Continuing Professional Development of the Teacher Education Faculty among Philippine State Universities and Colleges
Abstract
Continuing professional development (CPD) is widely regarded as extremely important in a university's life, contributing to both professional and personal development and improving teaching and learning. This study looks at the CPD availed by the teacher education faculty, their motives for doing so, and the challenges they have faced in CPD programmes. The researchers designed a questionnaire survey following the New NBC[1] 461 CCE[2]Guidelines for the 222-teacher education faculty. The questionnaire included the following sections: the CPD pursued, their reasons for obtaining the CPD programmes, and the challenges encountered. The modified NBC 461 CCE Guidelines provided the basis for the point system. This study employed a mixed method. The study findings are as follows: engagement among teacher education faculty members is still low; though there may be law mandates for all professionals to avail themselves of CPD units, the faculty remained unresponsive in their CPD engagement; more participation is expected from teacher education faculty members with higher academic ranks; teacher education faculty members believe that CPD will help improve their academic status, knowledge, and financial stability; and finally, personal issues hamper the CPD of a faculty. The study calls for the participation of the faculty in the planning, implementation, and evaluation of the CPD programmes.
https://doi.org/10.26803/ijlter.21.6.19Keywords
Full Text:
PDFReferences
Ahmad, A. R., Awang, M. M., & Mohamad, N. A. (2021). The roles of social capital to promote soft skills among university students in facing the challenge of society 5.0 transformation. In Purnomo, Y. W. (Eds.), Educational Innovation in Society 5.0 Era: Challenges and Opportunities, pp. 18–26. Routledge.
Be?ken Ergi?i, M. (2021). How does working with and mentoring student teachers shape teacher educators’ professional identity? In Shagrir, L., & Bar-Tal, S. (Eds.), Exploring professional development opportunities for teacher educators, pp. 128–142. Routledge. https://doi.org/10.4324/9781003160052-8
Bold, T., Filmer, D., Martin, G., Molina, E., Rockmore, C., Stacy, B., Stacy, B., Svensson, J., & Wane, W. (2017). What do teachers know and do? Does it Matter? Evidence from primary schools in Africa. Policy Research Working Paper 7956, 1-35. https://doi.org/10.1596/1813-9450-7956
Casayuran, M., & Terrazola, V. (2018). Teachers push for abolition of CPD Law. Manila Bulletin. https://mb.com.ph/2018/02/15/teachers-push-for-abolition-of-cpd-law/
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
Education issues in the Philippines: The ongoing struggle. (2021). The Current Education Issues in the Philippines — and How Childhope Rises to the Challenge. ChildHope Philippines. https://childhope.org.ph/education-issues-in-the-philippines/
Elayba, T. (2020). Program management and performance of teacher education among state universities and colleges (SUCS) in Calabarzon. International Journal of Advanced Research, 8(12), 179–201. https://doi.org/10.21474/ijar01/12140
Glatthorn, A. A., Boschee, B. F., Whitehead, B. M., & Boschee, F. (2011). Curriculum leadership: Strategies for development and implementation. Sage Publishing.
Middleton, M., & Perks, K. (2014). Motivation to learn: Transforming classroom culture to support student achievement. Corwin Press.
Lynch, M. (2020). Respect for teaching: Why is education so low on the priority list? The Edvocate. https://www.theedadvocate.org/respect-for-teaching-why-is-education-so-low-on-the-priority-list/
Mansour, S., & Tremblay, D.-G. (2016). Workload, generic and work–family specific social supports and job stress. International Journal of Contemporary Hospitality Management, 28(8), 1778–1804. https://doi.org/10.1108/ijchm-11-2014-0607
Marks, D.F. (2020). Cross-sectional design. Qeios. https://doi.org/10.32388/46KC83
Melesse, S., & Gulie, K. (2019). The implementation of teachers’ continuous professional development and its impact on educational quality: primary schools in Fagita lekoma woreda, Awi zone, Amhara region, Ethiopia in focus. Research in Pedagogy, 9(1), 81–94. https://doi.org/10.17810/2015.93
Menzies, L., Parameshwaran, M., Trethewey, A., Shaw, B., Baars, S., & Chiong, C. (2015). Why teach. Pearson.
Miksza, P., & Elpus, K. (2018). Descriptive research design. Oxford scholarship online. Oxford University Press.
Murray, J., & Harrison, J. (2008). Editorial. European Journal of Teacher Education, 31(2), 109–115. https://doi.org/10.1080/02619760802000065
Paliwal, R. (2016). Developing support systems for rural teachers’ continuing professional development. Contemporary Education Dialogue, 13(2), 251–256. https://doi.org/10.1177/0973184916640424
Philippine Business School. (2018). Why is CPD important and why does it matter to you? https://phbusinessschool.com/why-is-cpd-important-and-why-does-it-matter-to-you/
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute. https://doi.org/10.54300/262.960
Professional Regulation Commission. (2013). Resolution No. 2013-774Revised guidelines continuing professional development CPD program for all registered and licensed professionals. Manila: Professional Regulation Commission Manila.
Professional Regulation Commission. (2016). Republic Act No. 10912 Continuing Professional Development (CPD) Act of 2016. https://www.prc.gov.ph/sites/default/files/CPD-FAQs-62918.pdf
Programme for International Student Assessment (PISA). (2019). PISA 2018 data. https://doi.org/10.1787/ccf3920e-en
Rabacal, J. S., Oducado, R. F., & Tamdang, K. A. (2020). COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asian Journal for Public Opinion Research, 8(4), 478-492. https:/doi.org/ 10.15206/ajpor.2020.8.4.478
Republic of the Philippines. Commission on Higher Education. (2007). CMO No. 52 Series of 2007 Addendum to CMO 30 Series of 2004 Entitled Revised Policies and Standards for Undergraduate Teacher Education Curriculum. https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.52-s2007.pdf
Republic of the Philippines. Department of Budget and Management. (2012). NBC No. 461 Revising and Updating the Compensation and Position Classification Plan for Faculty Positions Embodied in National Compensation Circular (NCC) No. 69. https://www.dbm.gov.ph/wp-content/uploads/2012/03/NBC-No.-461.pdf
Republic of the Philippines. Civil Service Commission. (2016). MC No. 25 Series of 2017. Status of appointments to faculty positions in state universities and colleges (SUCS) and local universities and colleges (LUCS) where there is dearth of holders of master's degree in specific fields. https://www.csc.gov.ph/phocadownload/MC2016/mc%20no.%2022%20s.%202016.pdf
San Juan, D., & Basilio, R. (2018). Position paper on the CPD law. Education Sector Issues, 1-3.
Spoors, P. (2018). Principles of effective CPD. SecEd, 2018(31), 7. https://doi.org/10.12968/sece.2018.31
Tyagi, C., & Misra, P. K. (2021). Continuing professional development of teacher educators: Challenges and initiatives. SHANLAX International Journal of Education, 9(2), 117–126. doi:10.34293/education.v9i2.3634
Umil, A. (2017). New school year, same old problems: K to 12, shortages in classrooms, teachers. Bulatlat Journalism for the People. https://www.bulatlat.com/2017/06/06/new-school-year-old-problems-k-12-shortages-classrooms-teachers/
Valiandes, S., & Neophytou, L. (2017). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
Weston, D. (2015). Seven common CPD problems. SecEd, 2015(10), 11–11. https://doi.org/10.12968/sece.2015.10.11
With, M. L. (2017). Are teachers increasingly leaving the profession? Professions and Professionalism, 7(2), 1723.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493