THE DEVELOPMENTAL NEEDS OF QUEZON

DISTRICT 3 TEACHERS: BASIS FOR A PROPOSED

INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 224-242
Document ID: 2023PEMJ848
DOI: 10.5281/zenodo.8103042
Manuscript Accepted: 2023-30-6
Psych Educ, 2023, 10: 224-242, Document ID:2023 PEMJ848, doi:10.5281/zenodo.8103042, ISSN 2822-4353
Research Article

The Developmental Needs of Quezon District 3 Teachers:

Basis for a Proposed Intervention Program
Wella Mallory M. Armenta*
For affiliations and correspondence, see the last page.
Abstract
The main purpose of this is to determine to current status of developmental needs and the level of
competencies of the Quezon District 3 elementary teachers in terms of professional and instructional
development. It also sought to determine the significant difference and the correlation between the
two. It further determined the barriers and other suggestions on the competencies. Quantitative
research was employed using the descriptive-evaluative method which utilized a validated survey
questionnaire among the participants which were chosen via cluster random sampling. Data were
treated using standard statistical analysis techniques such as frequency distribution, percentage,
weighted value, weighted mean, ranking, t-test and Pearson-r correlation of coefficient. This study
revealed that the QD3 elementary teachers gave more weight to the level of professional development
which garnered a weighted mean of 3.11 than their instructional competence that has a weighted
mean of 3.05. Thus, according to its computed t-value which is 0.0182, it showed that there is
no significant difference between these competencies. It has further shown that the two competencies
are directly proportional to each other, thereby gaining a correlation of coefficient value of 0.9005
interpreted as a strong positive relationship. Out of the current research, recommendations for a
proposed interventions were made.

Keywords: teacher’s developmental needs, professional development, instructional development,

elementary teachers, level of competencies

Introduction Republic, and Turkey, does not engage themselves in

The concept of developmental needs can be defined as
the factors which are necessary in maintaining the
current state of improvement that will allow a person
to proceed to the next level of development.
Developmental needs exist when the organization
determines the requirement of an organization and the
job as well along with the individual’s career goals. It
is a way of continuing professional competence and
self-development to enhance career opportunities. As
Evans (2002) interpreted teacher development as a
“process whereby teachers’ personality and/or
professionalism may be considered to be enhanced.”
Rather than a product, it is a progression in which one
enhances the status of his profession holistically. As
for Bell & Gilbert (1996), they developed a structured
model of teacher development comprising social,
personal, and professional model. Using this model,
teacher development can be viewed as the learning by
teachers wherein they gain empowerment that leads
them to long for development. Thus, through this
development, they defy changes in the teaching-
learning environment.
According to the results from the Teaching and
Learning International Survey (TALIS) conducted by
the Organization for Economic Cooperation and
Development (OECD, 2009), one of four teachers in
the participating countries like Denmark, Slovak
any professional development, while 42% of those that
undergoes professional development does not
realistically meet their needs. Assessing the
advancement scheme that teachers have undergone
might be able to address the mismatch occurring in the
actual developmental needs of teachers.
As the Organization for Economic Cooperation and
Development’s report on Teachers Matter noted
(OECD, 2005): “Effective professional development is
on-going, includes training, practice, and feedback,
and provides adequate time and follow-up support.
Successful programs involve teachers in learning
activities that are like ones they will use with their
students and encourage the development of teachers’
learning communities.
There is growing interest in developing schools as
learning organizations, and in ways for teachers to
share their expertise and experience more
systematically.” The prevailing notion that addressing
the developmental needs increases knowledge and
skills amongst teachers generally improves student
achievement in greater and smaller portions. Whereas,
in refining her classroom run-through, the
developmental needs focus on the teacher essentials.
Moreover, Darling-Hammond & Richardson (2009)
concluded that collaborative continuing professional
development turns out to be more effective than
individual continuing professional development, but in

