Innovation Practices towards Teachers' Personal and Professional Growth

Abstract

INTRODUCTION

This study assessed the level of participation in personal and professional development activities of public secondary school teachers in the Schools Division of Lipa City. It also considered the significant differences in teachers' level of participation in the said activities when grouped according to profile variables. Further, this study also assessed the extent of contribution of school and community development practices to the growth of teachers. It also analyzed the hindrances to the pursuit of personal and professional growth of teachers.

METHODS

The researcher utilized the descriptive research with the use of survey questionnaires, interviews and focus group discussion. Employing the Slovin's formula, the questionnaires were administered to 261 teachers from 15 public secondary schools in the Schools Division of Lipa City. The data gathered were interpreted upon applying statistical treatments such as frequency, percentage and rank, weighted mean, Ttest and ANOVA.

RESULTS

Findings revealed that the respondents were of legal working age where majority are female, Bachelor's Degree holders, with a considerable length of teaching experience and a number of seminars and training attended. It was also found that teachers' level of participation in training/workshops, school organizations and competitions, spiritual and physical awareness wellness, school and community partnerships, and in school reforms is generally to a moderate level but slight only in terms of graduate education and research. There were significant differences found in the level of participation of teachers in different activities when grouped according to profile variables. On the other hand, school and community development practices contributed greatly to teachers' pursuit of personal growth and professional development. However, it was found that inadequate opportunities for professional development activities provided, hectic work schedule in school, and insufficient income were the most perceived hindrances to the pursuit of personal and professional growth of teachers.

DISCUSSIONS

Based on the analysis of the findings, the study recommended that teachers' level of participation in personal and professional development activities must be improved in order to maximize their personal and professional growth. Innovative practices may be implemented to enhance further personal qualities and professional competencies of teachers.