INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-24, Impac Fac o : 8.266
Page No. 5717-5735
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5717
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional
De elopmen P og ams o Public Senio High School Teache s in Bacoo Ci y
Sheela Mae O. Cada edo
Uni e si y O Pe pe ual Help Sys em- Dal a
ABSTRACT: This s udy assessed he p o essional de elopmen p og ams o senio high school eache s in Bacoo Ci y wi h
e e ence o he domains o he Philippine P o essional S anda ds o Teache s (PPST), namely: Con en Knowledge and Pedagogy;
Lea ning En i onmen and Di e si y o Lea ne s; Cu iculum and Planning, Assessmen and Repo ing; Communi y Linkages and
P o essional Engagemen ; and P o essional G ow h and P o essional De elopmen . Speci ically, i examined he ex en o
eache s’ p o essional p ac ices, de e mined signi ican di e ences when g ouped acco ding o age, sex, educa ional a ainmen ,
designa ion, and yea s o expe ience, and p oposed an ac ion plan o enhance p o essional de elopmen . A desc ip i e esea ch
design wi h quan i a i e analysis was employed, using su ey ques ionnai es adminis e ed o public senio high school eache s
in Bacoo Ci y. Da a we e analyzed h ough equency dis ibu ion, weigh ed mean, - es , and one-way analysis o a iance
(ANOVA). Findings e ealed ha he domain o main aining lea ning en i onmen s esponsi e o communi y con ex s ob ained
he highes mean, while compliance wi h school policies and s akeholde pa ne ships ecei ed he lowes . The adop ion o
p o essional p ac ices ha uphold he digni y o eaching also showed a high a ing. S a is ical es s indica ed ha he e we e no
signi ican di e ences in he p o essional de elopmen p og ams o eache s when g ouped acco ding o hei demog aphic and
p o essional p o ile a iables. The esul s sugges ha p o essional de elopmen oppo uni ies a e equi ably dis ibu ed among
eache s ega dless o age, sex, educa ional a ainmen , designa ion, o yea s o se ice. An ac ion plan was p oposed o add ess
a eas equi ing imp o emen , pa icula ly in enhancing esea ch u iliza ion, communi y linkages, and compliance wi h school
policies. The s udy concludes ha while he p o essional de elopmen p og ams o senio high school eache s a e e ec i ely
implemen ed, u he en ichmen is necessa y o sus ain p o essional g ow h and s eng hen alignmen wi h PPST s anda ds.
KEYWORDS: p o essional de elopmen , senio high school eache s, PPST, Bacoo Ci y, eache compe encies
I. INTRODUCTION
School pe o mance e e s o he educa ional quali y o an educa ional sys em (UNESCO Ins i u e o S a is ics, 2024).
Acco ding o Po ocan e al. (2017), i esul s in he a ainmen o educa ional goals ela ed o he acquisi ion o academic
achie emen and pe sonal de elopmen o lea ne s. In he Philippines, he school pe o mance is measu ed h ough key
pe o mance indica o s, namely access, e iciency, and a io and p opo ion (Depa men o Educa ion, 2022).
In he Philippines, eache s o he basic educa ion sys em a e ained o acqui e e ec i e skills h ough a ious
p o essional de elopmen p og ams. As manda ed in he amewo k o p o essional de elopmen o he Depa men o
Educa ion, eache s a e gi en induc ion, ca ee p og ession, and special p og ams ha aim o imp o e hei p o essional p ac ices
and deli e y o eme ging and non-pedagogical ela ed ac i i ies. By he DepEd Memo andum No. 050, s. 2020, p o essional
de elopmen p io i ies o eache s shall suppo he ealiza ion o long- e m upskilling and eskilling o eache s, esul ing in
be e lea ning ou comes. These p o essional de elopmen p og ams we e in line wi h he na ional adop ion and implemen a ion
o he Philippine P o essional S anda ds o Teache s (PPST) as s a ed in he DepEd O de No. 024, s. 2020. In his amewo k, he
e ec i eness in maximizing school and ensu ing manpowe e ec i eness is s ipula ed in he i e domains, namely con en
knowledge and pedagogy, lea ning en i onmen and di e si y o lea ne s, cu iculum and planning, assessmen and epo ing,
communi y linkages and p o essional engagemen , p o essional g ow h and p o essional de elopmen . These p io i ies also allow
lexibili y o add ess local needs and eme ging de elopmen s in p o essional de elopmen .
Howe e , despi e hese ini ia i es, he school leade s s ill encoun e ed challenges. In he s udy o Ta aya (2023), some
challenges encoun e ed by eache ’s public schools we e a lack o leade ship aining and insu icien esou ces and assis ance o
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5718
ca y ou unc ions. Cas añe os e al. (2023) also poin ed ou ha newly p omo ed eache s aced challenges in supe ising hei
eache s, balancing hei wo k and pe sonal li e, managing schools, and dealing wi h he p e ious adminis a ion's legacy. In
addi ion, i was ound ha hese challenges ha e a signi ican ela ionship o he e ec i eness o he school (Kilag e al., 2024).
This app ehension led he esea che s, educa o s, and educa ional policymake s o ocus on upskilling he school leade s h ough
p o essional de elopmen p og ams.
