INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025

Uncovering the Human Resource Development Practices in Northern

Mindanao: Interpretative Phenomenological Analysis

Woodrow Wilson B. Merida

Department of Education-Division of Malaybalay City, Capitol University, Philippines

DOI: https://doi.org/10.51244/IJRSI.2025.12110128

Received: 01 December 2025; Accepted: 07 December 2025; Published: 18 December 2025

ABSTRACT

This study explored human resource development (HRD) practices within the Department of Education (DepEd)

Northern Mindanao, emphasizing the lived experiences of HRD specialists in implementing professional

development initiatives. Using Interpretative Phenomenological Analysis (IPA), data were collected from 13

purposively selected HRD specialists. Open-ended questions examined HRD practices, professional

development needs, challenges in implementation, and program effectiveness. The coding and thematic analysis

process revealed a structured framework encompassing leadership, well-being, technological skills,

collaboration, and opportunities for advanced education. Key challenges included limited funding, inadequate

staffing, resource accessibility issues, and inefficient organizational processes. Effective evaluation strategies

highlighted measurable improvements in skills, competencies, and job performance among educators. The

findings stress the critical need for prioritizing HRD programs to align with school division goals. With this,

Schools Division Superintendents are urged to allocate sufficient resources, staffing, and materials to enhance

the delivery and impact of professional development initiatives.

Keywords: HRD practices, assessment, challenges, and interpretative phenomenological analysis

INTRODUCTION

Human Resource Development (HRD) practices in the education sector are critical for ensuring the continuous

improvement of teaching and administrative staff, ultimately enhancing the quality of education provided to

students. Common HRD practices in the education sector include professional development programs,

performance evaluations, and capacity-building initiatives (Keltu, 2024). These programs aim to develop the

competencies of teachers, school heads, and administrative staff, ensuring that they remain effective in delivering

quality education (DepEd Order No. 024, 2020). Additionally, many education sectors have adopted mentoring

systems (Bowman, 2014) peer reviews Keinänenet et al. (2023), and workshops (Buabeng-Andoh, 2012) to align

individual goals with institutional objectives.

One of the pressing issues in HRD in the education sector is the overlapping of activities, where various programs

or training sessions overlap in schedule or content, leading to inefficiencies. For instance, teachers often attend

multiple seminars and workshops within the same academic year, many of which cover similar topics (Ayagbil

& Alda, 2024). This results in redundancy, reduced effectiveness of the training, and wasted resources. Another

common issue is the assignment of functions not related to the Key Result Areas (KRA) of personnel, especially

teachers. Many teachers are burdened with tasks unrelated to their core teaching responsibilities, such as

administrative work, event organizing, or extracurricular activities (Arañas, 2023). These additional tasks detract

from the time and energy teachers could devote to instructional planning, student engagement, and professional

growth.

Essentially, undermanning in the HRD departments is another significant concern. Many divisions in the

education sector face a shortage of HRD personnel relative to the increasing number of employees that need

development and training (Tanjung, 2020). This imbalance often results in delays in the implementation of

professional development programs and inadequate support for educators. The organizational structure of the

education sector at the regional level is not always align with the number of HRD personnel available at the

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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025

division level. For example, studies have highlighted discrepancies in staffing, with regions often being better

resourced than divisions, leading to challenges in adequately addressing personnel needs at the local level

(UNESCO, 2019; DepEd, 2021). There is often a disproportionate allocation of HRD personnel, with regions

receiving more HRD resources compared to divisions, even though divisions handle a larger number of

employees directly (García, & Weiss, 2017). This lack of equitable distribution of resources results in divisions

struggling to meet the professional development needs of their staff, creating a bottleneck in the system.

Uncovering HRD practices in the education sector is essential for the continuous improvement of the workforce.

However, despite the growing body of research on HRD, there is a noticeable gap in studies focusing on the

specific challenges faced in the context of Northern Mindanao. Issues such as overlapping activities, tasks

unrelated to Key Result Areas (KRAs), understaffing, and misalignment within the organizational structure have

been identified as challenges that impact effectiveness in various regions. For example, a study conducted by

the Civil Service Commission (CSC) revealed that overlapping functions within government agencies often lead

to inefficiencies in service delivery (CSC, 2020). Additionally, a report by the Department of Education (DepEd)

highlighted the misallocation of tasks not aligned with KRAs, contributing to staff burnout and reduced

productivity (DepEd, 2021). Undermanning has also been cited in regions where the teacher-to-student ratio

remains high, limiting the ability to meet educational targets effectively (UNESCO, 2019).

To address this research gap, this study intended to explore and analyze the HRD practices in the education

sector in Northern Mindanao, aiming to provide insights that can help mitigate these issues and enhance

workforce development in this specific regional context.

Conceptual Model

INPUT

ACTIVITIES

OUTPUT

Conduct Needs

Assessment for

professional

development

programs

HRD Specialists’

Expertise and

Practices

Enhanced Teacher

Skills, Competencies,

and Job Performance

This conceptual model illustrates the flow of human resource development within the Department of Education

(DepEd) Northern Mindanao, emphasizing how HRD specialists’ expertise and practices serve as the

foundational input for implementing professional development initiatives. These inputs drive the core activity

of conducting needs assessments, which allows HRD specialists to identify priority areas, capability gaps, and

learning requirements among teachers. Through this systematic assessment process, appropriate professional

development programs are designed and delivered. The resulting output reflects enhanced teacher skills,

competencies, and job performance, demonstrating how the effective application of HRD specialists’ expertise

leads to meaningful improvements in instructional quality and professional growth across schools.

Research Questions

The objective of the study was to uncover the human resource development practices in the Department of

Education in Northern Mindanao.

Specifically, this paper sought to answer the following questions:

1. What are the HRD practices implemented by HRD specialists in the school division offices?

2. How do HRD specialists assess the professional development needs of teachers and non-teaching staff?

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3. What challenges do HRD specialists encounter in implementing HRD programs and initiatives?

4. How do HRD specialists evaluate the effectiveness of HRD programs in enhancing the skills and

competencies of educators?

LITERATURE REVIEW

This section reviews relevant literature from a variety of sources with the goal of uncovering key human resource

development practices and their impact on workforce improvement.

HRD Practices in Dep ED

In the Department of Education (DepEd) divisions in the Philippines, HRD specialists implement a range of

practices designed to enhance the professional growth and effectiveness of teaching and non-teaching personnel.

One of the key HRD practices is the Learning and Development (L&D) system, which includes workshops,

seminars, and training programs focused on pedagogy, leadership, and administrative skills. These programs are

designed to address the competencies outlined in the Philippine Professional Standards for Teachers (PPST) and

the National Competency-Based Standards for School Heads (NCBS-SH), ensuring that teachers and school

leaders are equipped to meet the evolving demands of the education system (DepEd Order No.42, 2017). The

L&D system is often customized to the needs of the division, with specialists conducting Training Needs

Assessments (TNA) to identify priority areas for professional development.

HRD specialists also facilitate the Results-Based Performance Management System (RPMS), which aligns

individual performance with organizational goals. Through RPMS, teachers and administrative staff undergo

regular evaluations, allowing HRD personnel to monitor progress and provide targeted support to improve

performance. This practice promotes accountability and ensures that personnel are consistently working towards

achieving the Key Result Areas (KRAs) relevant to their roles. Additionally, the RPMS process is complemented

by coaching and mentoring programs, where more experienced staff provide guidance and support to less

experienced colleagues, fostering a culture of continuous improvement and collaboration (Llego, 2021).

To address emerging challenges in the digital age, DepEd HRD specialists have also integrated ICT-based

professional development programs. These initiatives include training in digital literacy, online teaching

strategies, and the use of DepEd’s Learning Management System (LMS) to ensure that teachers are equipped to

handle blended learning and remote teaching modalities. These ICT-based programs have become especially

crucial during and after the COVID-19 pandemic, as teachers and learners alike have had to adapt to new modes

of teaching and learning. The HRD efforts in this area reflect a commitment to modernizing the education

workforce and ensuring their readiness for a technology-driven environment (DepEd, 2022).

Assessment of the Professional Development Needs

HRD specialists assess the professional development needs of teachers and non-teaching staff through Training

Needs Assessments (TNA) and competency evaluations. This process helps identify specific areas where

teachers and administrative personnel require further development, ensuring that training programs are aligned

with the actual needs of the workforce. Based on the TNA results, HRD specialists design and implement

targeted professional development initiatives such as workshops, in-service training, and coaching sessions.

These initiatives are often focused on improving teaching strategies, leadership skills, and administrative

competencies to enhance overall educational outcomes (Corpuz, 2020).

In addition to these assessments, HRD specialists facilitate continuous learning and mentoring programs to

support both new and experienced personnel. These programs create opportunities for peer collaboration and

knowledge-sharing, helping individuals enhance their skills over time. Mentorship, particularly, plays a critical

role in guiding newly hired teachers and staff, allowing them to acclimate to their roles and improve their

performance through direct, practical support from more seasoned colleagues. This approach ensures that

personnel development is not a one-time event but an ongoing process integrated into the workplace culture (Hill

et al., 2022).

