Perspectives on the Barriers to and Needs of Teachers' Professional Development in the Philippines

Due to COVID-19, online education has become the norm in the Philippines. Yet even in its second year, online teaching and learning still faces ongoing challenges, as does the need for teacher professional development. This paper describes the results of a mixed-method study that explored teachers' perspectives on professional development barriers and needs. The data collection involved 174 teachers working in the National Capital Region. All of the participants completed a survey describing their professional development frequency, perspectives, barriers, and needs, while eight teachers volunteered for a follow-up in-depth interview. Using hierarchical multiple regression analyses, results have shown that pedagogical and information technology competencies needs of teachers depend mostly on their prior professional development experiences and their need to apply active learning and new teaching ideas.