Authors : Geraldine E. Justo

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/2kapsntr

Scribd : https://tinyurl.com/mws75vha

DOI : https://doi.org/10.38124/ijisrt/25aug102

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : In our study, we aimed to gain a deeper understanding of the real-life experiences of teachers involved in professional development activities in the Kapalong East District of Davao del Norte. We wanted to uncover the challenges they face, the successes they've experienced, and the strategies they employ to navigate their professional journeys. We felt that grasping these aspects was crucial for enhancing educational management. To truly capture their experiences, we took a personalized approach, conducting heartfelt, in-depth interviews with ten dedicated public elementary school teachers. Through our conversations, we uncovered a few key challenges they often encounter: finding enough time for development activities, grappling with uncertainties about the relevance and quality of the training, and encountering a noticeable lack of support and resources. Despite these challenges, the teachers shared inspiring success stories. They talked about how professional development brought them closer together, fostering a sense of teamwork and networking among them. They also reflected on how these experiences enriched their teaching practices and boosted their confidence as educators. From their insights, several important themes emerged. The teachers recognized the positive influence professional development had on their teaching methods and, ultimately, on their students’ learning. They emphasized the significance of engaging in reflective practices and consistently striving for improvement. They also highlighted the value of building professional networks and collaborative communities.

Keywords : Professional Development, Teacher Perspectives, Challenges, Successes, Qualitative Research, Phenomenology, Kapalong East District.

References :

1. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. *PPE Research Brief.* Stanford University.
2. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. *Educational Policy, 23*(6), 826-854.
3. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. *American Educational Research Journal, 38*(4), 915-945.
4. Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. *Review of Educational Research, 81*(2), 201-233.
5. Schön, D. A. (1983). *The Reflective Practitioner: How Professionals Think in Action.* Basic Books.
6. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. *Journal of Educational Change, 7*(4), 221-258.
7. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on teacher practices and student performance: A six-year longitudinal study. *Educational Policy Analysis Archives, 8*(1).