A Sequential Explanatory Study on the Influence of Faculty Development on Pedagogical Accomplishment of Teachers

Abstract

This study explored the significant relationship between faculty development and the pedagogical accomplishment of teachers. In this study, the researcher selected 208 elementary school teachers in Mati South District, Davao Oriental, as the study's respondents in the quantitative phase, while 10 students were chosen for IDI and FGD in the qualitative phase. A mixed-method research design using an explanatory sequential approach was employed. The data collected were subjected to the following statistical tools: Mean and Pearson-r Correlation Analysis. Findings revealed that teachers' faculty development and pedagogical accomplishment were rated as moderately extensive. Correlation analysis proved that there was a significant relationship between faculty development and the pedagogical accomplishment of teachers. The thematic analysis confirmed the moderately extensive rating on faculty development for teachers was due to enhancing teaching skills, meeting professional development requirements, and keeping up with educational trends. The moderately extensive rating on the pedagogical accomplishment of teachers was due to effective teaching practices, differentiated instruction, and student engagement and learning. Thematic analysis showed that the themes, ongoing mentorship and coaching, access to resources and tools, and reflective practices confirmed the significant relationship between faculty development and the pedagogical accomplishment of teachers.