Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19

College

College of Liberal Arts

Department/Unit

Theology and Religious Education

Document Type

Article

Source Title

Sustainability

Volume

14

Issue

1

Publication Date

2022

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.

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Disciplines

Teacher Education and Professional Development

Keywords

Teachers—Education (Continuing education)—Philippines; COVID-19 Pandemic, 2020-2023—Influence

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