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Don Mariano Marcos Memorial State University South La Union Campus
COLLEGE OF EDUCATION Agoo, La Union
RESEARCH JOURNAL
Volume 7, No. 1 ISSN 0119-4046 January-June 2006
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COLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATION MARCH MARCH MARCH MARCH (Lyrics by Marina S. Quesada and Music by Juanito G. Selga)
Onward DMMMSU College of Education the college where teachers grow;
hold on to your esteemed profession the future depends on you.
Live up to your noble tradition Reach out to those in need; Strive to transform the nation
In thought, in words and in deed.
Refrain:
Onward CE with joyous energy Onward CE, on to victory
For excellence, truth, and equality Your name shall forever be.
The youth and community await you
Their hopes in you they pin; Open your arms extend your views For God, for country and human kin.
Trials and challenges there and here
Opportunities come and go; Nothing to fret about, nothing to fear
Our torch shall always glow.
Repeat refrain.
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UNIVERSITY VISION A distinct center of excellence in human, material and natural resources development, globally relevant and competitive, and focused on responsible citizenship, sustained economic growth and improvement of the quality of life of the Filipino. UNIVERSITY PHILOSOPHY The university aims at the development of man in his totality with a critical mind and appropriate technology to adapt to his environment and contribute to the balanced growth and progress of the society it serves. UNIVERSITY MISSION As stated in its Charter (PD 1778), it shall provide advanced instruction in the arts, agriculture, fisheries, engineering and natural sciences, as well as in the technological and professional fields; to promote research and engage in extension work. GOAL OF THE COLLEGE OF EDUCATION The College shall prepare globally competitive teachers who are imbued with the ideals, aspirations and traditions of Philippine life and culture, and sufficiently equipped with a broad range of knowledge, competence, and skills for effective service delivery system.
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OBJECTIVES OF THE SECONDARY/ELEMENTARY EDUCATION
A. Produce a human resource pool of effective and globally competitive teachers to deliver educational services in the secondary/elementary level.
B. Provide experiences to would-be teachers to acquire basic and higher
order skills, particularly critical thinking and problem solving. C. Equip would-be teachers with skills and competencies in discovering,
verifying, applying and expanding the frontiers of knowledge through research.
D. Participate in the government efforts to uplift the quality of community life
through its extension and outreach services. E. Provide leadership in innovative instructional delivery systems in the
different subject areas. F. Produce graduates who shall become catalysts of economic, social and
cultural change. G. Serve as resource and information center for instructional technology and
other academic concerns in the secondary/elementary level
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FOREWORD
Learning is a change in a living individual which is not accounted for by his biological endowment. A manifestation of change is in insights, behavior, perception, motivation or combination of these. Parents particularly the “loco parenti” (teachers) played a great and vital role in the education of a child. In
this research journal, there were four researches conducted in the area of education.
A Graduate Tracer Study was conducted to determine the present profile
of Teacher Education graduates from 1995-2003 through the combined efforts of Dr. Purificacion P. Verceles, Dr. Estelilta E. Gacayan and Mrs. Flordiliza B. Dalumay. In addition, occupational preferences of Second Year BSE students were studied by Dr. Eufemia D. Calica. This study recommends that graduating high school students to attend career guidance and counseling so that they will be guided as to the right course they will enroll in college.
On the other hand, student teaching is considered the key phase of the
Teacher Education Program. Many educators view it as the most important experience in the professional education of a prospective teacher. Dr Manuel T. Libao analyzed the Institutional Capability of Cooperating Schools of DMMMSU Teacher Education particularly the profile of these cooperating schools.
Furthermore, as part of DMMMSU’s thrusts in attaining quality
education, Prof. Mercedita A. Mabutas and Prof. Anita R. Carbonell made a research on the Teaching Styles of DMMMSU-SLUC Faculty.
Hence, many researches are still to be conducted in any areas of
education. This help a lot in the improvement of the teaching-learning processes making teaching more fun and interesting profession.
The Editor
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Table of Contents
College of Education March - - - - - - 2 University Vision, Philosophy, Mission, Goals of the College of Education - - - - - - - 3 Objectives of the Secondary/Elementary Education - - - 4 Foreword - - - - - - - - 5 Table of Contents - - - - - - - 6 Institutional Capability of Cooperating Schools of the DMMMSU Teacher Education Program: An Analysis - - 7 Graduate Tracer Study - - - - - - 24
Occupational Preferences of Second Year BSE Students of DMMMSU-SLUC - - - - - - 41
Teaching Styles of DMMMSU-SLUC Faculty - - - - 47
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INSTITUTIONAL CAPABILITY OF COOPERATING SCHOOLS OF THE DMMMSU TEACHER
EDUCATION PROGRAM: AN ANALYSIS
Manuel T. Libao
INTRODUCTION
Educators are the persons most responsible in imparting knowledge to an individual as acquiring education is one of his needs in order for him to grow and prosper in all aspects of life. Accustomed to the hardships of the profession, the Filipino teacher has the capacity to overcome adversity. Indifferent to the appeal of material wealth, the Filipino teacher has the capacity to survive. Undaunted by her personal fears for her welfare and the welfare of her loved ones, the Filipino teacher has the capacity to achieve (Abad, 2004). Despite all hardships, from poor pay to poor working conditions, the Filipino teacher is still there.
Yet in spite of the many challenges of the teaching profession today, many young minds still dare to enter this noble vocation. Many student teachers try their very best in the hope of becoming one good teacher in the future. The DMMMSU Teacher Education Program in its many years of producing teachers keeps on empowering these student teachers to pass all the trails and hardships of practice teaching. It is the desire of the researcher to determine the institutional capabilities of cooperating schools in the teacher education program of the College of Education of DMMMSU-SLUC.
Theoretical and Conceptual Framework
The teacher education curriculum of any teacher training institution has a very valuable component which a senior education student goes through for one semester. This is student teaching which is considered the key phase of the teacher education program. Many educators view it as the most important experience in the professional education of a prospective teacher. The program provides for actual teaching by the student teachers in the laboratory school and off-campus. Here the future teacher gets a “feel” of the school and a “feel” of the teacher.
These professional laboratory experiences have been given various terms. In teacher training schools in the Philippines, practice teaching, student
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teaching and internship are used. The popular terminology used in the different teacher education schools is “Student Teaching.”
College faculty in charge of the assignment, supervision and evaluation of student teacher for the duration of their practice teaching are called “supervising teachers.” Teachers in the laboratory schools or schools outside the campus under whose tutelage the student teachers teach and perform other tasks assigned to them are called variously “teacher trainors,’ “critic teachers,” or “cooperating teachers.” In the College of Education, the term, “cooperating teacher” is preferred. Schools outside the campus, specifically public schools under the DepED, where student teachers are assigned for the off-campus portion of their practice teaching are called “cooperating schools.” These cooperating schools are the focus of this study.
Every year, over 100,000 college seniors head into the public schools for practice teaching. They bring with them their hopes and dreams for the start of a successful career in teaching. But many student teachers learn that they must walk a tightrope between a variety of conflicting demands and issues. These include not only imparting learning but also nurturing each child’s predisposition towards the pursuit of truth and the practice of virtue, as well as equipping learners with livelihood skills.
Student teachers must also learn to balance theory and practice. They must now apply what they learned from teacher preparation courses to design practical classroom activities. For example, many teacher education courses introduce the theories of cooperative learning and inclusion. But student teachers need to know how to plan group work to ensure that each student is responsible for one part of a project, while making sure that learning-impaired students are not overwhelmed by the tasks or those fast learners do not go unchallenged. It takes years to learn how to do this effectively.
Finally, student teachers must learn to function as an authority figure while maintaining a pleasant demeanor. This is difficult for many student teachers. Because the age difference between high school students and college seniors is not that great, many student teachers want to be viewed as a friend by their students. Finding a way to establish rapport with students which accounts for these dynamics is a challenge for many beginning teachers.
The success of student teachers as future molders of young boys and girls depends to a great extent upon how well the student teaching program is carried out in the teacher training schools. An adequate teacher training program largely depends on an educational system can be improved directly and
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most effectively during the training process for new teachers by the qualified, competent, and concerned mentors of prospective teachers.
Fig. 1 Research Paradigm
Statement of the Problem The study entitled “Institutional Capability of Cooperating Schools of the DMMMSU Teacher Education Program: An Analysis” has the following problems:
1. What is the profile of cooperating schools as to: a) number of teachers;
b) educational qualification; c) number of personnel for support system; d) school facilities; e) student/pupil services; f) teacher-student ratio
2. What is the profile of the cooperating teachers as to personal factors (sex, civil status, age)?
3. What is the profile of the cooperating teachers as to professional factors (status of appointment, number of years in service, position/rank, educational qualifications, number of years as cooperating teacher)?
