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Abstract
The study explored the teachers' beliefs toward graduate studies programs as the basis for professional upskilling. It determined the significant relationship between the profile of the respondents and their beliefs about enrolling and not enrolling in graduate studies. The quantitative descriptive research method was used with the statistical tools of percentage, frequency, weighted mean, chi-square, and Pearson r in the statistical treatment of data. The respondents expressed their responses in the questionnaire. It was revealed that teachers enrolled in graduate studies programs because it will allow them to expand their network and make connections with high-ranked individuals, graduate school can be used for a wide variety of specialized training, formal education, or advanced professional learning intended to help them improve their professional knowledge, competence, skills, and effectiveness; and it can allude respect from their loved ones and colleagues. As for teachers' beliefs for not enrolling in graduate studies, the results had shown that their main reasons were graduate school because of money, time, and effort, as well as comprehensive examinations, theses, and/or dissertations, which they believed caused a burden because graduate school has no guarantee of career success. Moreover, the respondents' demographic profile clearly showed that most of the respondents are married, female, between the ages of 32 and 38, and have three dependents on average. The most common plantilla positions are Teacher I and II, with the maximum level of education of at least MA units. The Department of Education (DepEd) develops strategies to facilitate teacher enrollment in graduate studies programs. This might involve creating financial aid or scholarship programs, offering flexible study options, partnering with educational institutions, or providing professional development opportunities within the school or district, and encouraging cooperation between employers and educational institutions to build a welcoming atmosphere for educators who are interested in pursuing graduate degrees. This could be cooperative collaborations that enable the smooth integration of work and study obligations, flexible work schedules, or acknowledgment of academic accomplishments.
