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©Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License (CC BY-NC-ND 4.0).
International Journal of Learning, Teaching and Educational Research
Vol. 21, No. 6, pp. 324-344, June 2022
https://doi.org/10.26803/ijlter.21.6.19
Received Mar 29, 2022; Revised Jun 27, 2022; Accepted Jul 3, 2022
Continuing Professional Development of the
Teacher Education Faculty among Philippine
State Universities and Colleges
Ninez B. Tulo
Tarlac State University, Tarlac, Philippines
Jiyoung Lee
Tarlac State University, Tarlac, Philippines
Abstract. Continuing professional development (CPD) is widely
regarded as extremely important in a university's life, contributing to
both professional and personal development and improving teaching
and learning. This study looks at the CPD availed by the teacher
education faculty, their motives for doing so, and the challenges they
have faced in CPD programmes. The researchers designed a
questionnaire survey following the New NBC
1
461 CCE
2
Guidelines for
the 222-teacher education faculty. The questionnaire included the
following sections: the CPD pursued, their reasons for obtaining the
CPD programmes, and the challenges encountered. The modified NBC
461 CCE Guidelines provided the basis for the point system. This study
employed a mixed method. The study findings are as follows:
engagement among teacher education faculty members is still low;
though there may be law mandates for all professionals to avail
themselves of CPD units, the faculty remained unresponsive in their
CPD engagement; more participation is expected from teacher education
faculty members with higher academic ranks; teacher education faculty
members believe that CPD will help improve their academic status,
knowledge, and financial stability; and finally, personal issues hamper
the CPD of a faculty. The study calls for the participation of the faculty
in the planning, implementation, and evaluation of the CPD
programmes.
Keywords: challenges; development
1
NBC – National Budget Circular
2
CCE – Common Criteria for Evaluation
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1. Introduction
Brilliant educators produce brilliant students. One essential school-related factor
that stimulates student achievement is an inspired and informed educator. It is
therefore critical how state universities and colleges (SUCs) support and train
both novice and experienced teachers for their continuing professional
development (CPD) (Beşken Ergişi, 2021).
A current critical challenge for educational institutions is ensuring that students
acquire the skills and competencies required to prosper in today's society. This
endeavour is challenging in the fast-changing world, where labour instability,
mobility, demographic transition, and the globalized economy continuously
redefine society's needs and aspirations (Ahmad et al., 2021). In the face of these
changes, teachers must constantly validate and update their abilities to assist
students in becoming capable, competitive, and socially integrated individuals
(Valiandes & Neophytou, 2017). Education systems have attempted to help their
teachers by developing, administering, and promoting various types of CPD
(Paliwal, 2016).
Competent faculty significantly influence student achievement throughout the
school year and beyond life (Middleton & Perks, 2014). However, educators in
low- and middle-income nations frequently lack the necessary abilities to teach
students effectively. Across seven African nations, some educators fared
appallingly poorly in pedagogical expertise—their ability to plan a course, create
questions that successfully extract student knowledge, and perform in the
classroom (Bold et al., 2017). An inspired and informed educator is an essential
school-related factor that stimulates student achievement. It is therefore critical
how SUCs support and train both novice and experienced teachers for their CPD
(Elayba, 2020).
CPD was defined in the 2013 PRC Resolution No. 2013-774 series as installing
innovative knowledge, competencies, and professional ethics in a post-licensure
specialized or inter- or multidisciplinary field of study for integration into
professional practice, self-directed research, and lifetime education. The CPD's
overarching aim is the improvement of the community's common welfare and
the interest in offering professional services for that purpose. CPD will make
every effort to improve the performance of the Philippines' pool of registered
practitioners by keeping them up to date on the current educational,
technological, ethical, and other related trends in the regional and global
exercise of the professions for the greater good of the country and global
affiliation and innovativeness.
According to Glatthorn et al. (2018), through the escalated experience in one's
role in teaching, educators automatically acquire more experience in their
professional development by developing their skills and facilities in teaching.
Seminar workshops and other conventions related to education are also
considered as part of the CPD undertaking. CPD is extensive since the progress
happens throughout the educators' professional cycle. In addition, CPD is
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created to nurture the progress of the educators, which may be valuable for their
further professional advancement.
CPD and other forms of educators' advancements are based on the evolution in
teaching practices; thus, educators across all disciplines are expected to
comprehend and apply the finest instructional strategies, materials, and
methodologies that lead to the best results in teaching. Even though faculty
members at the university level are labelled as experts in their field of
specialization, many may not have been competent in teaching effectively. They
may be experts but do not know how to impart their knowledge or upgrade
their teaching skills. Faculty members' coaching and mentoring are disregarded
in higher education. However, many faculty members admit to their struggle
with their classroom teaching. The creation and assessment of CPD in the
universities may benefit the development of better instructional practices. They
may improve the capability of the faculty in dealing with the barriers to
imparting knowledge to the students. Facilitating the faculty members to
understand their roles as educators and boosting their confidence that they can
be effective educators are the fundamental aspects of CPD (Spoors, 2018).
