Unlocking Potentials: Professional Development of Secondary Mathematics Teachers in the 21st-Century Classrooms
DOI:
https://doi.org/10.64612/ijiv.v2i4.111Keywords:
Professional Development, Mathematics Teachers, Teaching Practices, 21st-Century Classrooms, Teacher EffectivenessAbstract
This study examined the professional development (PD) experiences of secondary mathematics teachers in the San Luis District, Division of Agusan del Sur, Philippines, during the 2025–2026 school year using a mixed-method explanatory sequential design (QUAN-qual). Quantitative data were collected from 62 secondary mathematics teachers through a validated researcher-made questionnaire, while qualitative data were gathered from 15 key informants through focus group discussions analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that existing PD programs only partially met teachers’ expectations, particularly in terms of frequency and accessibility. PD initiatives demonstrated a moderate influence on teaching practices, with stronger effects observed in content mastery and teacher confidence. Teachers generally perceived PD programs as effective, especially in promoting collaboration and achieving intended objectives. Significant differences in PD experiences were identified according to sex, teaching position, educational attainment, length of service, and grade level taught. Correlation analysis further showed that alignment of PD activities with teachers’ professional needs significantly predicted the achievement of program objectives, while teacher satisfaction was positively associated with both achievement and applicability of PD programs. Qualitative findings identified four major challenges affecting PD participation and effectiveness: workload and time constraints, limited administrative support, misalignment between training content and classroom realities, and logistical and financial barriers. Based on the findings, the study developed an eight-objective Teachers’ Development Plan anchored on the Philippine Professional Standards for Teachers (PPST). The study recommends the implementation of context-responsive, subject-specific, flexible, and gender-responsive PD programs to strengthen mathematics instruction and support continuous teacher growth.
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