Empowering Educators: Evaluation of Teachers' Needs for Extension Program Design
Keywords:
Professional development, Technology integration, Curriculum and instruction, Teacher needs assessmentAbstract
This study explores the professional development needs of teachers in the MIMAROPA region, with a focus on technology integration and curriculum instruction in English, Mathematics, and Science. Amid the Philippines’ persistent low performance in international assessments such as PISA and regional disparities in literacy and educational resources, understanding teachers' specific challenges is critical. Using qualitative interviews, the research identifies key gaps in digital skills, pedagogical strategies, and resource utilization. Findings highlight teachers’ demand for targeted, context-sensitive training programs that enhance instructional effectiveness and learner engagement. The study emphasizes the importance of aligning extension services with local teachers' needs to improve educational quality and student outcomes. Results provide a data-driven foundation for developing sustainable professional development initiatives tailored to empower educators in resource-constrained and diverse settings.
Downloads
References
Azli, N.S.S., Pek, L.S., Kusnek@khusni, H., Yob, F.S.C., et al. (2024). Conceptualizing non-formal education’s impact via engaging learning activities for children's education. Quantum Journal of Social Sciences and Humanities, 5(3), 100–109. https://doi.org/10.55197/qjssh.v5i3.372
Bhandari, P. (2025). What is qualitative research? | Methods & examples. Scribbr. https://www.scribbr.com/methodology/qualitative-research/
Chong, C.S. (2024). Ten trends and innovations in English language teaching 2024. British Council. https://tinyurl.com/422au56x
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://tinyurl.com/mvxspnyb
Devasena, R., Lakshmi, S., Rachel, D., Babu, H., & Faustina, J. (2025). Pedagogy-driven digital integration in English language teaching: A holistic approach. AIP Conference Proceedings. https://pubs.aip.org/aip/acp/article/3270/1/020221/3343976
Digital Promise. (2022). Providing professional development for teachers. https://tinyurl.com/46djfthm
Edu, N. (2025). Enhancing teachers' professional development for more productive society. International Journal of Innovative Development and Policy Studies, 13(1), 197–203. https://tinyurl.com/3wsn8c34
Ghavifekr, S., & Wan Rosdy, W.A. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2). https://files.eric.ed.gov/fulltext/EJ1105224.pdf
Insorio, A., & Librada, A.R. (2025). Enhancing students’ academic performance by making the mathematics learning experience meaningful through differentiated instruction. Contemporary Mathematics and Science Education, 6(2), ep25008. https://doi.org/10.30935/conmaths/16332
Kokoç, M. (2024). Teachers’ digital skills in research and AI tool use. Je-LKS: Journal of e-Learning and Knowledge Society, 20(1), 1–11. https://doi.org/10.20368/1971-8829/1136092
Lim, W.M. (2024). What is qualitative research? An overview and guidelines. Australasian Marketing Journal. https://doi.org/10.1177/14413582241264619
Luberger, C. (2025). Math teacher professional development guide for 2025. simpleK12. https://www.simplek12.com/blog/math-teacher
Luft, J. (2020). Supporting newly hired science teachers for continuous learning. AAAS ARISE. https://tinyurl.com/mrmps8cr
Neupane, B.P., Paudel, P., Dahal, N., Karki, S., et al. (2025). English language teaching in the age of artificial intelligence: Tools, techniques, and methodologies. Advances in Mobile Learning Educational Research, 5(1), 1356–1369. https://doi.org/10.25082/AMLER.2025.01.011
OECD. (2023). PISA 2022 results: Philippines country profile. https://tinyurl.com/wnhjz636
Paolucci, C., Edwards, A., Nucci, D., Getz, A., et al. (2024). Future directions for mathematics education research, policy, and practice. WestEd.org. https://files.eric.ed.gov/fulltext/ED663766.pdf
Pham The, Q., Nguyen Ngoc, T., Dao Thi, H., & Duong Thi, H. (2025). Factors influencing high school teachers’ use of ICT in teaching mathematics: Insights from Northern Vietnam. Contemporary Mathematics and Science Education, 6(2), ep25010. https://doi.org/10.30935/conmaths/16437
Philippine Star. (2025). PH expected to rank low again in PISA 2025.
Philippine Statistics Authority, Regional Statistical Services Office (PSA RSSO), MIMAROPA. (2023). Literacy rate among household population five years old and over in MIMAROPA Region. https://tinyurl.com/m2myvdn8
Schoen, R., LaVenia, M., Tazaz, A., Gersten, R., & Smolkowski, K. (2024). Effects of a mathematics teacher professional development program on Grades 3–5 student achievement: A multisite cluster-randomized trial. Journal of Educational Psychology, 116(6), 1010–1028. https://doi.org/10.1086/732783
Sugay, J.J., III. (2025). Oriental Mindoro vows to strengthen education programs for IPs. Philippine Information Agency. https://tinyurl.com/y4t46rbh
Talakoub, C. (2020). Digital professional learning for K–12 teachers: Literature review and analysis. WestEd. https://files.eric.ed.gov/fulltext/ED610097.pdf
UNESCO. (2022). The role of teacher professional development in quality education. https://tinyurl.com/mwyew5zr
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
