Teachers Professional Development and Practices in Remote School: A Mixed Method

Education

The primary goal of the study was to explore the teacher professional development and practices in North District, Bayugan City Division. The quantitative approach utilized an adopted test questionnaire to survey the 56 remote teachers. Moreover, the qualitative inquiry of five purposively selected participants using an in-depth interview unfolded their perceptions in the challenges and coping mechanism on teacher professional development and practices in remote schools. The seven structured themes generated the salient emerging themes such as work overload, non-teaching duties, availability of resources, problem with updated strategies and teaching methods, difficult to find guidance, difficult in engaging students, and difficult to advance carrier. The findings of the study revealed that trainings and seminars had positively high relationship to the teacher performance of the remote teachers. Moreover, the study found out that the teachers agreed specifically suggested to the influence to trainings and seminars to their content knowledge and development, instructional materials development, assessment techniques, and classroom management have a subsequent impact on their teaching performance. Hence it is concluded that there is a need to enhance in training design that is primarily crafted to help in improving the teacher professional development and practices in remote school. As a recommendation, it is imperative to invest in the quality of learning given by the department of education, conducting bridging programs and strong community involvement in the educative process of the institution.

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