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2025-06-25
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How to Cite
Training designs that affect motivation and intellectual progression of science, Engineering, and mathematics teachers
Vivian C. Peligro
College of Teacher Education, Agusan del Sur State College of Agriculture and Technology, Bunawan, Agusan del Sur, 8506, Philippines
Edmun Dennis S. Antivo
College of Computing and Information Sciences, Northwest Samar State University-Main Campus, Calbayog City, 6710, Philippines
Matthew E. Cañeda
College of Teacher Education, Agusan del Sur State College of Agriculture and Technology, Bunawan, Agusan del Sur, 8506, Philippines
Manny P. Eviota
College of Education, Surigao del Norte State University-Main Campus, Surigao City, 8400, Philippines
Richard N. Verdeflor
College of Education, Northwest Samar State University-Main Campus, Calbayog City, 6710, Philippines
Joel R. Sintos
College of Arts & Sciences, Samar State University-Main Campus, Catbalogan City, 6700, Philippines
DOI: https://doi.org/10.59429/esp.v10i6.3308
Keywords: Training Designs; Motivation; Intellectual Progression; Science; Engineering; Mathematics Teachers
Abstract
Training designs shape the motivation and intellectual development of educators, particularly those teaching science, engineering, and mathematics. This study explored how psychological frameworks—Schema Activation, Dual-Process Theory, and Habituation—enhance professional development for 40 Filipino educators from Agusan del Sur, Surigao del Norte, and Samar, Philippines. Using a descriptive qualitative research design, data were collected from 40 educators through semi-structured questionnaires that explored their experiences with professional development. The data gathering was conducted using both in-person and online methods to ensure accessibility. The questionnaire focused on motivational and cognitive factors, aligning with Schema Activation, Dual-Process Theory, and Habituation, though no standardized scales were employed. The study found that hands-on activities, culturally responsive teaching strategies, and interdisciplinary workshops enhance teacher engagement and practical application. Additionally, training sessions that combine intuitive and analytical thinking foster cognitive flexibility, enabling educators to address diverse classroom challenges. The findings also stress the importance of sustained post-training support to ensure ongoing professional growth and innovation in teaching practices.
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