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Research Article
an article written by the Mind Tools Editorial Team
(MTET, 2013) expounded that understanding
individual needs will lead to understanding the
developmental needs, thus, concluding that training
and development must not follow a “one size fits all”
approach for it to be effective, contradicting the
conclusion of Darling-Hammond & Richardson
(2009).
Additional pressures to teachers and to the educational
community at large is also notable in the No Child Left
Behind Act (NCLB, 2001). This policy has required
every educational institution, especially the public
schools to develop plans related to teachers’
development to improve learning levels as well since
the appropriated budget for education is enormous
among any other appropriated fund.
Cesiunas (2012) claimed that the 21 st century
pedagogy involves enabling today’s students to be
good citizens that are academically competitive in
global situations and fosters innovation and creativity.
On the subject of equating teacher development to
student success, The Philippine Education For All
(EFA, 2015) sees that “Teachers are considered the
most important input to basic education, thus, a major
determinant of student achievement.” Thus, with this
impression, quality improvement through teacher
development programs were one of its provisions. As
reflected in the study of Sanders & Rivers (2002),
statistical and analytical, value-added assessment
showed that the most dominant element affecting
student effectiveness and willingness to learn is the
teacher.
The Philippine Education System (PES) has its drive
to improve all schools in the country. From the New
Elementary School Curriculum (NESC) of 1983 up to
the Basic Education Curriculum (BEC), the
educational system in the country has gone through
series of evolution as the 21st century arise. As a
response in this climate of educational transformation,
the Department of Education (DepEd) envisioned the
K to 12 Basic Education Curriculum for the emerging
needs of the current century learners. It seeks to
quality inflation in the basic education so as to make
learners better respond to what the government expects
them to be.
Aligned under the Medium Term Philippine
Development Plan (MTPDP) are the development-
related initiatives that were underscored by DepEd.
Furthermore, it stipulated on page 12, paragraph d.1
that: “Teacher Education and Development Program is
a two-stream package of long term policy reforms and
Wella Mallory M. Armenta
immediate program reforms in teacher education.
Financing will be sought through government
allocation and from Official Development Assistance.
The program has been progressively revised since it
was first conceived in 1999. In a nutshell, the program
has been initiated to advocate a stronger formal
partnership between the CHED/Teacher Education
Institutions and DepEd Public Schools for the
improvement of both pre-service and in-service
teacher education.”
Comprehending the need for teacher development, in
the Philippine Basic Education (PBEd) Annual
Meeting of 2012, Luistro cited the Basic Education
Structure Reform Agenda (BESRA) as package reform
initiatives considering K to 12 as a flagship reform
strategy. Specifically, it stated five K to 12 Reform
Targets to achieve quality and accessible Education for
All. These targets were (1) School-Based
Man ag em en t; (2) Teach er Ed ucation and
Development; (3) National Learning Strategies; (4)
Quality Assurance and Accountability; and (5)
Organizational Development.
Teacher Education and Development is the 2 nd reform
targets of the said curriculum. Even the Philippine
Constitution guarded the right of the teachers to
expand with their professional needs – “The State shall
enhance the right of the teachers to professional
advancement” (Article XIV, Section 5(4)). Thus, the
Department of Education must determine the
developmental needs of the teachers in order to
address the education and development of teachers.
Unfortunately, the Philippine government has done
very little in the area of teacher empowerment, hence
the indispensability to study the efficacy of teacher
development in the 21st century will craft an area in
teacher empowerment.
On the other hand, the goal of the K to 12 Basic
Education Curriculum reflects skills including career
and life skills; communication skills; innovation and
learning skills; and information, communication, and
technology skills. The said curriculum would want to
ensure that the learners will unfold and discover within
themselves different skills and competencies that will
allow them to maximize their potentialities. Although,
teachers are known to be lifelong learners, ongoing
education is a necessity for teachers at every public
school. Lifelong learning as an additional element in
the K to 12 education means lifelong learning
coexisting with innovativeness which transports
further than existing routines. Along this educational
transformation, developmental needs of teachers
escalate on befitting themselves and onto taking part in
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enhancing their dexterities in the light of the K to 12.
Because of the crucial role that the teachers play in
cultivating the lives of the nation, teachers must tool
and continuously re-tool themselves to have an
increased understanding of how students of today learn
and to teach in favor of what their students have to
master. Amidst the major changes, it does not fail to
see that teachers are the most significant factor
affecting student learning.
Additionally, provisions to sustain and support the
professional growth and development of teachers were
also reflected in the Magna Carta for Public School
Teachers (Republic Act No. 4670) and Governance of
Basic Education Act of 2001 (Republic Act No. 9155).
In line with these provisions were the rise of the
National Competency-Based Teacher Standards
(NCBTS). The Competency-Based Performance
Appraisal System for Teachers (CB-PAST) and
Teachers’ Strengths and Needs Assessment (TSNA)
toolkit were used by teachers to for self-assessment
and evaluation purposes. As enclosed to DepEd Order
no. 32, s. 2010, were the seven domains of teacher
standards, of these includes professional development
and instructional growth. Each of the seven domains
has its strands to specifically assess the needs of the
teacher. However, what is not much granted upon is
how teachers are pre-eminently assisted and monitored
to improve their quality of teaching as well as on how
well they respond to their assessed developmental
needs so as to enhance themselves and their learners’
achievement as well. Although reinforcements are
given by the Department of Education through
trainings, seminars and workshops, still, the needs of
teacher development never cease to diminish.
While there has been a growing determination to
understand the relationship between teachers’
development and students’ level of achievement, little
has been done to recognize the situation that teachers
had been going through in the current century. The
current pool of teachers in the country has been
uttering for higher wages enough for them to at least
live decent lives enabling them to suit lives in the 21 st
Century. Likewise, assessing the developmental needs
amongst teachers and their deal-with mechanism to
grow themselves and in their profession in which
might have been a huge factor in the cycle. Therefore,
assessing the strategies that teachers involve
themselves to the relationship that exist between the
21st century education and the developmental needs of
teachers is inevitable. One must align the curriculum
according to ever-changing needs of his students.
Henceforth, the 21st century skills, tools, and teaching
strategies and approaches must be delivered into
Wella Mallory M. Armenta
classroom practice in order to provide the needs of the
learners of the current century as well.
On the other hand, concerned institutions utterly
demands to improve teacher empowerment and
development bargaining to what this profession
entails, “We cannot give what we do not have.”
Teachers having to address their developmental needs
is the consequence.
Because teachers has long been in the forefront of the
educational system, the researcher boarded on a study
to reveal the situation on where does the teachers of
this generation falls in realm of the education
transformation. Analyzing what is the current
situation of the teachers’ when it comes to dealing
with the promiscuity of this era might predetermine the
prime developmental needs of teachers professionally
and instructionally. Still, there are unclear recognition
of developing needs that teachers must satisfy in order
to perform better and achieve higher gains holistically.
Hence, this study could give awareness to the current
and future support needs and support systems that
teachers require. This study allowed to identify the felt
needs among the elementary teachers of the 3 rd
Congressional District of Quezon. Similarly, this study
will provide a necessary awareness to deeply
understand the realm of teacher situation in the 21st
century. Thus, presented below are the specific
significance corresponding to the interested parties.
For the 3rd Congressional District of Quezon, by
investigating the statistical level attributed to
professional and instructional needs of teachers will
assist them in developing scholarly activities and
programs focused to cater the developmental needs
along the educational sector, hence, relating to its
fulfilment.
Since the main recipients of this study are the
elementary teachers of the 3rd Congressional District of
Quezon, it enabled teachers of the said Districts to
identify their developmental needs. Consequently, this
may help them assess the journey they will be taking
ahead. In addition, the frontrunners of the division can
use the data to improve developmental programs like
trainings and workshops for teachers across the
Division of Quezon.
In broad-spectrum, this study is conducted for
educators, educational planners, academicians, and
other human resource development managers
interested in empirical data to conceptualize the issue
raised by this study. Thus, this will provide them
useful suggestions that might help in improving the
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quality of education among their respective districts
and in the entire country.
Reminding that teachers directly affects the students, it
is worth studying their contemporary situation and
their developmental needs. This study will uncover the
real issues that teachers face dealing the present
generation. Correspondingly, this will provide insights
that might initiate teachers’ development programs to
meet the prerequisites of the present and future
generations. Furthermore, this thesis might help to
raise the dignity of teachers around the world, for
teachers matter, because teachers make the difference.
Research Questions
Despite the fact that teacher development matters and
has capacity to greatly improve student outcomes, little
effort has been made to situate the advancement
schemes that teacher uses to assess what kinds of
development they are needing as well as its relation to
facilitate effective teacher development. This study is
raised to serve as basis for creating development
programs that involve teachers where students would
benefit as well. This research would like to analyze the
developmental needs of teachers in the 21 st century
education which will assess their advancement
schemes. To carry out this initiative, this study sought
answers for the following specific questions:
1. What is the current status of the developmental
needs of QD3 elementary teachers in terms of :
1.1 Professional development
1.2. Instructional development
2. What is the level of competencies of elementary
