Behind the Training: Elementary Teachers’ Experiences of Administrative Support in Their Professional Learning Journey

This study explored the lived experiences of elementary school teachers regarding administrative support in their professional learning journey in selected public schools in Cateel District, Davao Oriental, Philippines. Anchored on Transformational Leadership Theory, the study employed a descriptive qualitative research design to examine how administrative practices influence teachers’ professional growth, coping mechanisms, and insights for educational improvement. Seventeen elementary teachers participated in the study through in-depth interviews and focus group discussions using purposive and snowball sampling techniques. Data were analyzed using Braun and Clarke’s reflexive thematic analysis. Findings revealed that administrative support functioned both as a facilitator and a barrier to professional development. Six major themes emerged regarding teachers’ experiences: institutional support for professional development involvement, instructional coaching and feedback, professional empowerment, systemic barriers to teacher professional growth, insufficient administrative support, and weak sustained instructional support. Teachers reported positive experiences such as participation in seminars, constructive feedback, leadership opportunities, and access to instructional resources. However, challenges, including excessive workload, limited funding, inadequate communication, minimal mentoring, and insufficient follow-up support, hindered meaningful professional learning. To address these challenges, teachers demonstrated independent learning practices, proactive engagement, and professional resilience by attending webinars, pursuing self-directed learning, collaborating with colleagues, and seeking external training opportunities. The study concludes that effective professional development requires responsive leadership, continuous mentoring, adequate resources, and collaborative support systems that recognize teachers as active agents in their professional growth and instructional improvement.