Gi en his challenge, he esea che analyzed he oppo uni ies and challenges in he p o essional de elopmen p og ams
o public senio high school eache s in Bacoo Ci y. I will be signi ican o he eache s as i will p o ide da a ha can be used o
iden i y hei p o essional needs and p opose a plan o add ess hese conce ns.
In Bacoo Ci y, one o he highly u banized a eas in Ca i e, public senio high schools con inue o expand in esponse o
popula ion g ow h and he demands o he K–12 cu iculums. Howe e , despi e he p esence o p o essional de elopmen
ini ia i es, many eache s ace ba ie s ha hinde he ull implemen a ion and e ec i eness o such p og ams. Limi ed esou ces,
inconsis en p og am deli e y, and con ex -speci ic challenges unique o u banized school en i onmen s o en a ec he quali y
o p o essional g ow h oppo uni ies. These eali ies sugges a need o a localized analysis o how p o essional de elopmen
p og ams a e implemen ed, wha oppo uni ies hey p esen , and wha challenges eache s ace in Bacoo Ci y.
While p e ious s udies ha e examined eache p o essional de elopmen and school leade ship challenges a he
na ional le el (Ta aya, 2023; Cas añe os e al., 2023; Kilag e al., 2024), limi ed empi ical e idence exis s on how hese issues
mani es in he speci ic con ex o Bacoo Ci y. Mos s udies ocus b oadly on Philippine public schools, o e looking localized
ac o s such as esou ce alloca ion, communi y in ol emen , and he u ban school en i onmen o Bacoo . This c ea es a
knowledge gap on whe he exis ing p o essional de elopmen ini ia i es a e su icien ly add essing he p o essional needs o
public senio high school eache s in he ci y.
Add essing his gap is i al, as i will p o ide da a-d i en insigh s in o he oppo uni ies and challenges o p o essional
de elopmen p og ams in Bacoo Ci y. Such indings may guide educa ional policymake s, school adminis a o s, and eache s in
c a ing localized s a egies ha can enhance eache compe encies and imp o e school pe o mance ou comes.
Theo e ical F amewo k
P o essional de elopmen p og ams ha e been widely examined in educa ional esea ch and p ac ice, as hey a e cen al
o imp o ing eache compe ence, enhancing ins uc ional deli e y, and ensu ing o e all school e ec i eness. In he Philippine
con ex , he concep ualiza ion o p o essional de elopmen aligns wi h he amewo k o he Depa men o Educa ion (DepEd)
o he ad ancemen o eache s and school leade s. This amewo k is ancho ed in he Philippine P o essional S anda ds o
Teache s (PPST), which se e as he na ional guide in de ining eache quali y and shaping p o essional de elopmen ini ia i es
(DepEd O de No. 024, s. 2020).
The PPST amewo k o ganizes p o essional de elopmen in o h ee majo componen s: induc ion, ca ee p og ession,
and special p og ams. Induc ion p og ams a e designed o equip newly hi ed o newly p omo ed eache s wi h he knowledge,
skills, and disposi ions necessa y o become e ec i e and e icien in hei oles. Ca ee p og ession p og ams, on he o he hand,
a e in ended o suppo he con inuous p o essional g ow h o eache s by enhancing hei pedagogical p ac ices, cu iculum
planning, and engagemen wi h di e se lea ne s. Special p og ams ex end beyond adi ional pedagogy and p o ide a ge ed
suppo o eache s in ca ying ou eme ging esponsibili ies, including adminis a i e, echnological, and inno a i e ins uc ional
asks.
F om a heo e ical pe spec i e, hese p og ams a e unde pinned by adul lea ning heo y (Knowles, 1980), which
emphasizes ha p o essional g ow h is mos e ec i e when i is sel -di ec ed, expe ien ial, and ele an o eal-li e con ex s. In
addi ion, he social lea ning heo y o Bandu a (1977) highligh s he impo ance o collabo a i e and e lec i e p ac ices in
p o essional de elopmen , whe e eache s lea n no only h ough o mal aining bu also by obse ing, modeling, and engaging
wi h colleagues in p o essional lea ning communi ies. Fu he mo e, he sys ems heo y ( on Be alan y, 1968) p o ides a lens o
iew p o essional de elopmen as an in e ela ed p ocess whe ein eache compe ence, school leade ship, esou ces, and
communi y engagemen unc ion as in e connec ed componen s in luencing o e all school pe o mance.
By in eg a ing hese heo e ical ounda ions, he DepEd amewo k o p o essional de elopmen si ua es eache
g ow h as a dynamic and con inuous p ocess ha no only add esses indi idual needs bu also aligns wi h ins i u ional goals and
na ional educa ion p io i ies. In his way, p o essional de elopmen p og ams a e seen as c i ical in e en ions o imp o e he
quali y o ins uc ion, s eng hen school leade ship, and ul ima ely aise he s anda ds o educa ional ou comes.
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5719
Resea ch Ques ion
The s udy was conduc ed o de e mine he oppo uni ies and challenges in he p o essional de elopmen p og ams o public
senio high school p incipals in Bacoo Ci y.
Speci ically, i sough o answe he ollowing:
1. Wha is he demog aphic p o ile o public senio high school eache s in Bacoo Ci y in e ms o :
1.1. age;
1.2. sex;
1.3. highes educa ional a ainmen ;
1.4. designa ion; and
1.5. yea s o expe ience?
