Delving on the Experiences of Educators on Professional Development of National Educators Academy of the Philippines: A Case Study

Abstract

Educators are the carriers of knowledge and are responsible for its transfer. This qualitative case study examined six participants who actively integrated the National Educators Academy of the Philippines (NEAP) professional development into their practice. Five out of six came from the mega-sized secondary schools with two teachers, two master teachers, a school head; and one supervisor, a Division Representative. The six contributors were from the Division of Panabo City, selected through purposive sampling. Data were analyzed using thematic analysis. The study identified several common themes regarding the integration of NEAP learning into instructional and leadership practices, such as the adoption of comprehensive teaching and learning models, student-centered approaches, strategic planning, and strong support systems. Additional themes included mentorship, professional collaboration, and reflective practice. However, challenges requiring improvement were also noted, such as enhancing interactive group dialogue and incorporating research-based learning. Two main themes emerged regarding the understanding of monitoring and evaluation for further improvement: assessment and feedback provision. Recommendations included a careful examination of current and outdated policies, addressing issues related to curriculum overload, enhancing sources of teaching and learning materials, introducing stress-management activities, supporting research-related initiatives, ensuring clear communication, creating feedback loops, and organizing interactive workshops. Participants provided positive feedback on the integration of NEAP learning into their instructional and leadership practices. They appreciated and implemented NEAP-inspired approaches in their classrooms and schools. The study revealed that teachers were not only receptive to these changes but were also committed to the overall development of their students. Their participation in various training programs, workshops, seminars, scholarships, and courses indicated their desire to improve both personally and professionally.