Professional Development (PD) programs for Early Childhood Education (ECE) teachers’ foster higher  teaching quality and learning of children when sustained, meet the objectives and mission of  education. This qualitative study sought to identify the dimensions and domains of the Framework  for Sustainable Professional Development (FSPD) of ECE Teachers. This is to address the new  standards and policies for teacher quality that inform Continuous Professional Development (CPD) in  the Philippines and respond to the global demands. Sources of data included CPD frameworks of five  countries, two Philippines’ standards and policies related to CPD, two CPD program observations,  multiple CPD documents, and interviews. For the individual and focus group interviews purposive  sampling was used to select 25 participants which included ECE teachers, school administrators and  other CPD providers. The Stake’s Countenance Model incorporating SWOT analysis was employed toÂ.....

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