The Dynamics of Administrative Control in Teacher Professional Development

Authors

Bengie Ver M. Hayson

Abstract

This study examined the dynamics of administrative control in teacher professional development (TPD) in the Oroquieta City Division, Misamis Occidental, during School Year 2025–2026. Using a qualitative descriptive– narrative design, the study explored the perspectives of eight teachers and two school heads selected purposively from public schools. Data from expertvalidated, semi-structured interviews were analyzed thematically. Findings showed that administrative control operated through policies, supervision and monitoring, structured professional development, reporting and documentation, and communication systems. Participants described both benefits—clear direction, accountability, and instructional feedback—and constraints, particularly workload, time pressure, and limited professional discretion. The study concludes that administrative control is most conducive to meaningful professional learning when its accountability functions are paired with flexible, developmental support. Hence, they recommended simplified reporting, relevant training, balanced accountability, collaborative leadership, and attention to teacher well-being.

Keywords

administrative control; teacher professional development; school leadership; teacher autonomy; qualitative research