teachers when it comes to:
2.1. Professional development
2.2. Instructional development
3. Is there a significant difference between the level of
competencies of each district in terms of professional
development and instructional development?
4. Is there a relationship between the level of
competencies of each district in terms of professional
development and instructional development?
5. What are the barriers in attaining the teachers’
developmental needs in terms of:
5.1. Professional development
5.2. Instructional development
Literature Review
Teacher Development
Teachers are faced with continuous changes in the
Wella Mallory M. Armenta
curriculum. New forms of media like cable television
and internet provided other means for delivering
instruction. Teachers has to find ways to improve
themselves over the developing needs of the current
learners. Since, the study focuses on the teachers’
developmental needs in the current century, acquiring
insights from various theories and literature based on
teacher development and advancement scheme for the
study is vital to reach understanding of the related
concepts. The researcher embarked herself to read
extensively and intensively to gather local and foreign
literature related to the concepts of the developmental
needs of teachers in the context of professional and
instructional needs, as well as the supporting
psychological theories. That way, the researcher could
find the theory which best suit and hold part of the
study. These substantial literatures further support the
researcher, thus serving as models to apprise the
current study. This reveals the similarities and
differences of the present study to the previous studies.
Likewise, presented herein are the literature of the
independent and dependent variables affecting the
study.
Bell and Gilbert (1994) proposed that the adult
learning process occurring within the context of the
teacher development program generated three main
types of development. These are professional,
personal, and social wherein the program was
characterized by support, reflection, and feedback
respectively. Hence, development in each area occurs
in a loose and flexible sequence. Following were the
given example for each type of development. (1)
Personal development which endows with accepting
an aspect of teaching as problematic; dealing with
restraints; and feeling empowered. (2) Stages in social
development were seeing isolation as problematic;
valuing collaborative ways of working; and initiating
collaborative ways of working. (3) On the Professional
side, stages were trying new activities; developing
ideas and classroom practice; and initiating other
development activities. In addition, the authors
concluded that “teacher development can be viewed as
teacher learning rather than as others getting teachers
to change; learning can be viewed as a purposeful
inquiry.” Conferring to the study conducted by Moeini
(2003) based on need analysis regarding faculty
development, he reiterated that different groups of
faculties represent different needs and consequently
different structural equation models. According to him,
“these aspects lead us to prepare different faculty
development programs based on their needs and
priorities”. The result of his study is particularly
striking because according to the existing training
programs, a distinction between the groups of faculty
members is rarely found.
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Professional Development
Professional development keeps teachers up-to-date on
the emerging needs of pupils as well as the ever-
changing curriculum. Vast literature about professional
development can be viewed and retrieved, thus, the
researcher only presented the most valuable in terms of
her study.
In the OCED (2005) report on Teachers’ Matter, they
suggested that superiors of the district as well as the
Department of Education as a whole must examined
the support mechanisms that are in place for teachers.
They also added that barriers which teachers reported
as preventing them from engaging in more
professional development than they did should be
analyzed as well. The key results of their analysis
relating to teachers’ participation and their desire for
more professional development is presented below:
1. The more teachers paid for development, the more
they took part in. That is, teachers who paid nothing
received 13 days on average, those who paid some of
the cost received 23 days, and those who paid all of the
cost received 32 days. This seems partly associated
with the nature of programmes: those leading to a
qualification were both more time-consuming and
more likely to be paid for by teachers.
2. Payment and satisfaction did not go hand in hand:
on the contrary, those who paid for professional
development were more likely to want more.
3. The principal cause of unfulfilled demand,
according to teachers, is the conflict with their work
schedule, but they also often cite lack of suitable
development opportunities. Those who participated in
the least development were most likely to cite the
latter cause.
4. The most effective types of development, according
to teachers, are those in which they participate least –
especially programmes leading to qualifications, and
to a lesser degree, research activities. The most
effective types of development are also those for
which teachers are more likely to have had to pay the
full or partial cost and devote most time to.
In seeking to meet teachers’ professional development
requirements, policy makers and practitioners need to
consider both how to support and encourage
participation and how to ensure that opportunities
match teachers’ perceived needs. This must be
balanced with the cost in terms both of finance and
teachers’ time. This goes to show that teachers’
perceived needs should also match the wider goals of
Wella Mallory M. Armenta
school development. How well teachers’ professional
development is coordinated with appraisal and
feedback practices in schools and school evaluations.
As the education continues to globalize, demand for
human capital which has specialized skills and more
knowledge continues to escalate. Thus, resulting to
more individuals pursuing their graduate study
courses. As graduates continues to pursue higher level
of education, their educational attainment increases as
well. Educational attainment among teachers relates to
the following levels: bachelor’s degree, master’s
degree, and doctor’s degree. In addition, it can be
defined as highest level of education attained by a
person. Among the provisions of NCLB, the minimum
requirement of being a qualified teacher is at least
holding a bachelor’s degree. Zhang (2008) has
mentioned that the level of teacher education and
teacher experiences were two characteristics relating to
teacher quality. In the said study, the highest
educational degree acquired by the teacher is what
referred to as the educational level. Wayne & Young
(2003) stressed that “there is no empirical data
evidence supporting the link between teacher
education level and student achievement.” On the
other hand, studies correlating the impact of teacher
having additional degree to students’ success
(Greenberg, et. al., 2004) were conducted. Thus, it
determined that there is a certain disadvantage among
students taught by a less experienced teacher.
Likewise, impact on student achievement of teachers
having advance degrees as conducted by Goldhaber &
Brewer (2000) showed positive results. Higher cost
and financial capability among teachers barred quality
teacher-candidates in pursuing a second degree
(Murmane, 1996).
There are more specific roles of a teacher leader
according to Lieberman & Miller (2004). These are
being a scholar, being a mentor, and being researchers
of their own practice. Action research among teaches
serves as a reflection which requires participatory and
critical inquiry for teachers to become leaders
(Vaughan & Burnaford, 2015). Furthermore, action
research is one of the required scholarly works of a
teacher nowadays, putting theory into practice. As
Saleh & Khine (2011) described action research as a
practice not just in schools but also for professional
development will is considered to improve the
teacher’s way of teaching. As it continues to be trend
in every public and private school, action research in
the local setting can be considered as an explicit type
of research done for the school. Vaughan & Burnaford
(2015) also suggest that “the approach is not pervasive
in higher education, perhaps because of the political
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and social pressures exerted on colleges of education
to adhere to the standard-based teacher preparation
aligned with the K to 12 school goals.”
Facilitation skills are those that requires a teacher to
plan, improvise, process skill development and
evaluate what the students have learned in the process
of learning. Frances (2012) reiterated that facilitators
that are knowledgeable has the ability to “anticipate
what might happen during the session; monitor both
in-the-moment activities and actions and where such
action would fit; and recover group direction and
focus.”
In a study conducted by Mahlaela (2012), she
concluded that the Department of Education has to
come up with better strategies in order to improve the
quality of teaching and learning. The results of her
study indicates that the teachers still needed to be
trained on the importance of assessment to be more
effective in their teaching and learning situations than
they had been in the past. Her study also revealed that
little had been done in assessing teachers as far as
development in schools was concerned. The study also
stated that the teachers indicated having received
insufficient support to help them understand the
process of assessment. She further suggest that every
teacher must be trained.
Instructional Development
Instruction is the main function of a teacher which
means it greatly involves direct teaching of students.
Based on the literature of Moeini (2003), “instruction
entails advising students on matters pertaining to their
current educational program, plans for advanced study,
choice of career, and sometimes, more personal
matter.” This therefore means that teacher
development should coincide with instructional
development for instruction is the teachers’ first line of
action. This is usually done for the improvement of the
school system at large. Moeini (2003) also added that
instructional development can be viewed as “the
systematic and continuous application of learning
principles and educational technology to develop the
most effective and efficient learning experiences for
students.” Programs structured for this expansion
centers on curriculum and student learning. Teachers
as instructors, tools themselves with an instructional
design based on the identified suitable curriculum
structures and teaching strategies to triumph the goals
set by instruction. Instructional development programs
also help to redefine instructional goals and methods
that would maximize student learning.
Wella Mallory M. Armenta
Upon the increasing speed of time changing, many of
the skills that educators have identified and focused
their efforts are in line with different innovations. As
Posner as mentioned by Arozonowits (2010)
emphasized, “What our 21st-century citizens need are
trained minds and a passion for creative endeavour.
And by ‘trained mind’ it means not only the ability to
think, to gather data, to formulate models, to test
hypothesis, to reason to conclusions, and so on. It
means, most importantly, the desire for and habit of
thinking.” There are so much to learn in this century,
worse for a teacher is that information is now readily
available in different kinds of media. Thus, a learner
can be exposed to this different media without them
