Empowering teachers’ professional development: An evaluation of the Project FREE Paglaum scholarship program

This study evaluated the status of Project FREE scholars regarding their professional advancement, employing a quantitative approach with a descriptive comparative design. The participants included graduates from Batch 1 (273) and Batch 2 (175) of the Project FREE Paglaum Scholarship Program, with a total of 448 participants identified through Fixed Effect Omnibus and One Way analysis, and selected via stratified random sampling with proportional allocation. A researcher-developed survey questionnaire was administered to collect data. The findings revealed a high overall satisfaction level with the support provided by the Provincial Government of Negros Occidental and the Department of Education. Additionally, significant differences in support were identified based on various demographic and professional factors. The study underscored the positive impact of the professional development program on teachers’ positions and salary grades, indicating that the Project FREE Paglaum Scholarship Program has effectively contributed to their professional advancement. This premise is evidenced by the significant increase in teachers' salary grades following program participation, which demonstrates the program's effectiveness in enhancing qualifications and compensation, ultimately facilitating career progression. Overall, the program yielded substantial positive outcomes in empowering teachers' professional development and career advancement. Future research is recommended to investigate the effects of the Project FREE Paglaum Scholarship Program on the learning competencies of students taught by these scholars, as this could provide deeper insights into the program's broader impact on education quality. Keywords: Project FREE (Flagships to Reach Educational Excellence) Paglaum Scholarship Program, satisfaction, support, Department of Education, provincial government, teacher professional development