The faculty’s credentials, skills, and proficiency are essential to quality
education. Given the educators’ significant role in driving positive results in
education, the Commission on Higher Education (CHED) stipulates that faculty
at the higher education level acquire a master's degree in their field of
specialization as a minimum teaching requirement, as stated by its CHED
Memorandum Order (CMO) No. 52, s. 2007. However, temporary appointments
are provided until the requisite master's degree is met or satisfied within a year
if there are no available professors in the region, place, or locale, as attested by
the appointing authorities. The temporary appointment made in the absence of a
competent faculty member may be renewed only five times, beginning with
issuing the first temporary appointment (Civil Service Commission, 2016).
The CPD is essential for constructing a solid base for an educational institution
to achieve quality education. CPD has constantly appeared as an urgent concern
in past and present research. The Philippines are incapable of competing with
other Association of Southeast Asian Nations (ASEAN) heading to offering
innovative programmes and state-of-the-art technology unless the country
capitalizes on generating a pool of education experts (Education issues in the
Philippines: The ongoing struggle, 2021). This group of specialists will then be
able to impart knowledge and prepare the students for notable and rewarding
careers internationally. Based on the 2018 Programme for International Student
Assessment, the country ranked last in reading comprehension (340) and
second-lowest in mathematics (353). Among socioeconomically challenged
students, the country has the highest rate of low reading and mathematics
achievers (PISA, 2019). Currently, the faculties of more than 70,000 higher
educational institutions (HEIs) need to enhance their credentials and
competencies to upgrade the quality of teaching. Most student populations are
taught by faculty who have no more than the degree of qualifications they are
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pursuing. Logically speaking, if the faculty credentials are low, it creates below
academic achievement standards among the students.
According to the LKMco and Pearson poll, the potential of making a difference
in the lives of students inspires 92 per cent of teachers to continue in the
classroom; thus, any additional opportunities to engage in refining and
expanding their CPD to maximize their effect in the classroom are likely to be
welcomed (Menzies et al., 2015). It was during the assessment year (AY) 2011-
2012 when the CMO No. 52, s. 2007 was fully employed. This CMO mandates all
HEI faculties to have a master's degree as a minimum requirement in teaching.
Therefore, it is necessary to encourage and assist the faculty in their obtaining
this CMO requirement.
Furthermore, the Professional Regulation Commission (PRC) of the Philippines
reinforces the CPD of CHED. In 2016, the requirement of CPD for the renewal of
Professional Regulation Commission (PRC) licenses was implemented. This new
recommendation is based on the approved Republic Act (RA) 10912 or CPD Act
of 2016, which requires all PRC-regulated license holders to earn CPD units
before ID renewal (PRC, 2016). The CPD seeks to upgrade the credentials and
skills of licensed professionals continually to sustain their competencies in their
field of expertise (Philippine Business School, 2018).
Even though the objective of the provision is excellent, there has been weight to
utilize CPD as an instrument to ensure that faculty adopts the government-
initiated reform. What educators are expected to perform as state employees, on
the other hand, frequently contradicts concepts of teaching as a profession
connected with academic independence, ethical norms, and shared knowledge.
One source of the issue is the disparity between educators' teaching philosophy
and government regulation (Umil, 2017).
There is a petition in the House of Representatives and the Senate of the
Philippines by the Alliance of Concerned Teachers (ACT) to abolish Republic
Act 10912 or the CPD Law. The petition is in support of "The Act Repealing
Republic Act 10912. The appeal was filed in Congress in February 2018
(Teachers Push for Abolition of CPD Law, 2018). The group intensely appeals to
the urgent extraction of the CPD Law for several sensible arguments that mirror
professionals' intelligent judgment, especially educators. Primarily, the group
claims that CPD is an unessential law. There is no need to fix something that is
not broken. Abolishing the CPD Law will immediately return things to a better
state. Backlogs in the PRC central office are time-consuming. There are high fees
for CPD accreditation applications and exorbitant expenses for self-directed CPD
activities. The CPD Law merely facilitates the system of renewing licenses more
costly (Casayuran & Terrazola, 2018).
Teachers must do significantly more work-related preparation before being
employed. Over-regulation may hamper the educational system. The senators
and members of Congress must focus on more critical problems of the country.
The additional assignment of the PRC to examine CPD activities is a misuse of
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government funds. Most of the time, CHED and the Department of Education
regulate seminars and training for teachers without any charge.