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Moreover, HRD specialists also incorporate performance management systems such as the Results-Based

Performance Management System (RPMS) to evaluate individual progress. These evaluations are based on key

competencies and responsibilities, allowing specialists to monitor growth and identify further development

opportunities. Through RPMS, performance gaps can be addressed by designing personalized interventions or

additional training to ensure that every staff member is equipped to meet both their individual Key Result Areas

(KRAs) and the organizational goals (Llego, 2021).

Challenges in Implementing HRD Programs and Initiatives

HRD specialists within the Department of Education (DepEd) encounter several challenges in implementing

HRD programs and initiatives, particularly in terms of resource limitations. A primary challenge is budget

constraints, as many divisions face insufficient funding to fully execute training programs and development

initiatives for teaching and non-teaching personnel. This limits their ability to provide comprehensive training

opportunities, especially in remote areas where logistical costs for organizing workshops, seminars, and other

professional development activities are significantly higher (DepEd Order, 2022). As a result, some schools did

not receive equal access to quality HRD programs, leading to disparities in professional growth opportunities

across different regions.

Another challenge is overlapping responsibilities and administrative workload, which often distracts teachers

and non-teaching staff from fully participating in professional development programs. HRD specialists often

struggle to schedule training sessions that accommodate the busy workloads of educators, who are frequently

tasked with administrative duties beyond their teaching roles (Tarraya, 2024). Additionally, HRD specialists

themselves were overburdened, handling multiple roles that prevent them from focusing entirely on HRD

activities. This can lead to delays in the implementation of programs and hinder the effectiveness of HRD

initiatives.

Furthermore, resistance to change and lack of engagement are significant challenges in the implementation of

HRD programs. Teachers and staff sometimes were reluctant to adopt new methods or participate in training due

to a lack of motivation, skepticism about the relevance of the training, or comfort with established routines

(Gorospe & Edaniol, 2022). HRD specialists must work to overcome this resistance by demonstrating the

benefits of these programs, providing incentives, and fostering a culture of continuous learning and

improvement. Effective communication and strong leadership support are essential in mitigating this challenge

and encouraging active participation in HRD initiatives.

Evaluation of HRD Programs

HRD specialists evaluate the effectiveness of HRD programs by using various assessment tools and

methodologies to determine how well these programs enhance the skills and competencies of teachers. One of

the most commonly used approaches is the Kirkpatrick Model, which evaluates training outcomes at four levels:

reaction (participants’ feedback), learning (knowledge gained), behavior (changes in job performance), and

results (impact on organizational goals) (Llego, 2021). Specialists collect data through surveys, tests, and

performance reviews to measure how effectively the training programs have improved teachers’ competencies

in areas such as instructional strategies, classroom management, and leadership skills.

In addition to formal evaluation models, HRD specialists often rely on performance appraisals and feedback

mechanisms, such as the Results-Based Performance Management System (RPMS), to assess how professional

development programs translate into better teaching practices and student outcomes. These systems track

teachers' performance based on key indicators aligned with their Key Result Areas (KRAs) and provide ongoing

feedback through classroom observations, mentoring, and coaching (Sugot & Ladia, 2024). By continuously

monitoring and adjusting HRD initiatives, specialists ensure that training programs are responsive to the

evolving needs of educators and contribute meaningfully to their professional growth.

In synthesis, the related studies on HRD practices in the education sector highlight the importance of structured

professional development programs, such as the Learning and Development (L&D) system and the Results-

Based Performance Management System (RPMS), in enhancing the skills and competencies of teachers and

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non-teaching staff. However, challenges such as budget constraints, overlapping responsibilities, and resistance

to change hinder the full implementation of these initiatives. HRD specialists utilize various evaluation methods,

including the Kirkpatrick Model and 360-degree feedback, to assess the effectiveness of these programs. Despite

these efforts, gaps remain, particularly in addressing issues such as the mismatch between organizational

structures and HRD personnel allocation, as well as the need for more region-specific research, especially in

areas like Northern Mindanao, to tailor HRD practices effectively to local needs.

The insights from the analysis of HRD practices in DepEd divisions emphasize the integral role of structured

systems such as the Learning and Development (L&D) system and the Results-Based Performance Management

System (RPMS) in cultivating professional growth among teaching and non-teaching personnel. These initiatives

align with national competency standards, ensuring teaching and non-teaching staff are equipped to meet

evolving demands, particularly in areas like ICT and blended learning. However, significant challenges such as

budget constraints, workload pressures, and resistance to change hinder the full potential of these programs.

Effective solutions include tailored training through needs assessments, mentorship, and evaluation models like

the Kirkpatrick Model to ensure alignment with organizational goals and sustained professional improvement.

The findings indicate the need for equitable access to resources, stronger leadership support, and region-specific

adaptations to bridge gaps and optimize HRD initiatives across diverse educational contexts.

METHODOLOGY

Research Design

This study employed Interpretative Phenomenological Analysis (IPA) to explore the lived experiences of HRD

specialists in implementing human resource development practices within the Divisions of DepEd Northern

Mindanao. IPA is an approach that focuses on understanding how individuals make sense of their personal and

social worlds (Rajasinghe et al., 2024), making it particularly suited for examining the specific HRD practices

and experiences of these specialists.

Central to IPA is its double hermeneutic process, where the researcher sought to interpret how participants make

meaning of their own experiences. The steps in IPA included collecting rich and detailed data through methods

like semi-structured interviews, immersing in the data through repeated readings, and making detailed initial

notes that capture descriptive, linguistic, and conceptual elements. Themes were then developed from the data,

connected to form overarching patterns, and presented in a narrative account that integrates participants’ quotes

and researcher interpretations. For multiple participants, cross-case analysis was conducted to identify shared

patterns and unique perspectives. The findings were then contextualized within broader theoretical and social

frameworks, providing a comprehensive understanding of the participants’ lived experiences. This process

ensures a detailed and reflective examination of HRD practices.

The flexibility of IPA is crucial for examining the diverse, context-specific HRD practices in Northern

Mindanao. Drawing on Creswell and Poth’s (2018) guidance, semi-structured interviews will be conducted to

elicit rich, detailed narratives from HRD specialists. Open-ended questions will facilitate in-depth discussions,

helping to uncover the deeper meanings behind their practices and experiences. The data were analyzed using a

systematic process of coding and theme development. The analysis focused on both the participants’

interpretations of their experiences and the researcher’s own insights. Emerging patterns and themes were

examined within the context of the specialists’ lived experiences, ultimately offering a comprehensive

understanding of HRD practices in the region.

Data saturation was carefully monitored throughout the interview process. Saturation was considered reached

when recurring patterns, themes, and narratives consistently emerged across participant responses, and no new

substantive insights arose during the final interviews. The repetition of ideas related to HRD practices,

challenges, and evaluation processes signaled that further data collection was unlikely to contribute additional

perspectives, thereby supporting the adequacy of the sample size for Interpretative Phenomenological Analysis

(IPA).

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To ensure the trustworthiness of the analysis, inter-coder reliability was strengthened through collaborative

coding sessions among the researchers. Codes were compared, negotiated, and refined to achieve a shared

understanding of emerging themes. Although a formal statistical reliability index (such as Cohen’s Kappa) was

not computed due to the qualitative and interpretative nature of IPA, the consensus-building process helped

enhance consistency and minimize individual bias during thematic interpretation.

Participants and Sampling Frame

The sampling frame for this study comprised 13 HRD specialists from various Schools Division Offices within

DepEd Northern Mindanao, selected through purposive sampling to ensure that participants possessed the

relevant experience and expertise in implementing HRD practices. Purposive sampling is particularly

appropriate for phenomenological research, as it targets individuals who have directly engaged with the

phenomena under investigation (Palinkas et al., 2015). These specialists, drawn from both rural and urban areas,

offered diverse perspectives on the assessment, implementation, and evaluation of HRD programs, providing a

comprehensive understanding of the challenges and strategies involved in enhancing educators’ competencies

in the region.

The participants represented key HRD functions, including education program supervisors, HRD coordinators,

division training personnel, and senior education specialists, with varying lengths of service, professional

backgrounds, and areas of HRD responsibility. While this composition ensured meaningful insights from those

directly involved in HRD implementation, it did not include school-based HRD focal persons or regional-level

administrators, which may limit the overall breadth of perspectives captured.

Instruments

To address the research questions regarding HRD practices in the Department of Education (DepEd) Northern

Mindanao, a set of self-structured, open-ended questions were employed. These questions explored the current

HRD practices implemented by specialists, assessed the professional development needs of both teachers and

non-teaching staff, identified the challenges faced by HRD specialists in implementing HRD programs, and

evaluated the effectiveness of these programs in enhancing the skills and competencies of educators. Utilizing

open-ended questions captured rich, qualitative data that reflects the diverse perspectives and experiences of

HRD specialists, providing a comprehensive understanding of the HRD landscape within DepEd Northern

Mindanao. This approach facilitated a deeper exploration of the nuances in HRD practices and their impacts on

educational outcomes.

FGD Questions

Domains

Can you describe the HRD programs or initiatives currently being implemented in

your division?

What specific professional development activities are most commonly offered to

teachers and non-teaching staff?