4. What is the extent of experiences of the cooperating teachers in handling student teachers?
5. What is the degree of perception of student teachers of their cooperating schools?
Cooperating Schools
DMMMSU Teacher Education Program
Profile of the school
• Number of Teachers
• Educational Qualifications
• Number of Personnel
• School Facilities
• Student/Pupil Services
• Teacher-Student Ratio
Personal factors
• Age, Sex, Civil Status Professional factors
• Appointment Status
• Years in Service
• Rank
• Years as Cooperating Teacher
• Educational Qualifications
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Hypotheses The study attempted to test the following hypotheses:
1. Cooperating teachers always have a problem in handling student teachers.
2. Student teachers perceive their cooperating schools as superior/outstanding in the ten areas. Importance of the Study The findings and results of the study would be useful to the administrators of the DMMMSU Teacher Education program as well as the cooperating teachers, student teachers, and policy makers.
Administrators. Results shall serve as an aid to the administrators to
consider and strengthen ties with cooperating schools as strong allies in developing future shapers and navigators of learning.
Cooperating Teachers. The study would be very important for the cooperating teachers to intensify their roles as the director and molder of future educators. This serves also as a way by which they can upgrade their approaches in handling student teachers.
Student Teachers. The study hopes and appeals to the young hearts of
student teachers that they will appreciate their chosen profession which is immersed in service. Hence, this study is a guide where they could improve and learn more from the experiences of others.
Policy Makers. Results are directly of help to policymakers of teacher
education program regarding the institutional capabilities of cooperating schools. Definition of Terms
The following terms are defined operationally to facilitate understanding:
Cooperating Schools. It is a public elementary or high school institution where student teachers will have their off-campus practice teaching.
Cooperating Teachers. These are teachers who assist the student
teachers in their practice teaching stint.
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Student Teacher. This refers to any senior student enrolled in BSE or BEE in DMMMSU-SLUC, Agoo who is undergoing practice teaching.
Student Teaching. It is a series of professional laboratory experiences,
carefully conceived and directed to develop in students the opportunity under optimum condition of supervision, to apply themselves and demonstrate ability in actual teaching-learning situation. REVIEW OF LITERATURE The foundation of every state is the education of its youth. The failure of education represents the failure of society. The failure of education represents the inability of society to adequately prepare its young for their inevitable ascendancy into leadership roles of the future (Abad, 2004). In the study conducted by Gacayan (2002) on the Perception of Cooperating Teachers on the Institutional Competencies of Student Teachers, the cooperating teachers who served as respondents consisted of 69 percent female and only 31 percent male; 72 percent are married and 28 percent single; 72 percent are Teacher 1, 2 or 3, 25 percent are Master Teacher 1 or 2; 53 percent are Bachelor’s Degree graduate, 19 percent with Masters or MS units, 17 percent are MA/MS graduate and 6 percent with Doctoral units. In the same study, the researcher recommends that the school should conduct a series of seminar workshops before or during practice teaching to upgrade the skills and competencies of student teachers for they fall beyond the expected performance level. There should also be a closer linkage between the teacher institutions and the cooperating schools to have more effective and systematic monitoring of student teachers’ performance.
Another study was conducted by Gacayan (2002) entitled “BSE Student
Teachers’ Performance as Perceived by their Off-Campus Cooperating Teachers.” In this study, it was found out that majority of the off-campus cooperating teachers belong to the academic rank of Teacher 1, 2 or 3. Most of them are Bachelor’s degree holders with MA/MS units. The instructional skills as well as the personal and social competencies of the student teachers were only “very satisfactory.” Gacayan concluded that there should be more intensive trainings and exposure of the student teachers in all aspects of the teaching learning process in order to develop further their competencies to a very high level of competency.
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Out there in the cooperating schools, the student teachers will have an actual feel of the reality of teaching in the schools where they will soon teach as full-fledged teachers. Selected schools whether central or barrio schools are designated as off-campus schools through the official communication between the training institution and the respective heads of the off-campus schools.
Supervising instructors and cooperating teachers play a key role in the development of future teachers. They are in the best position to provide the supervision necessary to guide the student teachers through a successful teaching experience. They are influential role models for the novice teacher to a considerable degree. Their actions, attitudes, voice inflection, pronunciation, and other personality aspects are easily imitated by student teachers. Researchers have shown that this influence even affects the student teachers’ verbal interaction with the people in the classroom. Serving as models, the supervising instructors and cooperating teachers can make or unmake the student teachers’ professional laboratory experience and consequently their career. A satisfying student teaching experience is dependent upon their role as models. METHODOLOGY
This chapter presents the methodology of the study, which includes the research design, population and sample, instrumentation and data analysis/statistical tool. Locale of the Study The study was conducted in twelve cooperating schools of the DMMMSU teacher education program. These are Tubao National High School, Pugo National High School, Aringay National High School, San Fabian National High School, Agoo East Central School, Don Eulogio De Guzman Memorial National High School, Sto. Tomas National High School, Pres.Elpidio Quirino National High School, Pozorrubio Central School , Mangaldan National High School, Calumbaya Elementary School and Caba Elementary School. The respondents include the school principals, cooperating teachers and student teachers. Research Design The descriptive design was used in this study. The study involves description, recording, analysis, and interpretation of data gathered.
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Instrumentation The study used one clerical tool, which was the questionnaire. The researcher selected this method with the idea that respondents would supply properly the necessary information that would help analyze the institutional capability of cooperating schools of the DMMMSU Teacher Education program. Questionnaires were given to cooperating schools’ principals, cooperating teachers and student teachers. The principal’s questionnaire had six parts namely faculty profile, school facilities, student/pupil services, teacher-student ratio, responsibility and problems. Cooperating Teachers’ Questionnaire includes personal information (age, sex, civil status); professional factors (status of appointment, number of years in service, position/rank, number of years as cooperating teacher, and educational qualification); and experiences as cooperating teacher. The following scale was used to quantify the experiences of cooperating teachers:
4 – Always 2 – Seldom 3 – Sometimes 1 – Never
Analysis of the responses made use of the following scale of means and the corresponding description:
1 – 1.7 (never) 2.6 – 3.3 (sometimes) 1.8 – 2.5 (seldom) 3.4 – 4 (always)
Student Teachers’ Questionnaire gathered their perception of the following ten areas:
Area 1 – goals and objectives of the school Area 6 – extension Area 2 – faculty members Area 7 – library Area 3 – instructional materials Area 8 – school structure Area 4 – school services Area 9 – laboratory Area 5 – research Area10 – school activities
Ratings of the student teachers on the ten areas made use of the following scale and the corresponding description:
5 – Superior /Outstanding 2 – Poor
4 – Above average 1 – Very poor 3 – Moderate average
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Analysis of the means in perception was based on this scale, with the corresponding description:
4.21 – 5 (superior) 1.81 – 2.60 (poor) 3.41 – 4.21 (above average) 1.0 – 1.80 (very poor) 2.61 – 3.40 (moderate average)
Data Analysis/Statistical Tool The gathered data were processed and analyzed. For systematic presentation of findings, frequency counts and percentages were used. DATA ANALYSIS AND INTERPRETATION This chapter presents the data gathered in the study as well as the analysis and interpretation of findings. Table 1.A. Profile of Cooperating Schools of the DMMMSU Teacher
Education Program
A. Faculty Profile FREQUENCY PERCENTAGE
1. No. of Faculty
Male 112 21.92
Female 399 78.08
Total 511 100
2. Educational Qualification
Ph. D./Ed. D. 7 1.37
M.A./M.S with Doctoral Units 12 2.35
M. A./M.S. 40 7.83
BSE with M.A. 179 35.03
BEE with M.A. 107 20.94
BSE/BEE Graduate 166 32.49
Total 511 100
3. Personnel for Support 53
Table 1 shows the profile of cooperating schools of the DMMMSU Teacher Education Program. As gleaned from the table, one-third (78.08 percent) of the faculty in the twelve cooperating schools are female, only 21.92 percent are male. This indicates that the teaching profession is dominated by females. Majority of the teachers are BSE/BEE graduates with units toward Master of
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Arts or Master of a field of Specialization. Only 1.37 percent or 7 teachers are Ph.D/Ed.D. holders. This low number might be attributed to the fact that teachers have many tasks and they could not find time to pursue higher education. Another reason is the financial demands of higher education. Teachers in the field are hard up with finances considering the low compensation they get from this profession. Truly this vocation is bound by service, dedication and commitment.
Among the twelve cooperating schools, there are 53 personnel for
support services. They could be the janitor, utility personnel, driver, etc. who help maintain primarily the school facilities. Table 1.B. School Facilities of Cooperating Schools
SCHOOL FACILITIES FREQUENCY PERCENTAGE
1. Classroom
Classroom without CR 179 19.81
Classroom with CR 248 80.19
Total 427 100
2. Rooms Average Size
Principal’s Office 12 7 x 7
Canteen 12 10 x 12
Laboratory 5 8 x 8
Library Building
(separate) 2 8 x 7
(classroom) 10 8 x 7
Medical/Dental Clinic 9 2 x 3
Technology Rooms 6 7 x 8
The facilities of the twelve cooperating schools are presented in Table 1B. The table indicates that most all of the classrooms are provided with comfort rooms. This is shown by the frequency of 248 classrooms with comfort rooms (80.18) percent against 179 (19.81%) classrooms without comfort rooms. All the cooperating schools have principals’ offices and canteen. Almost all the schools have their library located inside their classrooms; only 2 have libraries located in a separate building. Medical/Dental Clinic is present in 9 schools; Technology/THE rooms are present in 6 schools and there are only 5 schools with Science Laboratory. It could be noted that the average size of the different rooms is good enough for working purposes. However, the medical/dental clinic is small. This might be attributed to the fact that the twelve cooperating schools do not have a full time physician/dentist; they are all part time workers. They come twice a year, according to the interview conducted by the researcher.
