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In-service Training Programs for Agricultural Teachers of State Colleges and University in Region III, Philippines
Thesis Abstract:
This study was conducted to determine the status of in-service training programs for agricultural teachers in the state colleges and university in Region III, Philippines. The input variables considered were socio-personnel characteristics, in-service training programs, and specific training needs program. Process variables consisted of assessment of training program, implementation of the program, and evaluation. Overall, knowledgeable and skilled college teachers, effective and committed to their work, and better teaching performance of teachers were classified as the output.
Selected state colleges and university in Region III were Bataan State College (BSC), Bulacan National Agricultural State College (BNASC), Pampanga Agricultural College (PAC), Western Luzon Agricultural College (WLAC), and Central Luzon State University (CLSU).
Respondents of the study were 111 faculty members. Questionnaire was used as instrument for the agriculture teachers. Data gathering was done from October to December 2000. Descriptive statistics, ANOVA, and F-test were used to analyze the data.
Results revealed that majority of the respondents were female (56.8%), married (86.7%), had a mean age of 38.08 years, and had a mean income profile of P12, 807.55. The educational attainment was as follows: master’s degree (55.2%), bachelor’s degree (29.7%), and doctoral degree (10.8%). Mean teaching experience was 13.61 years; mean of training attended was 1; and mean subject taught was 3.
With regard to specific training needs of college teachers in the major field on subject areas of teaching, agri-management was very much needed. The assessment of the level of effectiveness of training programs was “very much needed” under the area of forms of in-service. On the other hand, mode of delivery systems, providers/sponsors, financial resources, and faculty personnel requirement were much effective.
The effectiveness of specific training needs in the major field was “very much effective” in teaching methods. As to comparison of in-service training programs across colleges, highly significant differences were observed on the mode of delivery systems and financial resources.
Based on the comparison on the effectiveness of specific training needs of college teachers in the major field across colleges, a highly significant difference was observed in landscaping and agri-management. Likewise, animal science was significant. The comparison on the effectiveness of training programs across colleges showed that the mode of delivery system, providers, and financial resources were highly significant.
The effectiveness of specific training needs in the major fields of plant science, landscaping, and agri-management were found highly significant.
