the study to determine the teachers professional

development opportunities and its implication.

Discussion of topics were engaged in the following subheadings; teachers professional

development opportunities and its implication.

Table 1 Teachers professional development opportunities

Mean Description

1 The teacher introduces applied knowledge to 4.15 Often

student by dominating and understanding the

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subject.

2 Often

The teacher creates enthusiasm in learners about

the subjects that teaches them and relates them to

everyday life of a students. 4.15

3 The teacher, increases students’ skills such as Often

critical and creative thinking in the teaching

process. 4.45

4 The teacher introduces specialized knowledge to Often

students to enable students for answering

ambiguities and solving problems. 4.35

5 To make discussions more applicable, the teacher Often

tries to evaluate teaching material continuity. 4.35

6 The teachers’ educational designing is in a way Often

that makes knowledge and information meaningful

for students. 4.20

7 The teacher relates learning with primary Often

knowledge, and families experiences. 4.05

8 The teacher provides patterns for students to Often

teach skills, concepts and thinking process. 4.05

9 The teacher use learning and educational 4.45 Often

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strategies that are suitable for student learning.

10 The teacher knows that creating suitable class Often

environment is effective with students learning. 4.30

11 The teacher encourages students to cooperate Always

with each other. 4.75

12 The teacher is obliged to benefit them in teaching Often

students effectively. 4.30

13 The teacher creates a positive and healthy Always

atmosphere in the classroom. 4.50

14 The teacher updates the student skills and attitude Often

by awareness about knowledge, skills and attitude. 4.40

15 The teacher consults with his or her colleague Often

about issues related to school. 4.25

17 The teacher use appropriate teaching aids, to Always

teach better. 4.55

18 The teacher use the views and opinions of other always

partners in order to integrate the different

disciplines of knowledge stems (interdisciplinary

learning). 4.50

19 The teacher facilitates learning by using Often

educational technology. 4.40

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20 The teacher developed definite learning methods Often

and learning strategies to enable students to have

a better grasp of lessons extended thru

appropriate trainings. 4.25

21 The teacher joined interschool activities integrated Often

in the development of teachers for added exposure

and interaction with other mentors. 4.40

22 The teacher attended trips to increase awareness Often

of current teaching situations and their learnings. 4.15

23 I attended courses offered with expenses Often

shouldered by the school for teachers to avail. 4.45

24 The teacher attended graduate to improve Often

teachers’ capability and capacity. 4.35

25 The teacher publishes the result of his or her Often

research to inform others about what he or she

does. 4.30

26 The teacher is aware of student learning out of Often

school and tries to use their experiences in

classroom learning. 4.55

Average Mean 4.34 Often

Legend:

4.500 -5.000 always 1.500-2.499 seldom

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3.500 -4.499 often 1.000-1.4.99 never

2.500 – 3.499 sometimes

The table 1 above shows the Teachers professional development opportunities, it

was found out that indicator 11 got the highest response of 4.75 described as always. It

was followed by indicator 17 “ The teacher use appropriate teaching aids, to teach better

“ with mean of 4.55 described as always and indicator 13 “ The teacher creates a

positive and healthy atmosphere in the classroom “ with mean of 4.50 described as

always. It was then noted that indicators7 “ The teacher relates learning with primary

knowledge, and families experiences “ and indicator 8 “ The teacher provides patterns

for students to teach skills, concepts and thinking process got the lowest response of

4.05 described as often.

The average mean of Level of the Teachers professional development

opportunities across curriculum was 4.34 described as often. This means that that the

teachers’ oftentimes experience these opportunities by joining different activities and

training that will improve their teaching performance that they may be able to share to

their learners that will help also improve performance.

Implication based on the Result

This result shows that the teachers professional development opportunities

across curriculum was described as Often. This result will lead to a positive effect to the

school since that the teachers have a lot of opportunities in joining different activities and

training initiated by the school and other institution to enhance competencies and

performance of teachers. This implies further that when the teachers improve their

performance the learners performance will also improve.

Chapter 4
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DISCUSSION

This chapter presents the summary of the research work undertaken, the

conclusions drawn, and the recommendations made as an outgrowth of this study. This

study aimed to assess the teachers’ professional development opportunities across

curriculum.

This study was present paper addresses the aspects which influence Teacher

Professional (Development TPD) concerning the change and collaboration in teaching

when reviewing literature in the field of TPD. Research in the field of TPD has already a

responsibility to allocate what works or not in order to invest in the development of

teachers so that all students can have high quality instruction. (Bodil Svendsen. 2020)

Conclusions

Based on the results of this study, the following conclusions are drawn:

1. The researcher concludes that the respondents conformed that the Teachers

professional development opportunities across curriculum was 4.34 described as Often

which means the teachers’ oftentimes experience these opportunities by joining different

activities and training that will improve their teaching performance.