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Table 1.C. Student/Pupil Services of the Twelve Cooperating Schools
STUDENT/PUPIL SERVICES FREQUENCY PERCENTAGE
1. Medical/Dental Services 9 75
2. Sports Facilities
Basketball 5 41.67
Tennis Court 3 25
Auditorium 5 41.67
Sports Center 1 8.33
Volleyball Court 10 83.33
Playground/Oval 3 25
3. Publication 6 50
Frequency 2x a year
Number of Copies 1200
4. Canteen
School 11 91.67
Outsider 1 8.33
The student/pupil services of the twelve cooperating schools are presented in Table 1C. Students/Pupils enjoy services such as medical/dental services, sports facilities, school publication and canteen. Like in the previous table 1B, there are 9 schools with medical/dental rooms. Three schools do not provide their students/pupils with this service. In sports facilities, almost all the schools have their own volleyball court. Five schools have their basketball court and auditorium. Three schools have both tennis court and playground/oval for their learners.
Six or 50 percent of the cooperating schools produce their own
publication in terms of school paper/newsletter. They publish their papers twice a year and with an average of 1,200 copies every publication. Eleven schools manage their canteen. This means the funding and income of the canteen is taken care of by the school. This is one good source of income for the school. On the other hand, only one cooperating school has a canteen managed by an outsider. This outsider pays a monthly rental to the school.
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Table 2. Profile of Cooperating Teachers
La Union F P Pangasinan
F P Freq. Perc. Personal Factors
Elem Sec Elem Sec
Sex Male Female Total
Age 21-30 31-40 41-50 51 above Total
Civil Status Single Married Total
6 28 34 6 8 6 14 34 7 27 34
10 11 21 5 8 5 3 21 2 19 21
16 39 55
11 16 11 17 55 9 46 55
20.09 70.91 100
20.00 29.09 20.00 30.91 100
16.36 83.64 100
2 10 12 2 2 8 12 1 11 12
0 15 15 5 6 3 1 15 2 13 15
2 25 27 5 8 5 9 27 3 24 27
7.41 92.59 100
18.52 29.63 18.52 33.33 100
11.11 88.89 100
18 64 82
16 24 16 26 82
12 70 82
21.95 78.05 100
19.51 29.27 19.51 31.71 100
14.63 85.37 100
Table 2 presents the profile of cooperating teachers in La Union and in Pangasinan as to personal factors (sex, age, civil status). Female teachers dominate with a population of 64 or 78.05 percent compared to their male counterparts of 18 or 21.95 percent. Teaching really is for females. This is consistent with the finding of Gacayan (2002) in her study of the Perception of Cooperating Teachers on the Institutional Competencies of Student Teachers. Regarding age, out of the 82 cooperating teachers, 26 or 31.71 percent are 51 years old or older. There are 24 teachers whose ages range from 31-40 years and same percentages for teachers aged 21-30 years and 41-50 years. The finding indicates that cooperating teachers of DMMMSU Teacher Education are competent and mature in their profession. Eighty-five percent of the cooperating teachers are married, only fifteen percent are single.
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Table 3. Professional Factors of the Cooperating Teachers
La Union F P Pangasinan F P Freq. Percentage Professional Factors Elem Sec Elem Sec
Permanent
Probationary Total
Number of Years in Service
1-5 years 6-10 years
11-15 years 16-20 years
21-25 years 26-30 years
31- above Total Position/Rank
Teacher I Teacher II
Teacher III Master Teacher I
Master Teacher II Master Teacher III
Total Number of Years
as Cooperating Teacher
1-5 years 6-10 years
11-15 years 16-20 years
21-25 years 26-30 years
31- above Total Educational
Qualifications College
Graduate Post Graduate
w/ Units Total
34
0 34
4 5
5 5
4 2
9 34
3 10
3 7
8 3
34
10 7
9 4
1 1
2 34
24
10 0
34
20
1 21
2 8
4 2
3 0
2 21
3 6
2 7
3 0
21
15 4
2 0
0 0
0 21
2
16 3
21
54
1 55
6 13
9 7
7 2
11 55
6 16
5 14
11 3
55
25 11
11 4
1 1
2 55
26
26 3
55
98.18
1.82 100
10.91 23.64
16.36 12.73
12.73 3.64
20.00 100
10.91 20.09
9.09 25.45
20.00 5.45
100
45.45 20.00
20.00 7.27
1.82 1.82
3.64 100
47.27
47.27 5.45
100
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1 12
0 2
0 2
0 3
5 12
2 1
4 1
3 1
12
6 3
3 0
0 0
0 12
7
5 0
12
14
1 15
3 2
5 2
2 1
0 15
8 2
0 4
1 0
15
7 7
0 0
1 0
0 15
10
5 0
15
25
2 27
3 4
5 4
2 4
5 27
10 3
4 5
4 1
27
13 10
3 0
1 0
0 27
17
10 0
27
92.59
7.41 100
11.11 14.81
18.52 14.81
7.41 14.81
18.52 100
37.04 11.11
14.81 18.52
14.81 3.70
100
48.15 37.04
11.11 0
3.70 0
0 100
62.96
37.06 0
100
79
3 82
9 17
14 11
9 6
16 82
16 19
9 19
15 4
82
38 21
14 4
2 1
2 82
43
36 3
82
96.34
3.66 100
10.98 20.73
17.07 13.41
10.98 7.32
19.51 100
19.51 23.17
10.98 23.17
18.29 4.88
100
46.34 25.61
17.07 4.88
2.44 1.22
2.44 100
52.44
43.90 3.66
100
The data on the Professional Factors of the Cooperating Teachers are shown in Table 3. As to appointment status, 96 percent of the cooperating teachers are permanent and 4 percent are on probationary status. More than half of the respondents have rendered 1-20 years of service. On the other hand, only about 20 percent have been in the service for 31 years or more. This means that these teachers are relatively young in the service. In addition, almost half of them, more that 46 percent, have been serving as cooperating teachers for even a shorter period – 1 to 5 years. Perhaps related to this is the finding that more than half are classified as Teacher 1, 2 or 3, and the rest as Master Teacher 1, 2 or 3. A teacher is
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classified as Master Teacher after he/she acquires a master’s degree. It has been found out that 36 of these cooperating teachers have a MA or MS degree and more than 50 percent have only a bachelor’s degree. Teachers have many tasks in school and barely find time to go back to school and upgrade their competencies. It was stressed by DepED Secretary Abad that even after many years of teaching, education is still needed. Through training, seminars and pursuing higher education, teachers can learn new techniques, strategies to upgrade their teaching competency. Poorly trained and incompetent teachers produce illiterates and substandard students. Table 4. Problems of Cooperating Teachers in Handling Student Teachers.
Problems Average
Mean
Descriptive Rating
1. More than one ST per shift 1.69 Never 2. Inability to write lesson plan 1.67 Never 3. Tardiness 1.86 Seldom 4. Frequent absences 1.55 Never 5. Not wearing of uniform 1.76 Never 6. Not attending the flag ceremony 1.79 Never 7. Does not follow suggestions 1.46 Never 8. Disrespectful 1.28 Never 9. Shows favoritism 1.40 Never 10. Cannot discipline an unruly class 2.11 Seldom
As seen in Table 4, there are at least ten problems experienced by the cooperating teachers in handling student teachers. Cooperating teachers rated eight problems as “never” which means they did not experience those problems in handling student teachers from DMMMS. Tardiness and inability to discipline an unruly class were rated by the cooperating teachers as “seldom.” This implies that in rare cases, they observed student teachers coming late to school or in attending their classes. Having unruly classes is understandable because student teachers are young and adjusting to the actual scenario of teaching-learning process. Student teachers should really collaborate with their cooperating teachers in order to gain as much experience and learning as they can from their practice teaching.
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Table 5. Perception of Student Teachers of the Twelve Cooperating
Schools of the DMMMSU Teacher Education Program
AREAS AVERAGE MEAN DESCRIPTIVE RATING
1. Goals/Objectives of the School 4.53 Superior 2. Faculty Members 4.19 Above Average 3. Instructional Materials 4.15 Above Average 4. School Services 4.02 Above Average 5. Research 3.99 Above Average 6. Extension 4.01 Above Average 7. Library 4.01 Above Average 8. School Structure 3.74 Above Average 9. Laboratory 3.86 Above Average 10. School Activities 4.01 Above Average
The perception of student teachers of the twelve cooperating schools of the DMMMSU Teacher Education program is presented in Table 6. Student Teachers rated Area 1 which concerns the Goals/Objectives of the cooperating school as “Superior.” This means that the cooperating schools were superior with the goals/objectives of the school. Teachers understood and implemented these goals and objectives. All the remaining nine areas were rated “above average” by the student teachers. Moreover, this implies that the cooperating schools have faculty members with harmonious working relationship with their students/peers and administrators. Faculty members were encouraged to produce their own instructional materials. These cooperating schools also conduct regular socio-cultural activities. They conduct extension activities and programs based on needs, problems and resources of the community.