HRD Practices

How do you tailor these HRD practices to the specific needs of your division?

How do you assess the professional development needs of teachers and non- teaching

staff in your division?

Professional

Development Needs

of Teachers and Non-

Teaching Staff

What tools or methods do you use to identify areas for improvement?

Once needs are identified, how do you prioritize and address them through HRD

initiatives?

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What challenges do you face in implementing HRD programs within your division?

Are there any organizational or structural issues that make it difficult to fully

implement HRD initiatives?

Challenges in

Implementing HRD

Programs and

Initiatives

How do you manage overlapping activities or tasks that are outside the Key Result

Areas (KRAs) of the staff?

How do you measure the success or effectiveness of the HRD programs in your

division?

Evaluation of the

Effectiveness of HRD

Programs

What indicators or metrics do you use to evaluate the improvement in teachers' skills

and competencies?

Can you share any examples of how HRD initiatives have led to measurable changes

in teaching or administrative practices?

To ensure the validity of the instruments, the questions underwent a validation process involving expert review,

allowing for necessary adjustments based on feedback to enhance the clarity and relevance of the questions. This

thorough validation approach contributed to the credibility of the findings and insights derived from the research.

Data Gathering Procedures

The data gathering process for this research adopted a systematic approach to ensure comprehensive and reliable

insights into the human resource development (HRD) practices within the Department of Education (DepEd)

Northern Mindanao. The process began with securing formal permission from the Office of the Regional

Director down to Schools Division Superintendents of each division, ensuring ethical compliance and

institutional support. A set of self-structured, open-ended interview questions was designed, focusing on key

themes such as current HRD practices, the professional development needs of teachers and non-teaching staff,

the challenges faced by HRD specialists, and the effectiveness of HRD programs. These questions were validated

through expert review and pilot testing to ensure clarity, relevance, and depth.

Once the instrument was finalized, purposive sampling was employed to select HRD specialists from various

divisions across Northern Mindanao. Data collection was conducted via semi-structured interviews, allowing

participants to provide detailed, reflective responses about their experiences. Focus group discussions (FGDs)

were also organized to encourage collaborative dialogue among the specialists, enabling the exploration of

diverse perspectives and shared insights. Both the interviews and FGDs were recorded, with participants’

consent, and meticulously transcribed for analysis.

Thematic analysis was applied to the transcribed data to identify recurring themes, patterns, and key insights

related to HRD practices. This approach provided a nuanced understanding of the challenges and successes in

HRD implementation across the region, ultimately contributing to the enhancement of HRD strategies in the

DepEd Northern Mindanao context.

Data Analysis

The use of NVivo for data analysis facilitated coding, identifying themes, and exploring relationships within the

data, making it easier to uncover patterns and gain insights. Thematic analysis was applied to analyze responses

from interviews and focus group discussions. After transcribing the data, it was organized and reviewed to ensure

a thorough understanding. Initial coding highlighted key themes, such as current HRD practices, professional

development needs, challenges, and program effectiveness. These codes were then refined and grouped into

broader categories to identify recurring themes. This structured approach allowed for meaningful insights into

HRD practices within DepEd Northern Mindanao.

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Ethical Considerations

Ethical considerations were integral to the research process, ensuring integrity and respect for participants’ rights

and welfare. Permissions were obtained through a structured process, beginning with a formal request to the

Regional Director, followed by endorsements from the Schools Division Superintendents. Each proposal

emphasized key ethical principles, including confidentiality, voluntary participation, and informed consent.

Once approvals were secured, the researcher collaborated with HRD specialists to schedule interviews, ensuring

compliance with institutional protocols and minimizing disruptions to their duties.

Before data collection, informed consent was meticulously obtained from all participants, detailing the study’s

purpose, their right to withdraw at any time, and the measures to safeguard their confidentiality. Participants

were assured of the anonymity of their responses, which would be used solely for research purposes. The study

adhered strictly to ethical research guidelines, including transparency about potential conflicts of interest and

responsible data handling. Throughout the process, sensitivity to participants' feelings and perspectives fostered

trust and openness. Finally, the findings were disseminated in a manner that honored participants’ contributions,

enhancing the understanding of HRD practices in the Department of Education (DepEd) Northern Mindanao.

During the analysis process, attention was given to the context and nuances of the participants’ responses,

ensuring that the interpretations remained grounded in their experiences. Member checking was conducted,

allowing participants to review the findings and provide feedback on the accuracy of the interpretations. This

iterative process enhanced the credibility and validity of the analysis, ultimately leading to a comprehensive

understanding of HRD practices within DepEd Northern Mindanao. The findings were presented in a narrative

format, supported by direct quotes from participants to illustrate key points and provide a rich, contextualized

view of the HRD landscape in the region.

RESULTS AND DISCUSSION

This section presents an in-depth analysis and interpretation of the data gathered, emphasizing the nuanced

experiences, perspectives, and narratives of the participants. Exploring these qualitative dimensions seeks to

uncover patterns, themes, and insights that offer a comprehensive understanding of the phenomena under

investigation. The findings are discussed in relation to the research questions, framed within the context of

relevant literature and theoretical perspectives.

Problem 1: What are the HRD practices implemented by HRD specialists in the school division offices?

Matrix 1 describes the current HRD practices implemented by HRD specialists in school division offices have

highlighted five key themes. These include leadership and management training, which focuses on developing

leadership and managerial competencies among staff, and staff wellness and mental health support, aimed at

promoting employee well-being and resilience. Another theme is digital literacy and online learning, which

emphasizes equipping staff with technological skills essential for modern education. Additionally, peer support

and mentorship programs foster collaborative learning and professional growth through shared experiences.

Lastly, financial support for further education provides opportunities for employees to pursue advanced

studies, enhancing their qualifications and expertise. These themes collectively highlight the comprehensive

efforts to support and develop human resources in the education sector.

Matrix 1

The Selected Significant Responses, Formulated Meaning, and Themes on the Current Practices Implemented

by HRD Specialists in the School Division Offices

Selected Significant Responses

Formulated Meaning

Themes

Programs aim to build

Leadership and

Management

Training

“We have a Leadership Development Program that aims to

enhance the management and leadership skills of current and

aspiring school leaders. It covers areas like decision-making,

management

and

leadership skills.

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conflict

resolution,

and

instructional

leadership.”

(Participant 1)

“Every year, we conduct leadership development programs

aimed at aspiring leaders. This includes training on

leadership skills, decision-making, and conflict resolution,

especially for teachers interested in administrative roles.”

(Participant 9)

Plus (11) eleven other responses

“In our division, we're focusing on wellness programs that

support mental health. We have workshops on stress

management, team-building activities, and even access to

counseling services. This has been beneficial for improving

staff morale and productivity.” (Participant 2)

Initiatives

“Team-building activities are part of our professional improving staff morale and

development offerings. These activities foster a collaborative productivity through

environment and help staff build stronger working mental health support and

focus

on

Staff Wellness

and Mental

Health Support

relationships.” (Participant 4)

fostering collaboration.

“We also have regular wellness programs. This includes

stress management workshops for both teaching and non-

teaching staff, which helps everyone stay mentally healthy

and productive.” (Participant 5)

“Digital literacy training has been a priority, especially with

the shift toward online and blended learning. We provide

workshops on using learning management systems, digital

tools, and online resources to help teachers adapt to modern

teaching requirements.” (Participant 4)

Training equips teachers

and staff with digital and Digital Literacy

data skills to meet modern

and Online

Learning

“Specialized training sessions on blended learning teaching

approaches help teachers integrate online tools into administrative needs.

traditional classrooms.” (Participant 10)

and

Plus (8) eight other responses

“We have a Peer Mentorship Program where experienced

teachers support newer ones. This program fosters a

supportive environment and allows new teachers to gain

practical insights and strategies from their more experienced

colleagues.” (Participant 5)

Programs promote support

systems and structured

Peer Support

and Mentorship

Programs

“Our division offers a Teacher Induction Program for new

hires. This program covers policies, expectations, and

teaching standards, which helps teachers adapt to our

division's culture and ensures a smooth transition.”

(Participant 11)

onboarding

teachers.

for

new

Plus (11) eleven other responses

“Scholarships and grants are available for our teachers who

want to further their studies. We encourage staff to pursue

graduate studies or specialized training, as it benefits their

Support

education

for

advanced

encourages

Financial

Support for

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personal growth and our Division’s teaching quality.” personal and professional

Further

(Participant 7)

growth.

Education

Plus (12) twelve other responses

Leadership and Management Training

In the Department of Education Region X, leadership development initiatives play a vital role in fostering a

culture of excellence and innovation among school leaders. Leadership development programs are a cornerstone

of the Department of Education’s Human Resource Development (HRD) practices, aimed at equipping current

and aspiring school leaders with the skills necessary for effective management and decision-making. As one

participant shared, “We have a Leadership Development Program that aims to enhance the management and

leadership skills of current and aspiring school leaders. It covers areas like decision-making, conflict resolution,

and instructional leadership” (Participant 1). These programs are essential for preparing teachers and staff to

oversee academic programs, manage resources, and promote a collaborative environment. Training in key areas

such as strategic planning and instructional leadership ensures that school leaders are equipped to address

educational challenges effectively. For example, mentoring systems within schools, where trained leaders guide

less experienced staff, promote professional growth, reduce turnover rates, and create a culture of shared

responsibility.

