EXPLORING THE EXPERIENCES OF ENGLISH LANGUAGE TEACHERS ON THE PROVISION OF PROFESSIONAL DEVELOPMENT ACTIVITIES

EDUCATION

This phenomenological study explores the lived experiences, challenges, coping mechanisms, and insights of five English language teachers from private secondary schools in Bislig City, Surigao del Sur, Philippines, regarding the provision of professional development (PD) activities in a rural, resource-limited context. Drawing on in-depth, semi-structured interviews and thematic analysis, the research examines how teachers navigate the intersection of personal aspirations for growth and the systemic barriers that shape their professional journeys. The findings reveal that participants encountered persistent challenges, including time constraints, financial limitations, institutional restrictions, and geographic isolation, which often hindered consistent engagement in PD initiatives and limited access to quality learning resources. Despite these barriers, teachers demonstrated resilience, adaptability, and a strong sense of agency by actively seeking alternative learning opportunities. These included peer collaboration, self-directed study, reflective practice, and participation in digital learning communities, all of which supported their instructional improvement and maintained their professional motivation. Participants emphasized that PD experiences were most impactful when they were contextually relevant, practically applicable, and emotionally supportive, enabling teachers to contribute actively rather than remain passive recipients of training. The study underscores the need for PD frameworks in underserved rural settings to address both structural and emotional dimensions of teacher development. By doing so, such programs can enhance instructional competence, reinforce long-term motivation, and cultivate a sustainable culture of professional growth. These insights carry significant implications for educational leaders, policymakers, and PD designers committed to creating equitable, inclusive, and teacher-centered professional development models in similar contexts.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.