Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Joseph Meng-Chun Chin, Gregory S. Ching, Fides del Castillo, Tzu-Hsing Wen, Yu-Chen Huang, Clarence Darro del Castillo, Jenny Lynn Gungon and Sheilla M. Trajera
Additional contact information
Joseph Meng-Chun Chin: Graduate Institute of Educational Administration and Policy, National ChengChi University, Taipei City 116011, Taiwan
Gregory S. Ching: Graduate Institute of Educational Leadership and Development, Fu Jen Catholic University, New Taipei City 24205, Taiwan
Fides del Castillo: Theology and Religious Education Department, De La Salle University, Manila 1004, Philippines
Tzu-Hsing Wen: Office of Teacher Education and Careers Services, National Taichung University of Education, Taichung City 40306, Taiwan
Yu-Chen Huang: Bachelor’s Program in Educational Leadership and Technology Development, Fu Jen Catholic University, New Taipei City 24205, Taiwan
Clarence Darro del Castillo: Administration Office, Lumina Foundation for Integral Human Development, Calamba City 4027, Philippines
Jenny Lynn Gungon: Malabon National High School, Malabon City 1470, Philippines
Sheilla M. Trajera: Center for Linkages and International Affairs, BSN, MN, and PhD Programs in Nursing, University of St. La Salle, Bacolod City 6100, Philippines

Sustainability, 2022, vol. 14, issue 1, 1-24

Abstract: Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

Keywords: teacher professional development; information technology literacy; remote teaching and learning; Philippines; COVID-19 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: Add references at CitEc
Citations: View citations in EconPapers (2)

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