2026 IJRSE – Volume 15 Issue 2
Available Online: 14 February 2026
Author/s:
Pe, Maurene Joy
Ilocos Sur Polytechnic State College, Philippines (maurenejoype@gmail.com)
Abstract:
This study assessed the professional development (PD) initiatives among public secondary school teachers in the upland municipalities of the Second District of Ilocos Sur. It explored the respondents’ demographic profiles, the level of implementation and satisfaction with PD initiatives, the seriousness of implementation challenges, and the relationships among these variables. It also aimed to develop a valid contextualized framework to guide future PD programs. The study involved teachers from upland national high schools, predominantly in the 31–40 age bracket, holding junior academic ranks, and teaching early secondary grades. Most respondents were college graduates with 11–15 years of teaching experience. Findings revealed that the level of implementation and teacher satisfaction regarding PD initiatives were both high, with a computed grand mean of 3.60. However, challenges in implementing these initiatives were also perceived as serious. Statistical analyses showed no significant relationship between teacher profiles and both the implementation and satisfaction levels, suggesting equitable access and consistent program delivery. A strong positive correlation existed between implementation and satisfaction, while a weak negative correlation was noted between implementation and perceived challenges. These results underscore the importance of consistent, high-quality PD delivery in enhancing teacher experiences and minimizing implementation barriers. The study concluded that current PD initiatives are relevant, inclusive, and effective but require more institutional support to overcome contextual challenges. A valid, comprehensive, and contextually responsive framework for teacher professional development was developed. The study recommends institutionalizing this framework and calls for further research on its long-term impacts on teacher performance and student learning outcomes.
Keywords: contextualized framework, professional development, teachers
DOI: https://doi.org/10.5861/ijrse.2026.26050
Cite this article:
Pe, M. J. (2026). Development of a contextualized framework in designing professional development program for upland secondary school teachers. International Journal of Research Studies in Education, 15(2), 153-178. https://doi.org/10.5861/ijrse.2026.26050