Recommendations

Based on the finding and conclusions presented, the following recommendations

are suggested:

The researcher encourage that the School through the school administrator to

continue their best practices in improving teachers performance through initiating

different activities and training intended for teachers to help improve students

performance.
 29

The results show above average, the researcher recommends to the school

administrators to initiate and conduct other related activities to their best practices to

improve teachers’ performance.

Lastly, the researcher recommends that participation of teachers in the application of

what they learned from different activities and trainings and make use of differentiated

activities as strategy to ensure quality of teaching and learning.

 30

REFERENCES

Wider, M., Hazzan, O., & Zahav, A.E. (2022). Teacher professional development
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APPENDIX

Final Questionnaire

RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL INCORPORATED

Purok Waling-Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 228-2880

TEACHERS’ PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND ITS

IMPLICATION

PART I: EXTENT OF DEVELOPMENT OPPORTUNITIES (TRAININGS AND

EXPOSURES ATTENDED)

Direction: Please evaluate your level of opportunities achieved through trainings

and exposures. Put a check (√) mark on the appropriate column corresponding your
assessment.

Legend:

Scale Verbal Interpretation

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never
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Kindly check the column that corresponds to your choice using the scale:

ACROSS CURRICULUM MOTIVATION 5 4 3 2

1. The teacher introduces applied knowledge to student by

dominating and understanding the subject.

2. The teacher creates enthusiasm in learners about the subjects

that teaches them and relates them to everyday life of a
students.
3. The teacher, increases students’ skills such as critical and
creative thinking in the teaching process.
4. The teacher introduces specialized knowledge to students to
enable students for answering ambiguities and solving
problems.
5. To make discussions more applicable, the teacher tries to
evaluate teaching material continuity.
6. The teachers’ educational designing is in a way that makes
knowledge and information meaningful for students.
7. The teacher relates learning with primary knowledge, and
families experiences.
8. The teacher provides patterns for students to teach skills,
concepts and thinking process.
9. The teacher, use learning and educational strategies that are
suitable for student learning.
10. The teacher knows that creating suitable class environment is
effective with students learning.
11. The teacher encourages students to cooperate with each other.
12. The teacher is obliged to benefit them in teaching students
effectively.
13. The teacher creates a positive and healthy atmosphere in the
classroom.
14. The teacher updates the student skills and attitude by
awareness about knowledge, skills and attitude.
15. The teacher consults with his or her colleague about issues
related to school.
16. The teacher use appropriate teaching aids, to teach better.
17. The teacher use the views and opinions of other partners in
order to integrate the different disciplines of knowledge stems
(interdisciplinary learning).
18. The teacher facilitates learning by using educational
technology.
19. The teacher developed definite learning methods and learning
strategies to enable students to have a better grasp f lessons
extended thru appropriate trainings.
20. The teacher joined interschool activities integrated in the
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development of teachers for added exposure and interaction

with other mentors.
21. The teacher attended trips to increase awareness of current
teaching situations and their learnings.
22. I attended courses offered with expenses shouldered by the
school for teachers to avail.
23. The teacher attended graduate to improve teachers’ capability
and capacity.
24. The teacher publishes the result of his or her research to inform
others about what he or she does.
25. The teacher is aware of student learning out of school and tries
to use their experiences in classroom learning.
TOTAL
Adapted from: Fatemah Ayyoobi, H.Pourshafei, A. Ali Asgari (2016). Codification of Validation of
Professional Development Questionnaire of Teachers. Faculty of Education and Psychology, University of
Birjand, South Khrosan, Iran. URL: http://dx.doi.org/10.5339/ies.v9n4p215
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CURRICULUM VITAE OF THE RESERCHER

PERSONAL DATA

Name : April Mae F. Sulan

Date of Birth : April 01, 2001

Place of Birth : Assumption, Koronadal City

Gender : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Ethnicity : Blaan

Home Address : Brgy, Assumption, City of Koronadal, So. Cot.

FAMILY BAKGROUND

Father: : Goring W. Sulan

Occupation: : Farmer

Mother : Salome F. Sulan

Occupation : Housewife
 43

EDUCATIONAL BACKGROUND

Tertiary : Ramon Magsaysay Memorial Collleges – Marbel, Inc.

Prk. Waling-waling Arellano St. Brgy, Zone 2, Kor. City

Bachelor of Elementary Education (BEED)

Secondary : Bacongco National High School (2015-2016)

: Bacongco Senior High School (2018-2019)

Elementary : Dungan Lahek Elementary School (2012-2013)