Faculty development practices in Filipino–Chinese schools

Main Article Content

Kathereen F. Fonte
Inero V. Ancho


This study aims to identify, describe, and compare faculty development practices in Filipino–Chinese schools and examines social contexts in which they are situated. Data were gathered from school heads, current teachers, and those who transferred schools through online interview to share their experiences, perspectives, and practices. Using case study design in multiple case study approach, three (3) school heads, six (6) current teachers, and three (3) teachers who transferred to other schools participated in the study. The interviews were done online through Google Meet or Zoom and the interview guide was validated by seven experts. Data analysis, research consultations, and selection of participants were conducted in Metro Manila, Philippines.
The findings from this study revealed that faculty development practices in the three Filipino-Chinese schools are: (1) gears toward institutional excellence, (2) synergizes the development of leaders, (3) advances community endeavor, and (4) bears the responsibility of individual teachers and school. This study concluded that institutional support could nourish or hinder the implementation of faculty development, school culture is an important factor in designing faculty development programs, and migration to online teaching now dictates the future direction of faculty development program.

Article Details

How to Cite
Fonte, K. F. ., & Ancho, I. V. (2021). Faculty development practices in Filipino–Chinese schools. Interdisciplinary Research Review, 16(5), 14–19. Retrieved from https://ph02.tci-thaijo.org/index.php/jtir/article/view/245078
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