Technical Assistance and Professional Development of Teachers in the Cotabato Division

Abstract

This study aimed to determine technical assistance as a determinant of the professional development of teachers in the Cotabato Division. The findings revealed that teachers’ technical assistance regarding roles, benefits, and obstacles often manifests. Teachers usually work hard to sustain other teachers' technical assistance to be capable in the school. This was also manifested in the professional development of teachers in face-to-face learning since they rated most of the variables extensively. However, some items in the roles of technical assistant of teachers, such as informing about policies, procedures, and paperwork to teachers, and informing about school culture and expectations to teachers providing technical assistance any time during the day of learning activities online as shown in the result that they were less extensive. The teachers with the help of other teachers, there were no roles to be considered.  Moreover, the teacher’s professional development in terms of planning for teaching and learning and addressing student learning in the classroom was less extensive. This means the respondents could not thoroughly integrate the planning into the school. DepEd should implement programs for reskilling and upskilling teachers with curriculum heads since teachers are trying their best to educate despite the challenges they face in the classroom.