Graduate Teacher Education in the Philippines: Observations and Prospects

David, Adonis P.; Reyes, Zenaida Q.; Miranda, Praksis A.; Nalipay, Ma. Jenina N.; Ancho, Inero; Roxas, Maryfe M.

doi:10.56278/tnl.v14i2.1660

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…Research skills-in the Philippines, teachers have been instructed to include school-based action research in their performance appraisals and promotion in accordance with a recent mandate from the Department of Education and the Commission of Higher Education [104]. Furthermore, research skills may be beneficial for teachers who are also pursuing graduate degrees [105].…”

Section: Needs Of and Barriers To Tpd (Qualitative Results)mentioning

confidence: 99%

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

et al. 2022

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Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

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Section: Needs Of and Barriers To Tpd (Qualitative Results)mentioning

confidence: 99%

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

et al. 2022

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“…Several studies have corroborated to this finding. The findings of the study of David (2020) revealed that there is disparity in enrollment numbers between master's and doctoral levels, with fewer students and graduates at the doctoral level.…”

Section: Results and Discussion Problem 1 What Is The Respondents' Ch...mentioning

confidence: 99%

Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan

Taytay,

Corpuz

2024

IJMRA

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This study theorized that a higher level of IPBT implementation is associated with increased teachers' professional competence. It explored the respondents’ characteristics, the implementation level of the Induction Program for Beginning Teachers (IPBT) and the professional competences of teachers. It also examined the relationship between the implementation of IPBT and the teachers’ professional competence, and the difference in teachers’ professional competence when grouped according to the highest educational attainment, key stages area, and teaching experience in private and public. Correlational Research Design was used in this study. Using the population sample, the study surveyed 302 public school teachers of the Division of Misamis Oriental. Data were collected using the researcher-made survey questionnaire, which was subjected to pilot testing with 30 respondents revealing the result of Cronbach Alpha of 0.96. Data shows that the level of implementation of IPBT is very high so as the level of teachers’ professional competences. Findings also reveals that there is a significant relationship between the implementation of IPBT and the respondents’ professional competence. Findings also exposes that overall, there is no significant difference in the teachers’ professional competence when grouped according to their characteristics. However, data reveals that there is a significant difference between teaching experience in private schools and teachers’ professional competence in values. There is no difference observed between educational attainment, teaching experience in public schools, and key stage taught with respect to knowledge, skills, attitude, and values. The study concludes that the program has met their expectations and has effectively addressed the needs of the beginning teachers. It is recommended that the DepEd should prioritize and invest in the enhancement of IPBT since it has significant relationship with the professional competences of teachers. Finally, the study also recommends the application of the 3-year comprehensive School Management Plan developed by the researcher.

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“…Another arising factor is that because the Philippine educational system has seen a significant increase in teachers pursuing higher education after their bachelor's degree (David et al, 2020), it is conceivable that this phenomenon has increased the level of competition among teachers, prompting them to pursue higher education to achieve a higher labor market value. However, apart from the ostensible practical benefits of a doctoral degree, teachers are also driven by personal aspirations and ideals that are influenced by their upbringing and past experiences as students and teachers.…”

Section: Previous Experiences and Factors That Prompted Stem Teachers...mentioning

confidence: 99%

narrative research of experiences of STEM teachers pursuing doctoral degree

Abrigo,

Abrogena,

Alcantara

et al. 2024

Journal of Social, Humanity, and Education

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Purpose: The main purpose of this study is to explore the experiences, struggles, and coping mechanisms of educators currently pursuing doctoral degrees. Research methodology: This narrative research explored the experiences of three (3) STEM teachers in the Division of San Pablo City, who are also enrolled as doctoral students in a private graduate school. Participants were selected through purposive sampling and underwent one-on-one in-person interviews. To better understand STEM-aligned teachers' experiences in teaching vis-à-vis their doctoral education, the Colaizzi method of analysis was utilized. Results: Five themes emerged in this study: (1) practical reasons such as promotion and higher salary cause participants to take doctoral education; (2) challenges such as expensive education, heavy workload, distress, struggles, and strictness of professors are experienced by doctoral students; (3) intrapersonal motivation fuels participants in learning and teaching; (4) cultivating professionally; and (5) personally are what the participants see as benefits of pursuing doctoral education. Limitations: The programs of the participants in their doctoral education were not explicitly specified. Findings may be different if participants take a degree related to their specialization (e.g., science education, mathematics, etc.). In addition, the experiences of teachers teaching in private schools who are pursuing doctoral education may also be explored for comparison of experiences. Contribution: This research could be beneficial to educational institutions where doctoral students teach by adapting to more open policies and regulations that can help teachers attend schools. Moreover, graduate schools may mandate working-student-friendly schedules and policies regarding deadlines and tasks.

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Graduate Teacher Education in the Philippines: Observations and Prospects

Cited by 8 publications

References 13 publications

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan

narrative research of experiences of STEM teachers pursuing doctoral degree

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