Assessing the Effectiveness of Pedagogical Professional Development Programs for Teachers in La Consolacion College Bacolod
Year: 2024
Type: article
Abstract: In today's rapidly evolving educational landscape, empowering teachers through impactful professional development is paramount. This study examines the effectiveness of Professional Development Programs (PDPs) in enhancing teaching efficacy at La Consolacion College Bacolod, Philippines. Focusing on key areas—Program Content and Delivery, Teacher Collaboration and Support, Impact on Teaching Practice, and Student Outcomes—the research explores how PDPs influence educators across diverse demographics and teaching modalities. Employing a quantitative, descriptive research design, the study surveyed 84 faculty members selected through stratified random sampling. Data analysis using descriptive statistics and Analysis of Variance (ANOVA) revealed that teachers overwhelmingly perceive PDPs as highly effective, especially praising the quality of content and significant positive impact on their teaching practices. The effectiveness of PDPs showed no significant differences based on years of teaching experience, frequency of attendance, delivery modality, or educational level taught, highlighting their universal appeal and adaptability. However, the study identifies key opportunities for enhancement. Senior High School teachers exhibited varied responses, indicating unique challenges that necessitate tailored support. Additionally, experienced educators expressed a need for more advanced or specialized professional development content. These insights underscore the importance of developing differentiated PDP tracks, integrating strategies that directly improve student performance, and leveraging hybrid learning modalities to maximize engagement and flexibility. By addressing these areas, educational institutions can refine their professional development initiatives, ensuring they are universally effective and responsive to the nuanced needs of their faculty. Implementing these recommendations may elevate teaching practices and enrich student learning experiences, ultimately contributing to the advancement of education. Keywords: Professional Development Programs, Teacher Effectiveness, Higher Education, Philippines, Program Content and Delivery, Teacher Collaboration, Teaching Practice, Student Outcomes, Hybrid Learning, Faculty Development, Educational Improvement, Quantitative Study, Teacher Training.
Authors: Toledo, Ma. Mae M., Villamor, Deofrey, Alvarado, Rejay Y.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6893164515
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