Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijmra/v8-i10-24, Impact Factor: 8.266 Page No. 5717-5735 IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5717 Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City Sheela Mae O. Cadavedo University Of Perpetual Help SystemDalta ABSTRACT: This study assessed the professional development programs of senior high school teachers in Bacoor City with reference to the domains of the Philippine Professional Standards for Teachers (PPST), namely: Content Knowledge and Pedagogy; Learning Environment and Diversity of Learners; Curriculum and Planning, Assessment and Reporting; Community Linkages and Professional Engagement; and Professional Growth and Professional Development. Specifically, it examined the extent of teachers’ professional practices, determined significant differences when grouped according to age, sex, educational attainment, designation, and years of experience, and proposed an action plan to enhance professional development. A descriptive research design with quantitative analysis was employed, using survey questionnaires administered to public senior high school teachers in Bacoor City. Data were analyzed through frequency distribution, weighted mean, t-test, and one-way analysis of variance (ANOVA). Findings revealed that the domain of maintaining learning environments responsive to community contexts obtained the highest mean, while compliance with school policies and stakeholder partnerships received the lowest. The adoption of professional practices that uphold the dignity of teaching also showed a high rating. Statistical tests indicated that there were no significant differences in the professional development programs of teachers when grouped according to their demographic and professional profile variables. The results suggest that professional development opportunities are equitably distributed among teachers regardless of age, sex, educational attainment, designation, or years of service. An action plan was proposed to address areas requiring improvement, particularly in enhancing research utilization, community linkages, and compliance with school policies. The study concludes that while the professional development programs of senior high school teachers are effectively implemented, further enrichment is necessary to sustain professional growth and strengthen alignment with PPST standards. KEYWORDS: professional development, senior high school teachers, PPST, Bacoor City, teacher competencies I. INTRODUCTION School performance refers to the educational quality of an educational system (UNESCO Institute of Statistics, 2024). According to Potocan et al. (2017), it results in the attainment of educational goals related to the acquisition of academic achievement and personal development of learners. In the Philippines, the school performance is measured through key performance indicators, namely access, efficiency, and ratio and proportion (Department of Education, 2022). In the Philippines, teachers of the basic education system are trained to acquire effective skills through various professional development programs. As mandated in the framework for professional development of the Department of Education, teachers are given induction, career progression, and special programs that aim to improve their professional practices and delivery of emerging and non-pedagogical related activities. By the DepEd Memorandum No. 050, s. 2020, professional development priorities for teachers shall support the realization of long-term upskilling and reskilling of teachers, resulting in better learning outcomes. These professional development programs were in line with the national adoption and implementation of the Philippine Professional Standards for Teachers (PPST) as stated in the DepEd Order No. 024, s. 2020. In this framework, the effectiveness in maximizing school and ensuring manpower effectiveness is stipulated in the five domains, namely content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, professional growth and professional development. These priorities also allow flexibility to address local needs and emerging developments in professional development. However, despite these initiatives, the school leaders still encountered challenges. In the study of Tarraya (2023), some challenges encountered by teacher’s public schools were a lack of leadership training and insufficient resources and assistance to Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5718 carry out functions. Castañeros et al. (2023) also pointed out that newly promoted teachers faced challenges in supervising their teachers, balancing their work and personal life, managing schools, and dealing with the previous administration's legacy. In addition, it was found that these challenges have a significant relationship to the effectiveness of the school (Kilag et al., 2024). This apprehension led the researchers, educators, and educational policymakers to focus on upskilling the school leaders through professional development programs. Given this challenge, the researcher analyzed the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City. It will be significant to the teachers as it will provide data that can be used to identify their professional needs and propose a plan to address these concerns. In Bacoor City, one of the highly urbanized areas in Cavite, public senior high schools continue to expand in response to population growth and the demands of the K–12 curriculums. However, despite the presence of professional development initiatives, many teachers face barriers that hinder the full implementation and effectiveness of such programs. Limited resources, inconsistent program delivery, and context-specific challenges unique to urbanized school environments often affect the quality of professional growth opportunities. These realities suggest a need for a localized analysis of how professional development programs are implemented, what opportunities they present, and what challenges teachers face in Bacoor