2. Wha a e he oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio high school eache s in
Bacoo Ci y in e ms o :
2.1. con en knowledge and pedagogy;
2.2. lea ning en i onmen and di e si y o lea ne s;
2.3. cu iculum and planning, and di e si y o lea ne s;
2.4. communi y linkages and p o essional engagemen ; and
2.5. p o essional g ow h and p o essional de elopmen ?
3. A e he e signi ican di e ences among he p o essional de elopmen p og ams o public senio high school eache s in Bacoo
Ci y?
4. Is he e a signi ican di e ence be ween he p o essional de elopmen p og ams o public senio high school eache s in Bacoo
Ci y when g ouped acco ding o hei demog aphic cha ac e is ics?
5. Based on he indings, wha ac ion plan can be p oposed o public senio high school eache s in Bacoo Ci y?
Scope and Limi a ion o he S udy
This s udy ocused on analyzing he oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio
high school eache s in Bacoo Ci y. I speci ically examines eache s’ demog aphic p o ile—age, sex, highes educa ional
a ainmen , designa ion, and yea s o expe ience—and how hese may in luence hei pa icipa ion in and pe cep ion o
p o essional de elopmen ini ia i es. The s udy u he e alua es p o essional de elopmen p og ams in e ms o con en
knowledge and pedagogy, lea ning en i onmen and di e si y o lea ne s, cu iculum and planning, assessmen and epo ing,
communi y linkages and p o essional engagemen , and p o essional g ow h and p o essional de elopmen , in alignmen wi h he
Philippine P o essional S anda ds o Teache s (PPST).
The scope o he s udy was limi ed o public senio high school eache s in Bacoo Ci y. P i a e schools and elemen a y
eache s a e excluded, as he ocus is on add essing he speci ic con ex o senio high school educa ion wi hin he public school
sys em.
The da a will be ga he ed p ima ily h ough su ey ques ionnai es, which may es ic he dep h o insigh s compa ed o
quali a i e app oaches such as in e iews o ocus g oup discussions. Fu he mo e, he s udy is ime-bound o he School Yea
2024–2025, and indings may no ully cap u e changes ha occu in succeeding yea s o in o he locali ies.
This esea ch aligned wi h Sus ainable De elopmen Goal (SDG) No. 4: Quali y Educa ion, which emphasizes inclusi e,
equi able, and quali y educa ion and he p omo ion o li elong lea ning oppo uni ies o all.
By examining he p o essional de elopmen p og ams o eache s and iden i ying bo h oppo uni ies and challenges, he s udy
con ibu es o imp o ing eache compe encies and school leade ship skills.
In doing so, i suppo s e o s o s eng hen he educa ion sys em, p omo e con inuous eache g ow h, and ul ima ely enhance
he quali y o lea ning ou comes o s uden s in Bacoo Ci y.
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5720
F amewo k
Figu e 1. Resea ch Pa adigm o he S udy
Following he Philippine P o essional S anda ds o Teache s (PPST), he esea che de eloped a concep ual amewo k o
he oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio high school eache s in Bacoo Ci y.
The concep ual pa adigm o he s udy is shown in Figu e 1. This s udy is guided by he Inpu –P ocess–Ou pu (IPO) model, which
se es as a sys ema ic amewo k in examining he oppo uni ies and challenges in he p o essional de elopmen p og ams o
public senio high school eache s in Bacoo Ci y.
Fo he inpu , he s udy conside ed wo main componen s. The i s inpu is he demog aphic p o ile o eache s, which includes
hei age, sex, highes educa ional a ainmen , designa ion, and yea s o eaching expe ience. These a iables p o ide baseline
in o ma ion ha may in luence hei pa icipa ion and expe iences in p o essional de elopmen p og ams. The second inpu is
he iden i ica ion o oppo uni ies and challenges in p o essional de elopmen p og ams, pa icula ly in he a eas o con en
knowledge and pedagogy, lea ning en i onmen and di e si y o lea ne s, cu iculum and planning, assessmen and epo ing,
communi y linkages and p o essional engagemen , and p o essional g ow h and p o essional de elopmen . These domains a e
aligned wi h he Philippine P o essional S anda ds o Teache s (PPST), which se es as he na ional amewo k o eache quali y.
The p ocess in ol es he esea ch p ocedu es employed o collec and analyze he da a. This includes he dis ibu ion o
su ey ques ionnai es o public senio high school eache s in Bacoo Ci y, sys ema ic da a ga he ing and collec ion, and ca e ul
analysis o he esponses. App op ia e s a is ical ea men s will be applied o in e p e he da a, ensu ing eliabili y and alidi y
o indings.
Finally, he ou pu o he s udy is a p oposed ac ion plan ha add esses he iden i ied oppo uni ies and challenges in he
p o essional de elopmen p og ams o eache s. This plan will se e as a basis o school leade s, adminis a o s, and policymake s
in enhancing eache p o essional g ow h, ul ima ely imp o ing ins uc ional p ac ices and o e all school pe o mance.
Resea ch Design
This s udy employed a quali a i e esea ch design using a This s udy employed a desc ip i e esea ch design o in es iga e
he oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio high school p incipals in Bacoo Ci y.
The use o his design was app op ia e, as i p o ided a sys ema ic means o desc ibe exis ing condi ions, examine pa e ns, and
assess he deg ee o associa ion be ween a iables.
Guided by C eswell’s (2012) amewo k, he design enabled he esea che o gene a e empi ical da a ha o e ed a
comp ehensi e unde s anding o he cu en s a e o p o essional de elopmen p ac ices and hei implica ions o school
leade ship and managemen .
