research paper about teaching profession in the philippines

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Perspectives on the barriers to and needs of teachers’ professional development in the philippines during covid-19.

1. Introduction

• Determine the frequency and preferences of TPD;
• Identify the barriers to and needs of TPD; and
• Determine the relationship between TPD needs and preferences.

2. Materials and Methods

2.1. research design and procedure, 2.2. measures, 2.3. data analysis, 3.1. participants, 3.2. frequency and preferences of tpd, 3.3. needs of and barriers to tpd (quantitative results), 3.4. intercorrelations, 3.5. background demographics and tpd, 3.6. needs of and barriers to tpd (qualitative results).

What we need is more advanced skills on how to use Microsoft PowerPoint and the Adobe applications (Teacher 1)

I saw on the internet that there are online learning management systems that are quite easy to use. It would be helpful if the school could assist me or teach me how to do it (Teacher 5)

I need to learn how to use programs or software that can let the students do online peer work or collaboration (Teacher 7)

… for me, video editing and how to effectively do blended teaching, here in our school, we are practicing 1-week synchronous and 1-week asynchronous instruction… we need more effective teaching strategies (Teacher 3)

Sometimes I feel my students are struggling, how can I motivate my students… how can I maximize the use of technology in teaching… (Teacher 5)

… I am teaching high school science. Some of my problems are how to teach laboratory skills using an online environment… I can look for YouTube videos, but I still felt this is not enough (Teacher 6)

How to effectively deliver science lessons using apps offline, I need to find some strategies that the students can use offline… (Teacher 2)

Since we are encouraged to take up graduate students… how to do research in times of pandemic… (Teacher 1)

Just wondering, how can we integrate our action research and use the results afterwards… we need to do research to better understand our students (Teacher 6)

There is always of problem in scheduling of professional developments… training should be done before the opening of classes and not during when teachers are busy (Teacher 2)

cost of professional development and busy schedule from school assignments are the most frequent reasons for non-participation of teachers (Teacher 8)

…cost of training is high and conflicts with my time and other responsibilities (Teacher 4)

… sometimes, the topic needed is not available and was not able to join due to conflict with work schedule (Teacher 4)

too overworked and taking part in professional development will be taking away our time to rest (Teacher 7)

Infrastructure problems–these are the problems related to unfavorable learning conditions and insufficient internet that plague both teachers and students in the Philippines [ 11 ]. internet signal and equipment or gadgets to be used for attending online workshops (Teacher 1)

difficult working conditions, systematic challenges, and poorly designed professional development, I believe these are the major concerns of a lot of teachers (Teacher 4)

3.7. Relationship between TPD Needs and Preferences

4. discussion, 4.1. quantitative findings, 4.2. qualitative findings, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Chin, J.M.-C.; Ching, G.S.; del Castillo, F.; Wen, T.-H.; Huang, Y.-C.; del Castillo, C.D.; Gungon, J.L.; Trajera, S.M. Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability 2022 , 14 , 470. https://doi.org/10.3390/su14010470

Chin JM-C, Ching GS, del Castillo F, Wen T-H, Huang Y-C, del Castillo CD, Gungon JL, Trajera SM. Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability . 2022; 14(1):470. https://doi.org/10.3390/su14010470

Chin, Joseph Meng-Chun, Gregory S. Ching, Fides del Castillo, Tzu-Hsing Wen, Yu-Chen Huang, Clarence Darro del Castillo, Jenny Lynn Gungon, and Sheilla M. Trajera. 2022. "Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19" Sustainability 14, no. 1: 470. https://doi.org/10.3390/su14010470

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Perseverance and Passion in the Teaching Profession: Teachers' Grit, Self-Efficacy, Burnout, and Performance

Journal of Critical Reviews, 2020

12 Pages Posted: 20 Aug 2020

Fitzgerald Fabelico

Nueva Vizcaya State University

Bonimar Afalla

Date Written: May 30, 2020

Teachers are the prime movers in changing the state of any nation towards globalization and industrialization. However, perseverance and passion in the teaching profession influences teachers’ performance. This study was conducted to investigate the interrelationships between and among the variables such as teachers’ characteristics, grit, self-efficacy, burnout, and performance to establish a model that explains teacher performance. This descriptive correlation study utilized the Short Grit Scale, Norwegian Teacher Self-Efficacy Scale, Maslach Burnout Inventory for Teachers, and the NBC 461 QCE instruments to gather data. The respondents were the faculty members of a state university in Cagayan Valley Region, Philippines. This study exposed that the teachers have high levels of grit and self-efficacy, moderate level of burnout, and very satisfactory teaching performance regardless of age, gender, civil status, number of dependents, educational attainment, length of service, teaching status, and academic rank. The level of teachers’ grit, self-efficacy, and performance are comparable across teachers’ characteristics while the level of teachers’ burnout varies with the number of dependents. Grit is positively related to educational attainment while burnout is negatively related to the number of dependents. Grit and self-efficacy showed significant positive relationship with each other. While teacher performance is independent of grit, self-efficacy and burnout, teacher performance is best predicted by knowledge of the subject matter and management of learning. Future research should validate the proposed model on a wider scale to include other variables.

