Teachers Preparedness on Implementation of Merit Selection Plan: Basis for Professional Development Program Educators

Jenel Camo; Devina  Uy; Jonathan Molina

doi:10.57092/ijetz.v3i1.143

Authors

Jenel F. Camo Western Philippines University
Devina F. Uy Talaga Elementary School
Jonathan J. Molina Digdig High School

DOI:

https://doi.org/10.57092/ijetz.v3i1.143

Keywords:

Career Advancement , Professionalism , Teacher Development

Abstract

The study described teachers’ demographic profile and preparedness for the Merit Selection Plan. It also determined if differences exist among their demographic profile. This employed quantitative research design with 44 elementary teachers from eight schools in the Cagayancillo District, Palawan, Philippines. The research utilizes frequency and percentage to describe the teachers’ profile and weighted mean for their preparedness. Independent t-tests and a series of one-way ANOVA were used to determine the differences in the teachers’ preparedness for the Merit Selection Plan based on their profiles. Notably, respondents consider physical and financial challenges in their preparedness. They exhibit high readiness for career advancement, engage in frequent classroom observations, and adeptly integrate learnings from training and seminars to enhance productivity. However, the study reveals no significant difference in the teachers’ preparedness for the Merit Selection Plan considering their profile. This finding will inform decision-making processes and contribute to the ongoing discourse on teacher preparedness and professional development.

Downloads

Download data is not yet available.

References

Alegado, P. (2018). The challenges of teacher leadership in the Philippines as experienced and perceived by teachers. International Journal of Education and Research, 6(6), 291-302. https://ijern.com/journal/2018/June-2018/22.pdf

Bertrand, M. G., & Namukasa, I. K. (2020). STEAM education: student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43–56. https://doi.org/10.1108/jrit-01-2020-0003

Capulso, L. B., Magulod, G. C., Jr., Nisperos, J. N. S., Dela Cruz, J. M. M., Dizon, A. M., Ilagan, J. B., Salise, G. C., Vidal, C. J. E., Pentang, J. T., & Dugang, M. A. P. (2021). The teacher and the community, school culture and organizational leadership. Beyond Books Publication.

Darling-Hammond, L., Sheffield, R., Hyler, M. E., Gardner, M. (2018). How California school districts can support best practices in effective teacher professional development (fact sheet). Palo Alto, CA: Learning Policy Institute and California Standards Technical Assistance Network. https://learningpolicyinstitute.org/product/california-school-districts-professional-development-factsheet

Day, C., & Sachs, J. (2004). Professionalism, performativity, and empowerment: Discourses in the politics, policies, and purposes of continuing professional development. In C. Day, & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 45-62). Open University Press. https://researchers.mq.edu.au/en/publications/professionalism-performativity-and-empowerment-discourses

De Vries, S., Jansen, E. P., & van de Grift, W. J. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78-89. https://doi.org/10.1016/j.tate.2013.02.006

Gallop, R., & Gagg, M. (2007). Teachers and promotion in further education. https://doi.org/10.1080/03057877280000121

Hargreaves, L., & Flutter, J. (2019). The status of teachers. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.288

Ladd, H. F., & Sorenson, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 142-176. https://eric.ed.gov/?id=ED618564

Maghfiroh, A., & Wilujeng, I. (2023). STEAM Implementation Analysis on Creative Thinking Skills of Middle School Students in East Java. The Asian Conference on Education & International Development 2023 Official Conference Proceedings Abstract.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376e407. https://doi.org/10.3102/0034654311413609

Paschal, M. J., & Mkulu, D. G. (2020). Online classes during COVID-19 pandemic in higher learning institutions in Africa. Global Research in Higher Education, 3(3), 1-21. https://doi.org/1022158/grhe.v3n3p1

Pentang, J. T. (2021). Quantitative data analysis. Holy Angel University Graduate School of Education: Research and academic writing. http://dx.doi.org/10.13140/RG.2.2.23906.45764/1

Ramadhani, F. A., & Nurita, T. (2022). The Critical Thinking Skills of Junior High School Student On Simple Machines. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/DOI: https://doi.org/10.57092/ijetz.v1i2.29

Rohini, S. G., & Pentang, J. T. (2023). “Improving quality of management education in India”: A stakeholder’s perspective. Journal of Informatics Education and Research, 3(1). https://doi.org/10.52783/jier.v3i1.49

Verger, A., Altinyelken, H. K., & De Koning, M. (2013). Global managerial education reforms and teachers: Emerging policies, controversies and issues in developing countries. Education International.