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5721
Resea ch Ins umen
A su ey ques ionnai e was u ilized as he p ima y ool o da a collec ion. I consis ed o wo main pa s. The i s pa
ga he ed he gene al demog aphic p o ile o he public senio high school eache s, including age, sex, educa ional a ainmen ,
designa ion, and yea s o expe ience.
The second pa ocused on measu ing he oppo uni ies and challenges in p o essional de elopmen h ough a esea che -made
ques ionnai e, which was ancho ed on he Indi idual Pe o mance Commi men and Re iew Fo m (IPCRF) o School Yea 2024–
2025 o P o icien Teache s.
Each i em was a ed using a ou -poin Like scale wi h he ollowing desc ip o s: s ongly disag ee (1), disag ee (2), ag ee (3),
and s ongly ag ee (4).
Da a Ga he ing
P io o he dis ibu ion o he su ey ins umen , he esea che sough pe mission om he Schools Di ision Supe in enden
o he Ci y Schools Di ision o Bacoo o conduc he s udy. The su ey was adminis e ed o e a pe iod o wo weeks o collec
da a on he demog aphic p o ile and p o essional de elopmen p og ams o senio high school eache s. All esponses om he
pa icipan s we e ca e ully eco ded.
To uphold e hical s anda ds in esea ch, in o med consen was ob ained om all pa icipan s be o e he comple ion o he su ey.
Fu he mo e, he con iden iali y o all in o ma ion p o ided was s ic ly obse ed, ensu ing ha he igh s and p i acy o he
esponden s we e ully p o ec ed.
S a is ical T ea men o Da a
The mean and s anda d de ia ion o he da a we e calcula ed o de e mine he oppo uni ies and challenges in he
p o essional de elopmen p og ams o public senio high school p incipals in Bacoo Ci y. Da a we e s a is ically analyzed using
an independen - es and one-way analysis o a iance. The independen - es will be used o iden i y he s a is ical di e ence
be ween he p o essional de elopmen p og ams o senio high school eache s when g ouped acco ding o hei sex. One-way
analysis o a iance was used o examine he signi ican di e ences among he p o essional de elopmen p og ams o senio high
school eache s when g ouped acco ding o hei age, educa ional a ainmen , and yea s o expe ience.
E hical Conside a ions
The conduc o his s udy s ic ly adhe ed o he e hical p inciples o esea ch, pa icula ly espec o pe sons, bene icence, and
jus ice. P io o da a collec ion, he esea che secu ed app o al om he Schools Di ision Supe in enden o he Ci y Schools
Di ision o Bacoo . Pa icipa ion in he s udy was olun a y, and esponden s we e gi en he igh o wi hd aw a any s age wi hou
any penal y o nega i e consequence.
In o med consen was ob ained om all pa icipan s, ensu ing ha hey we e ully awa e o he pu pose, p ocedu es, and
scope o he esea ch. Con iden iali y and anonymi y we e main ained by keeping all pe sonal and iden i ying in o ma ion p i a e
and using he da a solely o academic pu poses. The esea che ensu ed ha no ha m would be in lic ed on he pa icipan s and
ha hei esponses would be ea ed wi h he highes le el o espec and in eg i y.
S a is ical T ea men
The mean and s anda d de ia ion o he da a we e calcula ed o de e mine he oppo uni ies and challenges in he
p o essional de elopmen p og ams o public senio high school p incipals in Bacoo Ci y. Da a we e s a is ically analyzed using
an independen - es and one-way analysis o a iance. The independen - es will be used o iden i y he s a is ical di e ence
be ween he p o essional de elopmen p og ams o senio high school eache s when g ouped acco ding o hei sex. One-way
analysis o a iance was used o examine he signi ican di e ences among he p o essional de elopmen p og ams o senio high
school eache s when g ouped acco ding o hei age, educa ional a ainmen , and yea s o expe ience.
III. RESULTS
This chap e p esen s he da a ga he ed om he esponden s h ough he su ey ques ionnai e. The p esen a ion includes
ables and igu es, ollowed by discussions ha highligh he implica ions o he esul s. The analysis also in eg a es ela ed
li e a u e and s udies o p o ide a deepe unde s anding o he p o essional de elopmen p og ams o senio high school eache s
in Bacoo Ci y.
SOP 1: Wha is he demog aphic p o ile o he esponden s in e ms o age, sex, highes educa ional a ainmen , designa ion,
and yea s o expe ience?
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5722
Table 1. Demog aphic p o ile o he esponden s
Table 1 shows he demog aphic p o ile o he SHS eache s in Bacoo Ci y. In he cu en s udy, 50 senio high school
eache s we e p o iled. The age dis ibu ion e ealed ha a plu ali y (28.0%) a e in he 30–39 yea s b acke , ollowed by hose 29
yea s old and below a 24.0%. Middle-aged eache s (40-49) comp ise 16.0%, while olde coho s (50-59 and 60+) make up 22.0%
and 10.0% espec i ely. This sugges s he eaching wo k o ce is ela i ely young o mid-ca ee , wi h a smalle numbe o olde
e e an eache s.
