UNVEILING THE HIDDEN CHALLENGES: NURTURING TEACHERS’ PROFESSIONAL GROWTH IN THE CURRENT EDUCATIONAL LANDSCAPE

Faith Antonette B. Ubas, Aurelio C. Cagang

Abstract


This phenomenological study examined teachers' experiences during their professional development journey at Jose C. Catolico Sr. Elementary School. Data were gathered from ten (10) participants through in-depth interviews and ten (10) informants through focused group discussions. Analysis revealed nine key challenges: lack of time, learner behavior, limited resources, outdated materials, inadequate training, heavy workloads, rigid curriculum, technology use, and teacher resistance. Participants developed coping mechanisms, including enhancing digital literacy, setting goals, adapting to change, collaborating, managing time effectively, prioritizing urgency, and demonstrating a strong commitment to learning. Their insights emphasized that teaching is an evolving profession that requires continuous growth, a supportive environment, relevant training, adaptability, lifelong learning, and effective use of technology. Findings suggest that addressing teachers' professional development needs requires responsive and sustainable support systems. Educational leaders and policymakers must prioritize flexible, needs-based training programs, provide access to updated resources, and promote a culture of collaboration and innovation. Future research may consider conducting longitudinal studies to examine how teachers' development and coping strategies evolve.

 

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educational management, professional development, teachers, phenomenology, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6148

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