Some Canadian states, such as Alberta and Manitoba, the state of New Jersey in
the US, and Hong Kong, grant teaching licenses without requiring necessary
CPD paperwork or processing costs to approve CPD activities. Their
governments justify that CPD activities are already part of the educational
system, which is true in the Philippines (San Juan et al., 2020). If the Philippine
government seeks quality education, the Senate and the Congress must consider
the following: higher salaries for teachers to appeal to more qualified teachers;
adequate funds for teacher education and institutionalization; and enhanced
systems for teacher engagement in curriculum development, budgeting, and the
appointment of administrators and officials, among others, from the ground up
(Rabacal et al., 2020).
According to the researchers, little attention has been dedicated to this
profession, and little empirical information is directly concerned with the
professional learning of 'this distinct occupational group' (Murray & Harrison,
2008). Teacher educators build and create their professional learning
opportunities and activities as part of their self-initiatives for CPD. Several
variables negatively impact teacher educators' attitudes and ability to undertake
CPD activities. These are the reasons why the current study sought to
investigate teacher educators' self-initiative in CPD and the problems they
confront along the way.
2. Method
2.1 Research Design
Systems for facilitating data collection were planned based on the study's
objective and scope. The descriptive study method was used to collect relevant
data from respondents using a validated and reliable questionnaire to determine
the teacher education faculty's CPD activities. The method is thought to be
reasonable for characterizing the nature of the phenomena using the observed
state and status of a few simple observable scenarios (Miksza & Elpus, 2018).
The descriptive cross-sectional design was used explicitly in the study. Marks
(2020) stressed that descriptive-cross-sectional design entailed gathering data to
answer questions about the subject's current status.
2.2 Respondents and Sampling Procedures
The Teacher Education faculty in Region 3 of the Republic of the Philippines
during the AY 2018- 2021 was taken as the study population. There were 521
teacher education faculties in the eleven (11) state universities and colleges used
in the study. The researcher employed Slovin's formula to identify the sample
size. With a 5% margin of error and 95% confidence level, 222 teachers became
the research respondents. The following are the numbers of respondents
grouped according to their ranks.
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Table 1: Distribution of the respondents according to their academic ranks
Category
N
%
Academic Ranks
Instructor
94
42.3
Assistant Professor
73
32.9
Associate Professor
55
24.8
Gender
Male
98
44.1
Female
124
55.9
Ages
20s
15
6.8
30s
65
29.3
40s
75
33.8
50s
59
26.6
Over 60s
8
3.6
Total
222
100.0
2.3 Research Instrument
Following the New NBC 461 CCE Guidelines, the researchers created a
questionnaire survey. It is subdivided into three areas of investigation, and the
respondents were asked to rate the statements using a rating scale. Related
literature and studies also served as guides in developing the research
instrument. The variables in the New NBC 461 CCE Guidelines gave pertinent
and significant information that shed light on the study. The survey's questions
were appropriately structured in order for it to be both trustworthy and valid.
Questions were worded in straightforward, easy-to-understand sentences.
Answers to the survey were confirmed and enriched through informal
interviews. Three experts validated this. The first validator has a doctorate in
Educational Management and has been a part of the administration of a
university for ten years. The second validator taught in academia for 30 years
and holds a full professor academic rank. The last validator has been assigned to
evaluate the NBC of faculty members internally in their university.
The questionnaire's sections were as follows: the CPD pursued or availed by the
teacher education faculty; the reasons for pursuing or availing the CPD
programmes; and the challenges encountered by the teacher education faculty
on the CPD programs. In addition, the point system in the new NBC 461 CCE
Guidelines for Professional Development (Department of Budget and
Management, 2012) was adopted as follows:
Table 2: CPD programme points
Category
N
Point
Educational
7
Technical
7
Scientific
7
Cultural value
7
As original author
7
As reviewer
4
As editor
3
As co-author
3
As translator
4
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As compiler
2
International
5
National/Regional
3
Local
2
4. Development of instructional manual and audio-visual materials
1
International
5
National/ Regional
3
Local
2
International
0.6
National/ Regional
0.4
Local
0.2
International
5
National/ Regional
3
Local
2
International
5
National/ Regional
3
Local
2
Doctoral dissertation
1
Master’s thesis
0.5
Undergraduate thesis
0.25
Board of Directors
1
Technical Committee
1
Consultant group
1
1
Learned Society
1
Honours Society
1
Scientific Society
1
Professional
organization
0.5
Doctorate (National/
Regional)
3
Master’s (National/
Regional)
2
Non-degree
1
International
5
National/ Regional
3
Local
2
16. Participation in community outreach or extension programme
1
Teacher’s board
5
Other trade skills
certificate
1
2.4 Data Gathering Procedure
The researchers asked the help of the deans and department chairpersons to
administer the instrument to the respondents. An online survey was conducted
among the faculty, and a total of 230 copies were distributed. A total of 222
copies, excluding questionnaires with missing values, were used for analysis.
