Everyday, educators faced complex decisions
that rely on many different kinds of learning brought
from professional advancement.
The professional development “system” for teachers
is, by all accounts, broken. Despite evidence that specific
programs can improve teacher knowledge and practice
and student outcomes, these programs seldom reach real
teachers on a large scale. To use a shopping metaphor,
these research-proven programs, which are often offered
by university faculty or nationally recognized providers,
are “boutiques” serving a handful of fortunate teachers
while leaving many more to shop at the supermarket of
the professional development world.
One might not see the Department of Education’s
professional development system as particularly troubled.
Nearly every teacher participates in some form of
learning every year. Seminars, conferences, learning
action cell, Research articles trumpeting the success of a
particular method or program appear practically
monthly, and practitioner magazines burst with accounts
of the phenomenal improvements in teacher knowledge
and skills that result.
But buried beneath these often-glowing reports are
colder facts. For instance, from the available evidence,
teachers apparently have little use for their learning
experiences: Most teachers engage in only the minimum
professional learning required to be promoted via the
DepEd’s ERF program. In Batangas National High
School alone, data showed that just over half of its
teachers are enrolled in a Master’s Degree Program and
only four teachers are in the Doctorate Program.
Finally, teachers themselves are lukewarm about
their professional development experiences. It seems that
most teachers only engage in professional development to
gain advantage for career advancement. Using the recent
performance of the school in National Achievement Test
as basis, the professional development gained by teachers
has yet to reinforce their existing practices.
As authors availing professional development
program, the researchers want to know the assessment of
Technology and Livelihood Education teachers in
Batangas National High School regarding the professional
development programs and how these programs affect
their effectiveness as teachers. To the respondents, this
study will provide insights as to how a professional
development program can be used not just as an
advantage in career advancement but as a tool to improve
their teaching skills where the students will benefit the
This study determined the professional development
status of teachers in Batangas National High School TLE
teachers. Specifically, researchers determined the kind of
professional development that teachers are engaged in.
Secondly, the study will also determined how these
programs affect their effectiveness as teachers. Finally,
this study will provide basis for an enhanced professional
development program that is specific to the present
educational environment of Batangas National High
School TLE teachers.
Keywords : Professional Development, Developmental Program.