City. While previous studies have examined teacher professional development and school leadership challenges at the national level (Tarraya, 2023; Castañeros et al., 2023; Kilag et al., 2024), limited empirical evidence exists on how these issues manifest in the specific context of Bacoor City. Most studies focus broadly on Philippine public schools, overlooking localized factors such as resource allocation, community involvement, and the urban school environment of Bacoor. This creates a knowledge gap on whether existing professional development initiatives are sufficiently addressing the professional needs of public senior high school teachers in the city. Addressing this gap is vital, as it will provide data-driven insights into the opportunities and challenges of professional development programs in Bacoor City. Such findings may guide educational policymakers, school administrators, and teachers in crafting localized strategies that can enhance teacher competencies and improve school performance outcomes. Theoretical Framework Professional development programs have been widely examined in educational research and practice, as they are central to improving teacher competence, enhancing instructional delivery, and ensuring overall school effectiveness. In the Philippine context, the conceptualization of professional development aligns with the framework of the Department of Education (DepEd) for the advancement of teachers and school leaders. This framework is anchored in the Philippine Professional Standards for Teachers (PPST), which serve as the national guide in defining teacher quality and shaping professional development initiatives (DepEd Order No. 024, s. 2020). The PPST framework organizes professional development into three major components: induction, career progression, and special programs. Induction programs are designed to equip newly hired or newly promoted teachers with the knowledge, skills, and dispositions necessary to become effective and efficient in their roles. Career progression programs, on the other hand, are intended to support the continuous professional growth of teachers by enhancing their pedagogical practices, curriculum planning, and engagement with diverse learners. Special programs extend beyond traditional pedagogy and provide targeted support for teachers in carrying out emerging responsibilities, including administrative, technological, and innovative instructional tasks. From a theoretical perspective, these programs are underpinned by adult learning theory (Knowles, 1980), which emphasizes that professional growth is most effective when it is self-directed, experiential, and relevant to real-life contexts. In addition, the social learning theory of Bandura (1977) highlights the importance of collaborative and reflective practices in professional development, where teachers learn not only through formal training but also by observing, modeling, and engaging with colleagues in professional learning communities. Furthermore, the systems theory (von Bertalanffy, 1968) provides a lens to view professional development as an interrelated process wherein teacher competence, school leadership, resources, and community engagement function as interconnected components influencing overall school performance. By integrating these theoretical foundations, the DepEd framework for professional development situates teacher growth as a dynamic and continuous process that not only addresses individual needs but also aligns with institutional goals and national education priorities. In this way, professional development programs are seen as critical interventions to improve the quality of instruction, strengthen school leadership, and ultimately raise the standards of educational outcomes. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5719 Research Question The study was conducted to determine the opportunities and challenges in the professional development programs of public senior high school principals in Bacoor City. Specifically, it sought to answer the following: 1. What is the demographic profile of public senior high school teachers in Bacoor City in terms of: 1.1. age; 1.2. sex; 1.3. highest educational attainment; 1.4. designation; and 1.5. years of experience? 2. What are the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City in terms of: 2.1. content knowledge and pedagogy; 2.2. learning environment and diversity of learners; 2.3. curriculum and planning, and diversity of learners; 2.4. community linkages and professional engagement; and 2.5. professional growth and professional development? 3. Are there significant differences among the professional development programs of public senior high school teachers in Bacoor City? 4. Is there a significant difference between the professional development programs of public senior high school teachers in Bacoor City when grouped according to their demographic characteristics? 5. Based on the findings, what action plan can be proposed for public senior high school teachers in Bacoor City? Scope and Limitation of the Study This study focused on analyzing the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City. It specifically examines teachers’ demographic profile—age, sex, highest educational attainment, designation, and years of experience—and how these may influence their participation in and perception of professional development initiatives. The study further evaluates professional development programs in terms of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and professional growth and professional development, in alignment with the Philippine Professional Standards for Teachers (PPST). The scope of the study was limited to public senior high school teachers in Bacoor City. Private schools and elementary teachers are excluded, as the focus is on addressing the specific context of senior high school education within the public school system. The data will be gathered primarily through survey questionnaires, which may restrict the depth of insights compared to qualitative approaches such as interviews or focus group discussions. Furthermore, the study is time-bound to the School Year 2024–2025, and findings may not fully capture changes that occur in succeeding years or in other localities. This research aligned with Sustainable Development Goal (SDG) No. 4: Quality Education, which emphasizes inclusive, equitable, and quality education and the promotion of lifelong learning opportunities for all. By examining the professional development programs of teachers and identifying both opportunities and challenges, the study contributes to improving teacher competencies and school leadership skills. In doing so, it supports efforts to strengthen the education system, promote continuous teacher growth, and ultimately enhance the quality of learning outcomes for students in Bacoor City. