Management of Career Pathways Through Faculty Development Programs of the Department of Education

AUTHOR(S)

Larvin O. Labrada, PhD

ABSTRACT

This research attempted to assess the teachers’ management of career pathways and the faculty development programs in the Department of Education availed by the teachers. The study made use of both descriptive and qualitative methods of research. The quantitative data were gathered through a checklist questionnaire. Narrative analysis from the phenomenological inquiry was the source of the qualitative data gathered from focus group discussions and open coding. There was a total of 352 teachers from the schools’ divisions of Tayabas City and Lucena City selected as respondents through stratified random sampling using the Cochran formula. Weighted arithmetic means, Pearson r, and ANOVA were employed as statistical measures. It was revealed that the teachers’ career pathways greatly take into consideration their objectives in the profession, and how to improve their skills and be successful and satisfied in their chosen tracks. The DepEd’s faculty development program is made available to the teachers through the school support system, lifelong learning opportunities, awards and recognition, establishing linkages, and engaging them in challenging and fulfilling tasks. The availability of a faculty development program influences the teacher’s management of career pathways. The teachers’ diverse lived career management and faculty development experiences are characterized by striving for completing graduate studies, knowledge sharing, support in the workplace, and realizing one’s potential yet the barriers they face are hopelessness for promotion, pessimism, and work injustice from the selective preference for promotion of some authorities. An additional input to the faculty development program is ready for the initial try-out and validation process. However, it was recommended that teachers’ career advancement may be given top priority by the administrators and elevate them to higher levels of education by giving them financial support particularly those teachers who cannot afford it but are willing to take further studies.