The data for the investigation was analyzed using the SPSS 22.0 statistic
software. Likewise, a one-way analysis of variance was performed to examine
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the difference in CPD points according to frequency analysis and teacher
education faculties' academic ranks.
2.5 Ethical Consideration
The respondents' consent was obtained, and the necessary authorization was
sought to use their provided data. The confidentiality of the replies was strictly
protected to safeguard the privacy of personal data. In addition, using any
secondary data from any source was recognized with proper reference. As a
result, the ethical element of the research was closely adhered to in this study.
3. Results
This section presents the data gathered through the faculty's questionnaire
responses. Data were tabulated, analysed, and interpreted according to the
statements of the problem.
3.1 Continuing Professional Development Availed by the Teacher Education
Faculty
CPD refers to developing extensive knowledge, ethical standards, and further
competencies in a post-licensure specialization for professional practice
integration, self-directed research, and lifelong learning. CPD programmes, on
the other hand, pertain to a range of undertakings recognized by the
Professional Regulation Commission (PRC) that mandates all regulated
professions, including the teacher profession, to earn CPD units before renewing
a professional license following Section 10 of the Republic Act No. 10912.
According to the regulation, all qualified educators should obtain 45 credit units
per three (3) years.
The NBC 461 Guidelines for Common Criteria for Evaluation (CCE) cites
examples of CPD programmes, namely innovations and inventions; book
publication; scholarly research publications; development of instructional
manual and audio-visual materials; training courses; participation in
conferences, seminars, and workshops; short-term consultancy or expert services
in a government and perhaps other agency-sponsored academic, technical,
professional, scientific, or cultural initiatives. In addition, CPD programmes also
include being a facilitator, lecturer, or resource person at conventions, seminars,
and training events; being an adviser to dissertations and theses; rendering
services in accreditation works; service in trade skill certification; being a coach,
sports trainer or adviser to academic papers; providing assistance with
accreditation projects or with trade skill certification; and being trainer, sports
coach, or adviser to a student association; affiliation in pertinent professional
societies. Furthermore, CPD criteria also include scholarship or fellowship;
awards of distinction in acknowledgement of accomplishments in areas of
expertise; participation in community outreach or extension programmes; and
professional examination (Department of Budget and Management, 2012).
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Table 3: Summary of the continuing professional development availed by the Teacher
Education Faculty
CPD Programmes
Instructors
Assistant
Professors
Associate
Professors
f
Rank
Participation in conferences,
seminars and workshops
477
417.6
394
1288.6
1
Professional examination
521
456
311
1288
2
Scholarly research publications
237
300
489
1026
3
Book publication
138
390
330
856
4
Participation in community
outreach or extension
programme
282
219
165
666
5
Membership in relevant
professional organizations
157
78
93
328
6
Adviser to theses
53.25
77
129
259.25
7
Coordinator, lecturer, resource
person or guest speaker in
conferences, workshops
and/or training courses
40
56
126
222
8.5
Services in trade skill
certification
33
141
48
222
8.5
Awards of distinction in
recognition of achievement in
areas of specialization
0
108
108
216
10
Scholarship/fellowship
0
63
21
84
11
Training course with at least
one year duration
0
0
9
9
12
Among all the CPD programmes for teacher education faculty, the most
frequently availed activities are participating in conferences, seminars, and
workshops with a total frequency of 1288.6. Second in rank is the professional
examination which obtained a 1288 frequency. Scholarly research publication is
also an area of high participation since it ranked third in the availed CPD
programmes.
However, opportunities to be recognized for the respondents' achievements in
their areas of specialization were scarce with only 216 frequencies. The
respondents did not take the risk of throwing their dice in scholarship or
fellowship. They are afraid of not finishing on time and suffering the
consequence of payback should their education not be completed in the given
time frame (Podolsky et al., 2016). Finally, the least popular among the CPD
programmes is a training course for at least one year. Growing professionally
but apart from their family is not one of their priorities (Tyagi & Misra, 2021).
3.2 Difference of the Teacher Education Faculty Members' Persistence in
Pursuing Continuing Professional Development among the Academic Ranks
Table 4 presents the overall summary of the result in pursuing or availing CPD
among the teacher education faculty.
