Structuring the Individual Plan of Professional Development (IPPD) For Teachers in the Advancement of Career Demand Growth
Keywords:
Cebu City Division, Descriptive Method, Development Education, Developmental Action Plan, Individual Plan of Professional Development, PhilippinesAbstract
This research assessed the implementation of the Individual Plan of Professional Development (IPPD) towards career demand growth for secondary public-school teachers in South District 7 at Cebu City Division, Cebu City school year 2021-2022 as bases for a developmental action plan. Findings of this study reveal that the school heads and teacher-respondents belong to the age group of 31-40 years old, female, married, obtained units in their master’s degree, have been linked with the institution for more than 6 years, have a performance rating of very satisfactory, and attended national trainings, seminars, and workshops. Looking into the extent of implementation of the individual plan of professional development (IPPD) which is divided into five indicators – professional development in school; learning through professional development; participation experience in IPPD; impact on learners; and attitude and beliefs, accumulated an overall grand mean of 4.27, which means that the respondents strongly agree that the extent of implementation of the IPPD across all indicators increases their career demand growth. When testing the relationship between the profile of respondents and extent of implementation of individual plan for professional development, age, length of service, and highest educational attainment rejected the null hypothesis which means that these profiles of teachers are significantly related with their extent of implementation of individual plan for professional development. In the focus group discussion, the teachers reveal that the implementation of IPPD gives greater insights and improves performance; allows putting into practice the appropriate trainings, and seminars attended; and impacts students’ learning and behavior. Lastly, pertaining to the challenges and barriers in the implementation of the individual plan of professional development, most of the teacher-respondents believe that time constraint is their main challenge or barrier in terms of the implementation of the IPPD towards career demand growth for the public secondary school teachers.
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