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5720 Framework Figure 1. Research Paradigm of the Study Following the Philippine Professional Standards for Teachers (PPST), the researcher developed a conceptual framework for the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City. The conceptual paradigm of the study is shown in Figure 1. This study is guided by the Input–Process–Output (IPO) model, which serves as a systematic framework in examining the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City. For the input, the study considered two main components. The first input is the demographic profile of teachers, which includes their age, sex, highest educational attainment, designation, and years of teaching experience. These variables provide baseline information that may influence their participation and experiences in professional development programs. The second input is the identification of opportunities and challenges in professional development programs, particularly in the areas of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and professional growth and professional development. These domains are aligned with the Philippine Professional Standards for Teachers (PPST), which serves as the national framework for teacher quality. The process involves the research procedures employed to collect and analyze the data. This includes the distribution of survey questionnaires to public senior high school teachers in Bacoor City, systematic data gathering and collection, and careful analysis of the responses. Appropriate statistical treatments will be applied to interpret the data, ensuring reliability and validity of findings. Finally, the output of the study is a proposed action plan that addresses the identified opportunities and challenges in the professional development programs of teachers. This plan will serve as a basis for school leaders, administrators, and policymakers in enhancing teacher professional growth, ultimately improving instructional practices and overall school performance. Research Design This study employed a qualitative research design using a This study employed a descriptive research design to investigate the opportunities and challenges in the professional development programs of public senior high school principals in Bacoor City. The use of this design was appropriate, as it provided a systematic means to describe existing conditions, examine patterns, and assess the degree of association between variables. Guided by Creswell’s (2012) framework, the design enabled the researcher to generate empirical data that offered a comprehensive understanding of the current state of professional development practices and their implications for school leadership and management. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5721 Research Instrument A survey questionnaire was utilized as the primary tool for data collection. It consisted of two main parts. The first part gathered the general demographic profile of the public senior high school teachers, including age, sex, educational attainment, designation, and years of experience. The second part focused on measuring the opportunities and challenges in professional development through a researcher-made questionnaire, which was anchored on the Individual Performance Commitment and Review Form (IPCRF) for School Year 2024– 2025 of Proficient Teachers. Each item was rated using a four-point Likert scale with the following descriptors: strongly disagree (1), disagree (2), agree (3), and strongly agree (4). Data Gathering Prior to the distribution of the survey instrument, the researcher sought permission from the Schools Division Superintendent of the City Schools Division of Bacoor to conduct the study. The survey was administered over a period of two weeks to collect data on the demographic profile and professional development programs of senior high school teachers. All responses from the participants were carefully recorded. To uphold ethical standards in research, informed consent was obtained from all participants before the completion of the survey. Furthermore, the confidentiality of all information provided was strictly observed, ensuring that the rights and privacy of the respondents were fully protected. Statistical Treatment of Data The mean and standard deviation of the data were calculated to determine the opportunities and challenges in the professional development programs of public senior high school principals in Bacoor City. Data were statistically analyzed using an independent t-test and one-way analysis of variance. The independent t-test will be used to identify the statistical difference between the professional development programs of senior high school teachers when grouped according to their sex. One-way analysis of variance was used to examine the significant differences among the professional development programs of senior high school teachers when grouped according to their age, educational attainment, and years of experience. Ethical Considerations The conduct of this study strictly adhered to the ethical principles of research, particularly respect for persons, beneficence, and justice. Prior to data collection, the researcher