Resume’ on Teachers’ Professional
Preparation
On
the tri–factor of training, educational attainment, and teaching experience,
the preparedness of the 20 teachers was Very
Adequate for in-service training, Adequate
for highest educational attainment, and Adequate
for relevant teaching experience.
These professional preparation
factors for teachers were significantly cited by authors and researchers. The
persistent clamor for teachers and administrators for professional advancement
was motivated by man’s need for self-fulfillment or self–actualization as
brought out in Maslow’s hierarchy of needs (Cook & Hunsaka, 2001). Lumapas
(2000) found out that personal factors were not related to competency levels,
while the professional factors of educational qualification and administrative
experience were significantly related to performance competencies.
Capapas
(1994) and Chua (1992) asserted that educational qualification gives useful
insights to school leaders and teachers. It is reiterated that the writing
groups of Blanchard (1985) pointed to education, training, and experience as
having developed work competencies adequate enough for job preparation.
Because of the relatively small
sample size used in this study, it is difficult to separate the independent
effects of these variables (http://nces.ed,gov.).
It is difficult to identify
whether college training, practicum, or experience could have helped developed
certain aspects of their professional competencies.
Generally, the professional
preparation of the 20 UC teachers to teach is Adequate in terms of training, education, and experience.
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Title:
Resume’ on Teachers’ Professional Preparation
by:
om
at
2013-02-16T13:16:00+07:00
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Resume’ on Teachers’ Professional Preparation