Exploring The Roles of School Administrator in Implementing Teachers Professional Development Programs

School Administrator

This phenomenological study explores the lived experiences of five school administrators implementing teacher professional development programs in five public elementary schools within Maco North District, Davao de Oro, Philippines. In-depth interviews were conducted with the administrators from Pangi, New Asturias, Magangit, Kinuban, and Gubatan Elementary Schools. The study examined administrators’ experiences, strategies, challenges, coping mechanisms, motivations, and insights in managing TPD programs. Findings revealed significant challenges related to resource limitations, time constraints, and inconsistent teacher participation. Administrators employed various strategies, including encouragement, one-on-one conversations, and memoranda, to address teacher resistance. They emphasized aligning teacher professional development program with teachers' needs, providing ongoing support, and utilizing innovative methods like online meetings and mentoring. The study highlights the complex demands placed on school administrators in implementing effective TPD and underscores the need for ongoing support and resource allocation to enhance teacher growth and improve student learning outcomes. Further research could explore the long-term effects of different leadership strategies and the development of stronger support systems for administrators in resource-constrained contexts.

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