The School Administrators’ Professional Development Support among the Teachers at Maimbung District, Division of Sulu

Abstract

This study examined the professional development support provided by school administrators to teachers in public elementary schools in Maimbung District, Division of Sulu. Specifically, it determined the extent of support in terms of training and seminar opportunities, mentoring and coaching, resource provision, recognition and encouragement, and career advancement, and analyzed the relationships among these dimensions. A descriptive–correlational research design was employed, involving 100 teacher-respondents. Data were collected through a structured questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation. The findings revealed that professional development support is consistently provided, with all dimensions rated as often practiced. Among the areas, training and recognition emerged as the most evident forms of support, while resource provision received relatively lower ratings. Significant differences were observed in teachers’ perceptions when grouped according to age and civil status, while no significant differences were found in terms of gender, length of service, and educational attainment. Furthermore, all dimensions of professional development support were found to be highly and significantly correlated, indicating that these components function as an integrated system. The study concludes that effective professional development depends on the ability of school administrators to provide consistent, comprehensive, and interconnected support that promotes continuous teacher growth and improvement.