The gende spli shows a emale majo i y (62.0%), males being 38.0%. Rega ding educa ional a ainmen , a subs an ial
sha e is engaged in o ha e comple ed g adua e-le el educa ion: 36.0% ha e uni s in a Mas e ’s deg ee, 20.0% ha e a Mas e ’s,
12.0% ha e uni s in a Doc o a e, and 4.0% ha e a doc o a e. Only 28.0% emain a he Bachelo ’s le el.
In e ms o ank o posi ion, nea ly hal o eache s a e in he Teache II le el (46.0%), ollowed by Teache III (30.0%) and
Teache I (24.0%). Finally, yea s o expe ience a e a ied: abou a qua e (26.0%) ha e i e yea s o ewe , ano he 24.0% ha e
six o nine yea s, mid- ange o 10-13 (16.0%) and 14-17 (20.0%), and 14.0% ha e 18 yea s o mo e.
The li e a u e unde sco es ha eaching expe ience is posi i ely associa ed wi h s uden ou comes, especially in he ea ly
yea s o a eache ’s ca ee . Fo ins ance, Does Teaching Expe ience Inc ease Teache E ec i eness? (Lea ning Policy Ins i u e)
e iewed ~30 s udies in he U.S. and ound ha gains a e s eep in ini ial yea s bu con inue h ough he second and o en hi d
decade o se ice.
In you s udy, abou hal he eache s a e ela i ely ea ly in hei ca ee s (≤9 yea s). This aligns wi h li e a u e sugges ing
ha no ice eache s may unde go subs an ial p o essional g ow h du ing his pe iod. I also means a sizable po ion o you sample
is in hose c i ical yea s whe e suppo , induc ion, men o ing, e c., can ha e s ong e u ns.
S udies in he Philippines and elsewhe e show ha highe educa ional quali ica ions o en co ela e wi h s onge sel -
e icacy, be e pedagogic compe ence, mo e inno a ion, e c. Fo example, Examining Ag icul u al Teache s’ TPACK
Compe encies: A S udy o Demog aphic In luences in he Philippines ound ha p o essional de elopmen and highe educa ion
co ela e wi h imp o ed eache echnological and pedagogical con en knowledge.
In you da a, a good p opo ion a e pu suing o ha e highe deg ees— his may sugges po en ial o highe ins uc ional
quali y o willingness o engage in inno a ion and p o essional de elopmen .
A ecen s udy: Explo ing he In luence o Socio-Demog aphic Fac o s on he Pedagogical Compe ence o Social S udies
Teache s in Da ao Occiden al (2025) ound ha hough many eache s had ce ain demog aphic p o iles ( emale, in mid-age, e c.),
he e was no signi ican ela ionship be ween age, leng h o se ice, educa ional a ainmen and pedagogical compe ence.
This aises a poin o cau ion: whe eas highe educa ion o mo e expe ience a e o en assumed o p oduce mo e
compe ence, empi ical indings some imes show weake o no di ec ela ionships. I sugges s ha simply ha ing mo e yea s o
highe deg ees may no gua an ee highe compe ence unless media ed by o he ac o s (e.g. men o ing, p o essional suppo ,
quali y o aining, esou ces).
The eaching o ce is ela i ely young and is in he phase whe e p o essional g ow h is likely apid. Many a e also in es ing
in u he educa ion, which may indica e a commi men o imp o emen .
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5723
Howe e , ha ing many young o ea ly-ca ee eache s means he e is a s ong need o induc ion, men o ship,
supe ision, and suppo o building compe ence—especially as li e a u e shows expe ience ma e s mos in ea ly yea s, bu i s
e ec s can ape o pla eau unless ein o ced.
The high educa ional a ainmen is p omising, bu as he Social S udies Teache s’ s udy shows, he ansla ion o
educa ional quali ica ions in o compe ence is no always au oma ic. Ins i u ional suppo s, quali y o p og ams, eaching load,
school cul u e all play oles.
Gende skew: p edominance o emale eache s is also common in many con ex s. Li e a u e some imes epo s
di e ences in pe cep ion o s yle (e.g. in echnology sel -e icacy, o class oom managemen ), bu many s udies (like he induc ion
one in Palawan) ind gende does no s ongly dis inguish p o essional de elopmen ou comes.
The sp ead o expe ience ( om no ices o e e ans) sugges s ha schools ha e a mix ha could suppo pee lea ning
(younge lea ning om expe ienced eache s), assuming ha collabo a i e p o essional de elopmen p ac ices a e in place.
Since many eache s a e ela i ely ea ly in hei ca ee s and highe educa ional a ainmen does no gua an ee
pedagogical compe ence, o mal induc ion, men o ing, pee obse a ion, and coaching a e essen ial. Schools o depa men s
should ensu e ha new and ea ly-ca ee eache s ecei e suppo .
Gi en many a e engaged in g adua e s udies, PD should be aligned no jus o c eden ials bu o p ac ice— ocus on
class oom s a egies, echnology in eg a ion (especially gi en pos -COVID demands), subjec specializa ion, e c.
While ad anced deg ees a e aluable, ensu ing ha he quali y o hose deg ee p og ams ansla es in o class oom
e ec i eness ma e s. Acc edi a ion, cu iculum ele ance, p ac icum quali y, supe ision du ing deg ee wo k should be ensu ed.
