Engagement, Effectiveness, and Impact: A Phenomenological Study of Webinar-Based Professional Development for Elementary Teachers

Junard Duterte

doi:10.63529/ajpe.v7i1.11043

Authors

Junard Duterte DNSC

DOI:

https://doi.org/10.63529/ajpe.v7i1.11043

Keywords:

webinar-based training, professional development, educator engagement, content relevance, hybrid learning models, interactivity

Abstract

This study explored the factors influencing elementary educators' satisfaction and engagement with webinar-based professional development and examined how they perceive its effectiveness compared to traditional in-person training. Through a phenomenological approach, qualitative data were collected from educators who participated in webinar-based training. The thematic analysis revealed vital factors such as content relevance, presenter expertise, interactivity, and the usability of the technology platform as crucial determinants of satisfaction and engagement. The findings also highlighted the advantages of webinars, including convenience and accessibility, while noting the challenges related to reduced personal interaction. Participants expressed that hybrid models, combining webinars with in-person sessions, could maximize the benefits of both formats. The study's implications suggested that webinars are most effective when they are interactive, led by expert facilitators, and supported by user-friendly technology. Recommendations for future research included exploring the long-term impact of webinars on teaching practices and examining the potential of emerging technologies to enhance online professional development.

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