Continued Professional Growth Research Articles

Involvement of Academic Staff in the Practice of Professional Development

The article explores the level of involvement of scientific and pedagogical professionals in various social activities for professional development compared to other employee groups. It argues that obtaining additional professional training can be a valuable tool for career growth. The author sees professional development as an integral part of academic growth for scientific and educational workers, along with personal and career development. The findings are based on a combination of theoretical and empirical research conducted by domestic and international scholars, as well as official statistical data and the results of an original sociological study. The study involved a questionnaire survey of scientific and educational professionals (n = 223), as well as other employee groups (n = 833), in the Tyumen and Sverdlovsk regions. As a result, it was found that scientific and pedagogical workers are more likely to engage in professional development activities compared to other categories of the employed population. Continuing professional education programs appear to be the most common form of professional growth. Due to their specialized activities, academic staff tend to develop digital skills more often, while other groups develop personal skills to a greater degree. Based on the level of involvement in professional development, we identified five groups of respondents: “active and engaged”, “achieving the desired level or feeling disappointed”, “questioning or confused”, “recognizing the importance of professional development”, and “rejecting professional development”. The theoretical and empirical findings led to the development of potential strategies to enhance the engagement of scientific and educational professionals in ongoing skill development and acquisition of new competencies. This article is aimed at university management responsible for professional development of academic staff. The findings presented here may have practical implications for the development of personnel strategies at universities with the goal of increasing human capital and professional competence among academic staff, as well as motivating them to engage in continuous learning. The results of this study could be beneficial for participants in the academic community, as well as for specialists involved in developing educational programs and planning the future of universities strategically. The material presented in this paper is relevant not only for academic staff, but also for graduate students who are focused on their continuous professional growth within the academic sector.

Organizational Strategies for Providing Foreign Language Education Services to Adults Over 45: International Practices and Approaches

Organizing educational services for people over the age of 45 is essential for their personal development, economic participation, social inclusion, and mental well-being. International and local legislation supports these initiatives, aiming to provide equitable and inclusive educational opportunities for all ages and to use the benefits of these people being fruitfully involved in the economic and social life of a country. The article aims to examine the strategies for providing educational services to adult learners (citizens over the age of 45) in different countries (European countries, the USA, Australia, China, Ukraine, Brazil, and Japan), with a focus on whether this process is integrated into social services and formal and informal education systems within the framework of the concept of lifelong learning. The methods included literature review on databases such as Google Scholar, JSTOR, and ERIC; comparative analysis of educational policy documents; case studies and reports from different nations; meta-analysis; field observations; and others typical to the field of comparative education and general education. They were utilized to provide a comprehensive and well-rounded analysis of how different countries organize and implement foreign language education services for adults over the age of 45. The findings reveal that the approaches to providing foreign language education for adults over 45 varies widely across different countries, reflecting each nation's unique historical traditions, cultural values, and current societal needs. This diversity in practice can be categorized into four main groups: services provided by social services; formal education systems; informal education systems; and self-organized services to present the prevailing approach to providing foreign language education for individuals over 45 in each country. The study concludes that the provision of foreign language learning services for individuals over 45 varies significantly across countries, reflecting diverse historical traditions, cultural attitudes, and current needs. Whether through social services, formal education systems, informal educational channels, or self-organization, each country’s approach highlights the importance of adapting educational services to meet the needs of an adult population seeking continued personal and professional growth.

Professional Values of a Modern Teacher as the Basis for Ensuring the Quality of Education During War Conditions

The article substantiates the relevance of the problem, provides a theoretical analysis of scientific sources on the concepts of “values” and “professional values of a modern teacher,” and defines their role in ensuring the quality of higher education during wartime. It was found that teaching in wartime has become a challenge for all the participants in the educational process and a real test for higher education institutions, which enable young people to receive not only knowledge but also psychological support, and maintain a sense of belonging to the Ukrainian community. Ukrainian educators demonstrate lessons of resilience, struggle, and victory to the world daily. Due to their work, Ukrainian youth can continue learning despite numerous challenges and threats. Ensuring access to quality education at all levels has become a priority of state educational policy. This direction includes creating conditions for continuous learning, developing new models of the educational process, supporting teachers and students, and providing access to innovative technologies and educational materials. It is emphasized that the professional values of teachers have gained particular significance in Ukraine's higher education system. Their activities during the war focus on training specialists who uphold and affirm the values of Ukrainian statehood. Teachers not only educate the new generation but also strengthen belief in the future, inspiring active citizenship, readiness to defend their values, and build a peaceful society. Conclusions are drawn that the modern teacher possesses values that determine the success of their professional activities and ensure the quality of higher education. The main values include: respect for the dignity and rights of higher education students, academic integrity, continuous professional growth, innovation and creativity, collaboration and partnership, empathy, and social responsibility; determination, etc. It is worth noting that emotional resilience and balance are crucial for teachers working in wartime conditions.

