This study aimed to determine the predictors of organizational commitment of the college teachers in selected schools in Pampanga. The predictors of organizational commitment were classified into personal factor, professional factor and job factors. The personal factors consisted of the age, gender and civil status, while the professional factors were categorized into educational attainment, length of teaching in the current school and length of teaching in other school(s), and the job factors comprised of salary, benefits, incentives and job satisfaction. A sample of eighty nine (89) teachers from nine (9) colleges and universities in Pampanga were used as the respondents of the study. Inferential statistics such as Pearson Moment Correlation Coefficient was employed to test the hypotheses of the study. Findings showed that the personal factors namely; age, civil status and gender do not significantly affect organizational commitment. Further, the professional factors as being categorized as the length of teaching service and salary were not correlated either to organizational commitment. It was revealed that only educational attainment, incentives and job satisfaction significantly affect the commitment of the teachers.
The main concern of this study is to appraise the training needs of teachers and administrators of La Consolacion University Philippines (LCUP). Researchers utilized the descriptive–survey method to determine the expressed needs of College Department and Basic Education Department of LCUP. The tool for the administrators determined the level of needs for the following management skills and training needs: Leadership, Motivation, Employee development, Interpersonal communication, Business communication, Taking corrective action, Employee Selection and Orientation, Problem Solving, Performance Management, Time Management and Computer and Technical skills. As a result, it has revealed that Administrators have the highest need for developing skills on Motivation and Interpersonal communication while moderate need was recorded on Learning Computer and Technical skills. On the other hand, both Basic Education and College teachers perceived that their high and moderate needs was inclined on the following: Student discipline and behavior problems, Student counseling, Teaching students with special learning needs, Content and performance standards in subject field/s, ICT skills for teaching, and Knowledge and understanding of instructional practices in subject field/s, Student assessment practices, Classroom management, Teaching in a multicultural setting, School management and administration and Knowledge and understanding of main subject field/s. With this reason, it was recommended that developmental plan needs to be fully prepared that would incorporate the results of the training needs assessment survey and the plan should include specific activities for the administrators and the teachers.
This study dealt with the teaching of Science and the problems encountered by the grade four pupils of Mexico Elementary School as a basis for science remediation program. It described the teaching of Science along the areas of curriculum, support to learning and the problems encountered by the teachers and pupils in teaching and learning the core area. Moreover, it also presented the assessment of the teachers and pupils in the different dimensions of the curriculum in terms of learning objectives, learning content, teaching strategies and methodologies, medium of instruction, and evaluation/assessment tools. Likewise, it presented the assessment of teachers and pupils in the different dimensions of support to learning in terms of facilities, laboratories, instructional materials, and capability of the teacher. The data gathered were treated with the use of frequency distribution, weighted mean, and Pears on r coefficient of correlation. Based from the results, the present curriculum in Science is effective. Support to learning the subject is likewise effective. Similarly, there was no significant difference in the assessment of the respondents on the curriculum and support to learning. In addition to the findings, there were problems and challenges encountered by the respondents which were given recommendations. Finally, a Proposed Science Remediation Program was suggested.
The major concern of the study is to determine the level of preparedness and level of performance in observation and participation of male and female student teachers. The researcher used the causal-comparative method of research. The respondents of the study were the 70 student teachers of the Don Honorio Ventura Technological State University (DHVTSU) who undergone observation and participation practice during the first semester of school year 2014-2015. The teachers were found to be much prepared and exhibited superior performance in observation and participation. The findings revealed that the male and female student teachers have different levels of preparedness in teaching. Based on the positive p- values, it can be deduced further that the male respondents are more prepared than the female respondents. Perhaps the male student teachers are more knowledgeable of their topics, they can adjust their teaching methodologies considering the needs of the pupils/students, they are more punctual and they even use specific criteria in evaluating the performance their pupils/students.