Keywords: burnout, grit, self-efficacy, teaching effectiveness, teacher performance

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Nueva Vizcaya State University ( email )

Don Mariano Perez Bayombong, Nueva Vizcaya 3700 Philippines

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Overview of Education in the Philippines

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• First Online: 24 December 2021

Cite this chapter

• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

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Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-1

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The teaching profession in the Philippines

• Rowena A. Pila , Magno Quendangan , Priscila L. Doctolero
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Organizational citizenship behavior and teachers’ engagement in unified schools of the archdiocese of lipa (usal), evaluation of the university consultation hours in the learning journey of college students of spu manila sy 2018-2019, the effect of using blended learning strategy on achievement and attitudes in teaching science among 9th grade students, related papers.

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Efforts Made To Improve Quality of Teachers in the Philippines

The Philippine government take a stand in improving the quality of teachers. This is done after the surveys from 1925 to present, the government did ask aid from foreign countries in order to do something with the educational system of our country. Projects are done to help improve the teaching of teachers as well as the well-being of the learners and the community they live.

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Question 1: Study Manuel L. Quezon's Code of Ethics. Discuss its significance in Philippine Education. Question 2: Research on the development of Philippine curriculum; Monroe Commission; Angara Commission; BEC; SOUTEL The Executive Order No. 217 otherwise known as Manuel L. Quezon’s Code of Citizenship and Ethics is one of the most distinguished rule that sets the moral and ethics of the Filipino students even in their young age as they reach schools, but deeply forgotten by the new generation. Thus it is a challenge to all of us, students and future educators to relearn and establish in schools the foundation of being a true and responsible Filipino. To give a glimpse of this, the Code of Citizenship and Ethics are as follows;

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While it is true that SBM shapes and charts the direction of school operations, it is interesting to discuss how a developing country like the Philippines is influenced by this reform strategy as a structural and procedural framework in managing its system of education, particularly, its basic education sector which through the years has been criticized for its alarming state as shown by its performance indicators rates. This paper purports to provide a panorama on how school-based management as a restructuring framework is viewed and interpreted by the basic education sector which constitutes the largest portion of the country’s educational system. Specifically, the eight key elements of successful SBM schools, namely: (1) an active vision; (2) meaningful decision-making authority; (3) distribution of power; (4) development and use of knowledge and skills; (5) collecting and communicating information; (6) rewards for progress; (7) shared leadership; and (8) cultivating resources, were used to serve the purpose of this discourse.

Melissa Alma Orencia

The Research examined the educational policies and curriculum frameworks to find out whether non-cognitive skills/transversal skills are embedded in the Philippine curriculum framework and to find out whether non-cognitive skills are clearly articulated and translated into actual teaching practice. The study further looked into the general achievements in Values Education over the years and the present challenges. The method used in this study was basically a review of policies and education reforms in the last ten (10) years, the changing educational programs, the drivers of educational policies and program and alternative curriculum and education programs. The mainstream curriculum was then analyzed to determine the articulation and translation of these policies in the curriculum for schools particularly the integration of non-cognitive skills in the different subject area offerings like math, science, language and most especially Values Education which is a separate subject area offering of 30 minutes daily in the elementary level and 60 minutes twice a week in the secondary level. Every curriculum reform in the Philippines, whether mainstream curriculum, alternative curriculum and education programs, such as the indigenous peoples curriculum, Madrasah curriculum or the Alternative Learning System curriculum for out-of-school youth and drop-outs indicate the integration ofnon-cognitive skills. The Philippine Educational System puts a high premium on holistic development through knowledge transformation, and skills, values and attitude development. This is evident in the policy declarations particularly the provisions of the Enhanced Basic Education Act of 2013. In the Philippine context, the policy directions in education seem to define non-cognitive skills as those referring to competencies and skills and values for example “…that enable individuals to engage in work and be productive, …to co-exist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative and critical thinking and the capacity and willingness to transform others and oneself.” …(Congress of the Philippines, 2012) These are further reflected in the Values Education Program of the Philippines called “EdukasyonsaPagpapakatao” (The Process of Becoming) based on the philosophy of personalism and the human person. The present Values Education Program in the K to 12 Enhanced Basic Education clearly articulates a number of non-cognitive skills directly corresponding to the dimension of human development; moral, political, economic, social, physical, intellectual and spiritual. Thus within the foregoing dimensions non-cognitive skills are embedded such as the following holistic health, environmental care, scientific orientation, critical thinking, future orientation, respect for diversity, cultural sensitivity concern for the common good, entrepreneurial spirit and responsible consumerism, creative goodwill, cultural freedom, perseverance, etc. These are developed in the Values Education subject and integrated in the other subject areas. Curriculum strategies and approaches most especially related to authentic teaching define the process of attaining learning outcomes which today is a big challenge to education. Co-curricular and extra-curricular activities like the National Service Training Program (NSTP) reinforce the attainment of affective learning outcomes. Evaluation and assessment measures and tools for both short and long term effects is also a challenge, thus, the continuing concern for better assessment measures. It is also recommended that a coherent framework for integrating and developing non-cognitive skills in the overall basic education framework should serve as the basis for a deliberate and systematic development of non-cognitive skills.