Practices of Cultural Exchange Special Education Teachers on Teacher Buddy System: A Phenomenological Study

This comprehensive study examines the practices of the Teacher Buddy System for Cultural Exchange Special Education Teachers, who play a crucial role in addressing the diverse needs of students with disabilities. The system provides a valuable platform for Filipino special education teachers to engage in peer-to-peer support and collaboration with their international counterparts, allowing them to gain insights into international best practices and approaches. Employing a phenomenological research design, the study gathers data through interviews to understand how the Teacher Buddy System influences participants' professional development, cultural competence, and teaching methodologies. It also explores the perceived benefits and challenges experienced by Filipino Special Education Teachers in the Cultural Exchange program. Preliminary findings reveal that the Teacher Buddy System significantly enhances cultural understanding, fosters effective teaching practices, and creates a robust support network among special education teachers. However, challenges related to communication and limited resources persist. The implications of this study are considerable, providing insights into improving the experiences of Cultural Exchange Special Education Teachers and the overall effectiveness of the Teacher Buddy System. The findings underscore the potential of cross-cultural collaboration to enrich mentoring practices, ultimately benefiting students with diverse learning needs. The study concludes with recommendations aimed at strengthening the Teacher Buddy System's sustainability and impact, promoting continuous professional growth, and enhancing cultural competence among Cultural Exchange Filipino special education teachers, thereby supporting their critical role in the education system.

Game Products: Innovative Pathways for Nursing Education and Clinical Training

To excel in their work, nurses must have specialized tools to support their tasks and professional development. Games, as a crucial pathway to achieving nursing education and clinical training goals, demonstrate significant potential and application value, making them an innovative product. Nursing education games come in various forms, including virtual reality, augmented reality, tabletop, and digital, and may be designed as needed for individual, two-player, or team play (Avşar et al., 2023; Bermejo et al., 2023; Tsai et al., 2024). These games, beyond their entertainment value, have clear educational objectives embedded in their design. Through levels, challenging tasks, and reward mechanisms, they stimulate learning enjoyment and promote nursing development. In this column, experts and scholars in the field of nursing engaged in game development share their experiences and achievements. Integrating games into nursing delivers a wealth of tools and resources for nursing education and clinical practice, offering immersive learning experiences, instant feedback, and individualized learning paths. For nursing students, gamified products offer safe and risk-free learning environments in which they can practice critical tasks and make decisions in simulated medical scenarios, increasing their clinical experience and confidence and enhancing their clinical judgment and decision-making skills (Wu et al., 2023). For patients, many therapeutic games have already been designed that use gameplay to improve health by facilitating user engagement in rehabilitation exercises, promoting healthy eating, and fostering social interactivity (Tsai et al., 2024). For nurses, various games are being used to promote continuous professional growth in an interactive and enjoyable learning environment, improving overall quality of care and job satisfaction (Hsieh et al., 2023). In summary, the application of game products in nursing education and clinical training has introduced new learning and training models that provide multifaceted benefits for nurses, nursing students, and patients. We hope that readers will gain a deeper understanding of related game products after reading this column and use games effectively to enhance nursing quality.

Advising Leaders’ Perceptions of Advisor Workplace Learning

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors.

From Classroom to Career: Quantifying the Role of Lifelong Learning in Job Market Success for Georgian University Graduates

This article explores the role of lifelong learning in enhancing Georgian university graduates' employability and career development. By integrating a comprehensive literature review with quantitative data analysis, the study identifies the gaps between current educational practices and the evolving demands of the global job market. It emphasi ses the need for higher education institutions to adopt curricula that foster practical skills, digital literacy, and continuous professional growth. The research findings suggest that aligning academic programs with real-world requirements, through inquiry-based learning and innovative teaching methodologies, significantly improves graduates' job market success and career progression. This study not only contributes to the academic discourse on lifelong learning but also provides actionable insights for educational policymakers and institutions aiming to bridge the theory-practice gap and prepare students for a dynamic and uncertain future.

Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University

BackgroundFaculty development programs are crucial for promoting continuous learning, enhancing teaching effectiveness, and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development program were conducted to help teachers recognize their role as facilitators and assess areas for improvement.MethodsWe conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participating in focus groups. A validated 13-item questionnaire was used to investigate the students’ evaluation of their tutors’ performance in problem-based learning. Three sessions were then conducted with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives.ResultsThe mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors’ performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intra-personal behavior (p < 0.05). The data from the focus groups were analyzed under five broad themes: tutors’ insights into their strengths and weaknesses, challenges in conducting problem-based learning, tutors’ ways of preparing for problem-based learning, feedback, and suggestions for improving problem-based learning workshops.ConclusionsThis study recommends improvements and future directions for advanced program evaluation. Faculty development programs can be tailored to effectively address students and faculty members’ goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth.

Professional Development Effective From a Teacher Performance Perspective (Study of Literature in Various Countries)

The purpose of this research is to examine and explain the description related to professional development in teacher performance. The study adopts a literature review approach and utilizes data collection methods in the form of journals and scientific articles that encompass the concept of teacher professional development. The analysis used in this research involves reviewing the latest research findings and sequentially filtering relevant research materials. The study reveals that teacher professional development programs implemented in various countries have been proven effective in enhancing the quality of teacher performance. These findings emphasize the importance of continuous professional growth and indicate that these programs play a role in shaping and refining educators' competencies. By engaging in targeted professional development initiatives, teachers can acquire new knowledge, pedagogical techniques, and innovative strategies, enabling them to deliver more effective instruction and promote optimal student learning outcomes. The research also recognizes the significance of sharing experiences and insights among educators, fostering a supportive professional community. An important contribution of this research lies in the identification and provision of a reference program that can serve as a valuable resource for educators and facilitate the advancement of the teaching profession. In conclusion, this literature study provides valuable insights into professional development programs aimed at improving teacher performance. Through the examination and analysis of various literature sources, it has been demonstrated that these programs effectively contribute to enhancing the quality of teachers.

Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges

In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers’ assessment agency and fostering their continuous professional growth.

Continuous professional growth: A study of educators' commitment to lifelong learning

This research explores the commitment of Indonesian educators to Continuous Professional Growth (CPG) and lifelong learning. With the rapidly changing educational landscape, educators are required to adapt to emerging pedagogical trends, harness new technologies, and lead both inside and outside the classroom. This study utilized a qualitative case study approach, encompassing semi-structured interviews, classroom observations, and document analysis, to deeply understand ten driving school educators' experiences, perceptions, and motivations regarding lifelong learning in Indonesia. Findings indicate educators' significant involvement in processes such as teacher selection, school development, and digital transformation. Their dedication to innovation, feedback, collaboration, and skill development, especially in technology and instructional approaches, underscores their commitment to continuous growth. The study emphasizes the multifaceted nature of educators' lifelong learning journeys and the importance of adaptability, collaboration, and technology in modern education.

Synergetic approach platform in organising methodological activity at school

Relevance. The research relevance is determined by the interest of teachers� application of modern innovative education system, and their involvement in the learning process with the help of a diverse and new approach in education. Purpose. The study aims to investigate the basics of the synergetic method of teaching, and its application in the educational process of the school. Methodology. The study utilized questionnaires and assessments to explore how the synergetic approach is applied by 36 teachers in Taldykorgan City, Kazakhstan. Methodological approaches included self-assessment, creative potential tests, and a seminar on synergetic education principles, supported by methods like abstraction, analysis, synthesis, and axiomatic reasoning to assess its educational impact. Results. The results of the study indicate varying levels of engagement and adaptation to the synergetic approach among secondary school teachers in Taldykorgan, Kazakhstan. Younger teachers demonstrated a keen interest in innovation and regularly incorporated new technologies into their teaching practices. Teachers with moderate experience exhibited a strong commitment to professional development through regular self-education activities. However, teachers with extensive experience showed less enthusiasm for adopting innovative practices, preferring traditional curricula. Overall, the implementation of the synergetic approach facilitated collaborative problem-solving and knowledge exchange among teachers, underscoring its potential to enrich educational methodologies and foster a dynamic learning environment. Conclusions. In conclusion, the study underscores the transformative impact of the synergetic approach on methodological activities within school settings, particularly in enhancing teachers' professional development and fostering innovative educational practices. The findings highlight that integrating synergetics into pedagogical frameworks enhances educators' abilities to navigate complex educational challenges, collaborate effectively, and adapt teaching methodologies to suit diverse learning needs. This research underscores the importance of ongoing support and training in synergetic pedagogy to sustain its benefits in improving educational outcomes and promoting continuous professional growth among teachers. Keywords: synergetic approach; multivariability; research competence; self-organisation; teacher�s professional status; methodological activity

Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review

In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.