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Table 4: Summary of the difference in persistence to avail CPD among the academic
ranks by ANOVA
CPD Programme
Academic
Ranks
N
M
SD
F
(Sheffe)
p
Book publication
A
94
1.47
3.36
19.946
(A<B,C)
.000
Significant
B
73
5.34
5.94
C
55
6.00
5.48
Scholarly research
publication
A
94
2.52
3.32
52.920
(A<B<C)
.000
Significant
B
73
4.11
4.10
C
55
8.89
3.70
Participation in
conferences, seminars
and workshops
A
94
5.07
1.09
34.2053
(A<B<C)
.000
Significant
B
73
5.72
0.69
C
55
7.16
2.52
Coordinator, lecturer,
resource person or
guest speaker in
conferences,
workshops, and/ or
training courses
A
94
0.43
1.27
21.8245
(A,B<C)
.000
Significant
B
73
0.77
0.98
C
55
2.29
2.77
Adviser to dissertation
and thesis candidates
A
94
0.57
0.83
33.4981
(A,B<C)
.000
Significant
B
73
1.05
1.47
C
55
2.35
1.64
Service in trade skill
certification
A
94
0.35
0.48
41.4620
(A<C<B)
.000
Significant
B
73
1.93
1.45
C
55
0.87
1.38
B
73
3.00
.00
C
55
3.00
.00
Membership of relevant
professional
organizations
A
94
1.67
.60
5.9930
(B<A,C)
.003
Significant
B
73
1.07
1.29
C
55
1.69
1.81
Scholarship/
fellowship
A
94
.00
.00
16.6219
(A,C<B)
.000
Significant
B
73
0.86
1.43
C
55
0.38
1.01
Awards of distinction
in recognition of
achievement in areas of
specialization
A
94
0.00
0.00
30.0014
(A<B,C)
.000
Significant
B
73
1.48
1.56
C
55
1.96
2.77
Participation in
community outreach or
extension programme
A
94
3.00
.00
0
Not
Significant
B
73
3.00
.00
C
55
3.00
.00
Professional
examination
A
94
5.54
0.91
13.7097
(A,C<B)
.000
Significant
B
73
6.25
0.66
C
55
5.65
1.11
Note: A: Instructor, B: Assistant Professor, C: Associate Professor
The research found significant differences among the academic ranks and in
most of the CPD programmes they have pursued. Furthermore, the highest
computed F value is 52.9198 in terms of the scholarly research publications. In
this programme, it was found that the number of publications significantly
increased in the order of associate professor, assistant professor, and instructor.
Among those CPD programmes with a significant difference, the lowest
computed F value is 5.9930, namely membership of relevant professional
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organizations. Only two CPD programmes do not have a significant difference
among the academic ranks. They are coaching, sports training or advising
student organizations, and participating in community outreach or extension
programmes.
3.3 Reasons for the Teacher Education Faculty’s Pursuing Continuing
Professional Development
Table 5 reveals the teacher education faculty members’ reasons for pursuing
CPD programmes. From the twelve (12) cited reasons, four (4) statements stood
out. They are that CPD programmes will enable the enhancement of their
employability; will promote people's confidence in individual experts and the
sector overall; will lead to better preservation and quality of life, the ecology,
stability, ownership, and commerce; and will allow them to renew professional
license to practice their academic profession. The teacher education faculty
members considered that these are the most essential reasons why they pursue
various different CPD programmes.
Table 5: Reasons for the Teacher Education Faculty for pursuing or availing
continuing professional development
Continuing professional development will…
F
Rank
enhance my employability.
222
2.5
increase my public confidence and
professionalism
222
2.5
contribute to improved protection and quality of
life, the environment, sustainability, property,
and the economy.
222
2.5
allow me to renew my license to practise my
profession.
222
2.5
ensure that I and my knowledge stay relevant
and up to date.
206
5.5
help me to stay interested and interesting.
206
5.5
maintain and enhance the knowledge and skills I
need to deliver a professional service to my
students and the community.
202
7
allow me to make meaningful contributions to
my institution.
186
8
deliver a deeper understanding of what it means
to be professional, along with a greater
appreciation of the implications and impacts of
my work.
176
9
enable me to evaluate my learning and recognize
its real value.
155
10
help advance the body of knowledge and
technology within my profession.
115
11
ensure my capabilities to keep pace with the
current standards of others in the same field.
112
12
CPD is an investment in career and development as a professional. Applying a
“return on investment” attitude to planning CPD is significant because it
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concentrates the faculty's thinking on the possible returns in terms of career
benefits from an investment of time, effort and funding. Keeping pace with
standards is a challenge. By correctly understanding and applying standards,
the group can face opportunities to create and uphold a competitive gain in the
educational sector.
However, it could be gleaned from the results that the least among the priorities
of the teacher education faculty members are the use of technology and pressure
to keep pace with the current standards of other fellow educators. One factor
that contributes to the skills gap for instructors is age. There is a substantial
disparity in how many recently trained instructors utilize ICT when matched for
anyone over 35. Compared to 68%of instructors over 45, 92% of post-primary
educators under the age of 35 reported using technology for planning. Teachers
are inhibited from enhancing their digital abilities for various reasons, including
age and a paucity of everyday practice. The obstacle might stem from a lack of
confidence in utilizing ICT for learning. This deviates from one of the critical
benefits of ICT skills for educators: the capacity to conduct classes more
effectively via digital tools.
Nevertheless, not all instructors agree that it may be beneficial to teaching. The
classroom has been slower to adapt to technological changes than other sectors.
