Teachers’ Preparedness, Compliance, and Difficulties in Continuous Professional Development in the New Normal
Keywords:
Continuous professional development, New normal, Teachers , Compliance , Difficulties , preparednessAbstract
This study was conducted to determine the teachers’ preparedness, compliance, and difficulties in continuous professional development (CPD) in the new normal in one of the highly urbanized divisions of Negros Oriental. A descriptive research design was employed on 217 public elementary school teachers using the researcher-made questionnaire that passed the validity and reliability tests. The results showed that public elementary school teachers were mostly single, had a longer length of service, and had higher educational attainment. Teachers showed a high level of preparedness and a great extent of compliance with CPD in the professional track, self-directed track, and productive scholarship. Still, they showed a moderate level of preparedness and a moderate extent of compliance with the academic track. Teachers’ difficulties in CPD were at a moderate level in school-related, personal-related, and CPD-provider-related factors. There were no significant differences in the preparedness and compliance with CPD in all the areas of CPD when teachers were grouped and compared according to civil status, length of service, and highest educational attainment. Likewise, no significant differences existed in the difficulties in CPD in all areas considered when teachers were grouped and compared according to the aforementioned variables. There was a significant relationship between preparedness and compliance as well as between the difficulties and compliance with CPD, but no significant relationship existed between preparedness and difficulties in CPD.
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