Recent studies reinforce their significance in educational contexts. For instance, Rai and Beresford-Dey (2023)

emphasized that leadership training focused on instructional leadership and decision-making positively impacts

teacher performance and student outcomes. Their research highlights the value of mentorship in fostering

professional growth among educators, which aligns with the mentoring systems described. Similarly, Mazzetti

and Schaufeli (2022) explored the role of leadership development in addressing resource management and

collaboration. They found that strategic planning initiatives in training programs equip leaders with tools to

tackle complex educational challenges effectively.

Leadership development programs also cater to teachers interested in pursuing administrative roles. As another

participant highlighted, “Every year, we conduct leadership development programs aimed at aspiring leaders.

This includes training on leadership skills, decision-making, and conflict resolution, especially for teachers

interested in administrative roles” (Participant 9). These initiatives empower educators to lead projects such as

curriculum innovation and teacher collaboration, both of which are crucial for adapting to educational reforms

and technological advancements. Culduz (2023) emphasized that such training cultivates a sense of

accountability among teachers, resulting in improved classroom practices and student engagement.

Furthermore, leadership training enhances organizational efficiency by equipping teachers and administrators

with the tools needed for effective resource management and communication. For instance, workshops on team

leadership and resource allocation enable school leaders to set clear goals, maintain high morale, and ensure

smooth operations within their institutions. These skills are critical for sustaining a positive school culture and

achieving educational goals. As the DepEd continues to invest in leadership development, it ensures that its

workforce is prepared to meet the demands of modern education, developing both individual growth and

institutional excellence.

Staff Wellness and Mental Health Support

The Department of Education recognizes that fostering a supportive and nurturing environment for its workforce

is essential to achieving educational excellence. Another significant HRD practice in the Department of

Education is staff wellness and mental health support, which are crucial for promoting a healthy and productive

work environment. Teachers and staff face numerous stressors, such as workload pressures, student needs, and

administrative demands, which can lead to burnout and decreased job satisfaction and performance. To address

these challenges, wellness programs and mental health support play a key role in promoting resilience, emotional

well-being, and overall physical health. For instance, the department offers counseling services and stress

management workshops that help staff navigate mental health challenges. As one participant shared, “We have

workshops on stress management, team-building activities, and even access to counseling services. This has

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been beneficial for improving staff morale and productivity” (Participant 2). These initiatives enable teachers to

better cope with their responsibilities while cultivating a more supportive work environment.

In the same way, wellness programs also contribute to building a positive school culture where teachers feel

valued and supported. Mental health initiatives, such as peer support groups and mindfulness practices,

encourage open discussions about emotional struggles, reduce stigma, and strengthen workplace relationships.

For example, team-building activities are incorporated into professional development offerings, as noted by

another participant: “Team-building activities foster a collaborative environment and help staff builds stronger

working relationships” (Participant 4). These efforts promote a sense of community and work-life balance,

preventing burnout and enhancing overall job satisfaction. Moreover, regular stress management workshops,

highlighted by Participant 5, are provided to both teaching and non-teaching staff, ensuring that all employees

benefit from resources that support mental health and productivity.

The benefits of mental health support extend beyond staff well-being to positively impact student outcomes.

When teachers are mentally and emotionally healthy, they are better equipped to engage with students, manage

classrooms effectively, and implement impactful teaching strategies. Research supports this connection, with

Murphy (2024) noting that organizations prioritizing staff wellness see improvements in employee engagement,

productivity, and retention rates.

Digital Literacy and Online Learning

DepEd continues to champion initiatives that empower educators to thrive in a rapidly evolving digital landscape.

Through its Digital Literacy Program, DepEd provides training and resources to enhance teachers' technological

competencies, ensuring they are equipped to deliver quality education in the 21st century. Digital literacy

training has become a priority for the Department of Education, particularly with the shift toward online and

blended learning environments. As one participant explained, “We provide workshops on using learning

management systems, digital tools, and online resources to help teachers adapt to modern teaching

requirements” (Participant 4). These initiatives equip teachers with the skills to effectively integrate technology

into their classrooms, improving instruction and administrative processes. For example, during the pandemic,

specialized training sessions enabled teachers to design interactive lessons, conduct virtual classes, and use data

to monitor student progress. Another participant highlighted, “Specialized training sessions on blended learning

approaches help teachers integrate online tools into traditional classrooms” (Participant 10). This training

allows teachers to create engaging and flexible learning experiences, essential for modern education.

The incorporation of online learning platforms not only supports teaching but also enhances student engagement

and outcomes. Teachers proficient in digital literacy use tools such as learning management systems (LMS) to

streamline lesson delivery, track student performance, and provide immediate feedback. These platforms, like

Google Classroom and Microsoft Teams, have become vital for remote and hybrid learning settings. Research

by Basar et al. (2021) underscores the importance of digital literacy, showing that teachers trained in online

platforms exhibit increased confidence and effectiveness in managing virtual classrooms. This proficiency

enables teachers to offer personalized learning opportunities tailored to individual student needs, further

enriching the teaching-learning process.

Beyond immediate classroom applications, digital literacy and online learning promote long-term professional

growth and educational innovation. Teachers with advanced digital skills can connect with global professional

learning networks, sharing best practices and collaborating on innovative strategies. These opportunities develop

a culture of continuous improvement within the education system. Furthermore, integrating technology into

teaching prepares teachers to adapt to future advancements and challenges in education.

Peer Support and Mentorship Programs

Peer support and mentorship programs are another significant practice in the professional development of

teachers in the Department of Education. These programs create a collaborative environment where fellow

teachers can share knowledge, skills, and experiences, promoting both personal and professional growth. One

example is the Peer Mentorship Program, where experienced teachers guide and support their newer colleagues.

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This initiative not only builds a supportive environment but also enables new teachers to gain practical insights

and strategies from their more seasoned peers. As Participant 5 shared: “We have a Peer Mentorship Program

where experienced teachers support newer ones. This program fosters a supportive environment and allows new

teachers to gain practical insights and strategies from their more experienced colleagues.”

Additionally, the Teacher Induction Program is offered in some Divisions to assist newly hired teachers. This

program covers essential topics such as policies, expectations, and teaching standards, helping new teachers

adapt to the Division's culture and ensuring a smooth transition into their roles. According to Participant 11:

“Our division offers a Teacher Induction Program for new hires. This program covers policies, expectations,

and teaching standards, which helps teachers adapt to our division's culture and ensures a smooth transition.

Research supports the value of mentorship and peer support in education. According to Ingersoll and Strong

(2011), mentorship programs significantly impact teacher retention and effectiveness. Their study found that

new teachers who participated in structured mentorship programs were more likely to remain in the profession

and demonstrated improved teaching practices. Ultimately, peer support and mentorship programs strengthen

the education system by cultivating a culture of collaboration, shared growth, and continuous professional

development. These initiatives ensure that new teachers are equipped to succeed while experienced teachers

contribute to the collective improvement of teaching practices.

Financial Support for Further Education

Financial support for further education, such as scholarships and grants empowers teachers and staff to enhance

their qualifications and expertise. Opportunities for graduate studies and specialized training not only contribute

to personal and professional growth but also improve the overall quality of education in schools. As Participant

7 stated, “Scholarships and grants are available for our teachers who want to further their studies. We

encourage staff to pursue graduate studies or specialized training, as it benefits their personal growth and our

Division’s teaching quality.” This support system reflects the Department of Education’s commitment to

nurturing lifelong learning among its teachers. Investing in financial assistance programs encourages more

teachers to pursue advanced degrees or certifications, leading to improved instructional methods and leadership

skills.

For instance, teachers who enroll in postgraduate programs often develop specialized knowledge in curriculum

design, pedagogy, or subject expertise, which they can bring back to their classrooms. Moreover, financial

support for further education contributes to institutional development by developing a culture of excellence and

innovation. Teachers with advanced training are better equipped to implement evidence-based practices, mentor

colleagues, and assume leadership roles within their schools. Research by Smet (2021) found that teachers who

received financial support for further education reported higher levels of motivation and job satisfaction, with a

positive impact on student outcomes. Similarly, funding opportunities make professional development accessible

to teachers who might otherwise face financial barriers, ensuring equal opportunities for advancement.

Problem 2: How do HRD specialists assess the professional development needs of teachers and non-

teaching staff?

Matrix 2

The Selected Significant Responses, Formulated Meaning, and Themes on HRD Specialists’ Assessment of

Professional Development Needs for Teaching and Non-Teaching Staff

Selected Significant Responses

Formulated Meaning

Themes

“We use online surveys to gather input from Tools such as surveys, focus

teachers and non-teaching staff. These surveys groups, and interviews gather

allow us to reach a wide group and collect data staff

insights

into

their

Gathering Staff Input

on

areas

they

feel

need

improvement.” challenges and developmental

(Participant 1)

needs.