realizing it. The platform to educate oneself has been a
renowned through various information in the web.
This goes to show that in order to teach in learners of
this century, a teacher must have more or at least
equate what their students have when it comes to
learning.
Social media has been a teachers’ tool in enhancing
their instructional competence. It has been way of
getting information as well as medium of sharing of
ideas like visual-aids, lesson plans, learning styles,
teaching techniques, and learning experiences. On the
professional side, it has helped teachers to reach on
conferences, workshops and seminars offered by
different educational institutions. “It is a challenge to
incorporate social media into lessons. There are many
grey areas for teachers to navigate, like setting
guidelines, accessibility at school, and student safety,”
according to Davis (2013). In his article, he also cited
ways on how to use social media as a tool for learning.
Resources about education were also given in the said
article. The use of social media as a learning tool
means that teachers are required to step out of the box
of being a traditional classroom teacher. Mateer (2014)
added that “social media includes varied online
technology tools that allow people to communicate
easily using the internet to share information and
resources. The dramatic growth of social media creates
new opportunities for engaging students.” This further
concludes that social media has changed the way
people communicates with each other. Thus, on the
advent of social media, hesitation among policy
makers and other governing bodies is often the
mentioned top barrier when it comes to using social
media as a classroom tool. It has further explained that
boundaries and limitations must be kept.
Since teachers aim for better gains, holding an NC-II
certificate means that a teacher has gained the second
qualification level. Tasks includes performing the
prescribed range functions which involves routines and
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procedures and has limited choice within the
complexity of functions. Ampuyas, as quoted by the
PTV News (2014) said that “partnership with DepEd
was in compliance with the mandates of K to 12
program and section 13.2 of the Implementing Rules
and Regulations (IRR) of the enhanced Basic
Education Act of 2013.” Furthermore, the IRR
specifies that teachers must have the necessary
certification in order for them to teach specialized
subjects.
Developmental Needs Among Teachers
One of the famous needs theories is the Hierarchy of
Needs which was proposed by Abraham Maslow,
wherein he suggest that there is always that need to be
satisfied. In an article entitled The Study of the Human
Development, it stretched that “Maslow felt that
human beings have certain basic needs that they must
meet before they can fulfil their other developmental
needs.” According to his theory, once the lower needs
are satisfied, it becomes a motivator to step up to the
next ladder. His theory was based on the following
assumptions: physiological needs; security needs,
social needs; status needs; and self-fulfillment needs.
The hierarchy of needs theory supports the claim of
this study upon the needs of teachers to develop
themselves holistically. Though, the study is
influenced by the upper half of the hierarchy which are
the social needs, the status needs, and the self-
fulfilment needs. Since this study is directed towards
assessing the advancement scheme of teachers, the
upper half of the hierarchy will reflect the inner level
of teachers’ needs.
On the other hand, Clayton Paul Alderfer formulated
the ERG theory that stands for existence, relatedness,
and growth as the needs of the employees/teachers.
Theory was based on the varying satisfaction and
desire of existence, relatedness, and growth. The
existence needs take after Maslow’s first two levels
which are psychological and security needs.
Relatedness can be identified with social and status
needs, while growth resembles part of the status and
self-actualization needs. But unlike the previously
mentioned theory wherein the one has to satisfy a level
before going to the next, in the later theory, teachers
are like students, in which they have multiple needs
that needs to be satisfy simultaneously. Frustration-
regression principle were also derived out this theory,
explaining that if growth opportunities were not
provided to teachers, they might regress and focus
more on socializing than retooling themselves. Since
the study centers on the developmental needs
conferring to the teachers’ present situation, the ERG
Wella Mallory M. Armenta
theory will help the study to understand the regression
and stagnancy of some teachers towards advancing
themselves.
McClelland (1961) used the Thematic Apperception
Test (TAT) as a tool in order to measure the distinct
needs of different individuals, thus resulting to the
formulation of the “Need-based” theory. This theory
associated the needs of a person to three distinct
aspects namely, need for achievement, need for
affiliation, and need for power. This theory explains
why a person desires to work. These needs therefore
acts as motivators, though, people tend to have
different characteristics depending on which factor is
predominant in every person. It also positions that a
person’s effectiveness in a certain job function are
influenced by these needs. Thus, needs of a person
largely depends on the thing that he values the most
and are shaped by their life experiences. This theory
largely influences this study. The present study would
like to focus on these three learned needs that affects
the elementary grades teacher in advancing themselves
in their career path. This theory will held part on the
study as to the achievements they’ve had, the
affiliations they have made, and the power they have
attained.
Much of the previous studies only focuses on the
faculty development laying grounds on the colleges
and university staff. Other studies involve the needs of
teachers when it comes to the Information and
Communication Technology or ICT. Profoundly,
much of the study were focused on professional
development of teachers and not on teachers’
development, as a whole. As for the present study, it
concentrates on a lower-level affiliation with the
pupils which are the elementary grades teachers and
the effectiveness of their plan to advance themselves.
The previous studies have help the researcher to
discern insights, information, and ideas in relation to
the emerging developmental needs of teachers. Ideas
and information from the literatures of this study were
used as well as support tools in order to fuse the
current research study.
Methodology
This research endeavored to identify the knowledge
about the developmental needs of teachers in the
context of the 21st century education. This chapter
defined the methods and the research design employed
in collecting the required data. There are six main
sections presented in this chapter. These are the
Research Design which describes the research method;
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Sampling and Participants being the sources of data
which includes the locale of the study; Instrument
which was developed to demonstrate validity and
reliability; the Data Gathering Procedure delineates the
administration of the instruments and its retrieval;
Data Analysis which states the statistical treatment of
data; and the Ethical Considerations. The researcher
elucidated how the participants and sites were selected,
how the data were analyzed, and how the reliability
and the validity of the quantitative descriptive data
were configured–all the while keeping in mind the
ethical considerations of the study. It also described
and gave details regarding the data collection and
analysis processes.
Research Design
A quantitative-descriptive method was used for this
study with the purpose of data gathering on the
developmental needs of teachers in the 21st Century
education. Since the researcher is concerned with the
experiences of teachers within their growth, this will
be used to assess their developmental needs being the
basis of the assessment.
The descriptive-survey design as expounded by
Calmorin (1994), the word survey means the gathering
of data relating to present conditions which has two
main goals. These are to prove the value of facts and to
focus attention on the most important things to be
reported. It involved the collection of data to answer
questions concerning the current status of the
respondents. Moreover, Calmorin (1994) defined the
method of determining and describing the nature of a
thing by separating it into its parts which has its
purpose to discover the nature of things as descriptive-
analysis. Teachers’ responses as they relate themselves
to their developmental needs regarding teacher
empowerment, organizational development,
instructional development, and professional
development were also examined.
Moving towards that end, this design provided the
researcher an opportunity to collect and analyze data.
Instrument
With the goal of assessing the developmental needs of
teachers, a survey- questionnaire was developed by the
researcher. Some items in the instrument were based
on the assessment systems already provided by DepEd
which are NCBTS-TSNA, CB-PAST and RPMS,
specifically on the second and third part. This was
done in order to identify the current status of teachers
in terms of professional and instructional development.
Wella Mallory M. Armenta
Other items that was developed by researcher was for
the purpose of identifying the barriers to the
developmental needs of teachers. The said instrument
also provided the necessary information from
respondents according to perceived self-proficiency
and professional activities and experiences. It has gone
through validation process to possess validity and
reliability before it was distributed.
Questions of the survey fell into the following general
classification:
1. Demographic Information which constitutes to their
age, gender, position, working experience and teaching
assignment
2. Items that are related to the status of developmental
needs according to
2.1. Professional Development
2.2. Instructional Development
3. Items related to the level of competencies in terms
of
3.1. Professional Development
3.2. Instructional Development
4. Items relating to perceived personal and
organizational barriers in attaining professional and
instructional development and importance attributed to
them and suggestions on the format and duration they
prefer.
Data Gathering Procedure
This section describes the data collection schemes that
were utilized upon conducting the study. The
researcher formally requested permission to conduct a
study regarding the developmental needs of teachers in
terms of professional and instructional development.
As granted by the Division of Quezon to conduct the
study, consents from the District Supervisors,
Principals and School Heads were seek regarding the
teachers that participated in answering the survey
questionnaires. The researcher personally delivered
questionnaires to the randomly picked teachers of the
12 districts. Proper coordination with the principals,
school heads and teachers were observed as advised by
the Schools Division Superintendent.
Instructions and regards on anonymity were also
provided on the upper part of the questionnaire. Most
of the participants were cooperative enough that some
of the questionnaires were retrieved the same day of
administration, others were reclaimed after a day. The
collected data were organized and carefully analyzed.
Through intensive examination, the researcher
tabulated and transcribed the data on determining the
teachers’ developmental needs into significant
analytical units.
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Ethical Considerations