secured approval from the Schools Division Superintendent of the City Schools Division of Bacoor. Participation in the study was voluntary, and respondents were given the right to withdraw at any stage without any penalty or negative consequence. Informed consent was obtained from all participants, ensuring that they were fully aware of the purpose, procedures, and scope of the research. Confidentiality and anonymity were maintained by keeping all personal and identifying information private and using the data solely for academic purposes. The researcher ensured that no harm would be inflicted on the participants and that their responses would be treated with the highest level of respect and integrity. Statistical Treatment The mean and standard deviation of the data were calculated to determine the opportunities and challenges in the professional development programs of public senior high school principals in Bacoor City. Data were statistically analyzed using an independent t-test and one-way analysis of variance. The independent t-test will be used to identify the statistical difference between the professional development programs of senior high school teachers when grouped according to their sex. One-way analysis of variance was used to examine the significant differences among the professional development programs of senior high school teachers when grouped according to their age, educational attainment, and years of experience. III. RESULTS This chapter presents the data gathered from the respondents through the survey questionnaire. The presentation includes tables and figures, followed by discussions that highlight the implications of the results. The analysis also integrates related literature and studies to provide a deeper understanding of the professional development programs of senior high school teachers in Bacoor City. SOP 1: What is the demographic profile of the respondents in terms of age, sex, highest educational attainment, designation, and years of experience? Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5722 Table 1. Demographic profile of the respondents Table 1 shows the demographic profile of the SHS teachers in Bacoor City. In the current study, 50 senior high school teachers were profiled. The age distribution revealed that a plurality (28.0%) are in the 30–39 years bracket, followed by those 29 years old and below at 24.0%. Middle-aged teachers (40-49) comprise 16.0%, while older cohorts (50-59 and 60+) make up 22.0% and 10.0% respectively. This suggests the teaching workforce is relatively young to mid-career, with a smaller number of older veteran teachers. The gender split shows a female majority (62.0%), males being 38.0%. Regarding educational attainment, a substantial share is engaged in or have completed graduate-level education: 36.0% have units in a Master’s degree, 20.0% have a Master’s, 12.0% have units in a Doctorate, and 4.0% have a doctorate. Only 28.0% remain at the Bachelor’s level. In terms of rank or position, nearly half of teachers are in the Teacher II level (46.0%), followed by Teacher III (30.0%) and Teacher I (24.0%). Finally, years of experience are varied: about a quarter (26.0%) have five years or fewer, another 24.0% have six to nine years, mid-range of 10-13 (16.0%) and 14-17 (20.0%), and 14.0% have 18 years or more. The literature underscores that teaching experience is positively associated with student outcomes, especially in the early years of a teacher’s career. For instance, Does Teaching Experience Increase Teacher Effectiveness? (Learning Policy Institute) reviewed ~30 studies in the U.S. and found that gains are steep in initial years but continue through the second and often third decade of service. In your study, about half the teachers are relatively early in their careers (≤9 years). This aligns with literature suggesting that novice teachers may undergo substantial professional growth during this period. It also means a sizable portion of your sample is in those critical years where support, induction, mentoring, etc., can have strong returns. Studies in the Philippines and elsewhere show that higher educational qualifications often correlate with stronger selfefficacy, better pedagogic competence, more innovation, etc. For example, Examining Agricultural Teachers’ TPACK Competencies: A Study of Demographic Influences in the Philippines found that professional development and higher education correlate with improved teacher technological and pedagogical content knowledge. In your data, a good proportion are pursuing or have higher degrees—this may suggest potential for higher instructional quality or willingness to engage in innovation and professional development. A recent study: Exploring the Influence of Socio-Demographic Factors on the Pedagogical Competence of Social Studies Teachers in Davao Occidental (2025) found that though many teachers had certain demographic profiles (female, in mid-age, etc.), there was no significant relationship between age, length of service, educational attainment and pedagogical competence. This raises a point of caution: whereas higher education or more experience are often assumed to produce more competence, empirical findings sometimes show weaker or no direct relationships. It suggests that simply having more years or higher degrees may not guarantee higher competence unless mediated by other factors (e.g. mentoring, professional support, quality of training, resources). The teaching force is relatively young and is in the phase where professional growth is likely rapid. Many are also investing in further education, which may indicate a commitment to improvement. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5723 However, having many young or early-career teachers means there is a strong need for induction, mentorship, supervision, and support for building competence—especially as literature shows experience matters most in early years, but its effects can taper or plateau unless reinforced. The high educational attainment is promising, but as the Social Studies Teachers’ study shows, the translation of educational qualifications into competence is not always automatic. Institutional supports, quality of programs, teaching load, school culture all play roles. Gender skew: predominance of female teachers is also common in many contexts. Literature sometimes reports differences in perception or style (e.g. in technology self-efficacy, or classroom management), but many studies (like the induction one in Palawan) find gender does not strongly distinguish professional development outcomes. The spread of experience (from novices to veterans) suggests that schools have a mix that could support peer learning (younger learning from experienced teachers), assuming that collaborative professional development practices are in place. Since many teachers are relatively early in their careers and higher educational attainment does not guarantee pedagogical competence, formal induction, mentoring, peer observation, and coaching are essential. Schools or departments should ensure that new and early-career teachers receive support. Given many are engaged in graduate studies, PD should be aligned not just to credentials but to practice—focus on classroom strategies, technology integration (especially given post-COVID demands), subject specialization, etc. While advanced degrees are valuable, ensuring that the quality of those degree programs translates into classroom effectiveness matters. Accreditation, curriculum relevance, practicum quality, supervision during degree work should be ensured. As the teacher workforce is majority female, PD and support systems should consider factors that may differentially affect female teachers (work-life balance, leadership opportunities, etc.), even though many studies do not find big differences in outcomes by gender, the lived experiences can differ. The presence of more experienced teachers is a strength. They can serve in mentoring, leadership roles, and in helping build institutional memory. Schools and districts should harness this. Educational policy makers should look into staffing, promotion pathways (e.g., Teacher I → Teacher II → Teacher III), incentives for obtaining advanced qualifications, and ensuring that these are recognized in career progression and compensated appropriately. Given mixed findings in literature about demographic predictors of competence, more localized studies may help: e.g., examine how educational attainment interacts with school environment, resource availability, teacher motivation, etc., to affect educational outcomes. SOP 2: What are the opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City? The opportunities and challenges in the professional development programs of public senior high school teachers in Bacoor City are presented in Table 2. Table 2. Opportunities and challenges in the professional development The study revealed that among the different domains of teacher competencies, content knowledge and pedagogy scored the highest with a mean of 3.8, indicating that senior high school teachers in Bacoor City possess strong mastery of subject matter and are able to apply effective teaching strategies. This was followed by community linkages and professional engagement (3.6) and professional growth and professional development (3.3), showing teachers’ moderate strength in connecting with stakeholders and pursuing personal and professional growth. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5724 Meanwhile, the learning environment and diversity of learners domain obtained a mean of 3.2, suggesting that teachers demonstrate a fairly high level of classroom management and inclusivity. The lowest mean was recorded in curriculum and planning, assessment, and learning domain (3.1), reflecting an area where teachers may need more support, particularly in aligning learning plans and assessment practices to curriculum standards. High Performance in Content Knowledge and Pedagogy (3.8): Teachers’ strength in this domain suggests that they are confident in their subject matter expertise and pedagogy, which is consistent with Darling-Hammond (2021), who emphasized that mastery of content and effective teaching strategies are foundational to student achievement. Community Linkages and Professional Engagement (3.6): This mean score indicates teachers’ active efforts to build partnerships with parents and community members. Philippine Professional Standards for Teachers (PPST) also highlight this domain as crucial for contextualizing instruction and fostering collaboration. Professional Growth and Development (3.3): The moderate level suggests teachers are engaging in training and higher studies but may face constraints such as time, resources, or institutional support Learning Environment and Diversity of Learners (3.2): Teachers moderately perform in creating inclusive and wellmanaged classrooms. This aligns with Flores and Day (2020), who noted that while teachers often excel in content, addressing learner diversity remains a challenge globally. Curriculum, Planning, and Assessment (3.1): The lowest rating implies difficulty in integrating lesson planning with assessment strategies, an issue also found in Tan and Reyes (2019), who noted that Filipino teachers often rely on traditional assessments rather than differentiated or outcomes-based approaches. The findings suggest that Bacoor City’s senior high school teachers are well-prepared in content knowledge and pedagogy but face challenges in curriculum planning and assessment, which are critical in ensuring that instruction is aligned with desired learning outcomes. Their moderate ratings in professional development and engagement point to an ongoing need for continuous capacity-building. Moreover, the relatively lower score in managing diverse learners indicates the need for enhanced training in inclusive education and differentiated instruction, especially given the heterogeneous nature of senior high school classes. Curriculum and Assessment Training: Teachers may benefit from intensive