Continuous professional development in teaching

Continuous Professional Development (CPD) in teaching has emerged as a vital component in enhancing the quality of education, particularly in the context of English language teaching in Uzbekistan. This paper explores various models and approaches of CPD, including Communities of Practice, Action Research, Collaborative Inquiry, Job-Embedded Professional Learning, and Microteaching. Additionally, it discusses the benefits of CPD for educators, students, and the educational environment, along with the challenges and barriers to its effective implementat ion. Drawing on existing literature and empirical evidence, the paper underscores the importance of tailored and differentiated CPD programs that address the diverse needs of teachers while providing sustained support and opportunities for reflection. By addressing these challenges, policymakers and educational stakeholders can foster a culture of continuous learning and professional growth among teachers, ultimately improving student learning outcomes.

Challenges and strategies for developing flexible skills in higher education teachers using digital resources: A comparative study of Kazakhstan and Kyrgyzstan

Relevance. The rapid advancement of the information age necessitates continuous professional growth for higher education institution (HEI) teachers. Purpose. This study explores the specific challenges faced by HEI teachers in Kazakhstan and Kyrgyzstan when developing soft skills through digital resources at different career stages. Methodology. Utilizing a mixed-methods approach, including surveys, interviews, and experimental methods, the research identifies the unique obstacles encountered by teachers early in their careers, those transitioning between roles, and experienced faculty members. Results. Findings reveal that novice teachers struggle with inadequate experience and support, transitioning educators face limited access to suitable digital tools, and experienced faculty members contend with time constraints and insufficient career development opportunities. A targeted strategy was developed and experimentally validated, proving effective in providing clear criteria for selecting digital resources and offering additional support tailored to each career stage. Conclusions. The results underscore the importance of targeted training and institutional support to overcome these challenges and recommend continuous updates and further research to adapt to the dynamic digital education landscape. Keywords: professional development; educational technology; soft skills; teacher support strategies; adaptive learning

DEVELOPING THE PEDAGOGICAL COMPETENCE OF GERMAN TEACHERS (EXPERIENCE OF TU BERGAKADEMIE FREIBERG)

Problem statement. Under the influence of European integration, globalisation and with the aim of building a single European higher education area, an important task for Ukrainian educators is to study the practical experience of foreign colleagues, in particular, in improving the pedagogical competence of teachers in higher technical education institutions. This study aims to investigate the issue of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg (where one of the authors is studying under a double degree programme). Given the high standards set by German society for teachers responsible for training young professionals, we consider it necessary to analyse in detail the features of the current system of teacher training in Germany in order to be able to improve the Ukrainian system of training/retraining of scientific and pedagogical staff for higher technical education institutions. The purpose of the article is to investigate the professional development path that German teachers go through; and to analyse the innovative methods and programmes that help them become not only specialists in their field, but also effective teachers. Through this research, we aim to contribute to the understanding of the education process in Germany and to identify practices that may be useful in the context of improving higher education in Ukraine. Conclusions. The developed German system of retraining and professional up-skilling of pedagogical staff (represented by state academies/in-service training institutes and special centres of teacher education within universities) is aimed at comprehensive support of teaching staff for their continuous professional growth as civil servants responsible for the quality training of young professionals for the needs of the leading EU state. It is important to note the urgent need to use the achievements of German experience in practical training and professional up-skilling of teachers in the Ukrainian system of training and retraining of pedagogical and scientific-pedagogical staff in the field of professional pre-university and higher education. The analysis of the process of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg gives grounds to assert that this task is key to ensuring quality education in higher education institutions. It is worth emphasising that the TU Bergakademie Freiberg actively invests in programmes for the professional development of its teachers. These programmes cover various aspects, ranging from technical updates to pedagogical innovations. The combination of professional up-skilling courses for teachers and supervision of students' internships is a clear indication of the dual form of education that is well organised in German society and is currently being actively implemented in Ukraine.

