UNDERSTANDING SCIENCE TEACHERS’ VIEWS ON THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT INITIATIVES

Teaching and Learning

This study employed a qualitative research design to explore science teachers’ perceptions of the effectiveness of professional development (PD) programs in enhancing teaching skills and science instruction in Region XII, which includes both urban and rural school contexts. The research involved 15 junior and senior high school science teachers selected through purposive sampling. Data were collected using a semi-structured interview guide and open-ended survey questionnaires, with a focus on ethical standards, including informed consent, confidentiality, and voluntary participation. The responses were transcribed, coded, and analyzed to identify emerging themes regarding the effectiveness of PD programs. The analysis revealed four key themes: the relevance and application of PD programs, the need for improvement and sustainability, skill enhancement and strategy exposure, and the role of technology and innovation in PD. Participants highlighted the importance of content-specific, collaborative, and sustained training programs that are contextualized within the science curriculum. However, they noted a lack of continuity and follow-up support in many PD initiatives. PD programs were also recognized for enhancing teachers’ instructional strategies, boosting their confidence, and introducing new ways to deliver science content, especially through technology integration and inquiry-based approaches. These findings align with existing literature that underscores the significance of sustained, content-focused PD with ongoing support to enhance teaching quality and improve student outcomes

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