Profile, Mindsets, and Selected Characteristics of Teachers Regarding Pursuit of Graduate Studies: Bases for a Proposed Targeted Faculty Development Program
DOI:
https://doi.org/10.67167/vertex.373Keywords:
teacher professional development, graduate studies, mindset, faculty development program, working relationshipAbstract
This study focuses on the profile, mindsets, and selected characteristics of secondary school teachers on the pursuit of graduate studies. The locale of the study was set in Cluster 2 schools within the Schools Division of San Pablo City. A mixed-method explanatory sequential design was utilized. The quantitative data were gathered from 155 teacher respondents through a survey questionnaire while the qualitative insights were obtained from 20 selected participants using interviews. Teachers’ demographic profile, mindset indicators – job satisfaction, career development, personal fulfillment, work-life balance, motivation and engagement – were analyzed as well as their working relationships and individual performance. The findings showed that teachers demonstrate a positive mindset, as characterized by job satisfaction, motivation, and personal fulfillment having high levels of agreement. Their three-year individual performance were very satisfactory to outstanding. Working relationships among teachers were also highly positive, that is having effective collaboration and communication. Inferential analysis showed no significant differences in mindset and working relationships when grouped according to profile; instead age and years of service do influence mindset of teachers. There is a significant relationship between mindset and working relationships, as well as between mindset and individual performance, which indicates that teachers with stronger mindset tend to perform better and collaborate more effectively. Based on the findings, a targeted faculty development program was proposed to cater professional growth and support for graduate studies. Recommendations include provision of differentiated professional development opportunities, flexible work arrangements, and support systems that address workload, responsibilities, and career development of teachers.
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