ESP-3261

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2025-02-24

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Vol. 10 No. 2 (2025): Publishing

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Research Articles

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Copyright (c) 2025 Grace Laude Concepcion

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How to Cite

Laude Concepcion, G. (2025). State-facilitated development support: Precursor to higher education teachers’ positive professional outlook. Environment and Social Psychology, 10(2). https://doi.org/10.59429/esp.v10i2.3261

State-facilitated development support: Precursor to higher education teachers' positive professional outlook

Grace Laude Concepcion

School of Teacher Education, Biliran Province State University Main Campus, Naval, Biliran, 6543, Philippines


DOI: https://doi.org/10.59429/esp.v10i2.3261


Keywords: State-facilitated, Development Support, Higher Education, Teachers, Positive Professional Outlook

Abstract

This qualitative study examines the interplay between emotional resilience, job satisfaction, and occupational stress among college educators, focusing on how state-facilitated professional development programs impact these psychological dimensions. Using semi-structured interviews with 25 college teachers in the Biliran Province of the Philippines, the study highlights key themes regarding teachers’ experiences and perspectives. While the study provides valuable insights, the sample size is relatively small and geographically limited, which may not fully capture the experiences of higher education teachers across the Philippines. To acknowledge this limitation, the discussion section explores potential biases and the need for broader studies. Findings indicate that state-supported initiatives play a crucial role in equipping educators with updated teaching strategies, fostering resilience, and enhancing job satisfaction. However, persistent stressors—such as time constraints, heavy workloads, and disparities in access to resources between urban and rural educators—remain critical challenges. To maximize effectiveness, professional development programs should be structured to address psychological well-being, mitigate stressors, and ensure equitable access across regions. These insights contribute to the discourse on strengthening teacher support systems and improving the overall quality of education.

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