Strengthening Teacher Competence Through Professional Learning: Behavioral Insights from Out-of-Field Teaching

Abstract

This study assessed a professional enhancement program implemented from 2021 to 2023 for out-of-field Senior High School (SHS) teachers in Bukidnon National High School, Philippines. Grounded in the theory of change framework, the program aimed to strengthen instructional competence through training modules on collaborative planning, instructional innovation, contextualized lesson development, and 21st-century pedagogies aligned with the K to 12 Curriculum and the Philippine Professional Standards for Teachers (PPST). A qualitative evaluation design was employed, drawing on modular evaluations and document analysis. Findings revealed consistently high participant satisfaction, with mean scores ranging from 4.67 to 4.93 across sessions. Teachers found the content timely, practical, and responsive to their classroom realities. Thematic analysis showed that the training fostered pedagogical growth, strengthened lesson planning and assessment practices, and encouraged reflective and student-centered instruction. The program also contributed to professional identity formation and emotional validation, particularly for non-education graduates assigned to teach beyond their field. Despite its strengths, the program second phase showed a modest decline in satisfaction due to scheduling fatigue, digital access issues, and workload constraints. Participants suggested the need for flexible, modular, and asynchronous learning options to improve accessibility. Overall, the enhancement program delivered significant instructional, professional, and relational outcomes by bridging pedagogical gaps and nurturing a reflective and resilient teaching community. The findings highlight the need for inclusive, responsive, and context-sensitive professional development programs that support out-of-field teachers in adapting to evolving educational demands.