training in curriculum mapping, outcomes-based education (OBE), and authentic assessment to bridge the identified gaps. Inclusive Education Practices: The moderate score in handling diverse learners suggests that professional development should focus more on inclusive strategies, particularly for learners with special needs and varied learning styles. Strengthening Professional Growth Opportunities: Institutions should provide more accessible programs (e.g., in-service training, scholarships, online modules) to encourage teachers’ continuous improvement. Community Engagement: Although teachers perform moderately well in this area, stronger collaboration with stakeholders can further enhance localized teaching strategies and student support systems. Policy and Leadership Action: School leaders and the Department of Education (DepEd) may design intervention programs aligned with the PPST domains, targeting weaker areas such as curriculum planning and diversity of learners. Table 3 shows the content knowledge and pedagogy of senior high school teachers. Table 3. Content knowledge and pedagogy Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5725 As shown in Table 3, the use of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement, and achievement garnered the highest mean of 3.9, indicating that senior high school teachers in Bacoor City excel in clear and engaging communication. This was followed by the use of a range of teaching strategies that enhance learner achievement in literacy and numeracy skills with a mean of 3.8, reflecting teachers’ strong practices in applying varied instructional methods to develop core competencies. On the other hand, the use of research-based knowledge and principles of teaching and learning to enhance professional practice obtained the lowest mean score of 3.5, suggesting that while teachers are generally competent in applying pedagogical theories, they may have limited integration of updated research findings into their teaching practice. Classroom Communication (3.9): The high score underscores teachers’ strength in both verbal clarity and non-verbal cues (gestures, tone, facial expressions), which are crucial in creating an engaging learning atmosphere. According to Hattie (2019), teacher clarity and communication are among the most powerful factors influencing student achievement. Teaching Strategies in Literacy and Numeracy (3.8): This reflects teachers’ competence in applying varied pedagogical approaches to enhance learners’ fundamental skills. Bernardo (2020) emphasized that strong literacy and numeracy foundations are essential in senior high school, and teachers’ ability to employ diverse methods contributes directly to learner outcomes. Research-Based Practice (3.5): The lowest rating indicates a relative gap in integrating educational research into classroom practice. Flores and Day (2020) highlighted that many teachers tend to rely on traditional methods and personal teaching experience rather than evidence-based strategies, which may limit innovation and adaptability in rapidly evolving learning contexts. The findings suggest that senior high school teachers in Bacoor City are highly effective communicators and are able to implement a variety of strategies to promote student learning, particularly in literacy and numeracy. However, their relatively lower reliance on research-based teaching knowledge implies that while they are competent practitioners, there is a gap in bridging theory and practice. This could be due to limited access to research resources, lack of time for academic reading, or insufficient institutional emphasis on research-informed teaching. Schools may provide training workshops that focus on translating educational research into classroom practice, thereby strengthening teachers’ evidence-based decision-making. Strengthening Research Culture: Encouraging teachers to engage in action research or collaborative inquiry projects can help integrate research into everyday practice, in line with DepEd’s Basic Education Research Agenda. Sustaining Strong Communication Practices: Since teachers excel in communication, school leaders should continue to foster this strength by providing opportunities for peer mentoring and demonstration teaching. Enhancing Pedagogical Innovation: Teachers should be exposed to updated frameworks such as Universal Design for Learning (UDL) and differentiated instruction to enrich their repertoire of strategies. Policy Direction: DepEd and local divisions may consider embedding research engagement as part of performance appraisal and career progression under the Philippine Professional Standards for Teachers (PPST) to ensure that research-informed practice is institutionalized. The learning environment and diversity of learners are exhibited in Table 4. Table 4. Learning environment and diversity of learners Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5732 The computed p-value was greater than the 0.05 level of significance, indicating that teaching experience—whether short or long—did not lead to variations in participation or access to professional development activities. This means that both novice and veteran teachers were provided with similar opportunities for professional growth This outcome suggests that the professional development programs are uniformly designed and implemented, ensuring equal opportunities for teachers across varying levels of teaching experience. Such a practice promotes inclusivity and maintains a consistent standard of professional training within the school system. The result aligns with the study of Aquino et al. (2021), which also found no significant differences in the professional development programs of teachers when grouped according to years of experience. Their findings emphasized that teacher development programs remain consistent across different stages of one’s teaching career. Subproblem No. 5: Based on the findings, what plan may be proposed for public senior high school teachers in Bacoor City? Given the findings of the