Ethical considerations (as seen on the appendices)

Although majority of the participants are with units in
given by the University was strictly adhered. This
Master’s Degree, still, the number of graduates were
thesis valued the respect, dignity, and justice in the
conduct of the study. The researcher also tried her best very few.
to minimize the perniciousness and expand its
beneficence. Moreover, ethical considerations set by
Number of Action Research Conducted
the American Psychological Associationᵃ was strictly
adhered in the process of conducting and completion Action research is one of the teacher requirements in
of the study, standard 9 was intended for the the teaching field set forth thru the newest assessment
assessment studies which includes administering, system by the Department of Education which is the
adapting, scoring and interpretation. RPMS. Table 2 shows the percentage distribution of
the participants according to number of action research
Participants were told about the general nature of the they have conducted.
study as well as possible questions they may
encounter. Anonymity and confidentiality of the Table 2. Percentage Distribution of Participants
participants were assured to the participating teachers. According to the Number of Action Research
Thus, information on how their data will be used in the Conducted
study were also cited. Likeness to withdraw among
participants in answering and participating in the said
study were also respected.

Results

Highest Educational Attainment

Table 1 shows the percentage distribution of the

participants according to their highest educational
attainment.
Table 1. Percentage Distribution of Participants
According to Highest Educational Attainment
Two hundred three participants equivalent to 68.1%
have not yet conducted action research. Three is the
highest number of action researches having conducted
by 5 teachers equal to 1.68% coming from Districts of
Catanauan, General Luna and Mulanay.

Results have shown that still, the need for teachers to

be well aware of the process in conducting action
research is high, since greatly more than half of the
total sampling population has not yet conducted action
research.

Teachers as Organizer, Facilitator, or Resource

Speaker
Majority of the participants are with M. A. Units
having 49.33% equivalent to 147 participants, a matter
of 5.03% higher than the first category which is BEEd
Below is table 3 which shows the number of teachers
Graduate (44.30%). Fifteen of the participants are who had already served as organizer, facilitator, or
holding Master’s Degree with a percentage of 5.03%. resource speaker during trainings like in-service
Four teachers coming from the Districts of Catanauan trainings.
and Mulanay are with units in Doctor’s Degree having
a percentage of 1.34%, while none has been a Doctor’s
Degree holder.

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Table 3. Percentage Distribution of Participants

Served as Organizer/Facilitator/Resource Speaker
during Trainings
Currently Enrolled in Graduate Studies

Item number 5 determined the number of participants

currently enrolled in Graduate Studies. Results are
reflected below in table 6.5.

Table 5. Percentage Distribution of Participants

Currently Enrolled in Graduate Studies
Results shows that 58.39% equating to 174 teachers
had already been an organizer, facilitator, and resource
speakers. Participants who hadn’t been an organizer,
facilitator, or resource speaker gathered a percentage
of 41.61% equal to 124 participants.

