Philippine E-Journals

Impact Of The Teaching Certificate Program On Faculty Effectiveness

Antonio I. Layacan

 

Abstract:

The study aimed to find out the impact of Teaching Certificate Program (TCP) on faculty effectiveness.

The descriptive, as well as inferential statistics were used to describe and analyze the data elicited from the TCP graduates. Frequency counts, percentage, means, ranks were used to describe data elicited from TCP graduates and Pearson was used in the analysis of the relationships between independent variables and dependent variables. The independent variables are the human-resource factors, curriculum-related factors and administration-related factors; while the dependent variables are teaching performance competency-based teacher standards.

Research results indicate the importance of motivation given to students to complete the program. As Lunenberg and Ornstein pointed out, “motivating people to persistently work toward organizational objectives” specifically involved Smooth Interpersonal Relations (SIR), integrity, humility and a system of feed backing to tell others just how they were doing and they always will want to know where they stand. This is to say that it takes time before one is able to acquire the necessary and desirable experience. Hence, flexibility of TCP program is required in order to fit to their teaching schedule. This research conclude that technology subjects have the highest total number of respondents in the filed of specialization and subject handled while five (5) years of service is the highest total number of responses as compared to the eleven years and so forth. Most of the graduates’ respondents took the professional examination and passed. Their source of employment varied. Majority of the TCP graduate-respondents believed that there is a relevance of the curriculum-program in terms of content. Generally, the Teaching Certificate Program subjects play a vital role on the overall teaching effectiveness. Thus, TCP can still be offered since in general, the respondents’ assessment in terms of the human-resource factors, curriculum-related factors, and administration-related factors were rated very good.