study, the current investigation recommends a plan that aims to improve the identified challenges in the professional development of senior high school teachers in Bacoor City. Table 14. Proposed Action Plan for the professional development of senior high school teachers Rationale The proposed action plan for the professional development of senior high school teachers in Bacoor City is anchored on the need to sustain teacher growth across all domains of professional standards. Since results showed no significant differences in professional development when grouped according to age, gender, educational attainment, designation, and years of experience, this indicates that teachers are equally provided with opportunities but still require targeted and continuous capacity-building initiatives. By aligning objectives, strategies, and activities with the Philippine Professional Standards for Teachers (PPST), this action plan ensures that teacher competencies are enhanced in ways that directly improve instructional quality, learner engagement, and school-community collaboration. The implementation of this plan will also contribute to fostering a culture of research, inclusivity, integrity, and shared responsibility among educators. This chapter presented the summary of findings and conclusions based on the obtained data and results. Furthermore, recommendations for the further development and improvement of results in this research were also included in this chapter. Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5733 Most of the participants were aged 30-39 years old, females, with units in master’s degree, in Teacher II position, and had years of service of five years and below. The professional development domains of senior high school teachers were high, with a mean of 3.4. Content Knowledge and Pedagogy obtained the highest mean, followed by Community Linkages and Professional Engagement, Professional Growth and Professional Development, Learning Environment and Diversity of Learners, and Curriculum and Planning, Assessment and Learning. No significant differences were found among the professional development domains of senior high school teachers. No significant difference was identified in the professional development domains of senior high school teachers when grouped according to their age, sex, highest educational attainment, designation, and years of service. Focusing on the least obtained mean, the action plan aims to improve the indicators that were considered as challenges in the professional development of senior high school teachers. Based on the findings, it was identified that the professional development programs of senior high school teachers were high, wherein the content knowledge and pedagogy were found to be the highest. No significant differences were found among the professional development domains of teachers. It was also found that there were no significant differences among the professional development of teachers when grouped according to their demographic characteristics. The study concludes that the professional development programs of senior high school teachers in Bacoor City are consistently implemented across all domains of the Philippine Professional Standards for Teachers (PPST). The absence of significant differences when grouped by age, sex, educational attainment, designation, and years of experience implies that teachers are given equitable access to training and growth opportunities. While the results demonstrate positive implementation, there remains a need to strengthen areas such as compliance with school policies and fostering stronger community linkages. Based on the findings and conclusions presented, the following recommendations were suggested: For Teachers Sustain the high level of professionalism by engaging in continuous reflection, mentorship, and participation in ethical practice workshops. Strengthen collaboration through peer coaching and research-based innovations in teaching and learning. For School Administrators Review and enhance professional development initiatives to ensure inclusivity and responsiveness to teachers’ contextual needs. Institutionalize programs that address the lowest-rated domains, particularly school policies compliance and stakeholder engagement. Provide incentives or recognition for teachers who actively participate in research and innovative practices. For Policy-Makers (DepEd and LGU) Tailor-fit professional development programs to ensure they are contextualized, inclusive, and sustainable. Allocate sufficient budget to support research, seminars, and capacity-building activities aligned with the PPST. Strengthen monitoring and evaluation mechanisms to assess the long-term impact of professional development initiatives. For Future Researchers Investigate the effectiveness of specific professional development programs (e.g., ICT integration, differentiated instruction, research utilization) on teacher competencies. Conduct longitudinal studies to assess the long-term impact of professional development on teacher performance and student outcomes. Explore qualitative perspectives (e.g., interviews or focus groups) to capture teachers’ lived experiences in professional growth. REFERENCES 1) Agravante, M. B., Digo, G. S., & Janer, S. S. (2023). Upskilling of the school heads in the new normal. East Asian Journal of Multidisciplinary Research, 2(6), 2509-2524. https://doi.org/10.55927/eajmr.v2i6.4257 2) Aquino, C. C., Afalla, B. T., & Fabelico, F. L. (2021). Managing educational institutions: School heads’ leadership practices and teachers’ performance. International Journal of Evaluation and Research in Education, 10(4), 1325-1333. https://doi.org/10.11591/ijere.v10i4.21518 3) Barkman, C. (2015). The characteristics of an effective school leader. BU Journal of Graduate Studies in Education, 7(1), 14-18. https://files.eric.ed.gov/fulltext/EJ1230685.pdf 4) Bhujel, C. B. (2021). The role of the principal in the improvement of school performance: A qualitative study in the community school