A proposed faculty development program for Concordia College high school and grade school teaching staff

• Main Author: Ataviado, Rosario
• Format: text
• Language: English
• Published: Animo Repository 1977
• Subjects: Career development; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/523
• Institution: De La Salle University

This study proposes a feasible faculty development program for the High School and Grade School Teaching Staff of the Concordia College based on the development needs of the teachers. The writer made a survey of the felt needs of the 36 teachers of the two departments. A survey of two parts was used for the purpose. Part I of the survey form was a survey of the teachers' personal data and Part II was a checklist of the development needs of the teachers which they checked according to the degree of their need. This checklist consisted of thirty-seven needs which the teachers usually meet in their professional growth and development. Factors such as age, educational attainment, experience and the educational level they are assigned to were taken into consideration, because these factors can affect the development needs of the teachers. The statistical tools used were the Pearson Product-moment method of correlation, mean and the t-test. Based on the statistical treatment made, the writer made the following conclusions: 1) Using the Pearson Product-moment of correlation, it was found out that there is a high correlation between age of the teachers and their development needs, which means that age is a factor that influences their development needs. The higher the age, the more are the needs. 2) Using the t-test to find the difference between the development needs of the young teachers and the older ones, it was found that there is no significant difference between their development needs. Both groups have practically the same needs for their development. 3) The development needs of the teachers with graduate studies and those who do not have were compared by means of the T-test, the result of which showed that there is no significant difference between the two needs. The teachers with M.A. units have just as much needs as those who do not have. 4) The length of teaching experience does not affect the development needs of the teachers. 5) The educational level taught by the teachers do not affect