Continuing Professional Education's Relevance, Compliance and Impact to Work Practices of Public School Teachers

Alvin Bituaran Lacaba

doi:10.36948/ijfmr.2026.v08i04.83414

Continuing Professional Education's Relevance, Compliance and Impact to Work Practices of Public School Teachers

Author(s)	Prof. Dr. Alvin Bituaran Lacaba
Country	Philippines
Abstract	This study examined the relevance of Continuing Professional Education (CPE) programs, the level of compliance among public-school teachers in Guiuan, Eastern Samar, and the influence of these programs on their professional practices. Using a descriptive-correlational research design, survey data were gathered from teachers to analyze their demographic profile, perceptions of CPE, compliance with requirements, and the impact of CPE on their daily work. Results showed that the majority of respondents were mid-career professionals, predominantly female, with extensive teaching experience. Teachers generally perceived CPE as relevant to their growth, particularly for enhancing content knowledge and improving instructional practices. However, some respondents expressed concern about limited alignment between CPE initiatives and DepEd’s strategic goals. Compliance with CPE requirements was moderate, with strong participation in trainings and seminars but weaker involvement in research, publication, and professional conferences due to financial, time, and institutional barriers. The findings further revealed that CPE had a significant influence on teachers’ job performance, technical competence, and professional values, although its effect on career mobility was less pronounced. Inferential analyses confirmed strong relationships between perception, compliance, and professional outcomes, underscoring the value of sustained engagement in CPE. Overall, while teachers recognized the importance of CPE, challenges in accessibility, alignment, and incentives reduced its maximum potential. The study recommends enhancing program design, decentralizing delivery, supporting teacher research, and integrating CPE with promotion systems to foster lifelong learning and professional excellence among educators.
Keywords	Continuing Professional Education, teacher compliance, professional development, instructional practices, career mobility
Field	Sociology > Education
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-07-12
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.83414

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 4 Cover Page Vol 8 Isu 3 Cover Page Vol 8 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Continuing Professional Education's Relevance, Compliance and Impact to Work Practices of Public School Teachers

Share this