An Evaluation of the Faculty Development Program of Selected Public Secondary Schools in Region IV-A CALABARZON: Input to Developing a Conceptual Model for Managing Faculty Development Program

This descriptive study focused on the management of faculty development programs in Region IV- A CALABARZON. Using quantitative and qualitative approaches, data were gathered through survey and interview among the 10 school heads and 309 teachers in the ten central schools in the region. An in-depth interview was done right after the survey with the purposively selected ten school heads and ten teachers. Percentage, weighted mean, t-test, and correlation were used in processing the data while the interview data were coded and analyzed. Results show that school heads and teachers need more trainings on ICT as well as trainings on personality development, teaching strategies classroom management. Management, school heads and teachers generally perceived the faculty development programs of Region IV-A CALABARZON IV-A as very useful in the performance of their tasks, specifically the academic conferences and demonstration teaching. Management in terms of planning and controling was employed to a great extent according to school heads and to a moderate extent according to teachers in Region IV-A. Both of them perceived organizing, staffing, motivating, budgeting, and evaluating as employed to a great extent. Both school heads and teachers reveal that the faculty development program of Region IV-A was more effective in developing the faculty as a person, the FDP was found most effective by school heads and more effective by teachers. Also, the activities provided by Region IV-A have been conducted to the fullest extent according to school heads and to a great extent according to teachers and give specific benefits such as catering quality instruction to achieve quality education and acquiring knowledge on human behaviour relative to teaching and learning. School heads found the problem on budget allocation as highly serious while the teachers perceived time allocation as their number one problem. On the other hand, the t-test revealed that they have varying perceptions regarding the faculty development program and that the more positive the teachers perceive the conduct of FGD, the higher is their performance as a faculty. It is recommended that more trainings on ICT and teaching strategies be provided to teachers to further their professional development. A collaborative approach should also make them personally involved in identifying their own needs for professional development. School administrations should link with private agencies or other government and non-government orgnizations to tap resources for funding to solve the problem on limited budget. Effective scheduling of activities should also be done to encourage full participation of teachers. More creative strategies should also be done to enhance their interest.