Responses show that teachers are given equal chances

of being training organizers, facilitators and even
resource speakers.
Number of Published Articles/Research
The fourth item for the current status of professional
development of teachers asked on the number of
articles or researches published under the name of the
teachers participants. Tabulate results are shown in
table 4.
Table 4. Percentage Distribution of Participants
According to the Number of Published Articles or
Research
Results have shown that majority of the participants
were not enrolled in Graduate Studies, consisting of
248 teachers, corresponding to 83.22%. There were
only 50 of the participants who were enrolled
contributing to 16.78% of the total sampling
population.
Although statistics are low regarding the current
enrolment of teachers in graduate studies, results have
shown that each of the 12 districts has teachers
currently enrolled in Graduate Studies.
Highest Level of Seminar/Workshop/Training
Participated

Table 6 below shows the percentage distribution of

participants regarding the highest level of seminar,
workshop or training they have participated.

Table 6. Percentage Distribution of Participants

A c c o r d i n g to t h e H i g h e s t L e v e l of
S emin a r/Wo rksh o p /Tra inin g Pa rticip ated

Two hundred seventy-seven participants comprising

92.95% have no published articles or researches. The
remaining 7.05%, equivalent to 21 participants had
one published articles and researches.

Results showed that majority of the participants have

not yet published articles or researches. Thus, 21
participants who have one published articles and/or
action researches were teachers coming from Districts
of Buenavista, Catanauan, General Luna, Macalelon,
Mulanay, San Francisco, and San Narciso.
Table 6 most participants’ highest level of
seminar/workshop/trainings participated was division
level, having a percentage of 26.85%. It was followed

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by the International level that has a percentage of

24.50%. National, Regional, and District Level of
seminars, workshops, and trainings got the percentage
of 21.48%, 19.80%, and 7.38% respectively.

Seminars, workshop, and trainings in the Division

Mathematics with 9.40%, Araling Panlipunan with
level ranked 1st among teaches who participated in the
6.04%, Science having 3.69%, Filipino with 3.02%,
study. Analysis shows that most of these teachers were
and Mother-Tongue Based Multilingual Education and
new in the field.
MAPEH both having 1.34%.
Teachers Served as Mentor (Cooperating Teacher)
English was the dominating subject among the
specialized trainings, while MTB-MLE and MAPEH
Table 7 reflects the responses for item number 7 which
were two of the least. Thus, it suggests that there is a
holds on the number of participants who had been a
need for specialized training among the two later
mentor or cooperating teacher.
subjects.
Table 7. Percentage Distribution of Participants
Subscription to Educational Journals and
Served as Mentor or Cooperating Teacher
Magazines

Consultations to educational journal, publications and

magazine can enhance teachers’ strategies in
instruction. Table 9 below reflect the number of
participants that subscribe to educational journals and
magazines.

Table 9. Percentage Distribution of Participants

Subscribed to Educational Journal/Magazine
Results has shown that only 36.91% equating to 110
teachers were the only ones who had become a mentor
or cooperating teachers, while 63.09% or 188 of the
participants has not been a mentor or a cooperating
teacher.

Table 8. Percentage Distribution of Participants
According to their Specialized Trainings
Majority of the participants are not subscribed to
educational journals/magazines as the no-response got
a percentage of 56.38% equivalent to 168 teachers,
although the yes-response does not have far results
having a percentage of 43.29% equating to 129
teachers. One participant has left the item unanswered.

Served as Demonstration Teachers

Table 10 shows the percentage distribution of

participants according to the number of times they
were picked as a demonstration teacher.

Table 8 has shown that still, there are more than half of
the participants who has no specialized trainings,
having a percentage of 63.76%. English has a
percentage of 11.41%. It was followed by

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Table 10 Percentage Distribution of Participants

According to the Number of Being a Demonstration participants or 89 teachers still, does not integrate the
Teacher use of technology for at least once a week to enhance
classroom instruction.

With the advent of technology, it goes to show that

teachers are now adapting to one of the trends in
classroom instruction which is integration of
technology.

Basic Training in Computer Skills

Table 12 below reveals the responses made by the

participants relating whether or not they have basic
From the responses, 51.68% or 154 teachers had not
training on computer skills as used for instructional
yet gotten a chance to be a demonstration teacher.
function.
Seventy-seven teachers or 25.84% of the participants
became a demonstration teacher once. Twenty-eight
Table 12. Percentage Distribution of Participants with
teachers or 9.40% of the participants were chosen as a
Basic Training in Computer Skills
demonstration twice. Thirteen teachers or 4.36% had
been a demonstration teacher for 3 times. Ten teachers
or 3.36% had the chance of being a demonstration
teacher for 4 times, and 12 teachers had already been a
demonstration teacher for 5 or more times. Four of the
participants left the item unanswered.

The results indicate that still, half of the participants
have not yet served as demonstration teacher, while
others got more than one chance which therefore
implies that teachers were not given the same chances
of being a demonstration teacher.
As shown in table 7.5, 53.36% of the participants or
159 teachers are with basic training in computer skills
which they use in their classroom instruction. A matter
of 6.72% greater than the participants which does not
have basic training in computer.

Integration of Technology in Classroom Instruction Social Media for Instructional Advantage

at least Once a Week
Technology-enhanced lessons improves the teachers’
instructional development inside the classroom. Table
11 presents the percentage distribution of the
participants according to the integration of technology
at least once a week in their classroom instruction.
Table 11. Percentage Distribution of Participants
Integrating Technology at least Once a Week in
Classroom Instruction
Social media is one medium for sharing instructional
devices and communicating with other educators. As
table 13 shows the number of participants that has
social media account which is also used for their
instructional advantage.
Table 13. Percentage Distribution of Participants with
Social Media Account

Table 13 revealed that almost all of the participants

have their social media account in which they also use
Table 11 revealed that 70.13% or 209 teachers
integrate the use of technology at least once a week in
their classroom instruction, while the 29.87% of the

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for their instructional advantage. A percentage of

97.32% or 290 of them has a social media account
while the remaining 8 participants does not have any
Table 15. Level of Competencies Related to
social media account.
Professional Development
Since social media is a medium where one can share
teaching techniques, strategies and other educational
materials, many teachers opt to join groups in the
social media. Facebook was the most social medium
used by teachers. Two of the teachers who does not
have a social media account indicated that they are
about to retire from service.

National Certificate II Holder

Being a National Certificate II holder gives the

teachers a chance to teach in the senior high school.
Table 14 shows the percentage distribution of the
participants whether or not they are National
Certificate II holders.

Table 14. Percentage Distribution of Participants with

National Certificate II

As shown in table 14, majority of the participants or

281 teachers does not have a National Certificate II.
As for those participants being a National Certificate II
holder, a percentage of 5.70% equivalent to 17
teachers.

Level of Competencies in Terms of Professional

Development

Table 15 as shown on the next pages were the overall

responses for the survey questions related to their level
of practice and experiences regarding professional
development.

