Author

Princel Baggas Gonayon*
Guilayon, Tabuk City, Kalinga, Philippines

Abstract

This study explored the effects of PD programs on school practices in Western Tabuk District II, focusing on teachers’ experiences, instructional strategies, collaboration, and implementation challenges. Using a qualitative phenomenological design, (14) elementary teachers were purposively selected. Data were gathered through structured interviews and analyzed thematically to identify patterns and themes. Findings revealed three major themes: (1) Professional development programs teachers participated in, (2) Effect of professional development on classroom practices (3) Challenges in applying professional development learning. Teachers reported that PD programs enhanced teaching strategies, curriculum implementation, classroom management, and promoted learner-centered approaches such as collaborative learning and technology integration. Professional Development also strengthened teacher collaboration through shared strategies and experiences. Challenges included limited time, insufficient resources, large class sizes, and addressing diverse learner needs. The study concluded that Professional Development programs positively influence instructional practices, teacher collaboration, and student engagement, but addressing time, resource, and classroom challenges is essential. It is recommended that the Department of Education strengthen Professional Development initiatives, provide adequate resources, and reduce administrative burdens to support teachers’ professional growth.

Keywords: Professional development, instructional practices, teachers’ collaboration, classrooml practices, qualitative phenomenological study.

*Corresponding author/ Email: princelgonayon@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502919

Recommended citation:
Gonayon, P. B. (2026). Lived experiences of teachers on professional development and its effect on classroom practices. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 497-509. http://doi.org/10.69651/PIJHSS0502919

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