Predictors of teachers’ attitudes toward professional development programs

The study aimed to investigate the relationship between teachers' self-efficacy, financial well-being, family, and school culture as predictors of their attitudes toward professional development programs, using a descriptive-correlational research method.The study also used a universal sampling technique to select basic education teachers from a private institution.The study found that teachers' school culture and self-efficacy emerged as the highest-level predictors of their attitudes toward professional development programs, which indicated that they perceive a supportive educational environment and possess strong confidence in their own professional capabilities, while family support was at a moderate level, indicating occasional but not consistent support from family members.However, financial well-being received the lowest level, indicating ongoing challenges faced by the teachers.Additionally, findings also showed that demographic profile variables did not significantly influence teachers' attitudes toward professional development programs.Further, findings showed that self-efficacy, family support, and school culture were significantly correlated with teachers' attitudes toward professional development, which suggests that teachers who feel confident in their own skills, supported by their families, and work within a positive school environment are more likely to have more positive views of professional learning.Yet, financial well-being showed no significant relationship, which indicated that financial concerns do not directly influence teachers' willingness to engage in professional development.When analyzed together, only school culture was found as a significant predictor.The findings of the study served as a basis to propose recommendations for targeted strategies to strengthen teachers' engagement and promote positive attitudes towards professional development programs.