SUMMARY, CONCLUSIONS, RECOMMENDATION
The study entitled “Institutional Capability of Cooperating Schools of the DMMMSU Teacher Education Program: An Analysis” sought to determine the profile of cooperating schools as to number of teachers, educational qualification of teachers, number of personnel, school facilities, student/pupil services, personal and professional profile of cooperating teachers, the extent of experiences of the cooperating teachers in handling student teachers, and the degree of perception of student teachers of their cooperating schools. The study was conducted in twelve cooperating schools of the DMMMSU Teacher Education Program. The respondents included the school principals, cooperating teachers and student teachers. The descriptive design was used in
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the study with a questionnaire as the main gathering tool. Mean frequency counts and percentages were used. Salient Findings The findings of the study are the following: On Cooperating Schools
1. Two-thirds of the whole population of faculty are females, only one-third are males.
2. Majority of the teachers are BSE/BEE graduate and with MA/MS units.
3. There are 53 supporting personnel of the twelve schools. 4. Most classrooms are provided with comfort rooms. 5. The schools have principal’s offices and canteen. 6. The libraries of 10 schools are housed not in a separate building but
inside the classrooms. 7. Medical/Dental Clinics are present in 9 schools. 8. THE/Technology rooms are present in 6 schools 9. Six schools issue their own publication in the form of school
paper/newsletter. 10. Eleven schools manage their own canteen, only 1 is managed by an
outsider. 11. Student Teachers rated their cooperating schools as “superior” in
Area 1 and “Above Average” on all the remaining areas. On Cooperating Teachers
1. Female teachers dominate the population of cooperating teachers. 2. Out of the 82 cooperating teachers, 26 are 51 years old and above. 3. There are 24 teachers whose ages range from 31-40 years. 4. There are 16 teachers ages 21-30 years and 16 teachers aged 41-50
years. 5. As to appointment status, 96 percent of the cooperating teachers are
permanent, 4% are on probationary status. 6. Most of the teachers have been in the service for 6-20 years. 7. Most of them are classified Teacher 1 or 2. 8. Only 36 teachers out of 82 have acquired a master’s degree. 9. More than 50 percent of the teachers have a BS/AB degrees.
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10. The cooperating teachers rated their student teachers from DMMMSU as “Never” in most of the problems encountered by cooperating teachers handling student teachers.
11. Tardiness and inability to discipline an unruly class were rated by cooperating teachers as “Seldom” problems. Conclusions From the findings of the study, the following conclusions are drawn:
1. The teaching profession is dominated by females. 2. Schools need personnel for support system. 3. The cooperating schools of the DMMMSU Teacher Education Program
are all conducive for the teaching-learning processes in terms of facilities. 4. The students/pupils enrolled in these cooperating schools are given
quite enough services. 5. The cooperating teachers of the DMMMSU Teacher Education
Program are permanent and mature in their age but young in their years as cooperating teachers.
6. Many teachers do not upgrade their teaching competencies. 7. The cooperating teachers never experienced problems in handling
student teachers from DMMMSU and seldom have they seen student teachers tardy or having unruly classes. Recommendations The researcher recommends the following:
1. Since the teaching profession is dominated by females, additional
benefits should be given to them so that they could upgrade their strategies and methodologies.
2. The DMMMSU Teacher Education Program should also support its cooperating schools as a way of recognizing their effort in extending support of the program.
3. Cooperating Teachers should find ways and means to upgrade their competencies by enrolling in higher education, attending seminars, trainings etc.
4. Student teachers should be given in-depth training in campus to help them cope with the great tasks waiting for them in their off-campus training.
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BIBLIOGRAPHY Adams, Harold P. and Dickey, Frank G. “Basic Principles of Student Teaching”
(New York: American Book, Co., 1956), pp. 4-5 Beltran, Linda B. “A Guidebook for the Supervision of Student Teachers” Rex
Printing Company, Inc. c 2002 Brown, Thomas J. “Student Teaching in a Secondary School” New York: Harper
and Row Publishers, 1960 pp. 1-2 Gacayan, Ignacio T. “BSE Student Teachers’ Performance as Perceived by their
Off-Campus Cooperating Teachers.” BSE Research Journal Volume 4, No.3 December 2002
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GRADUATE TRACER STUDY
Purificacion B. Verceles Estelita E. Gacayan
Flordiliza B. Dalumay INTRODUCTION
The graduate tracer study particularly that of the College of Education is a part of the University-wide tracer data-based research studies aimed to gather information about the employment status of graduates from the various curricular programs of the university for program evaluation.
Several tracer studies were conducted by professors and instructors of
the College of Education covering the period from 1995-2003. There is a difficulty in tracing the whereabouts of graduates and likewise the retrieving of the research instruments which are some of the main causes of the scarcity of respondents.
The questionnaire that was supposed to be administered by the faculty
researchers was prepared by the office of the Vice President for Research and Extension and Development; however, there was a slight modification made by the panel formed by the office of the Dean of the College of Education before it was administered to graduate-respondents. Objectives of the Study
The following are the objectives of the study: 1. To find out the present demographic profile of the graduates of the
College of Education; 2. To determine whether they are employed in a job related to their
course and the length of time spent landing a job after graduation; and 3. To find out the level of satisfaction of graduate in their respective
program/profession.
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Conceptual Paradigm Significance of the study
The findings and results of the study would be significantly useful to the administrators, policy makers, and curriculum makers.
Administrators. Results of this study shall serve as basis for
administrators of the College of education to consider certain programs to help the graduates regarding their employment.
Policy makers. Results are an eye-opener to the policy makers about
College of Education programs especially the professional success of the graduates. This could provide them a view of how teaching could be very interesting.
Curriculum Makers. The study could help curriculum experts to design
and upgrade the curriculum being offered at the College of Education as to the affectivity and degree of need in the community particularly the learners.
CE Graduates Demographic Profile Educational Background Reasons for taking Education
University
Professional Success Employment Characteristics Present Socio-Economic Profile
Feedback
College of Education
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REVIEW OF LITERATURE AND RELATED STUDIES
This chapter presents the review of professional literature and related researches that are discussed herein. Review of Professional Literature
It has been cited that employability and productivity are terms which are
interrelated to each other. As such, several concepts should be considered regarding the nature and principles pertaining to these two terms
Webster’s Third New International Dictionary1 defines employability as
the state or quality of being physically and mentally capable of earning a wage at a regular job and available for hiring.
Encyclopedia Americana2 cited statistically that workers are considered
employed if they have either full or part time jobs or are self-employed, even if they are not working at specified period of time. However there are other considerations to deal with when employment is being referred to. The developed and still developing countries apply different approaches to measure employment depending on the status of their respective economies.
Employment has been the subject of discussion and studies by a number
of economists. In the article ‘Education in Asia’ published in the World Bank3 Tan concluded that there is an unusually high level of unemployment among the educated aptly called the “educated unemployed.” Although education is not a guarantee of employment an ordinary layman would expect unemployment rates to decrease as the level of education rises.
Education (partial schooling) significantly influences productivity in a
dynamic condition but not in a static setting, as found out by Leonor4 (1976). This opinion was made on the basis of four countries studied, namely, Britain, India, America, and Brazil. The Philippines which is basically an agricultural country exceeds high level manpower in agriculture, fisheries and forestry. However, because of the imbalance in the output of the educational system, there were more graduates in the Liberal Arts, Business, Commerce and Education than in areas needed for industrial and agricultural development. Moreover, college graduates are inadequately equipped in the basic skills needed for the world of work.
In his special report, Habito5 (1993) mentioned that the vision of the
Philippines in the year 2000 is one of economic growth with stability anchored on the twin goals of global excellence and people empowerment. The vision calls
27
for the adoption of strategies designed to harness the country’s human resources potential, develop international competitiveness and ensure the sustainable use of resources.
While economic literature defines a Newly Industrialized Country as a
country whose manufacturing sector accounts for 20 to 25 percent of total output exports and employment, the Philippine manufacturing sector accounts for only 12 percent of total employment, having stood at that ratio for the past decade.
In contrast industrial employment in South Korea and Taiwan accounted
for more than 30 percent of total employment when they were at the threshold of NIC status 20 years ago.
The plan in Habito’s report seeks to redress precisely the failure of
industries in the past to absorb millions of workers and disperse employment opportunities to the countryside. It seeks deliberately to promote employment –based growth and to distribute these employment opportunities out of the cities and urban centers to put it within the reach of the rural population of the Philippines.
‘External productivity’ as defined by Coombs6 (1970), is the relationship
between the cumulative benefits over time (as distinct from the immediate outputs) and the original educational inputs that made these benefits possible. He holds the idea that these ultimate benefits accruing to the learners and to society from previous educational inputs or investments are even less precisely measurable than the immediate learning outputs which students carry away with them from the system on the day they leave it. This may however be contested in the light of other views which hold that the indicators of external productivity which represent the educational program are more easily identified compared to apparent gains exhibited by the learner upon departure from the educational system.
