Design and development of project EmpowerED: Elevating educators for excellence

Abstract

This study responds to persistent challenges faced by secondary school teachers in addressing diverse learner needs, strengthening content mastery, and integrating technology effectively in classroom instruction. Despite the availability of professional standards and competency frameworks, gaps remain between reported competencies and actual instructional practices, particularly in inclusive teaching and technology use. The study aimed to assess teacher competencies using the Philippine Professional Standards for Teachers and the Technological Pedagogical and Content Knowledge framework and to develop a responsive professional development plan. An explanatory sequential mixed methods design was employed, involving a survey of 147 secondary school teachers teaching English, Mathematics, and Filipino, followed by interviews with 8 secondary school teachers and 5 master teachers from the same subject areas. Quantitative findings indicated high to very high levels of competency across most domains. However, qualitative results revealed substantial challenges related to limited training opportunities, insufficient instructional resources, difficulties in addressing learner diversity, and ineffective technology integration. The divergence between quantitative and qualitative findings highlights a critical gap between perceived competence and instructional realities. In response, Project EmpowerED was designed as a targeted professional development initiative aligned with both frameworks to enhance subject mastery, inclusive teaching practices, and meaningful technology integration. The study underscores the importance of sustained and practice based professional development to strengthen teacher effectiveness and improve classroom instruction.

Keywords: Inclusive teaching; project EmpowerED; professional development; teacher competence; TPACK; teaching standards.