Status and Challenges of Faculty Development Programs in Selected Public Elementary Schools: A Dexcriptive Analysis of Implementation Gaps

Joysie M. Giducos; Celso C. Dumalig

doi:10.55927/ijsmr.v4i8.115

Authors

Joysie M. Giducos Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i8.115

Keywords:

Faculty Development Programs (FDP), Implementation Gaps, Public Elementary Schools

Abstract

This study examined the status and challenges of Faculty Development Programs (FDPs) in selected public elementary schools, focusing on implementation gaps that affect teacher professional growth. It contributes localized evidence on the disconnect between program design and classroom practice. The study assessed FDP status, implementation challenges, and professional profiles using a descriptive-quantitative research design. Data were collected from 44 licensed teachers and school heads through a researcher-made survey questionnaire using stratified random sampling over two to three weeks. Findings revealed that while FDP content was relevant and well-designed, gaps existed in teacher participation, training continuity, funding, and institutional support. The results highlight the need for collaborative planning, sustained training, and stronger resource allocation to improve faculty development effectiveness.

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