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

Author

Listed:
  • 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
    Research and Development Center for Physical Education, Health, and Information Technology, 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)

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.

Suggested Citation

  • Joseph Meng-Chun Chin & Gregory S. Ching & Fides del Castillo & Tzu-Hsing Wen & Yu-Chen Huang & Clarence Darro del Castillo & Jenny Lynn Gungon & Sheilla M. Trajera, 2022. "Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19," Sustainability, MDPI, vol. 14(1), pages 1-24, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:1:p:470-:d:716478
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    Cited by:

    1. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    2. Phanommas Bamrungsin & Buratin Khampirat, 2022. "Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study," Sustainability, MDPI, vol. 14(7), pages 1-17, April.

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