A Path Analysis of Factors Influencing Expert Knowledge Acquisition in Professional Development Training

Abstract

Background and Aim: For teachers and school leaders to implement the MATATAG Curriculum, they need to take part in proper professional development to meet new requirements in the curriculum. This study is concerned with the main aspects that influence expert knowledge through path analysis, focusing on the Regional Training of Trainers in Zamboanga Peninsula, Region IX. Because the Department of Education is focused on equipping teachers with new standards, the study analyzes how Program Management, Training Venue, and Accommodation matter for Learning Management and their relationship to Expert Knowledge. Due to the lack of resources and logistical problems in the Philippines’ Geographically Isolated and Disadvantaged Areas (GIDAs), professional development must be carefully controlled to ensure that all regions benefit in the same way. Quality assurance and frequently checking training programs are needed for teachers to be held responsible and to help them build long-term skills (Dicdiquin et al., 2023). Therefore, this study helps explore how different training elements shape workers’ progress, which is fundamental for carrying out the MATATAG Curriculum and for reducing gaps shown in the PISA outcomes (OECD, 2023).

Methodology: A quantitative research design employing path analysis was utilized to examine the hypothesized direct and indirect relationships between variables. The participants comprised teachers, master teachers, head teachers, principals, and supervisors from the Department of Education, Zamboanga Peninsula Region IX, who attended the Training of Trainers (TOT). All participants, when grouped, create a chain of guidance and assistance. All towards achieving learning excellence and equity, teachers work hard to teach students, master teachers guide them, head teachers oversee the work, principals direct the team, and supervisors monitor everything. Data were collected through a standardized questionnaire assessing perceptions of program management, training venue, accommodation, learning management, and self-reported expert knowledge. A total of three hundred fifty-six (356) participants were selected using purposive sampling. Path analysis was conducted using Jamovi to test the proposed model. (Navarro & Foxcroft, 2025).

Results: All training components—Program Management, Training Venue, Accommodation, Learning Management, and Expert Knowledge—were consistently valued, with excellent consistency, which supports including these in the study analysis. Analysis indicated that Learning Management became much more effective due to Program Management, with the outcomes of the course strongly determining an employee’s Expert Knowledge. The path model performed very well with remarkable fit indicators (e.g., RMSEA = 0.000, CFI = 1.000). Generally, program delivery and instruction are more important than issues like venue and lodging for developing expertise, which should be further confirmed using different samples.

Conclusion: The result showed that effective program management plays a more significant role in knowledge gain than aspects like the venue and available accommodation. The results indicate that our proposed framework is appropriately founded and fits the data well. Nevertheless, the suitable fit measures found here suggest that the model should be properly tested on different groups to avoid making it too simple by mistake.