Despite the increasing demand for technology-integrated teaching, many teacher professional development initiatives lack structured evaluation of participant satisfaction across key delivery dimensions. This study assessed the satisfaction of teacher participants with the TEACH-IT (Transforming Education and Creating Holistic Innovative Teaching) program, focusing on content and relevance, implementation and delivery, and impact and engagement. Using a descriptive quantitative design, data were gathered from 18 teachers at the Bukidnon Sugar Company Multipurpose Cooperative who completed the training. A validated, researcher-adapted post-training survey rated on a five-point Likert scale was employed, and results were analyzed using descriptive statistics. Findings showed exceptionally high satisfaction across all domains: content and relevance (M = 4.96, SD = 0.12), implementation and delivery (M = 4.96, SD = 0.16), and impact and engagement (M = 4.99, SD = 0.12), with an overall mean of 4.97 (SD = 0.12), interpreted as “Extremely Satisfied.” Teachers particularly valued the training’s contextual relevance, facilitator expertise, interactive approach, and perceived long-term applicability. The study concludes that TEACH-IT effectively addresses the digital competence needs of educators in cooperative school settings, offering a replicable model for localized, transformative professional development. These results contribute to the growing evidence base supporting structured, evidence-informed evaluation frameworks for teacher training programs, emphasizing the importance of contextual adaptation to ensure sustained instructional impact in resource-limited environments.
Segumpan et al. (Wed,) studied this question.