Understanding the Professional Development Journeys of Social Studies Teachers: A Phenomenological Exploration

Dona K. Udtog and Edd Nancy B. Espacio
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Dona K. Udtog: TDepartment of Education- Lutayan National High School, Sultan Kudarat State University
Edd Nancy B. Espacio: TDepartment of Education- Lutayan National High School, Sultan Kudarat State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 2242-2253

Abstract: Teacher professional development played a pivotal role in enhancing instructional quality and student learning outcomes. This study, titled Understanding the Professional Development Journeys of Social Studies Teachers: A Phenomenological Exploration, investigated the lived experiences of Social Studies educators as they navigated professional growth, challenges, and opportunities in their careers. Grounded in a phenomenological approach, the research captured the perspectives of educators through in-depth qualitative analysis, unveiling the transformative impact of professional development initiatives on pedagogical strategies, adaptability to educational reforms, and overall teaching efficacy. The findings highlighted key themes, including engagement in diverse training programs, institutional support, and the integration of innovative teaching methodologies. Teachers expressed that participation in inquiry-based learning workshops, culturally responsive pedagogy training, and alternative learning systems significantly enhanced their instructional practices. However, challenges such as limited access to specialized training and misalignment with subject-specific needs persisted. Despite these hurdles, the study revealed the resilience and commitment of Social Studies educators in refining their craft and fostering dynamic classroom environments. The implications of this research underscored the necessity for targeted professional development programs tailored to the evolving needs of Social Studies teachers. By addressing institutional gaps and leveraging collaborative learning communities, educational policymakers and administrators may create a sustainable framework for teacher growth. This study contributed to the discourse on teacher professionalization and offered insights into the continuous improvement of instructional practices in Social Studies education.

Date: 2025
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