Arthur Abulencia

Eulogio Rodriguez

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Development of Interactive 2D Animation as Formative Assessment Tool for Teaching Values Education in the Philippines

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The passion that lit a hundred burning passions: A teacher’s story of toil and triumph

Teaching has always been considered a noble profession that requires great passion. Being a teacher in the Philippines is a far more interesting story to tell. The challenges abound and one’s passion can truly be tested, and if one prevails, a diamond in the rough emerges.

For the past three decades, Teacher Jacquelyn Rachel L. Tapdasan has spent most of her life teaching. Starting as a classroom teacher, Teacher Jacky always believes that teaching is not just a profession, but a personal calling.

“I’m passionate about teaching because I come from a family of teachers, and I’m surrounded with passionate people. Even if I have a son with special needs, I continue to teach and use this as an inspiration to help my learners grow and succeed,” Teacher Jacky shared.

In 2003, Teacher Jacky’s normal life as a classroom teacher changed when she accepted the challenge of being the Non-Formal Education (NFE) Coordinator in the District of Naga III in the province of Cebu. Being an NFE Coordinator meant that she would leave the comforts of teaching in a classroom to provide education to learners in far-flung areas inaccessible to formal basic education system. Every week, she traveled to Sitio Cabuan, which is 14 km from the town proper, to conduct basic literacy program (BLP) to out-of-school youth and adults.

Being an NFE Coordinator in Sitio Cabuan gave Teacher Jacky the chance to meet its resident. She coordinated with the barangay officials and looked for partners in implementing the life skills trainings such as basic dressmaking, manicure and pedicure, and welding and fabrication. Her efforts paved the way for non-formal education in the remotest sitio in Naga City.

In 2008, new opportunities opened for Teacher Jacky as the DepEd Division of Cebu City was established as an interim division for DepEd Cebu Province. This development provided an opportunity for Teacher Jacky to establish a formal school in Sitio Cabuan. She communicated her plan to the District Supervisor, who conveyed her proposal to the Schools Division Superintendent (SDS). The SDS approved the request to create a primary school in Sitio Cabuan, provided that Teacher Jacky would have 75 learners and would teach five days a week. For the love of teaching, she accepted the challenge even if she knew it would be tough and would take a big toll on her personal life.

On June 29, 2009, Teacher Jacky started teaching 76 learners from Grades 1-4 and pursued the creation of Cirilo P. Selgas Primary School. Classes were conducted in the chapel for Grades 1 and 2, and in makeshift tent outside the chapel for Grades 3 and 4. Her dedication has moved the hearts of the people in the community.

In times of challenges and struggles, Teacher Jacky never gives up. She keeps the passion burning. She always reminds herself of the proverb, “Give a man a fish and he eats for a day; teach a man to fish and he eats for a lifetime.”

At present, Teacher Jacky serves as the District Alternative Learning System (ALS) Coordinator of Naga III. Every week, she travels to four community learning centers (CLCs) to meet her students. She has been in ALS for 16 years.

Her story is written to remind and inspire people to never give up in helping those  in need and to continue to touch hearts, nurture minds, and transform the lives of the young learners.

“The best part of teaching is seeing my students grow and to make a difference in the life of my learners,” Teacher Jacky concluded.

By:   Yvonne Burbos-Gera; 09064326538        Senior Education Program Specialist – HRDS       City Of Naga, Cebu Division; Region VII