Survey and evaluation of the needs of the teachers of the three Diocesan secondary schools of the Itawes Vicariate perceived by themselves and a five-year faculty development program
This study surveys and evaluates the needs of the faculty and administrators of the three (3) diocesan schools of the Itawes Vicariate perceived by themselves. As a result of these survey and evaluation a five-year faculty development program was drawn up. Thirty-eight religious and lay classroom te...
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| Format: | text |
| Language: | English |
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Animo Repository
1981
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/2558 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study surveys and evaluates the needs of the faculty and administrators of the three (3) diocesan schools of the Itawes Vicariate perceived by themselves. As a result of these survey and evaluation a five-year faculty development program was drawn up. Thirty-eight religious and lay classroom teachers and administrators, with an age range of 20 to 46 participated in this study. Their length of service range from one (1) month to eight (8) years. In this study the descriptive survey research was used as an instrument in identifying the problems and needs of the religious and lay classroom teachers and administrators of these diocesan secondary schools of the Itawes Vicariate. For the statistical analysis, frequency, percentage, means and standard deviation were computed to determine the degree of seriousness and level of difficulty. Based on the information deduced from the study, the following conclusions were drawn up related to the problem as perceived by the teachers and the administrators who hold teaching jobs themselves: 1. There are no organize guidance program for effective assistance to teachers. 2. There is no faculty development program for the Itawes teachers: academically, religiously (spiritually), psychologically or economically. 3. There is a lack of appropriate instructional materials, textbooks, teaching aids and devices for slow and fast learners. 4. Funds are not available to procure additional instructional materials, including textbooks, supplementary readers, visual aids, devises, equipment and other facilities. 5. The teachers do not have special training to construct criterion-referenced tests, formative and summative, prognostic and diagnostic tests. 6. The public and the parents of students are well informed about the value and definitions of Catholic education, as witnessed by the low enrollment in the three (3) concerned schools. 7. The teachers find difficulty in maximizing the use of community resources, both human and material, institutional and of the Vicariate, in the teach |
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