Applied to educational programs, external productivity measures the
private and societal returns of education, says Zwaenespoel7 in his study, “The use of system approach as a conceptual framework in the evaluation of educational programs of integrated rural development (1980).” It measures the extent to which the benefits or added value acquired through the educational process have been utilized by the learner in the course of time, to ensure his personal growth and to improve the quality of his life and that of his community. These educational benefits which come by way of added knowledge, values and skills acquired by the educated individual and exercised in his community actualizes his personal, social economic, cultural, political, and technological competencies and likewise promotes the growth and progress of his society.
28
Furthermore, these returns of educational achievements may be plowed back as positive contributions to the social, cultural, economic, political, and technological subsystems of society. In this sense, educational systems or programs can be viewed as useful for societal change and development.
Turabian8 shares a similar view when she says that although the
productivity per man in the United States industry is almost twice that in West European industry, west has an increasingly well-educated young labor force and the crucial point is that knowledge which is transferable between peoples has become by far the most important world economic resource.
Review of related researches and study This section presents the review of related researches or studies which
are considered relevant to the present study. Said review, and that on the professional literature, provided the writers deeper insights into the different concepts and aspects that graduate tracer studies of the Don Mariano Marcos Memorial State University-South La Union Campus embrace. It provided the researches a strong framework upon which the present study is structured.
Dumaguin’s study9 (1996) aimed at assessing the employability of
graduates of the Bachelor of Science in Industrial Technology (BSIT) ladder-type curriculum particularly the Girls Trade Section of the College of Technology of DMMMSU Mid La Union Campus during SY 1990-1994. Of the 200 respondents 56.50 percent were found to be wage employed, 23.50 percent were self-employed and 20 percent were unemployed.
Silva10 (1993) in her study ‘Employability of College Graduates of Los
Baños, College of Fisheries, 1985-1989’ reported that the most important aspect of instruction and the most fickle and volatile is curriculum. Its basic characteristics are change and relevance, with change meaning to correspond to the change of the goals of the society and aims of education, and relevance whose meaning is to make instruction careful, adequate and beneficial to the people. Silva further define that curriculum is the program of the school system which is being followed. Courses are offered with their respective subjects, number of hours and units. Moreover, curriculum includes the number of years allotted to particular courses, the number of working days for academic year and the length of the school day. She added that a program can only be regarded effective if there is a high correlation between its target or expectations and its compliments
Quality education, according to Tobes11 (1993) depends to a large extent
on the academic level pf the teaching profession as an indication of the standard
29
of education in the country. The success of vocational-technical education depends upon the possibility of providing instructors who have a common command of the special occupational content that they are to teach and who are also trained in the a special pedagogy and teaching techniques required for their new form of education work.
According to Calabarazon12 (1991) an effective educational program
should not only result in the employability of its graduates, but also its effects should go into productivity for the output has more direct relation to the economic development of the nation.
In Piphop13 study (1988), it was found out that married skilled workers
are preferred for employment over unmarried ones, since they are considered more experienced and more emotionally mature. Basing on this observation, the writer concluded that married employees seem to be more responsible and dedicated to their work than the unmarried workers.
The findings of Calaustro’s study14 (1988) consisted of: a) 88 percent who
were employed - 80.6 percent employed as teachers in the elementary and the high school level, and the rest of the graduates went into garment related industries existing in the region, and b) there was an expressed general satisfaction of the graduates on how the course blocks were taught except the last block which concerned power machine sewing operation or RTW production.
Graduates with technical fields of specialization have better chances of
getting employed within a shorter period of time after graduation, says Dulay15 (1987).
Employability and productivity are terms which are interrelated to each
other, as found out by Montessa16 (1985) in her study. Civil status is a factor which appears to be the one best predictor of the total compensation received by workers and that the person’s physical and mental capacity of earning an income at a regular job is enhanced by his on the-job-training
Other findings in other studies consisted of the following: a) there was a
greater number of employed respondents as compared to the underemployed and unemployed; b) most of the employed graduates continued their studies at home and found no job vacancy in line with their training and interest; and c) majority of the unemployed and underemployed graduates worked in private institutions.
Aquino17 (1999) in her study found out that greater number of employed
graduates had permanent jobs as compared to those with casual, contractual or
30
on probational status; and majority of employed graduates worked in the private sector than in the public sector.
In Apigo’s18 (1986) study, most of the graduate-respondents got employed
fulltime; few were employed part time; and several were underemployed. Majority or 85.05 percent were self employed; a few or 15.50 percent got employed through the school; and 2 or 5.13 percent were employed through a public employment agency.
An interview made with the DECS in 200119 resulted in the findings that
the number of unemployed education graduates is greater than the employed education graduates and that it is apparent that the number of unemployed keep on increasing in number.
As of July 2001 employment rate and unemployment were 89.9 percent
and 10.1 percent respectively for the BSE and BEE graduates, as reported by the National economic Development Authority (NEDA).20
The National Statistical and Coordination Board (NSCB)21 found in an
inventory of both elementary and secondary teachers in La Union in 1999-2000 that there were shortages of teachers in both levels; the employment rate was also greater than the employment in entire Region 1. END NOTES/FOOTNOTES 1Philip Babcock Gove ed (1993) Webster’s Third New International Dictionary of
the English Language Unabridged. A Merriam Webster Mass., USA: Merriam Webster Inc., Pub.
2Encyclopedia Americana Vol IV 1977. 3Jee-Peng Tan, “Education in Asia,” The World Bank (Washington, D.C. 1992). 4MD Leonor, “Education and Productivity Some Evidences and Implications,
International Labour Office” (Geneva, 1976) 5Cielito F. Habito, Philippines 2000 (Special Report) Manila Standard (1993) 6Philip H. Coobs, “The Planning of Agricultural Education and Training Within
the Framework of an Integrated Approach to Rural Development,” A paper presented to the World Conference on Agricultural Education and Training, Copenhagen, Denmark, Ma 1970 pp 1-10
31
7Paul Zwaenepoel, “The Use of System Approach as a Conceptual Framework in the Evaluation of Educational Programs of Integrated Rural Development,” Issues in Development Education, eds. Theodor Dams and Paul P. Zwaenepool (Freiburg, Federal Republic of Germany IFEP, 1980) pp.166-169
8Kate L. Turabian, a Manual for Writers 4th ed. (Chicago: The Univ. of Chicago
Press, 1973), p.47 9Gloria E. Dumaguin, “The Employment Status of Graduates of the DMMMSU-
MLUC.” Unpublished Master’s Thesis, Oasis Educational Foundation, Balaoan, La Union, 1996
10Consorcia A. Silva, “Employability of College Graduates of Los Baños, College
of Fisheries 1985 1989.” (M. A. Thesis, Technological University of the Philippines, Manila 1993)
11Aida L. Tobes “Employability and Productivity of the Graduates of the Three-
Year Technical Education Courses in the Tiburcio Tanciano Memorial Institute of Science and Technology.” (Master Thesis. Technological University of the Philippines, 1991)
12Manuel E. Calabarazon, “Technician Education Program Graduates in
Selected Asian Development Bank Assisted Project Institution: An Evaluation” (Ed. D. Dissertation, Technological University of the Philippines, Manila, 1988.)
13Sconthosmai Philip, “The Effectiveness of Vocational Skills Training Programs
in Selected Non-Formal Education Centers of Bangkok, Thailand: An Evaluation.” (Ed. D. Dissertation, Technological University of the Philippines, Manila, 1988)
14Benita Calaustro, “Garment Trades Graduates in BSIE: Their Employability
and Prospects,” (Unpublished Masteral Thesis, St. Louis College, San Fernando City, La Union, 1988)
15Buenaventura C. Dulay, “Productivity of Graduates and Dropouts of the
Extension Training Programs Among Technical State Institutions in Region 3” (Ed. D. Dissertation, Technological University of the Philippines, Manila, 1987.)
16Isabelita L. Montessa, “Productivity and Employability of the Graduates of the
Revised Secondary Education Program in the National Capital Region” (M. A. Thesis, Technological University of the Philippines, Manila, 1985)
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17R. L. Aquino, “The Employability of the BSE Math Major-Graduates of DMMMSU-SLUC 1994-1998.” (BSE Undergraduate Thesis, DMMMSU-SLUC, Agoo, La Union, 1999)
18Betty S. Apigo, “A Follow-up of the Bachelor of Science in Industrial
Education Girls Vocational Courses Graduates of DMMMSU, 1980-1985” (Master Thesis, DMMMSU-MLUC, 1986)
19An Interview Report with the DECS, 2001 20The NEDA Report of July 2001 (Internet) 21the National Statistical and Coordination Board (NSCB), Teacher’s Inventory,
SY 1999-2000 (Periodical) METHODOLOGY
This chapter presents the research design, sampling technique, data gathering tool, and statistical tool used in the study. Research Design
The Graduate Tracer Study used the descriptive survey method utilizing
questionnaires to get the present demographic profile of the graduate-respondents, educational background, reasons for taking education course, professional success, employment characteristics and present socio-economic profile.