Puttnam (2015) once stated that if one takes a brilliant surgeon from 1913 and
places him in an operating theatre today, there is nothing he could do but
contribute from his skill base. However, if a school places a 1913 educator in a
modern classroom, he or she could deliver something people will indeed all
acknowledge as a lesson throughout many areas of study (Comi et al., 2017).
3.4 Challenges Encountered by the Teacher Education Faculty in the
Continuing Professional Development Programmes
The challenges experienced by the faculty of teacher education are categorized
in four areas: challenges in the quality of CPD, work-related challenges, personal
challenges, and financial challenges.
Table 6: Challenges in the quality of CPD
Challenges in the Quality of CPD
%
Mean
Verbal Description
Lack of high-quality external expertise
70.61
2.82
Moderate
challenge
Limited authorized CPD providers
72.97
2.92
Moderate
challenge
Poorly designed professional development
programmes
49.89
2.00
Minor challenge
Too many one-off activities
53.94
2.16
Minor challenge
Too much listening/ no collaboration
61.15
2.45
Minor challenge
Grand Mean Average
2.47
Minor challenge
Table 6 presents the challenges of the teacher education faculty members
regarding the quality of the CPD component. The limited number of authorized
CPD providers reflected the highest mean of 2.92 (72.97%), with a verbal
description of the moderate challenge. The same verbal description applies to
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the lack of high-quality external expertise among trainers of the CPD
programmes, the mean of which is 2.82 or 70.61 %. The rest of the statements
under this area appeared to be minor challenges to the teacher education faculty
members. Overall, this component seems to pose a slight problem for the
respondents, for they only obtain a grand mean of 2.47 which represents a minor
challenge.
Professional growth is sporadic rather than consistent. This is typically due to
lack of qualified instructors, insecurity, and logistical difficulties. It might result
from policymakers’ misperception of who educators are and how they must
advance professionally. Educators with broad teaching experience might take it
out. Not coincidentally, instructors frequently believe the CPD is of poor quality
and unimportant – to be endured instead of appreciated.
Table 7: Work-related challenges
Work-Related Challenges
%
Mean
Verbal Description
Conflicts with work schedule
100.00
4.00
Serious challenge
Lack of information dissemination about the
CPD in the institution
46.62
1.86
Minor challenge
Accountability pressures
50.68
2.03
Minor challenge
Lack of employer support
72.30
2.89
Moderate
challenge
Bias of officials during the selection of
participants
74.44
2.98
Moderate
challenge
Grand Mean Average
2.75
Moderate
challenge
In work-related challenges, the 222 teacher education faculty members (100%)
consider conflicts with work schedules a severe challenge in pursuing CPD.
However, the least among the challenges is the lack of information
dissemination about the CPD in their institutions. This garnered a computed
mean of 1.86 or 46.62% with a verbal description of the minor challenge. Another
difficulty for CPD for inclusive education in inclusive schools is a heavy
workload. Excessive duties in school restrict educators from the opportunity to
provide inclusive education. Teachers have much administrative work apart
from their role of teaching.
Table 8: Personal challenges
Personal Challenges
%
Mean
Verbal Description
Not enough time for professional learning
100.00
4.00
Serious challenge
Conflicts with family responsibilities
100.00
4.00
Serious challenge
Feeling of drawbacks to change
45.95
1.84
Minor challenge
Obstacle on how to practically make the change
52.59
2.10
Minor challenge
Lack of self-motivation in career plan
52.25
2.09
Minor challenge
Grand Mean Average
2.81
Moderate
challenge
Table 8 depicts the personal challenges of the teacher education faculty
members. This area consisted of two challenges that are considered severe by the
respondents. The insufficient time for professional learning and conflicts with
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family responsibilities are issues that prevent them from pursuing CPD. It is
correct to claim that time is "free," though it is challenging to have. Demands
imposed by different roles result in time conflict. Conflict emerges from role
friction when the stress caused while executing one task affects how a person
meets the demands of other responsibilities. Workplace stress can impact family
life at home and vice versa. Researchers recognize the connection between work
and family and consider two forms of conflict, namely work-family conflict and
family-work conflict. Despite being associated, the research findings reveal that
each has its causes and consequences. According to Mansour and Tremblay
(2016), individuals feel more work-family conflict than family-work conflict. As
a result, professional duties significantly impact family life more than family life
being affected by work demands. Defining features in the workplace may
conflict with the demands of families. The challenge of adjusting to these many
expectations might lead to conflict.
