Professional Development in the Lens of Public School Teachers

Abstract

Teachers' participation in diverse professional development initiatives is crucial for personal and professional advancement. This study focused on exploring the perspectives of public-school teachers in their pursuit of professional development. A case study was conducted through purposive sampling, utilizing a semi-structured interview to gather data among the six public school teachers in Bukidnon, Philippines. Using Braun and Clarke's approach to thematic analysis, the data were analyzed and interpreted, which uncovered the teachers' perceptions that urged them to engage in such activities in two themes: continuous learning and growth and fostering professional collaboration. Continuous learning and growth comprised the subthemes: being relevant and updated in their field, enhancing content knowledge and pedagogy, improving students' outcomes, promotion, and compliance with professional standards.  Furthermore, various implications for professional development providers and education administrators were also discussed. Further research is suggested to enrich the results and implications of the study.