ABSTRACT
This study aimed to identify the extent of manifestation of professional growth of elementary teachers in the Division of Batangas Province. To be specific, this paper intended to describe the profile of the teachers; ascertain the extent of manifestation of professional growth in terms of instructional delivery, creativity in material development preparation, responsiveness to continuous improvement and adaptability to changing environment. Furthermore, the researcher is directed to relate the extent of manifestation of professional growth and the profile of the teachers and to determine the opportunities relative to professional development. The descriptive method of research was utilized in the study. Researcher-made questionnaire and Focus Group Discussion (FGD) were the data gathering instruments used. The data revealed that most of the respondents are bachelor’s degree holders with at most ten years of teaching experience. A large portion of the respondents are learning area coordinators who have not yet received any awards with no finished researches. When it comes to manifestation of professional growth, respondents claimed moderate manifestation of professional growth in terms of instructional delivery, creativity in material development preparation, responsiveness to continuous improvement and adaptability to changing environment. With reference to developmental opportunities, readiness to accept new challenges was highly considered by the teachers. Moreover, findings revealed that profile variables do not affect the teachers’ manifestation of professional growth. However, among the profile variables, the number of finished researches was found to have significant relationship with responsiveness to continuous improvement; while awards and recognitions received are significantly related to the manifestation of adaptability to changing environment.
Keywords: professional development, professional growth, developmental opportunities, elementary teachers
1. INTRODUCTION
Education is an integral part of our society that shadows the role of the teachers as they progressively meet the huge demands of the evaluation schemes. Teachers are the lifeline of education and professional development is crucial in achieving quality education system. With constant changes in curricula, teachers must be able to meet the standard of the growing need of the nation and this can be done through seeking professional growth. Educators must participate in deliberate practice to improve their abilities and professional judgment.
Moreover, the advent of the 21st century requires every individual to level up in all facets whether it is in learning, teaching, or skills improvement. Similarly, for people to be significant members of today’s society, a clear manifestation of literacy, sustainability and productivity is an integral requirement. Hence, it is not just simply education that we need, but rather, quality education. Department of Education (DepEd) recognizes the importance of upskilling teachers to better deliver quality education among Filipino learners. With this as the utmost consideration, DepEd released a basis for all learning and development programs for teachers to ensure that they are properly equipped to effectively implement the K to 12 Program ̶ the Philippine Professional Standards for Teachers (PPST).
DepEd Order No. 42, s. 2017 or the National Adoption and Implementation of the Philippine Professional Standards for Teachers. PPST clearly sets out the expectations to teachers and educators in order for them to take part in the delivery of quality education among Filipino learners. PPST presents seven domains that encompass dimensions of teaching practices that every Filipino teacher should employ in teaching. First among those seven is content, knowledge and pedagogy. These three words pertain to the manifestation of mastery of content, development of critical thinking, and classroom communication. With deeper analysis, it all sums up to teachers’ competence.
Based on the premise of lifelong learning, the DepEd emphasizes the relevance of professional standards in the continued professional growth and improvement of teachers. It is committed to assisting teachers and recognizes the unambiguous evidence that effective teachers are critical to increasing student achievement. Quality teaching is required for quality learning. As a result, improving teacher quality becomes critical for long-term and sustainable nation building.
Pursuant to titled Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teachers and School Leaders, the Department of Education (DepEd), through the National Educators Academy of the Philippines (NEAP), issues the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for SY 2020-2023. The PD Priorities shall support the realization of the Department’s goal of continuous upskilling of teachers and school leaders that will result in better learning outcomes. Professional development should be prioritized by all teachers to deliver quality education.
One way of display of responsiveness to professional growth is through pursuing masters and doctorate. Through this, the teachers are exposed to different arrays of knowledge that they would likely to apply when they are already in the classroom. Moreover, they are to learn copious instructional materials that could be more beneficial to the generation of today. In the field, proper application is also essential for better results. As a response, educators must examine instructional materials from several angles in order to determine how effective they will be depending on the issue at hand. It will be attained with proper teacher training.
Professionalism in teacher education is an utmost necessity. Teachers' knowledge and experience are insufficient to sustain them throughout their careers. Through acquiring new approaches in instructional delivery, assessment styles, and flexibility to changing environment through multiple modalities, educators become more effective in their presentations and assessments. It inspires instructors in the classroom to achieve better outcomes since they have fresh knowledge to use and abilities to improve.
Any form of continuous education effort for educators is referred to as teacher professional development. Each and every teacher is required to pursue developmental opportunities to enhance their professional growth. In order to close the learning gaps in our educational system, the researcher believes that teaching should first be attended. Hence, professional development is an integral tool in addressing teaching and learning gaps.
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