Professional Development Needs of Elementary Teachers

This study aimed to determine the professional development needs of the elementary teachers in Castilla Districts for SY 2022-2023. Descriptive method of research was employed in the study. The respondents of the study were the teachers in the public elementary schools in Castilla Districts. A survey questionnaire was used to gather the data needed. The data gathered were tabulated, analyzed and interpreted by the use of statistical measures and tools such as frequency, ranking, and the weighted mean.

The findings were: The computed overall weighted means on the involvement of the teachers in professional development along trainings, scholarship, research and innovation, mentoring and coaching, community outreach were 3.84, 2.98, 3.15, 3.67 and 4.13 respectively. Not all of the teachers are satisfied in their involvement along trainings, scholarship, research and innovation, mentoring and coaching and community outreach. The three top most development needs identified by the teachers along a. trainings were: acquiring new digital pedagogical methodology, different models of instructional strategies and assessment practices; and ability to model effective instructional and assessment practices, b. scholarship were: extensive financial support for continuing education and career advancement, acquiring new skills and abilities to be brought to their learners in the classroom, and potential to enhance or advance the quality of teaching and learning, c. research and innovation were: clarify purposes, processes and priorities when introducing change – for example, to curriculum, pedagogy or assessment; sources of information and networks of professional support in research; and professional learning of knowledge, skills and understanding in research, d. mechanisms in improving performance of students; techniques for constructively challenging unhelpful behavior including negativity and limiting beliefs among teachers and creative thinking pathways; and awareness of the setting of realistic goals for adults and others, e. volunteerism on the part of the teachers and learners in helping the community to make a brighter future for those who are less fortunate, next is promoting diversity and student development while enhancing skills and knowledge to serve in diverse communities; and strategies in identifying the kind of assistance the community needs. A teachers’ professional development plan for teachers can be proposed to address the teacher’s needs.

The conclusions were: The teachers were often involved in trainings, mentoring and coaching and community outreach but sometimes involved in scholarship and research and innovation. The teachers exhibited different levels of satisfaction along trainings, scholarship, research and innovation, mentoring and coaching, community outreach. The teachers identified and revealed their needs along professional development. The teachers’ professional development plan for teachers hereby proposed maybe adopted to address the teacher’s needs.

The recommendations were: Teachers may be encouraged to actively participate and involve in trainings, scholarship, research and innovation, mentoring and coaching, and community outreach. Administrators and teachers may collaborate each other to heighten the teachers’ involvement along professional development to reach the higher level of satisfaction. School authorities may consider, identify and apply effective mechanism to address the needs of the teachers along their professional development. There is a need to adopt and implement the proposed professional development plan upon review and approval of school authorities. Another research can be conducted parallel to the present study using the identified findings as baseline data.