Open AccessFilipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform
Author(s) -
Allan B. I. Bernardo,
Barbara Wong-Fernandez,
Mateo D. Macalaguing,
Romel C. Navarro
Publication year - 2020
Publication title -
journal of research, policy and practice of teachers and teacher education/the journal of research, policy and practice of teacher's and teacher education
Language(s) - English
Resource type - Journals
eISSN - 2550-1771
pISSN - 2232-0458
DOI - 10.37134/jrpptte.vol10.2.5.2020
Subject(s) - professional development , context (archaeology) , continuing professional development , psychology , medical education , continuing education , quality (philosophy) , school teachers , pedagogy , political science , public relations , medicine , paleontology , philosophy , epistemology , biology
The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.