• Liezel M. Limpag
• Gina F. Labitad

Teachers’ awareness of the NEAP (National Educators Academy of the Philippines) professional development program has been questionable when linked to various demographic and professional characteristics. This study aimed to investigate the relationship between these characteristics and teachers' awareness of the NEAP program in the Villanueva North and South Districts of the Division of Misamis Oriental. Specifically, it examined the respondents’ characteristics, assessed the level of the teachers' awareness of the NEAP professional development program as to framework, Priorities, activities developed and implemented, and monitoring and evaluation, and the relationship between the respondents’ characteristics and their awareness of NEAP professional development program. This study involved two hundred (200) teachers during the School Year, 2023-2024. A researcher-made questionnaire was employed in the attitude indicator of independent variables and an adopted questionnaire from Department of Education Order 001, series of 2020 was used in the dependent variables. The data were analyzed using descriptive statistics such as frequency, mean, standard deviation, and Pearson correlation coefficient. Universal sampling was the method used in the selection of respondents. Findings revealed that majority of the teachers aged between 31 to 40 years old, are predominantly female, and holding the position of Teacher III. Most respondents possess a Masters' Degree and have over 20 years of teaching experience. Additionally, these educators primarily attended NEAP training and seminars at the Division Level and funded their professional activities through MOOE. On the other hand, considering the teachers’ awareness of the NEAP Professional Development Program, the highest variable is observed in framework. The study concluded that teachers' awareness of NEAP's professional development program is influenced by their position, educational attainment, teaching experience, participation in training and seminars, and their attitudes toward professional development. Higher-ranking teachers, those with advanced qualifications, and those with extensive experience are more aware. It implies that professional development programs offered by NEAP may not be equally accessible or effectively communicated to all teachers, particularly those who are lower-ranking, less experienced, or have lower educational attainment. This suggests a need for NEAP to adopt more inclusive strategies that ensure all teachers, regardless of their position or experience, have equal opportunities to become aware of and participate in these programs. The study recommended improving communication strategies, tailoring programs to different career stages, increasing accessibility and inclusivity, promoting a lifelong learning culture, strengthening partnerships with schools and regional education offices, and regularly evaluating programs based on teacher feedback. This ensures that all teachers, regardless of their position or experience, have access to the necessary resources and support for their professional growth in Villanueva North and South Districts.

awareness of NEAP professional development program

"Teachers' Awareness of the National Educators Academy in the Philippines Professional Development Program", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 8, page no.e198-e224, August-2024, Available :http://www.jetir.org/papers/JETIR2408420.pdf

"Teachers' Awareness of the National Educators Academy in the Philippines Professional Development Program", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 8, page no. ppe198-e224, August-2024, Available at : http://www.jetir.org/papers/JETIR2408420.pdf