Sampling Technique The study intended to get total enumeration from the list of College of
Education graduates-Bachelor of Science in Secondary Education and Bachelor of Science in Elementary Education. However, there was difficulty in tracing the whereabouts of graduates and likewise the retrieval of the research instruments.
Data Gathering Tool A questionnaire was used as the main gathering tool of the research. The
questionnaire administered was prepared by the office of the Vice-President for Research and Extension Development but was revised by the panel formed in
33
the office of the Dean of Education. The questionnaire was validated on graduates of other institutions.
Statistical Tool Data gathered in this study were treated using frequency counts,
percentage and rank.
FINDINGS OF THE GRADUATE TRACER STUDY COLLEGE OF EDUCATION (1995-2003) Table 1. Personal Data of the Respondents
Characteristics Total Percent
Sex/Gender Male 61 21.55 Female 222 78.45 Total 283 100 Civil Status Single 134 47.34 Married 146 51.60 Single Parent 3 1.01 Total 283 100
Table 1 shows the personal data of the respondents. In terms of
sex/gender, the graduate-respondents were mostly female, 78.45 percent. Only 21.55 percent were male. This result is consisted with the observation that the education course is dominated by females. More than one-half (51.60 percent) of the graduate-respondents were married and 47.34 percent were single. There was 1.06 percent single parents.
It is revealed in Table 2 that 95.05 percent of graduate-respondents were
employed and 3.88 percent were not employed. The rest, 1.06 percent did not give their employment status. Of those who were employed, 7.50 percent were in the government service, either in school or agency, 27.79 percent were in the private sector while 6.71 percent engaged in personal business.
As to occupation, the graduate-respondents were generally in the
teaching profession, 88.33 percent. Only 9.89 percent were employed in a work related to teaching and 1.77 percent did not give their vocation. Majority of the respondents have length of service below 5 years; 25.80 percent between 5-10
34
years. Between 11-15 and 16-20 years bracket consisted of 7.06 percent and 3.88 percent, respectively. There were 7.77 percent who did not give their years of service. It was observed that most respondents were in the early stages of their employment. More than 0ne-third (34.62 percent) of the graduate respondents had a monthly income between 10,000-15,000 pesos; 31.80 percent below 5,000 and 28.62 percent is between 5,000-10,000 pesos. More than one-third (37.10 percent) of the respondents were Teacher 1; 22.61 percent were Teacher 2 and 8.83 percent Master Teacher 1. Head Teacher/Principal and Professor/Instructor were 2.83 percent and 5.30 percent respectively. There were a handful of graduates whose job positions were clerk, radio announcer, pre-school teacher and day care worker. Table 2. Socio-Economic Background of the Respondents
Background Total Percent
Employment Status Employed 269 95.06 Not employed 11 3.88 Did not answer 3 1.06 Total 283 100 Occupation Teaching 250 88.33 Related to teaching 28 9.89 Did not answer 5 1.77 Total 283 100 Length of Service Below 5 years 157 55.47 5-10 years 73 25.80 11-15 years 20 7.06 16-20 years 11 3.88 Did not answer 22 7.77 Total 283 100 Monthly Income Below Php 5,000 90 31.80 5,000-10,000 81 28.62 10,001-15,000 98 34.62 15,001-20,000 4 1.41 Did not answer 10 3.53 Total 283 100 Position/Item Teacher 1 105 37.10 Teacher 2 64 22.61 Master Teacher 1 25 8.83 Principal/Head Teacher 8 2.83 Professor/Instructor 15 5.30 Others 39 13.78 Did not answer 27 9.54 Total 283 100
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Table 3. Educational Background of the Respondents
Background Total Percent
Educational Attainment MS/MA 23 8.12 MS/MA Units 60 21.20 AB/BS 200 70.67 Total 283 100
Eligibility PD 901 3 1.06 Teachers Board 222 78.44 Career Professional 21 7.42 Sub-Professional 6 2.12 Did Not Answer 31 10.95 Total 283 100
Table 3 presents the educational background of the graduate-respondents. About 70.67 percent of the graduate respondents were AB/BS degree holder; 21.20 percent had MS/MA units and 8.12 percent finished a master’s degree. As to eligibility, it was revealed that the graduate-respondents generally have teacher eligibility, 78.44 percent, 7.42 percent and 2.21 percent are career and sub professional eligibility, respectively. There is 1.06 percent of the respondents with eligibility granted under PD 901. Table 4. Reason for Taking the Course
Reasons Total Rank
Affordable for family 85 1 Prospect for immediate employment 65 2 Influenced by parents/relatives 61 3 Inspired by role model 55 4 Prospect of career advancement 35 5 Status/prestige in the profession 25 6 Had good grades in the subject area 23 7 Influenced by peers 12 8 Prospect of attractive pay 10 9 Total 283
Reasons for taking the course are presented in Table 4. Among the choices given, the item “affordable for family” ranked first. The other reasons - prospect for immediate employment and inspired by role model, ranked second and fourth respectively. It was observed that most of the graduate-respondents
36
belonged to low income family. This item “influenced by parents/relatives” ranked third.
Table 5. Employment Characteristics of the Respondents
Characteristics Total Percent
Does your agency offer Fringe Benefits? Yes 159 56.18 No 31 10.95 Did Not Answer 93 32.86 Total 283 100
Does Your Organization Provide Extra Pay Work?
Yes 61 21.55 No 199 70.31 No Answer 23 8.13 Total 283 100
Does It Help Augment Your Current Pay? Yes 37 13.07 No 82 28.97 No Answer 164 57.95 Total 283 100
Table 5 shows the employment characteristics of the respondents. More than one-half (58.18 percent) of the graduate-respondents had employers who offered fringe benefits, 10.95 percent did not offer benefits and 32.86 percent did not answer the question. Further, it was revealed that about 70.31 percent of the respondents-employer did not provide extra pay and only 21.55 percent gave extra pay for the respondents. The extra pay helped augment their current pay. Table 6. Fringe Benefits
Benefits Total Rank
Maternity Leave 65 1 Insurance(Health) 63 2 Sick Leave 60 3 Hospitalization 45 4 Vacation Leave 39 5 Retirement Benefits 35 6 Death Benefits 15 7 Study Leave 11 8 Hazard Pay 10 9 Disability 9 10
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The fringe benefits are presented in Table 6. The graduate-respondents ranked maternity leave as the number one fringe benefit they availed of given by their employer followed by, health insurance, sick leave, hospitalization and retirement. It was observed that most of the respondents were female and they availed of most of the benefits. Table 7. Professional Success
Professional Situation Total Percent
Very Unsatisfactory 23 8.20 Unsatisfactory 20 7.10 Undecided 19 6.56 Satisfactory 131 46.45 Very Satisfactory 56 19.67 No Answer 34 12.02 Total 283 100
Taking all into consideration, the graduate-respondents rated their professional status. This is presented in Table 7. Almost one-half (46.45 percent) rated their professional situation as satisfactory, 19.67 percent as very satisfactory and 8.20 percent as very unsatisfactory. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The study on the Graduate Tracer in the College of Education is a part of
the university-wide tracer data-based research studies aimed to gather information about the employment status of university graduates from various circular programs.
The study sought to find out the present demographic profile of the
graduates of the College of Education. It also determined whether they are employed in a job related to their course and length of time spent in landing a job after graduation. The study also sought to find out the level of satisfaction of graduates in their respective program/profession.
The descriptive survey method was employed in this study.
Questionnaires were revised by the office of the Dean of the College of Education and were given to the graduate-respondents. The respondents were graduates from the year 1995-2003
38
Salient Findings The study has the following findings:
Personal Data of the Respondents
1. There are 222 (78.45 percent) females and 61 (21.55 percent) males. 2. There are 146 (51.60 percent) married, 134 (47.34 percent) single and
only 3 (1.01 percent) single parent.
Socio-Economic Background of the Respondents
1. Out of the 283 respondents, 269 (95.06 percent) were employed, 11 or 3.88 percent were not employed and 3 or 1.06 percent did not answer.
2. Of the total respondents, 250 (88.33 percent) were employed as teachers, 28 (9.89 percent) were employed in an occupation related to teaching. Only 5 (1.77 percent) did not answer.
3. With regards to the length of service, 157 (55.47 percent) had below 5 years, 73 (25.80 percent) 5-10 years, 20 (7.06 percent) 11-15 years, 11 (3.88 percent) 16-20 years and 22 (7.77 percent) did not answer.
4. Ninety or 31.80 percent of the graduate-respondents had a monthly income less than Php 5,000, 81 (28.62 percent) with 5,000-10,000 monthly income, 98 (34.62 percent) 10,001-15,000; 4 (1.41 percent) 15,001-20,000 and 10 (3.53 percent) of the respondents did not answer.
5. Of the total respondents, 105 (37.10 percent) had Teacher 1 position, 64 (22.61 percent) with Teacher 2 position; 25 (8.83 percent) were Master Teacher 1; 8 (2.83 percent) were Principal/Head Teachers; 15 (5.30 percent) were Professor/Instructor; 39 had other positions (13.78 percent) and 27 (9.54 percent) did not answer. Educational Background of the Respondents
1. On the educational attainment of the respondents, 23 (8.12 percent) had MS/MA, 60 (21.20 percent) had MS/MA units and 200 (70.67 percent) had AB/BS degrees.
