Master Thesis

This study determined the career progression of public school teachers through continuing professional development along with the Philippine Qualifications Framework (PQF) with an end-view of designing sustainable career development framework. This study utilized quantitative descriptive correlation method using survey questionnaire among 195 respondents, with 3 principals and 15 department heads and 7 master teachers, and 173 public school teachers from three selected DepEd schools in Parañaque City. Results showed that majority of the teacher-respondents had 4-8 years in service, who belonged to self- assessment phase in their career progression or equivalent to senior teacher. In terms of rank, most of them were Teacher1, with bachelor's degree in education and with very satisfactory teaching performance. Hence, they demonstrated moderate competency in terms of knowledge, skills and values as PQF indicators, so as with the application of those in their teaching practice. However, in terms of the latter's degree of independence toward teaching career, they possessed high competence. There established no significant difference on the teacher-respondents' teaching competency in terms of knowledge, skills and values as evaluated by the three groups of raters, so as in terms of application, except in the degree of independence. Their CPD was limited to in-set seminars provided by their schools. Their desire to pursue graduate schooling was hindered by the time constraint, accessibility and their resources. Thus, it was further recommended to consider the proposed to address identified concerns.