Strategies for Supporting Teacher’s Professional Development and Retention in Parayao Centro Elementary School

Abstract

This study investigates effective strategies to support teachers’ professional development and retention in a mid-career teaching staff sample. It explores demographics, educational qualifications, and professional development preferences, highlighting teachers’ challenges. The sample consists of 60% aged 35-44, with 50% having 11-20 years of teaching experience, and is predominantly female (90%), with half holding a Bachelor’s degree and 40% possessing a Master’s degree. Despite high engagement in professional development activities such as reskilling, cross-skilling, and upskilling, significant barriers remain, including time constraints and program costs. The findings reveal a preference for collaborative learning, mentoring, and in-person workshops, while independent study and online courses are less favored. These insights emphasize the need for practical, interactive professional growth opportunities that align with teachers’ learning styles. Educational institutions and policymakers must address the time and cost barriers, offering flexible and accessible development programs that cater to teachers’ preferences. Recommendations focus on fostering reskilling and cross-skilling through interactive, collaborative formats, minimizing common barriers to enhance the professional development experience. By accommodating teachers’ preferred learning styles and minimizing obstacles, educational institutions can contribute to improved teacher retention and overall effectiveness in the classroom. This study provides actionable insights for developing teacher-focused professional development strategies that align with their career stages and preferences, ultimately contributing to more effective retention efforts and fostering long-term success in educational settings.