ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
The purpose of this study is to determine the challenges and coping mechanisms in the implementation of Continuing Professional Development Law among the teachers in the Division of Quezon employing a descriptive-normative research design with questionnaire as the instrument. The study was conducted in the entire division of Quezon where there are 1586 teachers in the identified large secondary schools which served as the respondents. Samples were identified using Slovin’s formula. Purposive sampling was used to determine samples per municipality. Percentage, Mean and Composite Mean were used to analyze the data. In addition, Analysis of Variance (ANOVA) was utilized to determine the significant difference on the coping mechanisms between the responses of the teachers when they were grouped according to their demographic profile. The results have shown that the primary challenge encountered by teachers in the implementation of Continuing Professional Development Law were on academic track (Mean = 3.49 ). Their coping mechanisms to address the challenges encountered under selfdirected track is the teachers tried to introduce to be chosen as facilitator in the school-based trainings (F = 319). Teachers exhibit significant difference on the coping mechanisms when they are grouped into congressional district. However, when grouped according to age, sex, position and years in teaching, teachers did not show any significant difference in coping mechanisms. It implied that teachers had the same practices on how to cope with the implementation of Continuing Professional Development Law. A three-year development plan was formulated to guide the teachers on how they would be able to complete the requirements needed to renew their professional identification license.