Exploring Professional Development Opportunities for Physical Education Teachers in Higher Education Institutions in Davao de Oro, Philippines
DOI:
https://doi.org/10.64612/ijev.v2i1.188Keywords:
Physical Education teachers, professional development, higher education, thematic analysis, PhilippinesAbstract
This study explored the professional development opportunities, concerns, influencing factors, and expectations of Physical Education (PE) teachers in higher education institutions in Davao de Oro, Philippines. Although sustained and discipline-specific professional development is essential for effective PE instruction, access to relevant learning opportunities remained uneven, particularly in provincial settings. The study employed a descriptive qualitative design involving ten purposively selected PE instructors who participated in in-depth interviews and focus group discussions. Verified transcripts were analyzed using thematic analysis. The findings revealed that teachers primarily accessed professional development through sports and coaching trainings, dance and cultural movement workshops, PATHFIT and curriculum retooling programs, and instructional and research-related activities; however, participation remained limited and selective. Key concerns included financial and institutional constraints, workload and scheduling conflicts, the mismatch between generic professional development offerings and PE-specific needs, and administrative approval processes that resulted in unequal access. Budgetary limitations, logistical barriers, institutional priorities, salary and family obligations, and external partnerships emerged as factors that both facilitated and constrained participation. Teachers expressed expectations for continuous, practice-based, and discipline-specific professional development, stronger institutional support, adequate staffing, and equitable recognition of Physical Education. The study concluded that professional development for PE faculty should be institutionalized rather than treated as a personal responsibility and recommended the implementation of structured, adequately funded, and discipline-specific professional development programs.
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