2. Eligibility, 3 (1.06 percent) under P.D. 901; 222 (78.44 percent) Teachers Board; 21 (7.42 percent) Career Professional; 6 (6.12 percent) Sub professional and 31 (10.95 percent) did not answer.
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Reasons for Taking the Course As to Rank, 1-Affordable for family; 2-Prospect for immediate
employment; 3-Influence by parents/relatives; 4-Inspired by role model; 5- Prospect of career advancement; 6-Status/prestige of the profession; 7- Had good grades in the subject area; 8-Influenced by peers.
Employment Characteristics of the Respondents 1. On whether the agency offered fringe benefits, one hundred fifty-nine
or 56.18 percent responded YES, 31 (10.95 percent) responded NO and 93 (32.86 percent) did not answer.
2. Their organization provided extra pay (61-21.55 percent); 199 (70.31 percent) responded that their organization did not provide extra pay; and 23 (8.13 percent) did not answer.
3. As to whether the extra pay augmented their current pay, thirty-seven or 13.07 percent responded YES; 82 (28.97 percent) responded NO and 164 (57.95 percent) no answer.
Fringe Benefits as to Rank
1-Maternity Leave; 2-Insurance (Health); 3-Sick Leave; 4-Hospitalization; 5-Vacation Leave; 6-Retirement Benefits; 7-Death Benefits; 8-Study Leave; 9-Hazard Pay; 10-Disability Pay.
The respondents rated their professional status as 23 (8.20 percent) very
unsatisfactory; 20 (7.10 percent) Unsatisfactory; 19 (6.56 percent) undecided; 131 (46.45 percent) Satisfactory; 56 (19.67 percent) very satisfactory; and 34 (12.02 percent) No answer. Conclusions
Based on the findings, the following conclusions are drawn: 1. Majority of the respondents were employed as teachers. They are new
in their work and have low monthly income 2. Most of the respondents occupied the lower level position in the
teaching profession and a lesser number were graduates of MA/MS Graduate Degree.
3. Majority of them graduated with a BS/AB degree and were Teachers Board Passers.
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4. Respondents selected the teaching profession because it is affordable by their families.
5. The agency of most of the respondents offers several fringe benefits and gives extra pay.
6. Majority of the respondents rated their professional status as satisfactory. Recommendations
The researchers recommend the following: 1. Agencies should offer higher compensation to teachers as their
profession is bounded by Herculean tasks. 2. Teachers should continue to pursue higher education because
education is changing. 3. Scholarship Grants should be given to teachers who want to pursue
higher education to upgrade their competencies. 4. Agencies should continue to maintain fringe benefits to teachers for
this is an excellent way to help these shapers and navigators of learning.
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OCCUPATIONAL PREFERENCES OF SECOND YEAR BSE STUDENTS OF DMMMSU-SLUC
Dr. Eufemia D. Calica
Background of the Study It is possible that the kind of work or occupation one has may not be the right job for him because he might have been forced to take a particular course which is not of his own choice or interest. Probably, he did not have any career or vocational guidance before he graduated from high school. Guidance according to Lefever as quoted by Aquino (1970) is that systematic, organized phase of the educational process which helps a youth grow in his power to give point and direction to his own life to the end that he may gain richer personal experience while making his own unique contribution to his society. It is a fact that in every school there is a guidance counselor. This counselor could be a teacher with a special designation as such or a personnel recruited as a guidance counselor. This guidance counselor then conducts career guidance on graduating students, especially in the high school, so that they will be enrolling in the course they are capable of pursuing based on their abilities, interest, and capacity. This study therefore was conducted to determine whether the students of the College of Education had undergone any career or vocational guidance before they enrolled in college. Is to be a teacher their occupational preference? Were they forced to take up education by their parents? Did they enroll in education since their friends are taking up this course or they had no other choice among the other courses offered in DMMMSU? Statement of the Problem This study aimed to determine the occupational preferences of second year BSE students of DMMMSU-SLUC, school year 2003-2004. Specifically, it sought to answer the following questions:
1. What is the profile of the respondents as to sex and major subjects? 2. What are the occupational preferences of the respondents? 3. Is there a significant relationship between the respondents’
occupational preferences and their sex and major subjects?
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Importance of the Study The findings of the study may be important to high school administrators and students. School administrators should not take for granted the importance of conducting vocational or career guidance as part of the operational plan of the school’s guidance office. They have to conduct career guidance on their graduating students to help them choose the right course if they intend to continue their studies in college.
On the other hand, high school students, especially seniors, ought to attend career guidance conducted in their school for this may help them prepare well for their future profession, occupation, or job. Research Design and Instrument The study used the descriptive method of research. It used the Brainard occupational Preference Inventory as the main tool for gathering the needed data. The questionnaire is a standardized questionnaire designed to bring to the fore the facts about a person with respect to his occupational interests so that he and his advisers can more intelligently discuss his occupational and educational plans. This questionnaire yields scores in six broad occupational fields for each sex. Both boys and girls obtain scores in the fields identified as Commercial, Mechanical, Professional, Esthetic and Scientific. Only boys answer items which yield an Agricultural score while only girls answer the items for a Personal Service Score. This inventory, however does not analyze the vocational fitness of the person who answers the questions. It provides basically information concerning one vital phase in the complex matter of setting his vocational plans wisely and planning a program for attaining goals.
Since the guidance counselors are the only ones who know how to interpret the results, the researcher, therefore, requested them to administer the instrument to the respondents and to give her later the data needed for the study. Respondents of the Study The target respondents of this study were all the second year BSE students of the College of Education of school year 2003-2004. However, when
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the instrument was administered to them by the guidance counselors of the college, not all were present. Hence, out of the total population of 92 students, only 89 became respondents, 41 males and 48 females. Statistical treatment of Data Data gathered for the study were treated using frequency count, percentage, chi square, and Pearson product-moment of Correlation. Findings of the Study The following are the salient findings of the Study:
1. Profile of respondents as to sex and major/specialization
1.1 As to Sex. There were more female respondents (48 or 53.93 percent)
than male respondents (41 or 46.07 percent). 1.2 As to major or specialization, 26 percent of the respondents were
General Science majors followed by PEHM (20percent) and Mathematics (18 percent). The major groups with the least number (both 4.5 percent) were Information Technology and Social Studies majors.
2. Respondents’ occupational preferences 2.1 As to sex 2.1.1 Majority of the respondents of both sexes had very high degree of
preference for occupations in the commercial field (55 percent), in the professional field (56.16 percent), in the esthetic field (47 percent), in the scientific field (32.58 percent), and in the agricultural/personal services field (26.97 percent). On the other hand, majority of the respondents (28.09 percent) had very low degree of preference for jobs related to the mechanical field.
2.2 As to major or specialization 2.2.1 Majority of the respondents majoring in English (53.85 percent),
General Science (56.52 percent), Home Economics (44.44 percent), Mathematics (50 percent), Physics-Chemistry (100 percent) and PEHM (72.22 percent) had very high degree of interest in jobs related to the commercial field. An identical percentage (50 percent) of both very high and high degrees of preference for this field was noted among the Social Studies majors, while all the IT majors had only high degree of preference.
2.2.2 Majority of the Home Economics (33.33 percent) and Social Studies (50 percent) majors had very high degree of preference for jobs in the mechanical field, while majority of the Mathematics (37.50 percent) and PEHM (27.28 percent) majors had low degree of preference. For Physics-Chemistry group, there was an identical percentage (50 percent) of those with Very High and Low
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degrees of preference. A different trend was noted for the English majors since there was an identical percentage (23.08 percent) of those who had High, Average and Low degree of preference for jobs related to the mechanical field.
2.2.3. Most of the respondents in all major areas had a very high degree of preference for occupations in the professional field.
2.2.4 Majority of the respondents in all major groups, except Mathematics and Information Technology (high), had a very high degree of preference for occupations related to the esthetic field.
2.2.5 Majority of the English (46.15 percent), Mathematics (37.50 percent) and Social Studies (50 percent) majors had a very high degree of interest in jobs related to the scientific field, while most of the Home Economics (44.44 percent) and PEHM (44.44 percent) students had a high degree of preference. Most of the General Science (34.78 percent) and Information Technology (50 percent) majors, however, had only an average degree of preference for occupations in the scientific field.
2.2.6 Seventy-five percent of the Social Studies majors claimed to have a very high degree of preference for occupations in the agricultural and personal services field of occupations. Also expressing a very high degree of interest in this group of occupations were majority of the English majors (38.46 percent) and the Home Economics group (44.44 percent). Majority of the Information Technology (50 percent) and the PEHM (27.78 percent) majors had a high degree of preference. On the other hand, majority of the General Science (29.09 percent) and Mathematics (31.25 percent) students had an average degree of preference. Only the Physics-Chemistry majors had an identical percentage (50 percent) of low and very low degree of interest in jobs related to the agricultural and personal service fields.
2.2.7 As a whole, the respondents most liked the commercial and professional fields of occupations (55.06 percent), followed by the esthetic field (47.19 percent), scientific field (32.58 percent), and agricultural and personal field (26.97 percent). They liked least (Very Low) the mechanical group of occupations, 28.09 percent and 23.59 percent respectively.
