Authors : Ronie S. Tanduyan

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/mv66uuy8

DOI : https://doi.org/10.38124/ijisrt/25may2345

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

Abstract : This study aimed to explore the experiences and adaptive strategies of public elementary school teachers in engaging with virtual professional development. The research sought to understand how teachers navigate the challenges of virtual professional development the strategies they employ to stay engaged, and how the knowledge gained influences their instructional practices. Using a qualitative approach, the study involved semi-structured interviews with five public elementary school teachers from Migsulang Elementary School located at Sta. Maria, Davao Occidental. They were selected through purposive sampling. The findings reveal that teachers faced challenges such as internet connectivity issues and balancing professional development with other responsibilities. However, they adapted by seeking additional training, using structured schedules, collaborating with peers, and experimenting with new teaching tools. The results indicate that virtual professional development enhances teachers' ability to use technology, engage students through student-centered learning, and differentiate lessons to meet diverse needs. Based on the findings, it is recommended that education officials continue to support and expand virtual professional development programs, provide resources to address technological barriers, and encourage peer collaboration to maximize the benefits of PD for teachers and students.

Keywords : Virtual Professional Development, Adaptive Strategies, Elementary School Teachers.

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