Item 9 which relates to improving one’s teaching

performance base on the feedback of their peers and
superiors rank first, gathering a weighted mean of
3.38, interpreted as high. It was then followed by
item 4 which relates to reflecting on their quality
of teaching for improvement that gathered a
weighted mean of 3.29, interpreted as high.

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Third on the ranking list is item 3 that relates to

religiously engaging to self- assessment like NCBT-
TSNA and CB-PAST that has a weighted mean of
3.20, interpreted as satisfactory. Although most
participants rated high on these three items, small
number of participants (5.7%) rated themselves as fair
and none for low rating.

As for the bottom in ranking, item 6 which relates to

collaborating with other educators in creating
educational program ranked least having a weighted
mean of 2.82. 2nd from the bottom is item 10 relating
to participation in training-workshops that has a
weighted mean of 2.99. Third from the bottom is item
2, related to formulating their own professional
development plan that garnered a weighted mean of
3.02. Although these three items rank low, all of them
were interpreted as satisfactory.

Sub-statements regarding item 10, training-workshops

related to classroom instruction and strategies ranked
first having a weighted mean of 3.31, interpreted as
high, while training workshops focused on technology
and research ranked least with weighted mean of 2.92
and 2.63 respectively.
Level of Competencies in Terms of Instructional
Development
Results for each item on the second sub-construct
which is the level of competence regarding
instructional development is presented in table 16
foundin the succeeding pages.
Table 16. Level of Competencies Relating to
Instructional Development
Results suggest that item 15 and 17 garnered a
weighted rank of 1.5, ranking first in terms of
instruction development. Item 15 relates to application
of updated knowledge to enrich teaching practice,
while item 17 relates to utilization of updated and
appropriate instructional materials. Both gathered a
weighted mean of 3.27, interpreted as high. Ranking
close to these two items is item 19 that gathered a
weighted mean of 3.26, interpreted as high. Item 19
relates to creating situations which develops the higher
order thinking skills of students.
Utilization of action research to improve classroom
practices which is item 11 ranked last which only
gathered a weighed mean of 2.57. Ranking second to
the last is item 12 which is related to consultation to
publications, journals, and other resources to enhance
instruction. It collected a weighted mean of 2.62. As
for items 13, related to involving technology-enhanced
strategies in classroom instructions, and 16, related to
integrating scholarly works to enrich lessons, both
received a weighted rank of 10.5 that got a weighted
mean of 2.98. The four items were interpreted as
satisfactory.

Since professional development and instructional

development are two significant factors in the
developmental needs of teachers, the researcher
hypothesized that there is no significant difference
between the level of competencies in terms of
professional development and instructional

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development. Thereby conferring the research problem

3. Data were presented in table 10 as shown below.

Table 17. Data for the Significant Difference between

the Level of Competencies of Professional and
Instructional Development by District
Table 18. Data for the Significant Relationship
between the Level of Competencies of Professional
and Instructional Development by District

Since the computed t-value is lesser than the critical

value, the hypothesis is accepted at 0.05 level of Table 19. Percentage Distribution of Participants’
significance, using 11 as the degrees of freedom. Perceived Barriers in Attaining Professional
Having the critical value of 2.201, the calculated t- Developmental Needs
value is 0.418, which shows that there is a less than
1% chance that the difference between the level of
professional development and instructional
development are significantly different.

To riposte problem number 4, as to whether there is a

relationship between the professional and instructional
level of competencies, data were presented below in
table 17.
For the barriers in attaining profession al
Table 18 has shown that there is a strong positive
developmental needs, participants were asked to check
relationship between the professional competencies
3 boxes that hinders their professional developmental
and instructional competencies of QD3 teachers
needs. Results suggest that family responsibilities, too
having a computed correlation coefficient value of
expensive, and lack of time were the primary reason
0.9005.
why teachers are having a hard time in addressing their
professional developmental needs. They gathered the
Upon analyzing, as the level of practice in the
percentage of 25.17%, 23.38%, and 22.37%
instructional development increases, the level of
practice in the professional development increases as
well, thereby showing a strong positive correlation. A
correlation is considered positive when the compared
variables are directly proportional, as one variable
increases, the other variable also increases. (Caras et.
al. 2009).