3. Test of relationship between the respondents’ profile and their occupational preferences.
3.1 The respondents’ occupational preferences in the commercial field were found significantly related with their sex since the probability value of 0.0472 was less than the 0.05 level of significance. Because of this, the null hypothesis which states that there is no significant relationship between the respondents’ sex and their occupational preferences was then rejected. However, the preferences of the respondents in the other fields were found not to have a significant relationship with their sex because the computed probability values were all greater than the 0.05 level of significance; thus, the null hypothesis of no significant relationship was accepted.
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Conclusions
The following are the conclusions of the study based on its findings: 1. More female students are attracted to take up education courses, like
BSE. 2. General Science is the major/specialization subject in the BSE
program of the College of Education with the most number of enrollees followed by PEHM and Mathematics. Having the least number of enrollees are the Physics-Chemistry and Social Studies major area.
3. Both male and female respondents prefer occupations in the commercial, professional, esthetic, scientific, and agricultural and personal service fields to jobs related to the mechanical filed; in other words, they are more interested in having white-collar jobs than blue-collar ones.
4. Irrespective of major or specialization subject, occupations in the commercial and the professional fields are the most liked, followed by jobs related to the esthetic, scientific and agricultural and personal fields.
5. There exists a significant relationship between the respondents’ sex and their occupational preferences in the commercial field.
6. There exists no significant relationship between the respondents’ sex and their occupational preferences in the professional, esthetic, scientific, agricultural/personal service, and mechanical fields.
7. There exists no significant correlation between the respondents’ major/specialization and their occupational preferences in the different fields: commercial, professional, mechanical, esthetic, scientific, and agricultural/personal service. Recommendations
Based on the findings and conclusions, the following conclusions are
forwarded: 1. Graduating high school students should be encouraged to attend
career guidance and counseling so that they may know the right courses they will enroll in when they go to college.
2. High school principals should include in their action plans career guidance and counseling for their graduating students.
3. Besides the regular college admission test (CAT), college and universities should administer an aptitude test and the Brainard Occupational Inventory to all incoming freshmen students. The results could help the students decide which course they will finally enroll in college.
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4. Graduating high school students and even college students should be aware of the job opportunities they may have before enrolling in a certain course, although the course they are planning to take has been identified as their line of interest. Bibliography Aquino, Gaudencio V. and Cornelia C. Alviar. Principles of Guidance and
Counseling. N. D.
Doronie, H. M. and R. W. Health. Basic Statistical Methods. New York: Harper and Row Publishers, 1989
Kapunan, Rocio Reyes. Fundamentals of Guidance and Counseling. Revised ed.
Manila: Rex Book Store, 1974.
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TEACHING STYLES OF DMMMSU-SLUC FACULTY
Mercedita A. Mabutas Anita R. Carbonell
Situation Analysis Quality is a term guiding educational institutions like Don Mariano Marcos Memorial State University Southern La Union Campus. With quality education, quality educators expected are instruction, research and extension – three vital words that, when joined with quality education would mean high standards of teaching quality. “Today, consensus tells us that heredity provides about 30-60 percent of our brain’s wiring, and 40-70 percent is the environmental impact…As educators, we can most influence the “nurture” aspect of students (Eric Jensen). There are many educators of the Southern La Union Campus – professors, doctors of education, instructors, lecturers, mentors. Of the quantity of these good faculty members, it is but normal to monitor and somehow evaluate the present standing of each faculty member in terms of their teaching style. There are many reasons why people choose teaching as a career. One strong motivation for many teachers is their identification with adult models. Statement of the Problem This study attempted to determine the efficiency of the teaching strategies/styles of the faculty members of Southern La Union campus.
Specifically, it attempted to answer the following questions: 1. What is the profile of SLUC Faculty members in terms of: a. number of years teaching; b. educational attainment; 2. To what degree are the following teaching style indicators utilized by
SLUC faculty members? a. Instructional Planning b. Teaching methods c. Student Groupings d. Room Design e. Teaching Environment f. Evaluation Techniques g. Teaching Characteristics
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3. What is the respondents’ teaching style? 4. Are there differences in the indicators of the teaching style among the
colleges of SLUC? 5. Are there differences in teachers and students’ responses in the
mentioned Teaching Style indicators?
Hypotheses:
The following hypotheses were tested in the study: 1. There are no differences in the indicators of the teaching style among
the colleges of SLUC. 2. There are no differences in teachers and students’ responses in the
mentioned Teaching Style indicators.
Significance of the Study
This study served the purpose of assessing and evaluating the said standing of each faculty member in Southern La Union Campus for the benefit of both the students, and the faculty members. This study could also serve as future reference for those who will conduct a similar study on teaching styles.
Methodology Research Design
The study employed the descriptive survey method. This method deals with gathering data on the profile and the degree of utilization of teaching style indicators and teacher’s teaching style. The study involved describing and interpreting what has been gathered.
Population and Sampling
The respondents of the study were teachers from the four colleges of DMMMSU-SLUC. These are College of Education, College of Sciences, Institute of Fisheries, and Institute of Agriculture. Random sampling was done for each of the Colleges. Students were tapped to countercheck the responses of teachers.
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Instrument
The study adopted the Teaching style of Dunn and Dunn. The instrument consisted of 5 dimensions namely: Instructional Planning, Teaching Methods, Teaching Environment (includes student groupings, room design and teaching environment), evaluation techniques and teaching characteristics.
Statistical Analysis
To describe the characteristics of the respondents, the researchers used descriptive statistics namely mean, frequency count and percentage.
ANOVA was utilized to determine the differences among the four colleges
along the five dimensions of the teaching styles. To find the differences in the responses between teachers and students,
t-test was utilized.
Findings of the Study
The salient findings of the study are the following: Profile of SLUC Faculty Members
1. Majority of the respondents are within the 21-25 years (37.5 percent) bracket of the teaching profession. This is followed by 16-20 years (18.75 percent) and 26-30 years (18.75 percent).
2. Along educational attainment 68.75 percent teachers earned their MA/MS degree, 25 percent are Bachelors Degree Graduates and 6.25 percent have a Doctorate.
Extent of Utilization on the Teaching Styles Indicators
1. College of Education got the highest mean rating of 3.74 percent described as “frequently” used in the teaching styles indicators.
2. Institute of Agriculture followed College of Education with 3.46 percent also “frequently” used.
3. College of Sciences and Institute of Fisheries perceived their teaching styles indicators as “often” used, with ratings of 3.13 percent and 3.12 percent respectively.
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4. There are no significant differences among the colleges in terms of the teaching styles indicators as utilized by DMMMSU-SLUC Colleges.
Teaching styles of DMMMSU-SLUC Faculty members
1. In all Colleges, the faculty members are “transitional” in their teaching styles.
2. There are significant differences among the colleges in their teaching methods.
3. There are no significant differences among the colleges in terms of the teaching styles indicators along instructional planning, teaching environment, and evaluation techniques. Conclusions
From the findings of the study, the following conclusions are drawn: 1. DMMMSU-SLUC faculty members are experienced teachers and show
their willingness and heart to perform and grow in their field and their commitment throughout their length of service.
2. DMMMSU-SLUC faculty members are qualified for college instruction. 3. The teaching styles of DMMMSU-SLUC faculties are not traditional. 4. The four colleges of DMMMSU-SLUC do not differ in their teaching
styles indicators. 5. Each college of DMMMSU-SLUC uses different teaching methodology. 6. Both the teachers and students of DMMMSU-SLUC have the same
perception of the utilization of teaching styles indicators.
Recommendations
From the study, the researchers recommend the following: 1. DMMMSU-SLUC Faculty members should pursue higher education to
find more new techniques, strategies and upgrade their teaching competency. 2. The College of Education though competent should strive to
continuously find various approaches and methodologies because they are the main producer of future teachers in the field.
3. Teachers of DMMMSU-SLUC should utilize various strategies and approaches to cater to different learning styles of students.
4. The researchers recommend a follow up study that deals with the congruence of teaching styles of teachers and learning styles of students.
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Bibliography Anderson, Lorin W. The Effective Teacher Study Guide and Readings. McGraw-
Hill Book Company. New York Cameron, Normon. Personality Development and Psychopathology, A Dynamic
Approach. JMC Press. Philippines Kenneth, Henson T. Educational Psychology for Effective Teaching. Wadswoth
Publishing Company. Caine, R. N. & Caine, G. (1991). Making Connections: Teaching and the Human
Brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Fogarty, R. (1991). The Mindful School: How to Integrate the Curricula, Palatine,
IL:IRI/Skylight Publishing.
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Research Journal Editorial Staff
FLORDELIZA B. DALUMAY Editor/Education Research Assistant
DR. ADELA P. ORILLE DR. EUFEMIA D. CALICA
Associate Editor
DR. PURIFICACION P. VERCELES PROF. NENITA C. RIVERA
Managing Editors
JAMES R. PARROCHA Lay-out Artist/Encoder
DR. MANUEL T. LIBAO DR. INOCENCIO D. MANGAOANG, JR.
Consultants