Table 9: Financial challenges
Financial Challenges
%
Mean
Verbal Description
Costly registration fee
94.48
3.78
Serious challenge
Costly transportation expense
59.80
2.39
Minor challenge
Costly accommodation expense
47.41
1.90
Minor challenge
Lack of source of subsidy
72.18
2.89
Moderate
challenge
Additional cost for PRC’s evaluation of
certificates
47.75
1.91
Minor challenge
Grand Mean Average
2.57
Moderate
challenge
Financial challenges are discussed in Table 9. The number one problem that the
teacher education faculty experienced is the costly registration fee of the
available CPD programmes with a 3.78 computed mean (serious challenge).
Accommodation expense is a lesser concern as it only gained a mean of 1.90 or
47.41%.
Respondents unanimously agreed that teachers' salaries should be addressed as
a vital component of the reform programme while examining the issues of
teacher professional development. The respondents reported that fundamental
survival requirements were not being satisfied, which harms the quality of
education they offer and ultimately undermines teaching sustainability. The
government spoke much about the education reform plan. Teachers, on the
other hand, were totally neglected (Lynch, 2020). Their concerns, anxieties, and
struggles went unnoticed. The financial situation of teachers is a complex one.
students have negative perceptions of the education sector when they watch
educators go hungry and look physically unattractive. Teachers do not intend to
remain in the profession because of low compensation the way in which the
profession is demeaned (With, 2017). Owing to this, most instructors are seeking
new careers and prospects. The objective of developing schools will not be
accomplished until the government reassesses the remuneration package for
teachers and provides economic and physical support to them. If teachers’
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wages are lower than those of other government employees, it is difficult to
recruit better applicants for the teacher education programme.
Table 10: Summary of challenges encountered by teacher education faculty in
continuing professional development programmes
CPD Challenges
Mean
Verbal Description
Challenges in the Quality of CPD
2.47
Minor challenge
Work-Related Challenges
2.75
Moderate challenge
Personal Challenges
2.81
Moderate challenge
Financial Challenges
2.57
Moderate challenge
As revealed in Table 10, the most troublesome among the challenges of the
teacher education faculty members pursuing CPD are the personal challenges
which obtained a mean of 2.81. This was followed by work-related challenges
with a mean of 2.75. The financial challenges came in at the third place the mean
of which is 2.57. All three areas were verbally described as moderate challenges.
On the other hand, the CPD programmes' quality is only a minor challenge to
the respondents. It only obtained a computed mean of 2.47. In 2015 the National
Teacher Enquiry Network received CPD practice audits and shared the same
issues with the present study. Their respondents complained about the
inadequate time for professional development, lack of collaboration with school
officials, and lack of qualified experts (Weston, 2015).
3.5 Proposed Action Plan to Address the Challenges Encountered by the
Teacher Education Faculty with Continuing Professional Development
Programmes
Table 12 presents the action plan that may be used to address the teacher
education faculty's challenges in the CPD programmes.
Table 11: Action plan to address challenges encountered by Teacher Education Faculty
with continuing professional development programmes
Objectives
Strategies
Persons
Involved
Expected
Outcomes/
Benefit
Challenges in the Quality of CPD
➢ To elevate the
quality standards
of external
experts
➢ Categorize the needs of
the audience
➢ Identify speakers who
have spoken at similar
seminars and check their
curriculum vitae well
➢ Watch recordings of their
talks and compile a list of
ideal options
➢ CHED
➢ SUCs
➢ CPD
providers
➢ Improved
quality
standards of
external
experts
➢ To increase the
number of
educational
institutions
qualifying as
authorized CPD
providers
➢ Offer online format CPD
courses
➢ Encourage more CPD
providers to localize their
training and seminars
➢ Post on the CHED
website not only the
➢ CHED
➢ SUCs
➢ CPD
providers
➢ Increased the
number of
educational
institutions as
authorized
CPD providers
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topics, venue, and dates
of the CPD programmes
but also the cost of the
activity for options of the
teacher education faculty
Work-Related Challenges
➢ To strategize the
schedule for
work and CPD
➢ Assign the teachers a
maximum of two
preparations in teaching
their subjects.
➢ Lessen/Reduce? paper
work of the faculty
members
➢ Avoid giving tasks to be
accomplished in a short
period (i.e., preparation
for accreditation)
➢ CHED
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
➢ Strategized
schedule of
work and
CPD
➢ To create ways
on how SUCs
will support their
faculty in their
pursuit of CPD
➢ Recognize and take pride
in the efforts of the
faculty pursuing or
availing of CPD
programmes.
