Madeilyn B Estacio | Belinda A Ramos | Lorna V. Fulong | Rouel L. Ramirez | Gemlee O. Baptista
According to the Danielson Model of Quality Teaching, the four dimensions of the teaching-learning process centers on the teacher. One of the dimensions is the professional responsibility of the teacher to undergo pieces of training and seminars that could improve the competencies and capabilities to impart knowledge and hone the skills of their students. In this regard, it is the role of the educational institution to identify the academic needs of their faculty through a training needs assessment. The study focused on the training needs of the faculty of a University in Northern Philippines in two surveys. The first is in 2014 and the second in 2020 to find out the training needs of the faculty in those years and to determine the effects of the series of pieces of training provided by the school in the intervening years between the surveys. The standard instrument formulated by the Catholic Education Association of the Philippines was used to gather data on the training needs of the Faculty. The participants were the full-time faculty of the University. Results showed that in the 2014 survey, all teaching areas were perceived by the faculty as essential to have follow-up training except in the mastery of the subject matter. In contrast, in the 2020 survey, only in the areas of organization and planning of instruction and evaluating students were perceived to be essential to have follow-up pieces of training. Other regions were perceived as not needing training. Overall, all teaching areas in the survey improved after the series of trainings given by the University. The researchers thus recommend that regular, periodic (at least every 2 to 3 years) and random surveys on training need to be conducted to find out current conditions for professional development and inclusions in faculty development plans of the University.
ISSN 2718-997X (Print)
Philippine E-Journals