As he eache wo k o ce is majo i y emale, PD and suppo sys ems should conside ac o s ha may di e en ially a ec
emale eache s (wo k-li e balance, leade ship oppo uni ies, e c.), e en hough many s udies do no ind big di e ences in
ou comes by gende , he li ed expe iences can di e . The p esence o mo e expe ienced eache s is a s eng h. They can se e in
men o ing, leade ship oles, and in helping build ins i u ional memo y. Schools and dis ic s should ha ness his.
Educa ional policy make s should look in o s a ing, p omo ion pa hways (e.g., Teache I → Teache II → Teache III),
incen i es o ob aining ad anced quali ica ions, and ensu ing ha hese a e ecognized in ca ee p og ession and compensa ed
app op ia ely. Gi en mixed indings in li e a u e abou demog aphic p edic o s o compe ence, mo e localized s udies may help:
e.g., examine how educa ional a ainmen in e ac s wi h school en i onmen , esou ce a ailabili y, eache mo i a ion, e c., o
a ec educa ional ou comes.
SOP 2: Wha a e he oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio high school
eache s in Bacoo Ci y?
The oppo uni ies and challenges in he p o essional de elopmen p og ams o public senio high school eache s in
Bacoo Ci y a e p esen ed in Table 2.
Table 2. Oppo uni ies and challenges in he p o essional de elopmen
The s udy e ealed ha among he di e en domains o eache compe encies, con en knowledge and pedagogy sco ed
he highes wi h a mean o 3.8, indica ing ha senio high school eache s in Bacoo Ci y possess s ong mas e y o subjec ma e
and a e able o apply e ec i e eaching s a egies. This was ollowed by communi y linkages and p o essional engagemen (3.6)
and p o essional g ow h and p o essional de elopmen (3.3), showing eache s’ mode a e s eng h in connec ing wi h
s akeholde s and pu suing pe sonal and p o essional g ow h.
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5724
Meanwhile, he lea ning en i onmen and di e si y o lea ne s domain ob ained a mean o 3.2, sugges ing ha eache s
demons a e a ai ly high le el o class oom managemen and inclusi i y. The lowes mean was eco ded in cu iculum and
planning, assessmen , and lea ning domain (3.1), e lec ing an a ea whe e eache s may need mo e suppo , pa icula ly in aligning
lea ning plans and assessmen p ac ices o cu iculum s anda ds.
High Pe o mance in Con en Knowledge and Pedagogy (3.8): Teache s’ s eng h in his domain sugges s ha hey a e
con iden in hei subjec ma e expe ise and pedagogy, which is consis en wi h Da ling-Hammond (2021), who emphasized
ha mas e y o con en and e ec i e eaching s a egies a e ounda ional o s uden achie emen .
Communi y Linkages and P o essional Engagemen (3.6): This mean sco e indica es eache s’ ac i e e o s o build
pa ne ships wi h pa en s and communi y membe s. Philippine P o essional S anda ds o Teache s (PPST) also highligh his
domain as c ucial o con ex ualizing ins uc ion and os e ing collabo a ion.
P o essional G ow h and De elopmen (3.3): The mode a e le el sugges s eache s a e engaging in aining and highe
s udies bu may ace cons ain s such as ime, esou ces, o ins i u ional suppo
Lea ning En i onmen and Di e si y o Lea ne s (3.2): Teache s mode a ely pe o m in c ea ing inclusi e and well-
managed class ooms. This aligns wi h Flo es and Day (2020), who no ed ha while eache s o en excel in con en , add essing
lea ne di e si y emains a challenge globally.
Cu iculum, Planning, and Assessmen (3.1): The lowes a ing implies di icul y in in eg a ing lesson planning wi h
assessmen s a egies, an issue also ound in Tan and Reyes (2019), who no ed ha Filipino eache s o en ely on adi ional
assessmen s a he han di e en ia ed o ou comes-based app oaches.
The indings sugges ha Bacoo Ci y’s senio high school eache s a e well-p epa ed in con en knowledge and pedagogy
bu ace challenges in cu iculum planning and assessmen , which a e c i ical in ensu ing ha ins uc ion is aligned wi h desi ed
lea ning ou comes. Thei mode a e a ings in p o essional de elopmen and engagemen poin o an ongoing need o con inuous
capaci y-building. Mo eo e , he ela i ely lowe sco e in managing di e se lea ne s indica es he need o enhanced aining in
inclusi e educa ion and di e en ia ed ins uc ion, especially gi en he he e ogeneous na u e o senio high school classes.
Cu iculum and Assessmen T aining: Teache s may bene i om in ensi e aining in cu iculum mapping, ou comes-based
educa ion (OBE), and au hen ic assessmen o b idge he iden i ied gaps. Inclusi e Educa ion P ac ices: The mode a e sco e in
handling di e se lea ne s sugges s ha p o essional de elopmen should ocus mo e on inclusi e s a egies, pa icula ly o
lea ne s wi h special needs and a ied lea ning s yles.
S eng hening P o essional G ow h Oppo uni ies: Ins i u ions should p o ide mo e accessible p og ams (e.g., in-se ice
aining, schola ships, online modules) o encou age eache s’ con inuous imp o emen .
Communi y Engagemen : Al hough eache s pe o m mode a ely well in his a ea, s onge collabo a ion wi h
s akeholde s can u he enhance localized eaching s a egies and s uden suppo sys ems.
Policy and Leade ship Ac ion: School leade s and he Depa men o Educa ion (DepEd) may design in e en ion
p og ams aligned wi h he PPST domains, a ge ing weake a eas such as cu iculum planning and di e si y o lea ne s.
