Faculty Development Program in Public Secondary Schools: Challenges and Prospects of Concerned Teachers

The purpose of this undertaking was to describe the challenges and prospects of concerned teachers on the faculty development program (FDP) in public secondary schools. Qualitative Phenomenological design was employed to the public secondary school teachers of Compostela Valley Division. In depth interviews and focused group discussions were conducted. The results of the interview were transcribed, translated and coded to produce themes. As regards to the experiences of the teachers on their school-based FDP, the following were the themes: anchored on the teachers' training needs, sporadic and arbitrary, ambiguous, lackluster, not properly communicated and inadequately funded. Imploring positive psychology was helpful in coping up with the experienced challenges, hence the following themes emerged: selfdirected learning and initiative; ingenuity; optimism and positivity; network and alliance-building. The participants decipher that FDP can work holistically, should be based on a framework, be enforced and reinforced, consultative and participative and finally, amply funded.