Abstract
This study attempted to explore the Continuing Professional Development (CPD) programs and practices of college English language teachers in the MIMAROPA region of the Philippines. Specifically, it focused on determining the engagement levels in professional formal and personal activities of CPD and teacher practices, finding the teachers' attitudes, views, and perceptions towards CPD, finding out CPD influence, impact on content and pedagogy of teachers, and CPD challenges. The research used mixed method with multiphase design through survey questionnaires (78 respondents) and interviews (5) participants. Quantitative data were treated with Mean and Pearson r while qualitative data were narratively analyzed. The findings highlight very high engagement in both formal and personal CPD activities, with highly practiced outcomes in training, awards bearing, coaching, and mentoring, community of practice, action research, and transformative model. Additionally, teachers generally strongly agree in having positive attitudes, views, and perceptions towards CPD, recognizing its value in enhancing teaching skills and effectiveness. Notably, there was a strong positive correlation between the extent of CPD engagement and its practices, and a moderately positive correlation between CPD engagement and teachers' attitudes, views, and perceptions. The impact of CPD on improving pedagogical approaches, content knowledge, and overall teaching performance is significant, with teachers noting improvements in their ELT practices. Challenges encountered include balancing work-based activities, personal engagement, institutional barriers, and fostering community practices, which teachers aim to overcome through further research, collaboration, and reflective practices.
