An Assessment of the Professional Development Needs of English Teachers in Carrascal National High School Regarding 21st-Century Skills.
DOI:
https://doi.org/10.7719/irj.v26i1.1001Keywords:
professional development, 21st-century skills, teaching experience, needs assessment, teacher training, educational technology, quantitative researchDisciplines:
Teacher Education, Professional DevelopmentAbstract
This paper presents a conceptual framework and a proposed quantitative study to investigate the professional development needs of English teachers, with a specific focus on the acquisition of 21st-century skills. The literature review establishes the causal link between a teacher's years of experience and their evolving professional needs, arguing that a one-size-fits-all approach to training is ineffective. It synthesizes research on the distinct needs of novice, mid-career, and experienced teachers, highlighting gaps in practical pedagogy, technology integration, and assessment literacy. The proposed methodology outlines a survey-based approach to measure self-assessed knowledge and perceived needs, with a plan for statistical analysis to determine correlations and significant differences across experience levels. The findings of such a study would provide a nuanced understanding crucial for designing targeted and impactful professional development programs.
References
Corpuz, C. (2018). Teachers’ Perception of Professional Development Vis-à-vis the Professional Development Program of DLSUD in the Midst of Digital Disruptions: Towards Identification of Their Training Needs. In The 6 th National Business and Management Conference (Vol. 2345, p. 446). https://tinyurl.com/2dmzyy4x
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute. https://eric.ed.gov/?id=ED606743
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
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Copyright (c) 2026 Jenie F. Arreza, Keetlyn O. Lagura
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Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