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respectively. Others includes health problems, attitude
towards work, and distance of the station to the nearest
universities.
Table 20 below takes on the responses on the
participants’ perceived barriers in attaining
instructional developmental needs.
Table 20. Percentage Distribution of Participants’
Perceived Barriers in Attaining Instructional
Developmental Needs
Participants were asked to check 3 boxes that best
describes the barriers in attaining their instructional
developmental needs. Lack of financial resources
ranked first having 29.32%, followed by insufficient
facilities with 28.07%, and third was excess extra-
curricular activities having 15.34%.
Responses for others include distance from station to
universities and colleges offering graduate study
courses, about to retire in the service, attitude towards
work, and regular access.
Table 21. Percentage Distribution of Participants
According to the Preferred Program Format
Responses suggest that training-workshop will work
best as it garnered a percentage score of 40.38% equal
to 231 responses. Seminar-workshop followed with the
corresponding score of 145, having a percentage score
of 25.35%. Discussion session and internet-based
learning got 110 and 86 responses, garnering
percentage of 19.23% and 15.03% respectively.
Wella Mallory M. Armenta
Training-workshop showed a difference of 15.03%
higher than the next in rank which is seminar-
workshop. Choosing the program format suggests that
teachers can and want to actively participate since both
of the two highest in rank has something to do with
workshops.
Table 22. Percentage Distribution of Participants
According to the Preferred Program Duration
Based on the responses of the participants, the
preferred program duration is 5 days before the year
starts. It accumulated 54.36% of the total number of
responses. Next in rank is 3 days every semester that
got 28.86% which were almost half of the first item in
rank.
Discussion
Different participants have their individual differences
which affects them in addressing their developmental
needs.
As observed and analyzed through the data reflected in
the previous subsection, it can be seen that the
participants have shown positive response towards
assessments. Most of the responses showed
congruency from the current status of developmental
needs to the level of competencies. Thus, effectiveness
of assessments set by the Department of Education like
NCBTS-TSNA and CB-PAST will remain not
effective not unless the teachers will carry out the
results of the assessment.
As observed and analyzed through the data reflected
according to their responses, assessment may be high
but the QD3 teachers does not use the results in
planning for their professional development. It also
suggests that teachers have no clear career path.
Although many teachers have units in master’s degree.
Much of them does not use it to advance themselves.
Reasons may be lacking information dissemination on
reclassification of teachers.
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Conducting research, intervention programs and action
research were one of the gaps which are needed to be
filled. In general, professional, and instructional
development activities that focuses on academic
content, instructional strategies were preferred by the
participants.
Conclusion
Davidson (2005) mentioned in his study that educators
are constantly looking for the instructional practices
that has proven successful. As suggested in the review
of literature, developmental needs of teachers is wide
in range. Two of these are professional and
instructional developmental needs. This chapter will
embark on the summary of study, as well as its results,
the conclusions and its recommendations based on the
findings presented in chapter 3.
The Department of Education has always been in
constant commitment to ensure quality education
among every educational institution. Thus, the
constant improvement on the quality of teaching will
be based on how well the teachers and the institutions
around them caters the developmental needs regarding
professional and instructional growth.
Problems that were sought to be answered were the
current status and the level of practice among teachers
regarding professional and instructional development,
as well as significant difference and correlation
between the two, and its attributed barriers and other
suggestions.
Quantitative research were used using assessment and
evaluation through adm in ister ing survey
questionnaires among the randomly-selected teachers
in the QD3.
The purpose of this subsection is to discuss the key
results in relation to the research questions. It was
designed to gather information in relation to the
developmental needs of teachers in terms of
professional development and instructional
development of the QD3 teachers.
Conferring to research problem 1 that accounts to the
current status of professional developmental needs, it
has revealed that more teachers still belong to the
position of Teacher I even though there are more
teachers are with units in Master’s Degree. Most
teachers are not enrolled in graduate studies, reasons
were because of responsibilities to their family,
perception of being too expensive, and time
Wella Mallory M. Armenta
restrictions were further indicated.
As for the current status of instructional developmental
needs, it has reflected that most teachers have no
specialized trainings although almost one-fourth of the
participants had international seminars, workshops and
trainings. Primary reasons were lack of financial
resources, insufficient facilities, and excess extra-
curricular activities.
Research problem 2 to 4 accounts for the level of
competencies regarding professional and instructional
developmental needs along with their significant
difference. The descriptive results of the study has
shown that the participants gave more weight to the
professional development with the weighted mean of
3.11 as compared to the instructional development
which has a weighed mean of 3.05. Although
according to its computed t-value of 0.0182, there is
no significant difference between these attributed
levels. Thus, the relationship between professional
competencies and developmental competencies
showed a strong positive relationship having a
correlation of 0.9005.
The study is limited to the 298 regular elementary
teachers of third congressional district of Quezon, still,
the best way to evaluate the developmental needs of
among teachers is to test the whole population.
This only covers the perceived professional and
instructional needs of teachers of teachers according to
their perceptions regarding the postulated
competencies and teacher status.
Thus, it only attempts to measure the teachers’
competencies according to their self-assessed efficacy.
Furthermore, results only depicts their feelings
towards the certain items which therefore maybe
subject to their own opinions and biases.
Upon evaluating the developmental needs of teachers
in terms of professional and instructional development,
the researcher therefore concludes that there is a need
to determine the proficiency of teacher on designing
training programs to help teachers gain the required
competencies in their chosen field.
Moreover, this study concludes that teachers should be
assisted not just on the practical nature and importance
of assessment but also with regards to what they
should be doing after the assessment has been made.
Since the study has shown a strong positive
correlation, this further concludes that the professional
developmental needs of the teachers greatly affects
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their instructional competencies.
Since this thesis sought to explore the professional and
instructional developmental needs of the QD3
elementary teachers, it has arrived to the areas where
gaps are needed to be filled. Based on the findings
from the study, the survey-questionnaire provided
information on what teachers seek among the
developmental needs in terms of professional and
instructional development. The following
recommendations had been postulated:
Targeted goals relating to professional developmental
needs. Although development can be seen as a process,
teachers’ growth should happen simultaneously and
not gradually, especially those teachers who has served
for more than 15 years. It has been cited in the
literature review that teachers who hadn’t been
promoted regresses, thus remaining to be in the teacher
I position. Thus, teachers with M.A. units are advised
to process equivalency requirement form. Also,
teachers holding NC II are recommended to apply as
part time or full time teachers in the senior high
school.
Targeted goals relating to instructional developmental
needs. Despite the fact that majority of the participants
have gathered an overall rating of satisfactory, still, the
immediate concerns in areas like conducting action
research, research, technology-enhanced instruction
should further be examined, since these areas more
likely indicates the needs for development. Thus,
providing instructional development for an extended
period of time is necessary, since one to two-day
seminars, training and workshops were not considered
as valid. Moreover, subjects like MTB-MLE should be
given focus among trainings and seminars, being the
most recent subject added to the curriculum.
Feedback from assessments must be used. Since on-
going assessment is necessary, results must be utilized
to build a stronger foundation regarding teachers’
growth and development. A clear career path must be
used in order to see in which does the teacher needs to
fulfil next.
More support from administrators and government
institutions. Administrators must be seen as a leader
and not a boss, in which teachers could confer the
difficulties they’re handling. A strong support system
particularly, from the administrators and the
government institutions in general would be highly
appreciated by teachers. Lack of support could weaken
the efforts of teachers in achieving their professional
and developmental needs. Thus, undermining the
potential results to enhance the teaching and learning
Wella Mallory M. Armenta
process.
Organization of district research committee. Since
conducting action researches and researches are not
significantly given focused by most teachers,
especially those who were never enrolled in graduate
studies, an organization that is made-up of research
consultants (preferably with a minimum requirement
of having graduated their second degree) that would
guide teachers regarding technicalities in the field of
research.
Improving communication. Better communication is
needed to address better information dissemination. It
has shown that teacher has little background on
reclassification but not well-informed on how it goes
on process. Along with the process on how to publish
their works were not properly communicated as well.
Moreover, information regarding DepEd
CALABARZON Memorandum 7324 as shown in the
appendices could help teachers when it comes to
satisfying their professional and instructional
developmental needs.
Additional incentives needed. There are many
teachers having M.A. units but only few had
graduated. From the barriers, it has shown that
graduate studies, needs enough resources for teachers
to complete the process until they graduate. Even
though teachers receives bonuses and incentives, still,
not enough to continue on their graduate studies.
Having a chance to communicate with the graduates of
M.A. courses, they were able to graduate because of
scholarships and tuition subsidy from the local
government, still, according to them, resources are not
enough.
Branching out of universities and colleges within QD3
that offers graduate studies. Furthermore, project
proposal for scholarship programs for graduate studies
within the state universities in Quezon Provinces is
needed.
Out of the result of the current research, the sprout of
the following suggested topics may be considered for
further research:
1. Identifying Empowerment Needs of Teachers
2. Correlation of Demographic Profile to Professional
Needs of Teachers
3. Correlation of Teachers’ Professional and
Instructional Needs to the School Heads’
Organizational and Management Needs
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Psych Educ, 2023, 10: 224-242, Document ID:2023 PEMJ848, doi:10.5281/zenodo.8103042, ISSN 2822-4353
Research Article
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Affiliations and Corresponding Information
Wella Mallory M. Armenta
Pitogo Central School II
Department of Education - Philippines
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