State-facilitated development support: Precursor to higher education teachers' positive professional outlook
Year: 2025
Type: article
Abstract: This qualitative study examines the interplay between emotional resilience, job satisfaction, and occupational stress among college educators, focusing on how state-facilitated professional development programs impact these psychological dimensions. Using semi-structured interviews with 25 college teachers in the Biliran Province of the Philippines, the study highlights key themes regarding teachers’ experiences and perspectives. While the study provides valuable insights, the sample size is relatively small and geographically limited, which may not fully capture the experiences of higher education teachers across the Philippines. To acknowledge this limitation, the discussion section explores potential biases and the need for broader studies. Findings indicate that state-supported initiatives play a crucial role in equipping educators with updated teaching strategies, fostering resilience, and enhancing job satisfaction. However, persistent stressors—such as time constraints, heavy workloads, and disparities in access to resources between urban and rural educators—remain critical challenges. To maximize effectiveness, professional development programs should be structured to address psychological well-being, mitigate stressors, and ensure equitable access across regions. These insights contribute to the discourse on strengthening teacher support systems and improving the overall quality of education.
Author: Grace Laude Concepcion
Institution: Biliran Province State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408273685