Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 8 (2024)

Commitment to Graduate Schooling as a Professional Development of Teachers from the Division of Quezon

Maureen Garcia

Discipline: Education

 

Abstract:

This research delves in assessing the level of commitment to graduate schooling as a professional development of teachers from the division of Quezon and propose a professional development plan. It used a descriptive-comparative type of research under quantitative design utilizing a validated survey questionnaire for this study with demographic profile, level of commitment to graduate schooling and degree of agreement on the frequency of encountered difficulties with 5-Point Likert Scales. Teachers were highly committed to graduate schooling as a professional development to achieve outcomes articulated in the Philippine Qualifications Framework; teachers often encounter difficulties pursuing graduate degrees as a Continuing Professional Education. Using frequency count, percentage, weighted mean, and Kruskal Wallis H-Test, the result showed that the level of commitment to graduate schooling of master’s respondents as a professional development when grouped according to profile is statistically significant except for civil status and designation. In contrast, the level of commitment to graduate schooling of doctoral respondents as a professional development when grouped according to profile is not statistically significant. As for the degree of agreement on the frequency of encountered difficulties, the result showed that problems encountered in pursuing graduate schooling as a professional development when grouped according to age was not statistically significant except for civil status and years in service both under the family commitments while going to school which showed statistically significant result. As an output, the researcher prepared a professional development plan to provide teachers with an avenue to comprehend the different dimensions of professional development. Thus, through the teacher’s development plan output, they will grasp information and relevant readings that they employ to continuously keep updated in the latest trends of educational practices even though they are not enrolled in a graduate school program.



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