Table 3 shows he con en knowledge and pedagogy o senio high school eache s.
Table 3. Con en knowledge and pedagogy
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5725
As shown in Table 3, he use o e ec i e e bal and non- e bal class oom communica ion s a egies o suppo lea ne
unde s anding, pa icipa ion, engagemen , and achie emen ga ne ed he highes mean o 3.9, indica ing ha senio high school
eache s in Bacoo Ci y excel in clea and engaging communica ion. This was ollowed by he use o a ange o eaching s a egies
ha enhance lea ne achie emen in li e acy and nume acy skills wi h a mean o 3.8, e lec ing eache s’ s ong p ac ices in
applying a ied ins uc ional me hods o de elop co e compe encies. On he o he hand, he use o esea ch-based knowledge
and p inciples o eaching and lea ning o enhance p o essional p ac ice ob ained he lowes mean sco e o 3.5, sugges ing ha
while eache s a e gene ally compe en in applying pedagogical heo ies, hey may ha e limi ed in eg a ion o upda ed esea ch
indings in o hei eaching p ac ice.
Class oom Communica ion (3.9): The high sco e unde sco es eache s’ s eng h in bo h e bal cla i y and non- e bal cues
(ges u es, one, acial exp essions), which a e c ucial in c ea ing an engaging lea ning a mosphe e. Acco ding o Ha ie (2019),
eache cla i y and communica ion a e among he mos powe ul ac o s in luencing s uden achie emen .
Teaching S a egies in Li e acy and Nume acy (3.8): This e lec s eache s’ compe ence in applying a ied pedagogical
app oaches o enhance lea ne s’ undamen al skills. Be na do (2020) emphasized ha s ong li e acy and nume acy ounda ions
a e essen ial in senio high school, and eache s’ abili y o employ di e se me hods con ibu es di ec ly o lea ne ou comes.
Resea ch-Based P ac ice (3.5): The lowes a ing indica es a ela i e gap in in eg a ing educa ional esea ch in o
class oom p ac ice. Flo es and Day (2020) highligh ed ha many eache s end o ely on adi ional me hods and pe sonal
eaching expe ience a he han e idence-based s a egies, which may limi inno a ion and adap abili y in apidly e ol ing
lea ning con ex s.
The indings sugges ha senio high school eache s in Bacoo Ci y a e highly e ec i e communica o s and a e able o
implemen a a ie y o s a egies o p omo e s uden lea ning, pa icula ly in li e acy and nume acy. Howe e , hei ela i ely
lowe eliance on esea ch-based eaching knowledge implies ha while hey a e compe en p ac i ione s, he e is a gap in
b idging heo y and p ac ice. This could be due o limi ed access o esea ch esou ces, lack o ime o academic eading, o
insu icien ins i u ional emphasis on esea ch-in o med eaching. Schools may p o ide aining wo kshops ha ocus on
ansla ing educa ional esea ch in o class oom p ac ice, he eby s eng hening eache s’ e idence-based decision-making.
S eng hening Resea ch Cul u e: Encou aging eache s o engage in ac ion esea ch o collabo a i e inqui y p ojec s can
help in eg a e esea ch in o e e yday p ac ice, in line wi h DepEd’s Basic Educa ion Resea ch Agenda.
Sus aining S ong Communica ion P ac ices: Since eache s excel in communica ion, school leade s should con inue o
os e his s eng h by p o iding oppo uni ies o pee men o ing and demons a ion eaching.
Enhancing Pedagogical Inno a ion: Teache s should be exposed o upda ed amewo ks such as Uni e sal Design o
Lea ning (UDL) and di e en ia ed ins uc ion o en ich hei epe oi e o s a egies.
Policy Di ec ion: DepEd and local di isions may conside embedding esea ch engagemen as pa o pe o mance
app aisal and ca ee p og ession unde he Philippine P o essional S anda ds o Teache s (PPST) o ensu e ha esea ch-in o med
p ac ice is ins i u ionalized.
The lea ning en i onmen and di e si y o lea ne s a e exhibi ed in Table 4.
Table 4. Lea ning en i onmen and di e si y o lea ne s
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5732
The compu ed p- alue was g ea e han he 0.05 le el o signi icance, indica ing ha eaching expe ience—whe he sho
o long—did no lead o a ia ions in pa icipa ion o access o p o essional de elopmen ac i i ies. This means ha bo h no ice
and e e an eache s we e p o ided wi h simila oppo uni ies o p o essional g ow h
This ou come sugges s ha he p o essional de elopmen p og ams a e uni o mly designed and implemen ed, ensu ing
equal oppo uni ies o eache s ac oss a ying le els o eaching expe ience. Such a p ac ice p omo es inclusi i y and main ains
a consis en s anda d o p o essional aining wi hin he school sys em.
The esul aligns wi h he s udy o Aquino e al. (2021), which also ound no signi ican di e ences in he p o essional
de elopmen p og ams o eache s when g ouped acco ding o yea s o expe ience. Thei indings emphasized ha eache
de elopmen p og ams emain consis en ac oss di e en s ages o one’s eaching ca ee .
Subp oblem No. 5: Based on he indings, wha plan may be p oposed o public senio high school eache s in Bacoo Ci y?
