Perceived problems of high school teachers and their preferences for in-service education program

• Main Author: Beray, Leila P.
• Format: text
• Language: English
• Published: Animo Repository 1977
• Subjects: Teachers > In-service training, High school teachers; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/687
• Institution: De La Salle University

This study assessed the difficulties teachers encountered in the teaching-learning process. Information was sought as to how often teachers perceived these problems to be occurring. In addition, information as to their preferences for certain types of in-service programs for continuing growth and development was also sought. The researcher made use of the descriptive-survey research method of investigation. With the use of two sets of questionnaires, data were gathered from twenty-one full-time faculty members of Urios College High School Department during the school year 1976-1977. The statistical tool used in the study is the t-test. Two main conclusions were derived from the study: 1. From the results of the Teachers Problem Inventory, teachers have and to admit to the existence of problems related to the teaching and learning process that can be recorded and interpreted on the basis of frequency of occurrence. The perceived problems of teachers on areas of Motivation, Control, Influencing, Acceptance, Efficiency, Support and Financial Difficulty are educationally significant to the teaching role of teachers. Subsequently, these problems should be studied by educators and administrators of Urios College for them to infer some potentially useful theoretical and practical knowledge which would then constitute a new component in the teachers' in-service education program designed in the context of the actual problem situation. 2. As indicated numerically by the mean responses of teachers to the Teachers Preferences for In-Service Education Programs, teachers do manifest certain preferences for in-service programs from other types in spite of the absence of the significant differences between the in-service programs teachers like best from the ones they like least which phenomenon can be accounted to the limitations of the sample size of the present study. The difficulty lies on identifying which in-service programs teachers like least but when setting of priorities has to be made as to types of in-service progra