TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) for Impact: An Assessment of Teacher Satisfaction in Terms of Content, Delivery, and Engagement

TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) for Impact: An Assessment of Teacher Satisfaction in Terms of Content, Delivery, and Engagement

Shiela Mae I. Segumpan¹, Ted Nudgent F. Tac-an², Al-Moshey R. Tidal³ , Chelsi B. Trasmonte⁴, Maria Teresa M. Fajardo, PhD⁵, and Sarah O. Namoco, Ed.D.⁶

¹College of Education, Central Mindanao University, Maramag, Bukidnon, Philippines

²Basic Education Unit, La Salle University, Ozamiz City, Philippines

³Tawi-Tawi School of Arts and Trades, Ministry of Basic, Higher and Technical Education – Bangsamoro Autonomous Region in Muslim Mindanao, Bongao, Tawi-Tawi, Philippines

^{4, 6}Department of Technical and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

⁵Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000321

Received: 02 August 2025; Accepted: 11 August 2025; Published: 09 September 2025

ABSTRACT

Despite the increasing demand for technology-integrated teaching, many teacher professional development initiatives lack structured evaluation of participant satisfaction across key delivery dimensions. This study assessed the satisfaction of teacher participants with the TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) program, focusing on content and relevance, implementation and delivery, and impact and engagement. Using a descriptive quantitative design, data were gathered from 18 teachers at the Bukidnon Sugar Company Multipurpose Cooperative who completed the training. A validated, researcher-adapted post-training survey rated on a five-point Likert scale was employed, and results were analyzed using descriptive statistics. Findings showed exceptionally high satisfaction across all domains: content and relevance (M = 4.96, SD = 0.12), implementation and delivery (M = 4.96, SD = 0.16), and impact and engagement (M = 4.99, SD = 0.12), with an overall mean of 4.97 (SD = 0.12), interpreted as “Extremely Satisfied.” Teachers particularly valued the training’s contextual relevance, facilitator expertise, interactive approach, and perceived long-term applicability. The study concludes that TEACH-IT effectively addresses the digital competence needs of educators in cooperative school settings, offering a replicable model for localized, transformative professional development. These results contribute to the growing evidence base supporting structured, evidence-informed evaluation frameworks for teacher training programs, emphasizing the importance of contextual adaptation to ensure sustained instructional impact in resource-limited environments.

Keywords: digital tools, digital competence, impact assessment, teacher professional development, teacher training

INTRODUCTION

In today’s digital age, the integration of technology in education is no longer optional—it is a necessity. Teachers are expected to possess not only foundational pedagogical knowledge but also the digital competencies to navigate online platforms, create interactive content, and adapt instruction to emerging educational technologies. Yet, in many rural or semi-formal educational contexts, such as those served by cooperative-based institutions, digital literacy among educators remains limited (Marcial et al., 2024; Lambunao, 2024). Professional development programs that aim to enhance digital proficiency must therefore be context-specific, responsive, and thoroughly evaluated to ensure impact.

Recognizing this, the TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) training program was developed as a researcher-designed intervention to improve digital proficiency among teachers. Grounded in constructivist and transformative learning principles, TEACH-IT is tailored to equip educators with both technical skills and pedagogical strategies for technology-integrated instruction. To ensure contextual relevance, a needs assessment was first conducted among educators affiliated with the Bukidnon Sugar Company Multipurpose Cooperative (BUSCO Academy MPC). The needs assessment revealed significant gaps in teachers’ knowledge and confidence in using digital tools, as well as a strong interest in targeted, hands-on training.

Despite widespread support for digital upskilling, literature still lacks studies that comprehensively evaluate teacher satisfaction with such interventions, especially in cooperative-based or rural institutional settings. While numerous studies confirm that satisfaction is a strong predictor of successful transfer of learning (Dulude et al., 2020; Stavermann, 2024), few examine it through validated, multi-dimensional tools that assess satisfaction with content relevance, delivery quality, and participant engagement. Moreover, research such as that by Samundeeswari et al. (2024) and Uzorka et al. (2024) affirms the effectiveness of personalized, job-embedded training programs but stops short of examining tailor-made programs like TEACH-IT in grassroots school contexts.

In the Philippines, Lambunao (2024) found that elementary teachers in Bukidnon generally exhibited only intermediate ICT competencies, emphasizing the need for responsive, digital-focused professional development. Likewise, Madulara et al. (2025) showed that instructional support significantly improved teacher productivity in the province. However, both studies fell short in assessing training satisfaction across multiple domains using structured quantitative approaches. This gap underscores the importance of systematic evaluation in measuring the perceived quality and effectiveness of professional development initiatives like TEACH-IT.

This study, therefore, aims to fill that gap by conducting a quantitative assessment of teacher satisfaction with the TEACH-IT training program. Specifically, it evaluates the training’s content and relevance, implementation and delivery, and perceived impact and engagement. By anchoring this study in the lived realities of cooperative educators in BUSCO Academy MPC, it seeks to contribute to the design and evaluation of evidence-based, transformative professional development programs that address real digital competency needs.