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“We hold focus group discussions with both

teaching and non-teaching staff. These group

discussions often bring up shared challenges and

help

us

identify

areas

for

improvement

collectively.” (Participant 4)

“We utilize one-on-one interviews with selected

staff members, allowing us to go deeper into their

specific challenges and improvement needs.”

(Participant 10)

Plus (10) ten other responses.

“Classroom observations are one of our primary

tools. Observing teachers in action helps us

identify specific instructional strategies that may

need further development.” (Participant 2)

“We use self-assessment tools where staff

members rate their own skills and identify areas

where they feel they need improvement. This

helps us address their personal development

goals.” (Participant 5)

Classroom observations, self-

assessments, and peer feedback

identify instructional gaps and

Observational and

Self-Reflective

Methods

areas

for

personal

improvement.

“Peer observations are another effective tool.

Teachers observe each other and provide

constructive feedback, which highlights areas

where

they

feel

improvements

could

be

beneficial.” (Participant 9)

Plus (10) ten other responses.

“We categorize needs based on urgency and

impact. Those that directly affect student learning

outcomes are prioritized and addressed first

through targeted training sessions.” (Participant

1)

Prioritization

urgency, impact, and available

resources, focusing on student

outcomes

implementation.

is

based

on

“Budget availability plays a role in prioritizing

needs. We focus on high-priority, high-impact

needs that fit within our budget, and plan other

Prioritization and

Resource Allocation

and

feasible

initiatives

as

funds

become

available.”

(Participant 3)

“Immediate needs are scheduled first, while less

urgent needs are planned for the coming school

year.” (Participant 8)

Plus (10) ten other responses.

Alignment

educational

leadership input ensures the

relevance and necessity of

HRD programs.

with

goals

broader

and

“We rank needs by alignment with regional and

national educational priorities. If a need aligns

with these goals, it becomes a higher priority in

our planning.” (Participant 6)

Strategic Alignment

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“Feedback from school heads helps us prioritize

needs. If multiple school heads highlight the same

area of improvement, we address it through

targeted training or support.” (Participant 7)

“Needs are also prioritized based on the level of

support they already have. For example, if

certain skills have been neglected, we give them

more attention through our HRD programs.”

(Participant 10)

Plus (10) ten other responses.

Matrix 2 highlights four key themes in the assessment and addressing of professional development needs for

teaching and non-teaching staff. The first theme, gathering staff input, emphasizes the importance of collecting

feedback from staff through surveys, consultations, and other methods to identify their specific development

needs. The second theme, observational and self-reflective methods, focuses on using observations and self-

reflection as tools to gain insights into individual and team performance, which informs targeted development

strategies. The third theme, prioritization and resource allocation, ensures that the most critical professional

development needs are addressed first, with resources allocated efficiently to meet those needs. Finally, strategic

alignment ensures that professional development initiatives are in line with the broader goals and priorities of

the school division, contributing to the overall educational objectives. These themes work together to provide a

structured approach to fostering staff growth and improving overall educational effectiveness.

Gathering Staff Input

Gathering staff input is a crucial practice for HRD specialists in assessing and addressing the professional

development needs of teaching and non-teaching staff. Actively involving employees in identifying areas for

improvement ensures that HRD programs address specific challenges and enhance overall performance. As one

participant noted, “We use online surveys to gather input from teachers and non-teaching staff. These surveys

allow us to reach a wide group and collect data on areas they feel need improvement” (Participant 1). Such

surveys are effective in collecting comprehensive data and ensuring that the voices of a diverse group of

employees are heard. This data-driven approach allows HRD specialists to design relevant training programs

that align with the actual needs of the workforce.

In addition to surveys, more interactive methods like focus group discussions provide valuable insights into

shared challenges and collective needs. As another participant explained, “We hold focus group discussions with

both teaching and non-teaching staff. These group discussions often bring up shared challenges and help us

identify areas for improvement collectively” (Participant 4). Focus group discussions create a platform for open

dialogue, enabling HRD specialists to explore common issues and encourage collaboration among staff. For

example, if multiple teachers highlight challenges in integrating technology into their teaching, HRD specialists

can prioritize digital literacy workshops. Research by Bah et al. (2024) indicated the importance of collaborative

input, revealing that organizations that actively involve employees in identifying professional development

needs achieve higher engagement and program effectiveness.

For a more in-depth understanding of individual concerns, one-on-one interviews are also employed to

personalize support. As one participant shared, “We utilize one-on-one interviews with selected staff members,

allowing us to go deeper into their specific challenges and improvement needs” (Participant 10). These

interviews provide an opportunity for staff to share personal experiences and challenges that may not emerge in

broader surveys or group discussions. For instance, a non-teaching staff member can highlight unique issues

with administrative workflows that require targeted interventions. Research by Thahir et al. (2021) showed that

personalized approaches to professional development, informed by direct staff input, significantly improve job

satisfaction and performance.

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Observational and Self-Reflective Methods

In the same way, it was discovered that observational and self-reflective methods are essential tools used by

HRD specialists to assess and address the professional development needs of teachers and staff in the Department

of Education. Classroom observations, for instance, offer valuable insights into teaching practices and

instructional strategies that may need further development. As one participant stated, “Classroom observations

are one of our primary tools. Observing teachers in action helps us identify specific instructional strategies that

may need further development” (Participant 2). These observations enable HRD specialists to provide targeted

support, such as workshops or mentoring programs, to address gaps in teaching techniques. For example,

observing a teacher struggling with classroom management may lead to recommendations for specific training

in student engagement strategies. Research by Tarusha and Bushi (2024) emphasizes the importance of

observational methods, noting their effectiveness in identifying actionable areas for improvement in teaching

practices.

Self-reflective methods, such as self-assessment tools, empower staff to take an active role in their professional

development. As another participant explained, “We use self-assessment tools where staff members rate their

own skills and identify areas where they feel they need improvement. This helps us address their personal

development goals” (Participant 5). These tools encourage teachers and non-teaching staff to reflect on their

strengths and areas for growth, fostering a culture of self-awareness and continuous learning. For instance, a

teacher who identifies a lack of confidence in using digital tools may seek training to enhance their skills in this

area. According to a study by Musaigwa (2023), self-assessment methods improve employee engagement and

ensure professional development plans align with individual aspirations, resulting in more effective outcomes.

Similarly, peer observations further complement these methods by promoting collaborative professional growth.

One participant noted, “Peer observations are another effective tool. Teachers observe each other and provide

constructive feedback, which highlights areas where they feel improvements could be beneficial” (Participant

9). This method fosters a supportive environment where teachers can learn from one another, share best practices,

and develop their skills collaboratively. For example, a teacher observing a colleague’s innovative use of

technology in the classroom might adopt similar techniques in their own teaching. Research by To, Tan, and

Lim (2023) emphasized the value of peer observations, showing that they not only enhance instructional quality

but also strengthen professional relationships among teachers and staff.

Prioritization and Resource Allocation

It was also brought to light that prioritization and resource allocation are key aspects of the HRD specialists'

approach to addressing professional development needs within the Department of Education. The process begins

with categorizing the needs based on urgency and impact, ensuring that the most pressing issues are addressed

first. As one participant stated, “We categorize needs based on urgency and impact. Those that directly affect

student learning outcomes are prioritized and addressed first through targeted training sessions” (Participant

1). By focusing on areas that have a direct impact on student learning, HRD specialists ensure that resources are

allocated efficiently to improve educational outcomes. For example, if teachers require training on new

instructional methods that are crucial to enhancing student engagement, these training sessions will be prioritized

to improve classroom practices swiftly.

In the same vein, budget availability plays a significant role in the prioritization process, influencing the scope

and timeline of HRD initiatives. As another participant highlighted, “Budget availability plays a role in

prioritizing needs. We focus on high-priority, high-impact needs that fit within our budget, and plan other

initiatives as funds become available” (Participant 3). HRD specialists must align their professional

development goals with the financial resources available to them. This means that high-priority needs, such as

leadership training or technology integration, are given precedence, while other less urgent training initiatives

may be deferred until additional funds are allocated. Studies by Pratama, Dachyar, and Rhezza (2023) reinforced

that effective resource allocation ensures that critical areas of development are met without overextending

limited budgets, leading to a more sustainable approach to professional growth.

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The scheduling of professional development activities also reflects the urgency of the identified needs. As one

participant explained, “Immediate needs are scheduled first, while less urgent needs are planned for the coming

school year” (Participant 8). This approach ensures that immediate challenges are addressed in a timely manner

while allowing for strategic planning of long-term professional development goals. For example, if a new

educational policy requires immediate implementation, HRD specialists would prioritize related training

sessions, while planning other initiatives, like wellness programs or specialized certifications, for the following

year. According to Bello et al. (2024), effective prioritization and resource allocation not only optimize the

impact of HRD programs but also help in managing expectations and ensuring that resources are used wisely to

meet the most critical needs.

Strategic Alignment

Ultimately, strategic alignment is a critical factor in prioritizing professional development initiatives for teachers

and staff in the Department of Education. HRD specialists ensure that identified needs are ranked based on their

alignment with regional and national educational priorities. As one participant explained, “We rank needs by

alignment with regional and national educational priorities. If a need aligns with these goals, it becomes a

higher priority in our planning” (Participant 6). This approach ensures that HRD programs not only address

immediate concerns but also contribute to broader educational objectives. For example, if a national initiative

emphasizes digital literacy, HRD specialists prioritize training sessions on integrating technology into teaching.

