Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Speech Language Pathology

Keywords

Continuing Professional Development, Faculty, Speech-Language Pathology

Abstract

The researchers utilized a qualitative-phenomenological approach to gather information and insights through interviews. Using volunteer sampling, there were ten (10) eligible participants, however, only four (4) participants were interviewed from Speech and Language Pathology (SLP) faculty members of De La Salle Medical and Health Sciences Institute during the data collection period. They were interviewed to explore their perceptions regarding continuing education and professional development (CEPD) engagement. Data gathered underwent thematic analysis to identify, analyze, and report patterns referred to as themes. Analysis revealed 14 final codes and 5 major themes: (1) professional advancement, (2) priorities when engaging in CEPD, (3) attitudes of SLP faculty towards CEPD, (4) accessibility of CEPD programs, and (5) preferences of SLP academicians when engaging in CEPD that are categorized under personal and structural factors. The results suggested that engagement in CEPD is important to improve one’s practice and to widen their knowledge in areas they take interest. Satisfying personal preferences and having a positive attitude helps increase the SLPs’ CEPD engagement. Concerns in accessibility must be addressed to encourage further participation.

First Advisor

Kerwyn Jim C. Chan

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