A proposed five-year faculty development program, Colegio de San Jose, Jaro, Iloilo City (1986-1991)

• Main Author: Rocha, Sonia A.
• Format: text
• Language: English
• Published: Animo Repository 1986
• Subjects: College teachers > In-service training; Teachers > In-service training; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/23
• Institution: De La Salle University

This study develops a Faculty Program for Colegio de San Jose. The study made use of the descriptive-developmental method. The descriptive phase determined the needs of teachers for their continuing development. On the basis of these needs, a faculty development program for Colegio de San Jose was proposed. The subjects of this study were twenty five grade school teachers, fifteen high school teachers and thirty-one college instructors of Colegio de San Jose, Jaro, Iloilo City, during the school year 1985-1986. The entire population was taken in the study. The survey questionnaire used in this study was adapted from the first part of the questionnaire used by Sis. Virginia Nacional (1981). The second questionnaire used was adapted from the modified instrument by Pagulayan (1981). The findings of the study showed that majority of the faculty were in the 21-25 age bracket, single (76.05 percent) and female. While majority of the faculty respondents fall within the minimum requirements of the MECS, they need to be encouraged to update their academic qualifications. Professional reading, faculty-meetings, seminar-workshop, professional organization, supervisory assistance, planned observation and visitation and demonstration teaching were reported by the faculty as basic activities for faculty development. With regards to Incentives and Motivations for participating in the faculty development were concerned, the first three(3) ranked choices were: growth in professional competence (94.37 percent), personal worth or self-esteem (67.61 percent) and job security (11.27 percent). As for the most effective strategy for determining the effectiveness of an in-service program, the first three(3) ranked choices of the faculty members were Classroom Observation by the principal (70.42 percent), Self-Rating scales by the teacher (50.70 percent) and Peer Evaluation (49.29 percent). The top priority needs of the faculty in the professional, spiritual and personal-social levels were: upgrading oneself in current issues on education and related fields, faculty moral and spiritual formation, improved teaching skills, broadening of one's knowledge in subject taught, keeping abreast with modern trends and techniques, and better working relationship with administrators and faculty. Other areas of needs identified were library facilities, skills in speech and communication, knowledge of new techniques in test construction, social and cultural enrichment, better working relationship between teachers and non-teaching personnel, and well-planned faculty meetings. The study also identified the following factors to be considered in the proposed development program in order to attain the development needs: attendance in seminars, workshops, lectures and convocations educational tours, excursions and picnics prayer sessions individual and group conferences with administrators membership in professional organizations athletic activities monthly confessions teachers' day activities monthly recollection use of community resources and demonstration lessons and team teaching.