Implementation of teachers' individual plan for professional development

Thesis Doctor of Philosophy major in Educational Management University of Rizal System-Morong 2016

EXECUTIVE SUMMARY: This study assessed the implementation of teachers' individual plan for professional development in the division of antipolo city during the school year 2016-2017, which include the aspects school goals, district standards and assessments, core content and teaching strategies for the content, active learning of new teaching strategies, collaboration and support, follow up and continuous feedback and research and development as well as the determined impact of ippd in terms of teachers' performance, reclassification of teachers, scholarship program for university professional development, action research conducted by teachers and overall nat results. It made use of descriptive method of research and documentary analysis. The respondents of this endeavor were three-hundred twenty (320) selected public secondary school teachers in the division of antipolo city determined through systematic random sampling techniques. The study utilized a researcher's made validated questionnaire checklist to determine teachers' assessment on the implementation of ippd. The impact of implementation of ippd was measured on the teachers' performance, reclassification of teachers, scholarship for university professional development, action research conducted by the teachers and overall national achievement test 9nat) results with reference to the documents such as competency-based performance appraisal system for teachers (cb-past). Per assessment of the respondents, the implementation of ippd with respect to school goals, district standards and assessments, core content and teaching strategies for the content, active learning of new teaching strategies, collaboration and support, follow-up and continuous feedback and research and development was rated as highly implemented. There was significant difference on the assessment of the teacher-respondents on the implementation of ippd among schools in districts I in the division of antipolo city in terms of school goals, district standards and assessments, core content and teaching strategies for the content, active learning of new teaching strategies, collaboration and support, follow-up and continuous feedback and research and development, since the obtained probability values of .000, .000, .039, .001 and .000 were less than the 0.05 level of significance which led to the rejection of the null hypothesis and found to be significant. There was also significant difference on the assessment of teacher-respondents on the implementation of ippd among schools in district II in the division of antipolo city, with respect to the aspects since the obtained probability values of .000, .007, .004, .000 and .000 were also less than the 0.05 level of significance which led to the rejection of the null hypothesis and found to be significant. Furthermore, there was no significant difference on the implementation of ippd in districts I and II of the division of antipolo city with repsect school goals, district standards and assessment, core content and teaching strategies for the content, active learning of new teaching strategies, and research and development since the obtained probability values of .364, .685, .424, .834, .908 and .539 were gathered than the 0.058 level of significance, hence, failed to reject the null hypothesis. Moreover, with regard to the impact of the implementation of ippd, it was found out that implementation of ippd in all district consistently made teacher's performance proficient after the implementation, great number of reclassified teachers was seen from total of 55 or 5.94% before ippd implementation to 189 or 11.89% after the implementation, as to scholarship program for professional development as revealed by the status of "iskolar ni gob", 9 or 9% were graduates before the implementation of the ipdd then increased to 267 or 31.90% after the implementation, the number of action researches conducted by teachers increased form zero before ippd implementation to a total of 660 conducted action researches after ippd implementation and lastly, on the overall nat results, it increased from 42.57 to 44.59 after ippd implementation. Finally, the problems met by teachers on the implementation of ippd focused on failure of schools to address the professional needs of the teachers due to inadequacy of resources and time constraint, inability of teachers to collaborate with one another due to conflict of schedule, insufficient fund to support trainings and development of teachers, and weak implementation of existing policies of needs-based intervention program. Based on the findings, the study concluded that varying school management initiatives account for the seen difference of teachers' assessed implementation of ippd among schools in the district level and comparable assessment on the implementation of ippd between districts supports reinforced effort of the division to strengthen teachers' professional development.