Such alignment fosters cohesive efforts across various levels of the education system, leading to a unified

direction in professional development.

In a similar fashion, feedback from school heads also plays a significant role in aligning HRD efforts with the

strategic goals of schools. As another participant noted, “Feedback from school heads helps us prioritize needs.

If multiple school heads highlight the same area of improvement, we address it through targeted training or

support” (Participant 7). This collaborative approach ensures that HRD specialists focus on areas that are directly

relevant to the schools' operational needs and objectives. For instance, if several school heads identify a need for

improved classroom management techniques, HRD programs can include workshops addressing this specific

concern. Research by Mallillin (2023) supports this method, demonstrating that involving school leadership in

HRD planning leads to more impactful and context-relevant professional development initiatives.

Additionally, HRD specialists consider the level of existing support for various skills when determining

priorities. As one participant shared, “Needs are also prioritized based on the level of support they already have.

For example, if certain skills have been neglected, we give them more attention through our HRD programs”

(Participant 10). Addressing gaps in under-supported areas ensures balanced professional growth and prevents

critical skills from being overlooked. For example, if training in conflict resolution has been historically

neglected, HRD specialists might develop targeted programs to address this deficiency. According to Arulsamy

et al. (2023), focusing on neglected areas not only enhances overall competency but also boosts staff morale by

addressing long-standing professional development needs.

Problem 3: What challenges do HRD specialists encounter in implementing HRD programs and

initiatives?

Matrix 3 focuses on the challenges faced by HRD specialists in implementing professional development

initiatives for teaching and non-teaching staff within school division offices. Four key themes emerge as

significant barriers to effective implementation. The first is financial limitations, which highlight the constraints

posed by inadequate funding and budgetary restrictions that hinder the delivery of comprehensive development

programs. The second theme, staffing challenges, underscores issues such as insufficient personnel and the

difficulty in balancing workloads while accommodating professional development activities. The third theme,

resource accessibility issues, points to the limited availability of necessary materials, tools, and facilities needed

to support training initiatives. Finally, structural and organizational barriers refer to systemic issues within the

organization, such as rigid policies or inefficient processes, that impede the smooth execution of professional

development efforts. These themes collectively illustrate the complexities and hurdles HRD specialists must

navigate to enhance staff capacity effectively.

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Matrix 3

The Selected Significant Responses, Formulated Meaning, and Emergent Themes on Challenges Faced by HRD

Specialists in Implementing HRD Programs and Initiatives

Selected Significant Responses

Formulated Meaning

Themes

“Limited budget impacts the type of training we

can offer, sometimes postponing or canceling

programs.” (Participant 1)

Budget constraints hinder the

ability to consistently offer

impactful and ongoing HRD

programs.

“Budget allocation is a significant issue. Without

a dedicated HRD budget, offering regular

programs is difficult.” (Participant 3)

Financial Limitations

“Lack of funds restricts continuous development,

limiting programs to one-off sessions that hinder

long-term growth.” (Participant 5)

“Staffing constraints mean we don’t have enough

people to manage and implement HRD initiatives

effectively.” (Participant 2)

Insufficient staffing limits the

capacity to plan, execute, and

“Limited staffing affects follow-up on training

initiatives,

reducing

the

effectiveness

of

Staffing Challenges

sustain

HRD

initiatives

workplace learning.” (Participant 6)

effectively.

“Small teams struggle to coordinate multiple

programs simultaneously, slowing progress.”

(Participant 9)

“Resource constraints mean we rely on online

sessions instead of in-person workshops, limiting

interaction.” (Participant 4)

Resource gaps in technology,

“Lack of travel funds affects access to training for travel funds, and access limit

remote areas, leaving some schools HRD program reach and

underserved.” (Participant 10) quality.

Resource

Accessibility Issues

“Using in-house trainers instead of specialists

can reduce program depth.” Participant 11)

“Balancing HRD with competing priorities

affects focus and implementation.” (Participant

7)

Competing priorities, policy

changes, and limited leadership

backing disrupt HRD program

consistency.

“Policy changes require frequent adjustments to

HRD plans, disrupting consistency." (Participant

12)

Structural and

Organizational

Barriers

“Leadership support is sometimes insufficient,

impacting program effectiveness.” (Participant

13)

Financial Limitations

Financial limitations significantly affect the implementation and sustainability of HRD programs in the

Department of Education. Budget constraints directly influence the type and frequency of training offered to

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teachers and staff. As one participant noted, “Limited budget impacts the type of training we can offer, sometimes

postponing or canceling programs” (Participant 1). For instance, essential programs like digital literacy

workshops or leadership training may be delayed due to insufficient funds, leaving critical professional

development needs unaddressed. Such disruptions can stall the progress of initiatives aimed at improving

teaching quality and administrative efficiency, highlighting the need for stable funding sources to ensure

continuity in HRD efforts.

The lack of a dedicated HRD budget poses a significant challenge to offering consistent professional

development opportunities. As one participant noted, “Budget allocation is a significant issue. Without a

dedicated HRD budget, offering regular programs is difficult” (Participant 3). Many HRD activities rely on

reallocated funds from other school programs, which can result in inadequate resources for addressing critical

development areas. For example, if funding for technology integration is deprioritized, teachers may lack the

necessary training to adapt to modern educational tools, affecting both their professional growth and student

outcomes. This issue highlights the importance of consistent funding for HRD programs, as emphasized by Day

et al. (2016), who argue that such funding is essential for maintaining the quality and relevance of professional

development in education.

Moreover, financial limitations often restrict HRD initiatives to one-off sessions rather than sustained programs,

which undermines long-term growth. As a participant observed, “Lack of funds restricts continuous

development, limiting programs to one-off sessions that hinder long-term growth” (Participant 5). While single-

session training can address immediate needs, it often fails to provide the comprehensive skill-building required

for lasting improvements. For instance, a single workshop on classroom management may introduce strategies

but lacks the follow-up sessions necessary for reinforcing and refining these skills. Studies by Padillo et al.

(2021) suggest that continuous professional development, supported by adequate funding, yields better outcomes

in teacher performance and student achievement by fostering deeper learning and practical application over time.

Staffing Challenges

Staffing challenges present significant obstacles to the effective implementation of HRD initiatives in the

Department of Education. Insufficient personnel to manage and execute programs can limit the scope and quality

of professional development opportunities. As one participant explained, “Staffing constraints mean we don’t

have enough people to manage and implement HRD initiatives effectively” (Participant 2). This shortage often

results in overburdened teams, delaying program rollouts and reducing the overall impact of HRD efforts. For

instance, when key HRD activities like teacher training on new curriculum standards are postponed due to

staffing shortages, it compromises the readiness of teachers and staff to meet updated educational requirements.

Follow-up on training initiatives is another area where limited staffing impacts effectiveness. As one participant

explained, “Limited staffing affects follow-up on training initiatives, reducing the effectiveness of workplace

learning” (Participant 6). Without adequate personnel, it becomes difficult to assess whether participants are

applying newly acquired skills or to provide additional support when needed. For example, teachers who attend

a workshop on differentiated instruction may require subsequent mentoring sessions to fully implement these

techniques in their classrooms. According to Kushwaha (2023), sustained follow-up is critical for reinforcing

learning and ensuring that professional development translates into measurable improvements in teaching

practices.

In the same way, small teams managing HRD initiatives also face difficulties coordinating multiple programs

simultaneously, further hindering progress. “Small teams struggle to coordinate multiple programs

simultaneously, slowing progress” (Participant 9). For instance, a single HRD team tasked with organizing

leadership training, wellness programs, and digital literacy workshops may lack the capacity to deliver all

programs effectively, leading to delays or compromised quality. Research by Jubaidi and Khoirunnisa (2023)

emphasized the importance of adequate staffing for HRD programs, highlighting that well-staffed teams can

better handle the complexities of planning, execution, and evaluation, ultimately leading to more successful

outcomes.

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Resource Accessibility Issue

Resource accessibility issues pose significant challenges to the delivery of effective HRD programs in the

Department of Education. One notable constraint is the reliance on online sessions due to resource limitations,

which reduces the level of interaction and engagement compared to in-person workshops. As one participant

shared, “Resource constraints mean we rely on online sessions instead of in-person workshops, limiting

interaction” (Participant 4). While online sessions are a cost-effective alternative, they may not fully replicate

the immersive learning experiences that face-to-face interactions provide, which are often essential for building

stronger relationships and facilitating deeper discussions. As suggested by Hollister (2022), in-person training

is often more effective in promoting collaborative learning and creating opportunities for direct feedback from

trainers.

Another challenge is the lack of travel funds, which can limit access to training for staff in remote areas, leaving

some schools underserved. As one participant noted, “Lack of travel funds affects access to training for remote

areas, leaving some schools underserved” (Participant 10). This can result in teachers in distant locations

missing out on critical professional development opportunities that are available to their peers in urban areas. As

observed, teachers in remote schools do not have access to specialized training in areas like digital literacy or

curriculum updates, further exacerbating educational inequities. Research by Afzal et al. (2023) indicates that

geographical barriers to professional development programs can widen the gap in teaching quality, particularly

for educators in rural or underserved regions.