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
➢ Evident
support of
the SUCs in
the faculty's
pursuit of
CPD
➢ To eliminate bias
among officials
during the
selection of
participants
➢ Create institutionalized
CPD programme policies
in consultation with the
faculty members for
equal access for everyone
➢ Design innovative
feedback mechanisms
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
➢ Impartial
selection of
participants
Personal Challenges
➢ To gain time for
professional
learning
➢ Electronic online of
delivering CPD courses
➢ CHED
➢ SUCs
➢ Appropriated
time for
professional
learning
➢ To avoid conflict
with family
responsibilities
in pursuit of
CPD
➢ Provide child care centres
among the institutions
➢ Management of work
schedules
➢ Plan and do things in
advance
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
➢ Balanced
work and
family
responsibiliti
es
Financial Challenges
➢ To eliminate the
costly
➢ Deliver CPD in a flexible
form through online
➢ CHED
➢ Reasonably
priced
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registration fee
learning
➢ Decrease the number of
required CPD credit units
➢ Establish or strengthen
professional development
services programme in
the institution and
provide training and
consultations free of
charge
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
registration
fees
➢ To find source of
subsidy
➢ Reinforce solicitation
from established
institutional linkages
➢ SUCs
➢ College of
Education
Deans
and
Chairpers
ons
➢ Faculty
members
➢ Increased
subsidized
CPD
opportunities
CPD is an essential mechanism through which all new plans must work
effectively to become rooted rather than superficial. The traditional notions of
CPD and the contemporary preparations for categorizing and assessing the
programmes must reinforce the emergent compromise about the nature of a
proactive and up-to-date profession where faculty are considered one of the
essential resources in sustaining the professional development of their
colleagues.
The main target of CPD is to ensure that faculty are effective in their classroom
teaching to improve the students' learning outcomes. CPD is also necessary to
respond to the changing needs of the community. Based on the research of
Melesse and Gulie (2019) heightened professionalism among teachers through
CPD increases their overall morale as their teaching competence is enhanced.
The school administrators and CPD organizers must consider focusing on the
potentisal benefits of collaboration as they try to meet the demands and needs of
indifferent and discouraged faculty. Correspondingly, CPD must suit the
interests of the faculty to develop personalized learning. Ensuring collaboration
is present in curriculum planning and opening opportunities for team teaching
and debriefing are a few suggestions the administration may study.
The SUCs may want to evaluate CPD plans and prospects to safeguard the
opportunities among their faculty. After all, the success of the faculty is the
success of the institution. CPD is effective when the accountability is
collaborative. The initiative and the desire to learn continually must begin with
the educators themselves. Of all the professions, the educators must be the
principal advocates of lifelong learning, whether or not continuing education is
required.
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4. Conclusions and Implications
The following conclusions were developed based on the study findings. Firstly,
the participation of teacher education faculty members remains short in
advancing professionally. Secondly, although there may be law mandates for
all professionals to avail themselves of of CPD units, the faculty remained
unresponsive in their CPD engagement. More participation is projected from
teacher education faculty members with higher academic ranks. Thirdly, teacher
education faculty members believe that CPD will help improve their academic
status, knowledge, and financial stability. Finally, personal issues hinder a
faculty from advancing professionally.
The research implicates CPD's positive outcomes to the attitudes of the teacher
education faculty to regular evaluation of their profession on a sustained basis.
The research has shown that the faculty must be trained as educators. However,
many felt unprepared regarding field expertise, funding restrictions, and
evaluation of the efficacy of the CPD programmes. Where possible and
appropriate, the bulk of requirements and expenditures must be assessed so that
the faculty will not feel that complying with CPD is an additional burden. The
faculty with little or no interest in availing themselves of CPD should consider
creating opportunities to work with colleagues to participate in CPD
programmes. The buddy system is an excellent resource to encourage others to
improve professional development. The SUCs should consider harnessing the
available opportunities and resources in school for professional learning.
Research about CPD and associated interventions should consider integrating
and structuring pedagogy and CPD literature. Research in a similar field must
assess the programmes of the CPD and focus on the nature of the alterations in
pedagogic practices and the processes in CPD to provide research users with the
data required to operationalize the conclusions and recommendations.
Furthermore, the accountability of the programmes of the CPD should be
collective among all stakeholders.
5. Limitations
First, this study was difficult to generalize because it targeted only the state
universities and colleges of Region III. As a result, broadening the area of study
in follow-up studies is essential. Second, this study focused on the actual
situation of professional reinforcement of faculty and staff. In a follow-up study,
it is necessary to verify the differences in expertise according to the demographic
characteristics of the study subjects. Furthermore, it is necessary to conduct a
comparative study on the professional development of university faculty and
staff in each country in the follow-up study.
6. Recommendations
This study is significant since it examined the CPD of the teacher education
faculty. Thus, it is recommended to have a specific CPD programme execution
plan. Quality improvement should be a key focus and a core component of any
CPD programme. Teachers are continually improving their practice to optimize
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new technology and knowledge. CPD should allow them to evaluate their
practice (preferably using their practice data), make improvements based upon
standard practice guidelines or best evidence, and implement remedies to
identified needs into their everyday practice. The entire CPD process should
attest to the satisfactory maintenance of all core competencies deemed necessary
for an individual to practise as a specialist in education. Ultimately, it should
attest to the teacher's commitment to improving practice and professional
responsibilities.
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