This study evaluated the participation of 174 teachers from 6 departments of Baguio Central University in various professional development programs. Utilizing a survey, the study explored how informal and formal professional development avenues influence the faculty members. The investigation revealed that teachers typically assume an active role in professional development, with informal and formal activities being deemed extremely beneficial. Additionally, the study pointed out that the level of involvement in particular professional development initiatives is commonly affected by their personal characteristics. Furthermore, the results highlighted that engaging in official discussions with colleagues can be highly beneficial for teacher’s professional growth. Overall, the research findings suggest that all of the participants tend to have analogous professional development requirements. In terms of significance, this research is advantageous in providing an understanding of professional development activities in the higher educational setting.