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040			_erda
245	1	0	_aAcademic Preparation and Personal Behavior of Teachers in the National Achievement Test in Selected Public National High Schools in Region III : _bBasis for Fasculty Development Program / _cBamba, Loreta M.
264		4	_aPhilippines : _bBataan Peninsula State University, _cc2016
300			_a178p. ; _c27 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
500			_aInclude bibliographical references.
520			_aThis descriptive study aimed to identify the influence of academic preparation and personal behavior of teachers predict the performance of selected public nation high schools in Region III in the National Achievement Test (NAT) during the School Years 2011-2012 to 2014-2015. The research locales of the study were Olongapo City National High School (OCNHS). In Zambales, Tarlac National High School (TNHS) in Tarlac, Bataan National High School (BNHS) in Bataan, Pampanga National High School (PNHS) in Pampanga and Marcelo H. Del Pilar National High School (MDPNHS) in Bulacan. These Schools were considered to be the locale of the study since they have the largest number of teachers and they are the leading schools in their respective provinces. The respondents of the study included 420 teachers and school heads which were chosen using purposive sampling technique. Specifically, it described the profile of the teachers and school heads in terms of their age, sex, trainings and seminars attended, field of specialization, years in service and educational attainment. The performance of the schools in the National Achievement Test from School year 2011-2012 to 2014-2015 was assessed. It also explored their academic preparation for the National Achievement Test in terms of review process along review organization, review resources, response to student needs, evaluation, enrichment activities and duration of review and personal behavior of teachers. The data were gathered, tallied and treated using appropriate statistical methods Frequency and percentage distribution were used to present the profile of the teachers and school heads and performance of the schools in the NAT. Mean and descriptive rating were utilized to present the academic preparation for the National Achievement Test and personal behavior of teachers. In terms of the comparison of the academic preparations of the teachers when grouped according to profiles and in testing the significant difference in the academic preparations and personal behavior of the teachers when their profile are grouped accordingly, Independent Samples t-test of Analysis of Variance (ANOVA) were used depending on the number of categories being compared. In computing for the relationship between the academic preparation of teachers and the performance of the schools in the National Achievement Test, Chi Square (x2) Analysis was used. Based on the findings of the study, it was revealed that the most respondents were middle age, have advanced post-graduate degrees, have specialized in English, have attended seminars and trainings and have spent less than five years in the service. The schools have an average of 47.72% for the past five years. The academic preparation for the National Achievement Test is satisfactory. The teachers have good personal behavior. There is no significant difference in the academic preparation of teachers when their profile are grouped accordingly. Meanwhile, there is a significant difference in the personal behavior of the teachers when their profile in terms of field of specification and highest education attainment are grouped accordingly. There is no significant relationship between the academic preparation of teachers and the over-all performance of the schools in the National Achievement Test. On the other hand, the academic preparations of teachers in terms of response to students needs is significantly related with performance in Critical Thinking and the duration of review is significantly related with the schools' performance in Filipino, Araling Panlipunan and Math. A Faculty Development Plan was designed to address the enhancement of the review process and develop and improve a more satisfactory personal profile and behavior of the teachers. Based on the conclusion drawn, it is recommended that continuous professional education opportunities like relevant trainings and seminars and graduate education courses must be offered to teachers so that they may be more empowered to teach and handle review classes in the school's review program for the NAT. Bench making on high performing National Achievement Test using inventory tool must be encouraged. The documentation of the best practices that maybe generated through the inventory tool can be used for packaging the data for utilization of the school specially those which are categorized as low performing schools. In order to improve the personal behavior of teachers and make it more positively influencing the review program, there must be a personality inventory assessment every year to determine the qualities that need to be improved among teachers. The results of this inventory should be used as basis for the Staff Development Program which is stipulated in the School Improvement Plan (SIP) and Annual Improvement Plan (AIP). To increase the NAT performance the school must design a training program for teachers on task analysis on least learned competencies in the NAT and innovative teaching and assessment strategies. Also, undertaking more frequent observations particularly in component of NAT that are usually low must be done and the findings must form and integral part of the school's review program to be included in the SIP and AIP. The duration of review for each subject component of NAT must be extended on subjects that are perennially low like Science and that content of the review materials must be constantly checked for updates and continuous improvement. In this way, more contact hours between students and teachers maybe observed and all interventions that will be created from the inventory toll can infused to the review part by part. The Faculty Development Program must be reviewed based on the identified needs of the students and the teachers. This program should be infused in the School Improvement Plan (SIP) and Annual Improvement Plan (AIP) so that improvements and developments in the review process profile and behavior of the teachers must be realized.
650		7	_aSchool Organization & Management-Standard Examination _x2016 _xPhilippines _xhardbound. _2sears
999			_c4591 _d4591