TEACHERS’ PROFESSIONAL PREPARATION
Educational Attainment
The
educational background of the 20 UC teachers is presented in Table 3. Of the
five educational levels, the UC teachers belonged to three areas, one on the
master’s level, 11 or 55 percent with Bachelor of Elementary Education (BEED)
and some master’s units, and 8 or 40 percent having completed the BEED course.
Table 3
Highest Educational Attainment
Educational Attainment
|
f
|
P*
|
1. Ed. D.
|
0
|
0
|
2. MA or MA with Ed. D. units
|
1
|
5
|
3. BEEd with MA units
|
11
|
55
|
4. BEEd
|
8
|
40
|
5. Other course
|
0
|
1
|
Total
|
20
|
100
|
*
Percentage
A
closer look at the figures in Table 1 shows that the highest educational levels
attained by the UC elementary teachers were MA by one teacher or 5 percent and
BEEd with MA units by 11 teachers or 55 percent, giving a total of 60 percent
describing their educational attainment as Adequate.
Eight teachers or 40 percent just finished BEEd, not having pursued advanced
courses in MA. Obtaining Master’s units is an add-on to their attainment and
is a plus factor to their educational
qualifications.
Since the average age of the
teachers was 28. (Table 1, page 19), it was expected that there was still time
for them to improve their Adequate institutional training.
Furthermore, being single in status and tenured in employment could signify the
likelihood for them to devote their time to advance in their educational
pursuits.
A most important function of
professional education for teachers is to provide the necessary experiences and
best practices that will enrich their knowledge of content, develop their skill
in using them at the same time helping them imbibe a sharing and caring
attitude tempered by a futuristic outlook (Salandanan, 2001). Attaining higher educational levels will in
effect motivate teachers with a strong self-confidence to update their
knowledge and skills to catch up with the demands of changing paradigms.
Several research studies had significantly cited the importance of educational
qualification as a potential factor in developing work competency. Lumapas
(2000) in her study with Southern Leyte State College administrations, found
out that professional factors such as educational qualification and
administration experience were significantly related to their performance
competencies. The importance of educational qualification as a performance
correlate was confirmed by Chua (1992).
Blanchard and his co-authors (1985)
define competence as a function of knowledge and skills which can be gained
from education, training, and/or experience.
It is something that is learned.
It could therefore be deduced that
with the Adequate educational
background of the 20 UC elementary
teachers, they were believed to be able
and
competent to handle their tasks as grade teachers.
![thumbnail]( "Educational Attainment - Paper Example")
Title:
Educational Attainment - Paper Example
by:
om
at
2013-02-16T13:12:00+07:00
Rating: 4.8
of 5 Reviews
Educational Attainment - Paper Example