Abstract
This study investigates the professional development needs and challenges faced by Madrasah teachers in rural Bukidnon, focusing on key areas such as personal and family challenges, educational environment, community and social influences, health and well-being, and transportation and accessibility. Using qualitative methods, including focus group discussions (FGDs) and individual interviews, the research aims to provide a comprehensive understanding of the barriers that impact the participation and effectiveness of professional development programs for Madrasah educators. The findings reveal that personal and family responsibilities significantly affect teachers' ability to engage in professional development, necessitating flexible scheduling and local or online PD options. Additionally, inadequate educational resources and outdated materials present substantial obstacles, highlighting the need for investments in updated resources and improved school facilities. Community and social influences also play a role, with cultural norms affecting the adoption of new teaching practices. Addressing these issues requires integrating cultural values into PD programs and engaging community stakeholders. Furthermore, the study identifies health and well-being concerns and transportation challenges as critical barriers to effective PD. The long travel times and associated stress impact both teaching effectiveness and overall well-being, suggesting a need for wellness programs and more accessible PD formats. The research concludes with recommendations for creating a more supportive and effective professional development environment through flexible scheduling, resource investment, cultural sensitivity, and improved accessibility. These measures aim to enhance the professional growth of Madrasah teachers and improve the educational experience for learners in Bukidnon.
