Professional Learning Networks: Exploring Filipino Teachers' Experiences and Pathways Toward Inclusive and Sustainable Professional Development in Rural Schools

Abstract

In the heart of Quezon Province, this study explored the untold stories of ten teachers, shedding light on how their engagement in Professional Learning Networks (PLNs) redefined their teaching practices and resilience. Conducted in the distinct and diverse context of Quezon Province, known for its geographically isolated last-mile and island schools, the research explored how these networks shaped teachers’ professional growth and resilience. Using a qualitative approach, the study gathered rich narratives through interviews, amplifying the voices of teachers from various congressional districts, regardless of age, position, or years of experience. The findings illuminated the transformative role of PLNs as dynamic platforms for collaboration, mentorship, and lifelong learning. Teachers shared how these networks empowered them to address challenges such as resource scarcity, geographic isolation, and professional burnout, offering innovative teaching strategies and fostering a sense of emotional support. The shared stories revealed the profound value of community-building and collaboration within PLNs, which resonate strongly with the Filipino spirit of bayanihan (communal unity). However, challenges such as limited internet connectivity, time constraints, and the lack of institutional recognition underscored the need for systemic changes to enhance PLN accessibility and effectiveness. This research highlighted the potential for PLNs as catalysts for professional development, particularly in rural contexts like Quezon Province. It called for improved digital infrastructure, equitable opportunities for PLN participation, and integration of PLN activities into long-term teacher development programs. By addressing these gaps, policymakers and educational leaders can create more inclusive, sustainable, and culturally responsive professional development initiatives. Ultimately, the study aims to build a future where Filipino educators, especially those in rural and underserved areas, can thrive in their profession, embodying the values of collaboration, innovation, and community support.