This research study aimed to assess the impact of TANA-Based Training Programs on Teaching Effectiveness. Primarily, it sought to determine whether there is a relationship of undergoing TANA Based Training Programs to the performance rating of the teachers who have undergone these training programs.
Respondents of the study are sixty full time TIP-QC faculty members coming from various departments with the bilk majority from HSS Department. Their Performance Ratings of second semester 2004-2005 were taken before they were subjected to various TANA-Based Training Programs. After undergoing the said training programs, the respondents’ Performance Rating of First Semester SY 2006-2007 were taken. These to determine were then subjected to correlation and t-test analysis to determine whether there is a relationship of undergoing TANA-Based Training Programs with their performance ratings. The duration of the study is the entire summer term of 2008. In the course of the study, the following findings are presented:
There is a significant increase on the teachers’ performance after undergoing TANA-Based Training Programs. Mastery of subject Matter/teaching competence garnered the highest percentage of increase with 2.59 percent followed by Attitude towards students/human relations and personality with 2.52 percent. Third is the observance of school rules and policies with 2.14 percent. Fourth is the command of language of instruction with 2.02 percent of increase. There is a slight increase in their performance on methods and strategies with 1.69. There is hardly any increase on classroom management, punctuality and attendance with a negligible 0.06 percent increase. There is a moderate correlation and significance of the TANA-Based Training Programs on the command of the language of instructions with 0.01 value of significance. There is a moderate correlation but no significance on the areas methods and strategies and observance of school rules and policies with significance value of 016 and 0.24 respectively. Low correlation and no significance was perceived on the areas mastery of subject matter/teaching competence and Attitude towards students/Human relations and personality with the significance value of 0.62 and 0.97 respectively. Command of the language of instruction and attitude towards students/human relations and personality had significant differences of 0.00 Observance of school rules and policies had 0.04 value of significance. For mastery of the subject matter/teaching competence, methods and strategies and classroom management, punctuality and attendance, each had significant values of 0.10, 0.21 and 0.95 respectively.
From the foregoing summary of findings, the following conclusions were drawn: there is a significant difference on the performance of the teachers before and after undergoing TANA Based training programs as reflected from the data presentations. This was very evident on the increase of the performance ratings of the respondents before and after the training intervention. However, in terms of classroom management, punctuality and attendance, it had no perceptible impact as shown by a negligible increase of 0.06 percent.
When it comes to the correlation between the performance ratings of the teachers before and after each training program, only the command of the language of instruction had a moderate correlation and significance.
Not all areas of TANA Based training programs had a significant impact on the performance of the trainees. These were the classroom management/punctuality and attendance, methods and strategies and mastery of the subject matter/teaching competence arranged in that order. Only three areas (command of the language of instruction, attitude tow ards students/human relations and personality, observance of school rules and policies) had posted a significant impact on their teaching performances.