The Relationship between Professional Development and Workload Management on the Support System of Teachers in Geographically-isolated Schools

This study examined the relationship between professional development and workload management and their influence on the support system of teachers in geographically isolated schools in Bukidnon, specifically in Kitaotao, Quezon, and San Fernando during the school year 2025–2026. The study involved 380 public school teachers. It assessed professional development in terms of seminars, workshops, training, research and extension activities, and advanced academic studies. It also evaluated workload management in relation to non-teaching tasks, support activities, and administrative work, as well as the level of support system in terms of peer, administrative, institutional, and recognition support.
Findings revealed that teachers demonstrated high levels of professional development, with seminars and training as the most common. Workload management was also rated high, particularly in administrative tasks. The support system was likewise rated high, with administrative support receiving the highest rating.
Further analysis showed a significant relationship among professional development, workload management, and the support system. Both variables significantly predicted support, with workload management emerging as the strongest factor. The results suggest improving workload conditions and expanding professional development opportunities to strengthen teacher support systems.

rural education, professional learning, workload balance

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