Abstract
The purpose of this study was to examine the teachers’ personalized learning, competencies, and professional development. The design of this research study was a mixed method of concurrent triangulation in which the data from qualitative and quantitative sources was analyzed and interpreted at a 0.05 level of significance. The data was merged, connected, and confirmed based on the salient data integration. 300 participants were utilized in the study for quantitative survey questionnaires, 10 participants for an in-depth interview, and 7 participants for a focus group discussion (FGD); a total of 17 participants are utilized during the conduct of qualitative questionnaires. Of the quantitative results, it was revealed that the assessment of teachers in personalized learning, competencies, and professional development was high. It means that personalized learning helps instructors' professional growth. Teachers' professional development has long been considered a strategy to enhance classroom practices, schools, and student learning. Formal learning contexts include professional development, instructional research, and mentorship. Furthermore, the correlation analysis revealed that there was a strong relationship between teachers' personalized learning and their professional development. Furthermore, the regression analysis revealed that the best predictors of teachers' competencies were personalized learning and professional development. Also, it can be gleaned that teacher-personalized learning significantly influences teachers’ competencies and professional development. Of the results revealed from the thematic analysis, there were eight themes that emerged from the lived experience of teachers pertaining to personalized learning, competencies, and professional development, namely: skill development, personalized learning, teachers’ personal development, time management, work-life balance, a positive outlook, comprehensive understanding, and professional enhancement. Meanwhile, the results revealed from the quantitative and qualitative findings indicated that the data integration was confirming, merging, and connecting. Therefore, it is recommended that teachers employ flexible learning environments, enabling students to spend more time engaging with peers and presenting their work to the class. In online classrooms, students spend less time being coached and more time working alone.
Keyword: Personalized Learning, Concurrent Triangulation Design, Teachers Competencies, President Roxas-North Cotabato