TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) for Impact: An Assessment of Teacher Satisfaction in Terms of Content, Delivery, and Engagement

Shiela Mae I. Segumpan, Ted Nudgent F. Tac-an, Al-Moshey R. Tidal, Chelsi B. Trasmonte, Maria Teresa M. Fajardo and Sarah O. Namoco
Additional contact information
Shiela Mae I. Segumpan: College of Education, Central Mindanao University, Maramag, Bukidnon, Philippines
Ted Nudgent F. Tac-an: Basic Education Unit, La Salle University, Ozamiz City, Philippines
Al-Moshey R. Tidal: Tawi-Tawi School of Arts and Trades, Ministry of Basic, Higher and Technical Education – Bangsamoro Autonomous Region in Muslim Mindanao, Bongao, Tawi-Tawi, Philippines
Chelsi B. Trasmonte: Department of Technical and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines
Maria Teresa M. Fajardo: Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines
Sarah O. Namoco: Department of Technical and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 3964-3970

Abstract: Despite the increasing demand for technology-integrated teaching, many teacher professional development initiatives lack structured evaluation of participant satisfaction across key delivery dimensions. This study assessed the satisfaction of teacher participants with the TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) program, focusing on content and relevance, implementation and delivery, and impact and engagement. Using a descriptive quantitative design, data were gathered from 18 teachers at the Bukidnon Sugar Company Multipurpose Cooperative who completed the training. A validated, researcher-adapted post-training survey rated on a five-point Likert scale was employed, and results were analyzed using descriptive statistics. Findings showed exceptionally high satisfaction across all domains: content and relevance (M = 4.96, SD = 0.12), implementation and delivery (M = 4.96, SD = 0.16), and impact and engagement (M = 4.99, SD = 0.12), with an overall mean of 4.97 (SD = 0.12), interpreted as “Extremely Satisfied.†Teachers particularly valued the training’s contextual relevance, facilitator expertise, interactive approach, and perceived long-term applicability. The study concludes that TEACH-IT effectively addresses the digital competence needs of educators in cooperative school settings, offering a replicable model for localized, transformative professional development. These results contribute to the growing evidence base supporting structured, evidence-informed evaluation frameworks for teacher training programs, emphasizing the importance of contextual adaptation to ensure sustained instructional impact in resource-limited environments.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-8/3964-3970.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... very-and-engagement/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-8:p:3964-3970

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().