METHODOLOGY

2.1 Research Design

This study utilized a descriptive quantitative research design to evaluate teacher satisfaction with the TEACH-IT program. Descriptive quantitative approaches are widely applied in education to quantify participant satisfaction and identify areas for program improvement (Fernandes et al., 2023; Martínez et al., 2023). This design allowed the measurement of satisfaction across three domains—content and relevance, implementation and delivery, and impact and engagement—and provided a structured framework for analysis (Sage et al., 2024).

2.2 Participants and Sampling Technique

The respondents comprised 18 teachers from the Bukidnon Sugar Company Multipurpose Cooperative (BUSCO Academy MPC) who completed the training and the evaluation. The study employed total population sampling, which includes all eligible participants who meet the inclusion criteria, thereby minimizing sampling bias and ensuring comprehensive representation in program evaluation studies (BERA, 2023; Fernandes et al., 2023).

2.3 Research Instrument

An adapted post-training evaluation survey was utilized based on the TEACH-IT program objectives. The survey assessed three domains—(1) content and relevance, (2) implementation and delivery, and (3) impact and engagement—using a five-point Likert scale (1 = Strongly Disagree to 5 = Strongly Agree), with descriptors corresponding to satisfaction levels.  The participants’ evaluations are scored, adapted from Segumpan and Alava (2022).

Table 1. Evaluation Scale of the TEACH-IT

2.4 Data Gathering Procedure

Data were collected immediately after the completion of the TEACH-IT training via face-to-face administration of the evaluation survey. Participants were briefed about the study, assured of confidentiality, and guided on how to complete the survey. The training was delivered in modular, hands-on sessions on digital housekeeping, instructional technology integration (e.g., Kahoot, Padlet), and data visualization using Jamovi. Post-training evaluations conducted immediately after the intervention are recommended to capture participants’ most accurate perceptions (Martínez et al., 2023; Du et al., 2023).

2.5 Data Analysis Procedure

Survey responses were encoded and analyzed using descriptive statistics—mean and standard deviation—to determine satisfaction levels for each domain and overall. The analysis followed the pre-established interpretation ranges (e.g., mean ≥ 4.21 = “Extremely Satisfied”). This analytic approach is widely used in PD evaluation to provide clear, actionable insights into program quality (Vo et al., 2024; Fernandes et al., 2023).

2.6 Ethical Considerations

The study followed established ethical research protocols. Participants signed informed consent forms detailing the study’s objectives, voluntary nature, and confidentiality measures. Anonymity was maintained through participant coding, and no personally identifying information was reported. All data were securely stored and accessible only to the research team, aligning with recognized ethical standards in educational research (BERA, 2023; Du et al., 2023).

RESULTS AND DISCUSSION

3.1 Content and Relevance

Participants expressed overwhelmingly positive responses to the program’s alignment with educational needs and objectives as shown in Table 2. The evaluation of content and relevance yielded an exceptionally high overall mean of 4.96 (SD = 0.12), corresponding to the qualitative interpretation of Extremely Satisfied. All four indicators—clarity of objectives, responsiveness to community needs, evidence-based information, and alignment with socio-educational challenges—scored near the maximum rating, with one item receiving a perfect 5.00 (objectives were clearly explained).

Table 2. Training Evaluation of the Content and Relevance of the TEACH-IT

These findings highlight the strong contextual fit of the TEACH-IT program for teachers from the Bukidnon Sugar Company Multipurpose Cooperative. The alignment of training content with community-identified priorities mirrors the findings of Yulin and Danso (2025), who emphasized that localized, need-based programs increase teacher buy-in and learning transfer. The content validation process conducted prior to implementation likely contributed to these outcomes, consistent with recommendations from Dos Santos et al. (2025), who argued that evidence-informed curriculum design boosts participant satisfaction and instructional relevance.

This level of agreement also reflects global trends in teacher professional development (TPD), where relevance to real-world challenges has been cited as a decisive factor in training effectiveness (Dulude et al., 2020). Stavermann (2024) similarly emphasized that adult learners respond more favorably to programs that address tangible teaching challenges and community-specific issues.

3.2 Implementation and Delivery

The second dimension, implementation and delivery, recorded an identical high mean of 4.96 (SD = 0.16), as presented in Table 3.  All aspects of facilitation received “Strongly Agree” ratings, including logistical organization, time management, facilitator competence, and the use of instructional materials. Notably, facilitator competence and time management both received perfect scores of 5.00, indicating that trainers were perceived as highly effective in managing sessions and content delivery.

Table 3. Training Evaluation of the Implementation & Delivery of the TEACH-IT

This reflects literature suggesting that the role of facilitator expertise is pivotal in adult education (Reio & Werner, 2017). The results align with Cha et al. (2024), who emphasized that instructional quality—including clarity, enthusiasm, and accessibility of trainers—significantly impacts learner engagement in digital and hybrid settings. Additionally, the use of visual aids was well-received (M = 4.89), reinforcing the importance of multimedia in enhancing understanding, especially when delivering technology-centered content (Samundeeswari et al., 2024).

The consistently high ratings across this domain confirm that both content and delivery modes were effectively matched with the professional learning needs of the participants.

