Structuring the Individual Plan of Professional Development (IPPD) For Teachers in the Advancement of Career Demand Growth

International Journal of Scientific Multidisciplinary Research Pub Date : 2023-06-30 DOI:10.55927/ijsmr.v1i5.3475

Neil Andrian A. Angtud, John Michael Sasan

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Abstract

This research assessed the implementation of the Individual Plan of Professional Development (IPPD) towards career demand growth for secondary public-school teachers in South District 7 at Cebu City Division, Cebu City school year 2021-2022 as bases for a developmental action plan. Findings of this study reveal that the school heads and teacher-respondents belong to the age group of 31-40 years old, female, married, obtained units in their master’s degree, have been linked with the institution for more than 6 years, have a performance rating of very satisfactory, and attended national trainings, seminars, and workshops. Looking into the extent of implementation of the individual plan of professional development (IPPD) which is divided into five indicators – professional development in school; learning through professional development; participation experience in IPPD; impact on learners; and attitude and beliefs, accumulated an overall grand mean of 4.27, which means that the respondents strongly agree that the extent of implementation of the IPPD across all indicators increases their career demand growth

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构建教师个人专业发展计划(IPPD)促进职业需求增长

本研究评估了宿务市2021-2022学年，宿务市南7区公立中学教师职业需求增长的个人专业发展计划(IPPD)的实施情况，作为发展行动计划的基础。调查结果显示，受访校长和教师年龄在31-40岁之间，女性，已婚，取得硕士学位，在单位工作6年以上，绩效评价非常满意，参加过全国性的培训、研讨会和讲习班。研究个人专业发展计划(IPPD)的实施程度，该计划分为五个指标-学校的专业发展;通过专业发展学习;IPPD的参与经验;对学习者的影响;态度和信念，累积的总体大平均值为4.27，这意味着受访者强烈同意在所有指标上实施IPPD的程度增加了他们的职业需求增长

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International Journal of Scientific Multidisciplinary Research

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