Finally, the use of in-house trainers instead of external specialists can reduce the depth and quality of HRD

programs. As observed by a participant, “Using in-house trainers instead of specialists can reduce program

depth” (Participant 11). In-house trainers, while knowledgeable, may lack the specialized expertise required to

deliver cutting-edge training in areas like advanced technology integration or leadership development. This

limitation can prevent teachers and staff from gaining access to the most current methodologies or best practices

in education. According to Asiyah et al. (2021), specialized training delivered by external experts brings fresh

perspectives and advanced techniques that are often crucial for driving innovation and improving teaching

practices.

Structural and Organizational Barrier

Structural and organizational barriers pose significant challenges to the successful implementation of HRD

programs in the Department of Education. One of the primary barriers is the need to balance HRD initiatives

with competing priorities, which can divert attention and resources away from professional development efforts.

As one participant noted, “Balancing HRD with competing priorities affects focus and implementation”

(Participant 7). In schools and divisions, HRD programs often compete with other pressing tasks such as

administrative duties, student assessments, and curriculum changes. This can lead to HRD initiatives being

sidelined or delayed, affecting the overall effectiveness of these programs. According to Namada (2018),

organizational priorities and competing demands often result in insufficient attention to HRD, hindering the

development of staff and the improvement of teaching practices.

Additionally, frequent policy changes require HRD programs to be continuously adjusted, disrupting their

consistency and long-term planning. As stated by one participant, “Policy changes require frequent adjustments

to HRD plans, disrupting consistency” (Participant 12). When education policies or priorities shift, HRD

initiatives must be realigned to meet new requirements, often leading to confusion or loss of focus on previously

established goals. For example, if a new national curriculum is introduced, HRD programs may need to be

redesigned to train teachers on the changes, leaving little time for other essential professional development

activities. A study by Al-Suraihi et al. (2021) emphasizes that constant policy changes can undermine the

stability and continuity of HRD programs, preventing them from achieving their intended outcomes.

Leadership support is another crucial factor that influences the success of HRD programs. Without strong

backing from school leaders, HRD initiatives may lack the necessary resources, motivation, and visibility. As

one participant pointed out, “Leadership support is sometimes insufficient, impacting program effectiveness”

(Participant 13). When leaders do not fully support or prioritize HRD efforts, it can lead to inadequate funding,

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a lack of participation, and low morale among staff. Research by Okolie et al. (2021) shows that strong leadership

support is essential for ensuring that HRD programs are properly implemented and sustained. Effective leaders

provide the resources, encouragement, and strategic direction needed to ensure that HRD initiatives are

successfully carried out and lead to tangible improvements in teaching and learning.

Problem 4: How do HRD specialists evaluate the effectiveness of HRD programs in enhancing the skills

and competencies of educators?

Matrix 4 highlights the strategies employed by HRD specialists to evaluate the effectiveness of HRD programs

in enhancing educators’ skills and competencies. Three key themes emerged: measuring training effectiveness,

performance-based impact assessment, and behavior and skill improvements. Measuring training effectiveness

involves using tools such as pre- and post-training evaluations, feedback forms, and performance reviews to

determine whether the programs meet their intended objectives. Performance-based impact assessment focuses

on linking training outcomes to tangible improvements in teachers’ job performance and instructional practices,

ensuring alignment with organizational goals. Additionally, behavior and skill improvements are monitored by

observing how teachers and staff apply acquired skills in practice, enabling HRD specialists to identify areas for

further support.

Matrix 4

The Selected Responses, Formulated Meaning, and Themes on How HRD Specialists Evaluate the Effectiveness

of HRD Programs in Enhancing Educators' Skills and Competencies

Selected Significant Responses

Formulated Meaning

Themes

“We use post-training surveys to get immediate

feedback from participants.” (Participant 1)

“Follow-up evaluations a few months after training

are a key measure to check practical application of

learning.” (Participant 3)

Immediate

and

follow-up

Measuring

Training

Effectiveness

evaluations, including classroom

assessments, gauge the practical

application of training outcomes.

“Observations before and after training reveal

skill application.” (Participant 8)

“Classroom assessments showed students were

more engaged and performed better after

differentiated instruction training.” (Participant

12)

“We track improvements in staff performance after

HRD programs.” (Participant 2)

“Feedback from school heads highlights growth

areas and improvements in staff performance.”

(Participant 7)

Observable

improvements

from supervisors reflect the

impact of HRD on teaching and

management.

performance

and feedback

Performance-

Based Impact

Assessment

“Through coaching sessions, we observed teachers

applying new classroom management techniques,

resulting in better environments.” (Participant 10)

“We have seen noticeable improvements in

teaching effectiveness and student engagement

after staff participated in HRD programs.”

(Participant 5)

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“Ongoing performance reviews show that teachers

are consistently applying new strategies, leading to

enhanced classroom outcomes.” (Participant)

“Student feedback indicates engagement and

effectiveness

of

teachers'

new

strategies.”

(Participant 4)

“Post-training assessments show skill retention

and knowledge improvement.” (Participant 6)

“Training on mental health awareness led to Assessments

and

behavioral

wellness practices and reduced stress among changes,

such as

wellness Behavior and Skill

teachers and students.” (Participant 13)

practices and student feedback,

validate the benefits of training.

Improvements

“Interactive workshops have

increased

collaborative teaching practices and improved

classroom dynamics.” (Participant 5)

“Regular coaching sessions post-training have

helped sustain teaching innovations and foster

professional growth.” (Participant 9)

Measuring Training Effectiveness

Measuring training effectiveness is essential to ensure that HRD initiatives achieve their intended outcomes and

promotes professional growth among teachers and staff. One approach is the use of post-training surveys to

gather immediate feedback from participants about the relevance and quality of the program. According to one

participant, “We use post-training surveys to get immediate feedback from participants” (Participant 1). These

surveys provide valuable insights into the strengths and weaknesses of the training, enabling facilitators to make

improvements for future sessions. Additionally, follow-up evaluations conducted a few months after training

help assess the practical application of learning in real-world scenarios. As another participant shared, “Follow-

up evaluations a few months after training are a key measure to check practical application of learning”

(Participant 3). Parpucu and Al-Mabuk (2023) found that collecting feedback immediately after training and

conducting follow-up evaluations significantly improve professional development programs. Their study

emphasized that timely feedback enables organizations to refine training content, while follow-up assessments

help measure long-term skill application in workplace settings.

Observational methods are also a key strategy for evaluating the impact of training programs. Observations

conducted before and after training sessions provide direct evidence of how well participants are applying newly

learned skills in their roles. As one participant noted, “Observations before and after training reveal skill

application” (Participant 8). This method allows HRD specialists to identify areas where further support or

reinforcement may be needed. Furthermore, classroom assessments serve as an indirect measure of training

effectiveness by evaluating changes in student outcomes. For example, one participant observed that “Classroom

assessments showed students were more engaged and performed better after differentiated instruction training”

(Participant 12). A study by Kahmann et al. (2022) concluded that observational data and classroom-based

assessments effectively measure professional development impact, as their study demonstrated significant

improvements in student performance and engagement through teacher-training programs on differentiated

instruction.

Performance-Based Impact Assessment

Performance-based impact assessment is a vital approach to evaluating the effectiveness of HRD programs in

the Department of Education. One method involves tracking improvements in staff performance after training,

as noted by one participant: “We track improvements in staff performance after HRD programs” (Participant

2). Feedback from school heads also provides valuable insights, as they often highlight areas of growth and

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specific improvements in staff performance (Participant 7). These performance-based evaluations offer clear

evidence of how HRD initiatives influence teachers' abilities to manage classrooms, deliver lessons, and

implement innovative teaching practices. Furthermore, coaching sessions serve as a practical tool for monitoring

the application of new skills, with one participant observing that “Through coaching sessions, we observed

teachers applying new classroom management techniques, resulting in better environments” (Participant 10).

Ongoing performance reviews further demonstrate the long-term impact of HRD initiatives. Teachers

consistently apply newly acquired strategies, leading to enhanced classroom outcomes and improved student

engagement. One participant highlighted that “We have seen noticeable improvements in teaching effectiveness

and student engagement after staff participated in HRD programs” (Participant 5). These observations align

with research by Darling-Hammond et al. (2017), which found that sustained professional development improves

teaching effectiveness and fosters higher student achievement. Performance reviews also indicate that HRD

programs encourage continuous growth, ensuring that teachers remain equipped to address evolving educational

challenges effectively.

Behavior and Skill Improvements

Behavior and skill improvements are key indicators of the success of HRD initiatives, reflecting the tangible

benefits of professional development on both teachers, staff, and students. For instance, student feedback plays

a crucial role in assessing the engagement and effectiveness of teachers’ newly implemented strategies. As one

participant noted, "Student feedback indicates engagement and effectiveness of teachers' new strategies"

(Participant 4). Similarly, post-training assessments highlight significant skill retention and knowledge

improvement among participants, demonstrating the lasting impact of HRD programs. "Post-training

assessments show skill retention and knowledge improvement" (Participant 6). These findings align with research

by Garcia and Weiss (2021), which emphasized that regular feedback from stakeholders and structured post-

training evaluations are critical for reinforcing learning and promoting behavioral changes in educational

settings.