of Nepal. Research Journal of Education, 7(1), 1-10. https://ideas.repec.org/a/arp/rjearp/2021p1-10.html 5) Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), https://doi.org/10.1177/089202061876180 Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5734 6) Cadungog, M. C. (2015). The mediating effect of professional development on the relationship between instructional leadership and teacher self-efficacy. International Journal of Novel Research in Education and Learning, 2(4), 90-101. https://www.noveltyjournals.com/upload/paper/The%20Mediating%20Effect%20of%20Professional-325.pdf 7) Castañeros, J. P., Tañajura, J. J., Tan, D. A. (2023). Challenges of the newly promoted school heads in school leadership: A case study in a public school setting. American Journal of Educational Research, 11(7), 467-478. https://www.researchgate.net/publication/377852253_Challenges_of_the_Newly_Promoted_School_Heads_in_Schoo l_Leadership_A_Case_Study_in_a_Public_School_Setting 8) Ciocon, L. A. (2022). Professional characteristics and instructional leadership of school heads: Their relationship to the implementation of special education (SPEd) program. AIDE Interdisciplinary Research Journal, 3, 338-356. https://ejournals.ph/article.php?id=18302 9) Del Campo, M. A. (2013). The professional development strategies correlate with the efficacy of the school heads. IAMURE International Journal of Multidisciplinary Research, 4(1). https://www.researchgate.net/publication/290926797_The_Professional_Development_Strategies_as_Correlates_of_ Efficacy_of_the_School_Heads/citations 10) Department of Education. Framework for professional development. https://www.deped.gov.ph/about-neap/framework-for-professional-development/ 11) Department of Education. (2020). DepEd professional development priorities for teachers and school leaders for School Year 2020-2023. https://www.deped.gov.ph/wp-content/uploads/2020/05/DM_s2020_050.pdf 12) Department of Education (2022). Guide in computing education performance indicators. Planning Service – Education Management Information System Division (PS-EMISD), https://www.depedquezon.com.ph/data_files/uploaded_memo/DM%20892,%20S.%202022oSRtNHIzQ4CIK0lR7hcE.pdf 13) Gopilalparihar, N., & Advani, V. (2024). Exploring the complexities of educational leadership: Challenges faced by secondary school principals in administration. Educational Administration: Theory and Practice, 30(6), 1304-1310. 14) Hermann, M., Clark, M., James-Burdumy, S., Tuttle, C., Kautz, T., Knechtel, V., Dotter, D., Wulsin, C., & Deke, J. (2019). The effects of a principal professional development program focused on instructional leadership. U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED599489.pdf 15) Kilag, O. T., Uy, F. T., Calledo, M. S., Diano, F. M., Morales, N. M., & Abendan, C. F. (2024). Assessing the impact of principal’s instructional leadership, school level, and effectiveness in educational institutions. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence, 1(1), 73-82. https://risejournals.org/index.php/imjrise/article/view/8 16) Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077 17) Lund Research Ltd. (2012). Total population sampling. Laird Dissertation. https://dissertation.laerd.com/totalpopulation-sampling.php 18) Sahlin, S. (2023). Professional development of school principals – how do experienced school leaders make sense of their professional learning? Educational Management Administration & Leadership. https://doi.org/10.1177/17411432231168235 19) Steinberg, M. P., & Yang, H. (2020). Does principal professional development improve schooling outcomes? Evidence from Pennsylvania’s inspired leadership induction program. Anneberg Brown University, 20(190), 1-82. https://doi.org/10.26300/z46p-cq19 20) Tarraya, H. O. (2023). Challenges and opportunities for teacher leaders in public schools. ASEAN Journal of Educational Research and Technology, 2(3), 229-238. https://ejournal.bumipublikasinusantara.id/index.php/ajert/article/view/376 21) Tendero, E. J. (2023). Public school leadership in the Philippines’ Zamboanga Peninsula region: Limits and possibilities. SRRN, 2023, 1-19. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4553366 22) Bakar, A. R., Mohamed, S., & Zakaria, N. (2019). Gender equity in professional development programs: An analysis of accessibility and participation among educators. International Journal of Educational Research, 98(2), 123–132. https://doi.org/10.1016/j.ijer.2019.08.004 23) Bautista, M. L., & Ramos, P. R. (2020). Embedding gender-sensitive frameworks in professional development: Implications for teacher morale and instructional quality. Philippine Journal of Education, 95(3), 45–60. 24) Castillo, R. J. (2022). Gendered experiences in teacher professional development: A qualitative inquiry in Philippine public schools. Asia Pacific Journal of Education, 42(5), 612–628. https://doi.org/10.1080/02188791.2021.1985004 Unpacking the Gaps: Opportunities and Challenges in the Professional Development Programs of Public Senior High School Teachers in Bacoor City IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5735 25) Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. 26) Dela Cruz, A. C., & Javier, L. M. (2022). Inclusive practices in teacher professional development: A case study of DepEd capacity-building programs. Philippine Social Science Journal, 5(2), 55–68. https://doi.org/10.52006/main.v5i2.512 27) Mendoza, J. B. (2021). The role of school leadership in fostering gender-sensitive professional development programs. Philippine Journal of Educational Leadership, 7(1), 34–50. 28) UNESCO. (2020). Global education monitoring report 2020: Gender report – A new generation: 25 years of efforts for gender equality in education. Paris: UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000374514 29) Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2020). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 57(4), 913–945. https://doi.org/10.3102/0002831207308235 There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.