Gi en he indings o he s udy, he cu en in es iga ion ecommends a plan ha aims o imp o e he iden i ied
challenges in he p o essional de elopmen o senio high school eache s in Bacoo Ci y.
Table 14. P oposed Ac ion Plan o he p o essional de elopmen o senio high school eache s
Ra ionale
The p oposed ac ion plan o he p o essional de elopmen o senio high school eache s in Bacoo Ci y is ancho ed on he need
o sus ain eache g ow h ac oss all domains o p o essional s anda ds. Since esul s showed no signi ican di e ences in
p o essional de elopmen when g ouped acco ding o age, gende , educa ional a ainmen , designa ion, and yea s o expe ience,
his indica es ha eache s a e equally p o ided wi h oppo uni ies bu s ill equi e a ge ed and con inuous capaci y-building
ini ia i es. By aligning objec i es, s a egies, and ac i i ies wi h he Philippine P o essional S anda ds o Teache s (PPST), his
ac ion plan ensu es ha eache compe encies a e enhanced in ways ha di ec ly imp o e ins uc ional quali y, lea ne
engagemen , and school-communi y collabo a ion. The implemen a ion o his plan will also con ibu e o os e ing a cul u e o
esea ch, inclusi i y, in eg i y, and sha ed esponsibili y among educa o s.
This chap e p esen ed he summa y o indings and conclusions based on he ob ained da a and esul s. Fu he mo e,
ecommenda ions o he u he de elopmen and imp o emen o esul s in his esea ch we e also included in his chap e .
Unpacking he Gaps: Oppo uni ies and Challenges in he P o essional De elopmen P og ams o Public Senio High
School Teache s in Bacoo Ci y
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5733
Mos o he pa icipan s we e aged 30-39 yea s old, emales, wi h uni s in mas e ’s deg ee, in Teache II posi ion, and
had yea s o se ice o i e yea s and below.
The p o essional de elopmen domains o senio high school eache s we e high, wi h a mean o 3.4. Con en Knowledge and
Pedagogy ob ained he highes mean, ollowed by Communi y Linkages and P o essional Engagemen , P o essional G ow h and
P o essional De elopmen , Lea ning En i onmen and Di e si y o Lea ne s, and Cu iculum and Planning, Assessmen and
Lea ning.
No signi ican di e ences we e ound among he p o essional de elopmen domains o senio high school eache s.
No signi ican di e ence was iden i ied in he p o essional de elopmen domains o senio high school eache s when g ouped
acco ding o hei age, sex, highes educa ional a ainmen , designa ion, and yea s o se ice. Focusing on he leas ob ained
mean, he ac ion plan aims o imp o e he indica o s ha we e conside ed as challenges in he p o essional de elopmen o senio
high school eache s.
Based on he indings, i was iden i ied ha he p o essional de elopmen p og ams o senio high school eache s we e
high, whe ein he con en knowledge and pedagogy we e ound o be he highes . No signi ican di e ences we e ound among
he p o essional de elopmen domains o eache s. I was also ound ha he e we e no signi ican di e ences among he
p o essional de elopmen o eache s when g ouped acco ding o hei demog aphic cha ac e is ics.
The s udy concludes ha he p o essional de elopmen p og ams o senio high school eache s in Bacoo Ci y a e
consis en ly implemen ed ac oss all domains o he Philippine P o essional S anda ds o Teache s (PPST). The absence o
signi ican di e ences when g ouped by age, sex, educa ional a ainmen , designa ion, and yea s o expe ience implies ha
eache s a e gi en equi able access o aining and g ow h oppo uni ies. While he esul s demons a e posi i e implemen a ion,
he e emains a need o s eng hen a eas such as compliance wi h school policies and os e ing s onge communi y linkages.
Based on he indings and conclusions p esen ed, he ollowing ecommenda ions we e sugges ed:
Fo Teache s
Sus ain he high le el o p o essionalism by engaging in con inuous e lec ion, men o ship, and pa icipa ion in e hical
p ac ice wo kshops. S eng hen collabo a ion h ough pee coaching and esea ch-based inno a ions in eaching and lea ning.
Fo School Adminis a o s
Re iew and enhance p o essional de elopmen ini ia i es o ensu e inclusi i y and esponsi eness o eache s’
con ex ual needs. Ins i u ionalize p og ams ha add ess he lowes - a ed domains, pa icula ly school policies compliance and
s akeholde engagemen . P o ide incen i es o ecogni ion o eache s who ac i ely pa icipa e in esea ch and inno a i e
p ac ices.
Fo Policy-Make s (DepEd and LGU)
Tailo - i p o essional de elopmen p og ams o ensu e hey a e con ex ualized, inclusi e, and sus ainable. Alloca e
su icien budge o suppo esea ch, semina s, and capaci y-building ac i i ies aligned wi h he PPST. S eng hen moni o ing and
e alua ion mechanisms o assess he long- e m impac o p o essional de elopmen ini ia i es.
Fo Fu u e Resea che s
In es iga e he e ec i eness o speci ic p o essional de elopmen p og ams (e.g., ICT in eg a ion, di e en ia ed
ins uc ion, esea ch u iliza ion) on eache compe encies. Conduc longi udinal s udies o assess he long- e m impac o
p o essional de elopmen on eache pe o mance and s uden ou comes. Explo e quali a i e pe spec i es (e.g., in e iews o
ocus g oups) o cap u e eache s’ li ed expe iences in p o essional g ow h.
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