Exploring The Influence Mechanism of Strategic Leadership, Employee Engagement and Job Involvement: A Framework Model Approach

In the dynamic landscape of higher education, the enrichment of college teachers is pivotal for fostering effective learning environments and promoting student success. The paper investigated the impact of knowledge management (KM) practices on the professional development and enrichment of college teachers. Drawing upon a synthesis of existing literature and empirical studies, this research elucidates the mechanisms through which KM practices contribute to the enhancement of teaching quality, innovation, and collaboration among college faculty. It explores how institutional policies, incentives, and recognition systems can incentivize teachers to actively engage in knowledge creation, dissemination, and continuous professional development activities. Moreover, the study examines the challenges and barriers associated with implementing KM practices in college settings, such as resistance to change, time constraints, technological barriers, and cultural factors. It proposes strategies and best practices for overcoming these challenges and fostering a culture of knowledge sharing and collaboration among college teachers. The findings suggest that effective KM practices play a crucial role in enriching college teachers by enhancing their teaching effectiveness, fostering innovation and creativity, promoting interdisciplinary collaboration, and facilitating continuous professional development. The article concluded with recommendations for policymakers, educational leaders, and practitioners to leverage KM practices for the continuous enrichment and professional growth of college teachers, thereby enhancing the quality of higher education and student learning outcomes.

Профессионально-личностное развитие вузовского педагога: целевые ориентиры, фазы и условия образовательной среды

The article, from the points of view of different groups of subjects of domestic higher education (society, the state, representatives of the vocational and pedagogical community of teachers, students and students), analyzes current ideas about the ideal teacher of an educational organization of higher education, which can serve as a guide for a modern university teacher in choosing the goals and content of his professional and personal growth. The results obtained as a result of theoretical analysis and empirical studies are summarized and systematized according to two groups of characteristics: business qualities and personal qualities of a university teacher. As the invariant professional and personal quality of the teacher, his continuous professional and personal growth (development) is distinguished. Based on the situational-environmental approach, the pedagogical design of personal-developing educational systems characterized two qualitatively different phases of the cycle of professional-personal development of the teacher: 1) the phase of its adaptation and independent activity in the educational environment of the university; 2) the phase of development of professional and personal position and innovative activities in the educational environment. The environmental stimuli and opportunities required by the teacher for development at each phase are considered. The risks of maladaptation of a specialist teacher corresponding to these phases have been identified and described, which should be eliminated by means of managerial pedagogical support and special design of elements of the educational environment.

Modern practices of career management organization

The article is devoted to consideration of modern trends and practices of career management, which are implemented by leading domestic and foreign companies for effective development and realization of the career potential of their employees. The authors emphasize that career management is an important component of effective personnel management aimed at continuous professional growth and optimal use of the abilities, knowledge and experience of employees in accordance with the goals of the organization. Among the key trends that lead to the need to implement effective career management practices, the growth of mobility and flexibility of the workforce, the strengthening of the role of continuous training and adaptability, the emphasis on the development of soft skills, increasing the importance of the balance between work and personal life of employees. It is noted that to attract and retain highly professional specialists, leading companies actively use career management practices such as organizational career management (OKM), career coaching, individual career development plans, mentoring and mentoring programs, as well as modern technologies. In particular, OKM has a positive effect on self-perception of employment and reduces professional burnout, career coaching contributes to the disclosure of internal potential and professional improvement, and individual career development plans provide flexibility and personalization of career management approaches. The use of modern technologies, such as cloud computing, allows you to increase the availability and flexibility of career management. The article notes that in domestic business there is a gradual introduction of modern career management practices, but the level of their systematization and efficiency is still lower compared to foreign companies. For the effective implementation of career management, it is necessary to take into account the principles of corporate social responsibility in personnel management, which are grouped on the consistency of the interests of management and employees. This will attract and retain highly professional specialists, create a high-quality personnel reserve for filling vacant positions and create conditions for the development of individual abilities and talents of employees.

Assessment and Evaluation of Teachers’ Performance and Professional Development

Teacher performance is critical for student academic success, yet many teachers still need additional support to develop their professional competencies fully. This study aimed to address this gap by developing a targeted professional development program for teachers designed to enhance teacher performance. Using a research and development (R&amp;D) design, the study involved 352 teachers from three divisions in Ilocos Norte, selected through Slovin’s formula and stratified proportionate random sampling. Additionally, 21 teachers and 3 professional development program implementers participated in focus group discussions, while 8 experts validated the program’s content. Data were gathered using teacher performance rating forms, interview guides, and content validation instruments and were analyzed through mean scores and thematic analysis. Findings revealed that while teachers generally perform satisfactorily according to professional standards, there is still room for growth. Teachers expressed that participating in more research-based and needs-driven professional development programs would help them further enhance their skills. Based on these findings, experts developed and validated a program as highly suitable for implementation. It is recommended that the program be adopted widely to improve teacher performance and support continuous professional growth.