3.3. Impact and Participation

Among the three evaluated domains, Impact and Engagement received the highest overall mean of 4.99 (SD = 0.12) as depicted in Table 4. All four indicators—knowledge gained, real-life application, interaction, and perceived long-term impact—scored between 4.94 and 5.00. Particularly, three items achieved perfect 5.00 ratings: “gained new knowledge or skills,” “encouraged participation and interaction,” and “project has long-term positive impact.”

Table 4. Training Evaluation of the Impact and Participation of the TEACH-IT

These findings support Mezirow’s (1991) theory of transformative learning, suggesting that TEACH-IT may have catalyzed not just knowledge acquisition but also shifts in mindset and teaching behavior. The interactive design of the sessions appears to have enabled participatory learning—an element critical to sustained transformation (Chernicoff et al., 2025).

Furthermore, the high ratings for real-life applicability echo findings by Marcial et al. (2024), who reported that virtual upskilling was more impactful when teachers could directly connect content to classroom practice. The perception of long-term value is crucial; it indicates not only immediate satisfaction but also a belief in the sustainability and transferability of training outcomes, as emphasized in Uzorka et al. (2024).

While the exceptionally high satisfaction ratings affirm TEACH-IT’s success in addressing the digital competence needs of cooperative-based educators, future applications of the model could further enhance its robustness and generalizability. Expanding implementation across both rural and urban educational settings would allow for testing the model’s adaptability and relevance in varied contexts. Similarly, incorporating a control group or pre-training baseline measures could strengthen causal inferences regarding TEACH-IT’s effectiveness. Moreover, a clearer articulation of the training’s practical implications, particularly for teacher policy, curriculum design, and digital resource development, would extend the program’s contribution to the broader discourse on professional development.

3.4 Summary of Evaluation

To provide an integrated overview, Table 5 consolidates the findings across the three evaluation dimensions, revealing an overall satisfaction score of 4.97 (SD = 0.12). All three dimensions—content and relevance, implementation and delivery, and impact and engagement—received “Strongly Agree” ratings with means exceeding 4.95, indicating a high level of holistic satisfaction. These results meet and surpass international benchmarks for effective TPD, such as those proposed by Vo et al. (2024) and Dos Santos et al. (2025), who advocate for multi-dimensional evaluation tools that assess both affective and cognitive outcomes in teacher training.

Table 5. Summary of Teachers’ Evaluation of the TEACH-IT Implementation

Overall, the quantitative results affirm that the TEACH-IT program not only met but exceeded the expectations of participants. The integration of a validated tool and contextual needs assessment contributed to this success. The findings further validate TEACH-IT as a viable model for localized, transformative professional development in digital competence, particularly within cooperative education settings.

CONCLUSION AND RECOMMENDATION

This study provides empirical evidence that context-responsive digital training programs like TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) can significantly improve both digital competence and teaching confidence among educators in cooperative and underserved educational settings. More than a conventional skills upgrade, TEACH-IT served as a catalyst for instructional transformation—enabling teachers to integrate digital tools in meaningful, student-centered ways and to build a stronger sense of agency in navigating the digital shift in education.

The findings demonstrate that structured, modular training anchored in local realities and supported by peer collaboration can yield both high participant satisfaction and statistically significant gains in digital proficiency. Such outcomes underscore the value of co-designed, community-based professional development models that bridge theory and practice, especially in contexts with limited infrastructure. The program’s use of localized needs assessments, scaffolded modules, and experiential delivery proves critical to its success.

For educators, this study affirms that even in resource-constrained settings, high-impact digital adoption is possible when training is relevant, inclusive, and experiential. Facilitators and teacher-trainers may prioritize practical, hands-on sessions using tools that are intuitive and adaptable to existing classroom practices. Peer mentorship and collaborative learning also emerged as essential components for sustainability and engagement.

From a policy perspective, the TEACH-IT model offers a replicable framework for regionally aligned digital training within national teacher professional development systems. Its alignment with DepEd’s ICT competency standards and the Decamped framework allows for integration into formal CPD tracks. Education departments and local school boards may consider adopting similar competency-based models, ensuring that professional development is inclusive of both digital literacy and pedagogical application.

Future studies may expand the implementation of TEACH-IT across diverse educational settings—both rural and urban—to test the model’s adaptability and relevance. Incorporating a control group or baseline assessment in subsequent research would further strengthen causal inferences about TEACH-IT’s effectiveness. Longitudinal research is also needed to examine the retention of digital competencies and their correlation with student learning outcomes. Furthermore, clearer articulation of the practical implications for teacher policy, curriculum design, and digital resource development will help elevate the program’s contribution to the field of professional development.

Moreover, emerging technologies such as artificial intelligence (AI) and learning analytics may be integrated into subsequent iterations of the training to keep pace with educational innovation. Research may also explore the intersection of gender, access, and digital training in rural areas to ensure that professional development initiatives do not unintentionally reinforce existing inequities. Finally, qualitative inquiry into how institutional culture and leadership affect the implementation of digital skills learned through TEACH-IT could further enrich understanding of the systemic enablers of digital transformation in education.

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