Moreover, specialized training programs contribute to promoting wellness and collaboration, which translate to

improved school environments. Training on mental health awareness, for instance, has resulted in wellness

practices that reduce stress for both teachers and students. "Training on mental health awareness led to wellness

practices and reduced stress among teachers and students" (Participant 13). Interactive workshops have also

enhanced collaborative teaching practices and improved classroom dynamics. "Interactive workshops have

increased collaborative teaching practices and improved classroom dynamics" (Participant 5). Regular coaching

sessions post-training further sustain these teaching innovations, fostering long-term professional growth and

the application of advanced instructional strategies. "Regular coaching sessions post-training have helped

sustain teaching innovations and foster professional growth" (Participant 9). Studies by Ekins (2021) support

these observations, highlighting that collaborative practices and ongoing mentorship amplify the positive

outcomes of professional development by creating supportive environments for continued skill application.

In response to the findings of the study, a set of targeted recommendations was developed and transformed into

SMART goals to enhance the implementation of human resource development initiatives within DepEd Northern

Mindanao. These SMART goals integrate concrete actions, realistic budgetary allocations, and clear indicators

of success to ensure practical application and measurable progress. The table below outlines these goals,

providing a structured roadmap that HRD units and Schools Division Offices can use to strengthen professional

development systems, address existing gaps, and optimize outcomes for teachers and education personnel.

Measurable

SMART Goal

Specific Actions

Budget Allocation

Success

Timeline

Indicators

1.

Strengthen

. Conduct

quarterly

Leadership

Training:

. 90% of school

heads trained

12 months

leadership,

wellness, digital

literacy, peer

₱150,000/yr

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mentorship, and

advanced

education

leadership

trainings.

Wellness

Programs:

₱80,000/yr

. 75% staff attend

wellness program

. Hold biannual

wellness programs. Digital Literacy:

. 100 teachers

certified in digital

literacy

programs.

₱120,000/yr

. Facilitate

monthly digital

literacy training.

Mentorship

Materials:

₱50,000/yr

. Peer mentorship

active in all

districts

. Institutionalize

peer mentorship.

Scholarships:

₱300,000/yr

. 10 staff

supported for

advanced

. Provide

financial aid for

advanced

education

Total:

education.

₱700,000/yr

2.

Improve

. Conduct annual

standardized

Surveys:

₱40,000/yr

. 95% school

participation in

assessments

6 months (full roll-

out); annually

sustained

needs assessment

and alignment with needs-assessment

division goals.

Consultations:

₱60,000/yr

surveys.

. 100% PD

. Hold division-

wide consultations

annually.

programs aligned

with division goals

HRD Training:

₱100,000/yr

. At least 20 HRD

specialists trained

Total:

₱200,000/yr

. Train HRD

specialists on

advanced

assessment tools

. Address financial

limitations,

staffing shortages,

and resource gaps.

.

Request

20% increase in

PD budget.

PD Budget

Increase: ₱500,000 delays due to

. 20% reduction in 12 months

staffing/resource

issues

Staffing:

. Hire/designate 2

HRD support

personnel.

₱960,000/yr (2

personnel)

. 100% of

trainings well-

equipped

Equipment:

. Procure training ₱350,000 (one-

materials and

time)

. HRD

digital equipment

productivity

increases by 30%

Total: ₱1,810,000

(Year 1)

Streamline

Form policy

review committee.

Committee:

₱60,000/yr

30% reduction in

processing time

12 months

organizational

processes and

reduce policy

barriers.

Revise/simplify 5

HRD policies.

Digital System +

Training:

₱200,000

50% increase in

timely document

submissions

Digitize HRD

workflows.

5 revised policies

implemented

Total: ₱260,000

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Strengthen

Implement

Evaluation Tools:

100% PD activities 6 months

evaluation of HRD standardized

₱50,000

with pre/post tests

(implementation)

programs.

pre/post tests.

Data Analytics:

₱70,000/yr

10% improvement

in assessment

results

Require outcome-

based reporting

from all trainers.

80% of trained

Total:

Track RPMS-

linked teacher

performance

improvements

teachers improve

RPMS indicators

₱120,000/yr

CONCLUSION

Based on the results and findings of the study, the following conclusions are drawn:

HRD specialists implement a variety of practices to enhance staff development, including leadership training to

build managerial skills, wellness support to foster resilience, digital literacy programs to improve technological

competence, peer mentorship to encourage collaborative growth, and financial aid for further education to help

employees advance their qualifications.

To assess and address the professional development needs of staff, HRD specialists rely on surveys and

consultations to gather feedback, alongside observational and self-reflective methods to gain deeper insights.

They prioritize needs based on urgency and ensure that development initiatives are aligned with the broader

educational goals of the division.

However, HRD specialists face several challenges in program implementation. These include financial

limitations that hinder the delivery of comprehensive training, staffing shortages that complicate scheduling and

participation, limited access to essential resources needed for effective training, and organizational barriers such

as rigid policies that obstruct smooth execution.

Despite these challenges, HRD specialists evaluate the effectiveness of their programs by conducting pre- and

post-training assessments to track changes in skills, linking the outcomes of training to improvements in job

performance, and observing how newly acquired skills are applied in practice to ensure continuous professional

growth.

RECOMMENDATIONS

Based on the findings and conclusions of the study, the following recommendations are made:

DepEd Secretary may support policy changes that streamline the implementation of HRD programs, addressing

systemic barriers such as rigid policies and ensuring that HRD initiatives align with the department’s broader

educational goals and priorities.

Regional Director may facilitate inter-division collaboration by promoting the sharing of best practices and

resources, ensuring greater consistency and access to professional development opportunities across the region.

Schools Division Superintendent may prioritize the allocation of resources to HRD programs, ensuring sufficient

staffing and materials to effectively deliver professional development initiatives and address identified staff

needs.

HRD specialists may enhance their current practices by incorporating more frequent feedback mechanisms, such

as follow-up surveys and consultations, to ensure that professional development programs are responsive to the

evolving needs of teaching and non-teaching staff.

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Future researchers may explore the long-term impacts of HRD programs on staff retention and performance, as

well as investigate the effectiveness of different HRD strategies across diverse educational contexts to further

refine and enhance HRD practices in the education sector.

LIMITATIONS

Despite its valuable insights, this study is bounded by several limitations. First, the geographic span is restricted

to the Department of Education (DepEd) Northern Mindanao, which may limit the transferability of findings to

other regions with different administrative structures or HRD contexts. Second, the sample composition consists

of only 13 purposively selected HRD specialists, representing a small and specific group whose experiences may

not fully capture the diversity of perspectives across all divisions or personnel levels. Lastly, the study was

conducted within a limited time frame, which may have constrained the depth of data collection and hindered

opportunities for prolonged engagement, follow-up interviews, or extended observation. These limitations

should be considered when interpreting the results and applying them to broader HRD practices in the Philippine

education system.

ACKNOWLEDGEMENTS

The authors extend their deepest gratitude to all those who contributed to the success of this research and the

preparation of this manuscript. Special acknowledgment is given to Almighty God for granting wisdom, good

health, and unwavering guidance throughout this journey.

Heartfelt appreciation is extended to Woodrow's wife, Hazel Mae F. Merida, for her unwavering support and

encouragement, and to his son, Woodrow Aziel F. Merida, whose strength and inspiration have been a constant

source of motivation. Gratitude is also expressed to his mother, Eulalia B. Merida, for her steadfast prayers and

spiritual guidance, and to his brother Bracquel B. Merida, who provided invaluable technical assistance

throughout this endeavor.

The authors also extend sincere thanks to Dr. Arturo B. Bayocot, Regional Director of DepEd Region X, for

granting permission to conduct this study within the region. Appreciation is likewise extended to the Schools

Division Superintendents for allowing the participation of their Human Resource Development Units in the

Focus Group Discussions. The dedication, expertise, and thoughtful contributions of the HRD Specialists from

the various Divisions of DepEd Region X significantly enriched this research and are deeply valued.

To everyone acknowledged here, the authors offer their sincerest gratitude for their invaluable contributions,

without which this work would not have been possible.

About the Author

Woodrow Wilson Balandra Merida is a dedicated educator and researcher affiliated with the Department of

Education - Division of Malaybalay City, Philippines, where he serves as a Senior Education Program Specialist

for Human Resource Development. As a member of the Division Research Team under the Human Resource

Development category, he actively contributes to advancing research in the field. His primary research interests

include both qualitative and quantitative studies on human resource development practices, focusing on

innovative strategies and approaches to improve educational systems and workforce development. He is an

active member of the National Employees Union and the Philippine Eagles Club, demonstrating his commitment

to professional and civic engagement. Additionally, he serves as the Professional Regulation Commission -

Continuous Professional Development Division Focal Person, ensuring the seamless implementation of

programs that enhance professional growth. Through his work, Woodrow remains steadfast in his mission to

foster excellence and development within the education sector and beyond.

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