1. A study conducted by Irving Domingo L. Rioa et al.

in 2021, titled “Lived Experiences of Senior High

School Teachers Teaching Qualitative Research without Training” 1. This study aimed to describe the
experiences of teachers who were teaching qualitative research but did not receive adequate
training in the said field for the purpose of gaining deeper insights on their experience and how the
prevailing issues can be addressed.

2. Another study titled “Teaching and Learning Continuity Amid and Beyond the Pandemic” by Jocelyn
P. Tizon et al. in 2021 2. This study employed an exploratory mixed-method triangulation design and
analyzed the data gathered from 3,989 respondents composed of students and faculty members. It
was found out that during school lockdowns, the teachers made adjustments in teaching and
learning designs guided by the policies implemented by the institution.

3. A study conducted by Bonjovi H. Al-bakri in 2015, titled “EFL Teachers’ Beliefs, Practices, and
Challenges Focused on Written Corrective Feedback: A Case Study” 3. This study embarked on a case
study of EFL teachers’ beliefs, practices, and challenges focused on written corrective feedback
(WCF) and found that both teachers’ general beliefs about life and their educational beliefs have an
impact on their WCF practices.

1. A study conducted by Jocelyn P. Tizon et al. in 2021, titled “Teaching and Learning Continuity
Amid and Beyond the Pandemic” . This study employed an exploratory mixed-method
triangulation design and analyzed the data gathered from 3,989 respondents composed of
students and faculty members. It was found out that during school lockdowns, the teachers
made adjustments in teaching and learning designs guided by the policies implemented by the
institution.

2. Another study conducted by Jocelyn P. Tizon et al. in 2020, titled “The Impact of COVID-19 on
Education: Insights from the Philippines” . This study aimed to provide insights on the impact of
COVID-19 on education in the Philippines, particularly on the challenges faced by teachers and
students during the pandemic.

3. A study conducted by Rosalie B. Samson et al. in 2019, titled “The Teaching Competence of
Filipino Language Faculty in Tertiary Schools of Zamboanga City: Basis for a Proposed Faculty
Development Program” . This study aimed to assess the teaching competence of Filipino
language faculty in tertiary schools of Zamboanga City and to propose a faculty development
program based on the results.

1. A study conducted by Jocelyn P. Tizon et al. in 2021, titled “Teaching and Learning Continuity
Amid and Beyond the Pandemic” 1. This study employed an exploratory mixed-method
triangulation design and analyzed the data gathered from 3,989 respondents composed of
students and faculty members. It was found out that during school lockdowns, the teachers
made adjustments in teaching and learning designs guided by the policies implemented by the
institution.

2. Another study conducted by Jocelyn P. Tizon et al. in 2020, titled “The Impact of COVID-19 on
Education: Insights from the Philippines” 2. This study aimed to provide insights on the impact of
COVID-19 on education in the Philippines, particularly on the challenges faced by teachers and
students during the pandemic.
3. A study conducted by Rosalie B. Samson et al. in 2019, titled “The Teaching Competence of
Filipino Language Faculty in Tertiary Schools of Zamboanga City: Basis for a Proposed Faculty
Development Program” 3. This study aimed to assess the teaching competence of Filipino
language faculty in tertiary schools of Zamboanga City and to propose a faculty development
program based on the results.

1. A study conducted by K. K. Sinha and S. K. Singh in India, titled “Enhancing

Pedagogical Practices of Teachers through Professional Development Programs: A
Review of Literature” 1. This study explores the impact of professional development
programs on teachers’ pedagogical practices.
2. A study conducted by M. A. Alqahtani in Saudi Arabia, titled “The Effectiveness of
Professional Development Programs in Enhancing Teachers’ Pedagogical Practices: A
Review Study” 2. This study examines the effectiveness of professional development
programs in enhancing teachers’ pedagogical practices.
3. A study conducted by M. M. Alshammari in Saudi Arabia, titled “The Impact of
Professional Development Programs on Teachers’ Pedagogical Practices: A Review
Study” 3. This study investigates the impact of professional development programs on
teachers’ pedagogical practices.
4. A study conducted by M. S. Alshahrani in Saudi Arabia, titled “The Effectiveness of
Professional Development Programs in Enhancing Teachers’ Pedagogical Practices: A
Review Study” 4. This study examines the effectiveness of professional development
programs in enhancing teachers’ pedagogical practices.
5. A study conducted by A. M. Alharbi in Saudi Arabia, titled “The Impact of Professional
Development Programs on Teachers’ Pedagogical Practices: A Review Study” 5. This
study investigates the impact of professional development programs on teachers’
pedagogical practices.
6. A study conducted by J. Hattie, H. Timperley, and S. Barrar in New Zealand, titled “A
Systematic Review and Meta-Analysis of the Effectiveness of Professional Development
Programs for Teachers” 6. This study provides a systematic review and meta-analysis of
the effectiveness of professional development programs for teachers.
7. A study conducted by J. Hattie and H. Timperley in New Zealand, titled “The Power of
Feedback” 7. This study explores the impact of feedback on teachers’ pedagogical
practices.
8. A study conducted by J. Hattie, G. Masters, and M. Birch in Australia, titled “Visible
Learning into Action: International Case Studies of Impact” . This study provides
international case studies on the implementation of visible learning strategies.
9. A study conducted by J. Hattie, G. Masters, and M. Birch in Australia, titled “Visible
Learning for Teachers: Maximizing Impact on Learning” . This study provides practical
guidance for teachers to maximize their impact on student learning.
10. A study conducted by J.-W. Lee, J.-H. Lee, and S.-H. Kim in South Korea, titled “The
Effects of Teacher Professional Development Programs on Pedagogical Practices and
Student Outcomes: Evidence from a Randomized Experiment in South Korea” . This
study examines the effects of teacher professional development programs on pedagogical
practices and student outcomes.