Subject Coordinators as Teacher Support and Professional Development Facilitators

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{"abstract":"This study examined the role of subject coordinators in providing teacher support and facilitating professional development within the Schools Division of Escalante City using a mixed-methods approach. The qualitative phase involved ten (10) subject coordinators, selected based on their responsibilities, educational qualifications, and experience. The findings revealed four key themes: (1) Teacher Support for Effective Curriculum Implementation and Student Success, highlighting coordinators’ efforts to align instructional practices with curriculum standards and improve student outcomes; (2) Empowering Teacher Growth through Targeted and Collaborative Professional Development, emphasizing collaborative and personalized learning opportunities for teachers; (3) Hurdles to Effective Teacher Support and Professional Development, identifying challenges such as inconsistent feedback, limited resources, and difficulties in supporting assessment and reporting processes; and (4) Fostering Continuous Growth and Empowerment in Education, underscoring the importance of reflective teaching practices and continuous professional development. The quantitative phase involved 339 subject coordinators from 41 schools, with 181 participants selected through stratified random sampling. Quantitative results revealed a mean score of 3.60 for challenges, including time constraints, overlapping responsibilities, and resource limitations. Meanwhile, opportunities for professional development were perceived positively, with an overall mean score of 4.14, reflecting strong engagement in professional learning, inclusive strategies, and alignment with classroom realities. These findings highlight a dual dynamic where significant challenges coexist with promising opportunities. Addressing these obstacles while leveraging existing strengths can enhance teacher effectiveness and professional growth. The study recommends improving time management, optimizing resource allocation, and strengthening collaboration among subject coordinators to foster a more supportive and empowering educational environment.","abstract_source":"original","authors":["Wilson Oliveros","Jewel Oliveros"],"date":"2025-03-21","doi":"10.70838/pemj.331003","id":4695,"issue":10,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"478ee388d37b27fd3503d8ea25d658f2bc1df6132295717d4d46c47e7ff7840b","schema":"scimatic-article/1","title":"Subject Coordinators as Teacher Support and Professional Development Facilitators","volume":33}

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1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/4695.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(4695)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001257"},"latest"]}'

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