SUGGESTIONS FOR IMPROVING THE lN-fiERVICE EDUCATION PROGRAM OF HIGH SCHOOL HOME ECONOMICS TEACHERS IN LUZ'ON, PHILIPPINES TImsls Ior II'Ie Degree OI pk. D. MICHIGI‘II‘I STATE UNIVERSITY Homage] Sevidal Tandoc 1962 This is to certify that the thesis entitled Suggestions for Improving the In-Service Education Program of High School Home Economics Teachers in Luzon, Philippines presented by Florangel Sevidal Tandoc has been accepted towards fulfillment I of the requirements for I Ph. D. degree in Education Wm M m i fix Major professor Date Ur; k» I (fiz- 0-169 LIBRARY Michigan State University OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to book drop to remove this checkout from your record. SUGGESTIONS FOR IMPROVING THE IN-SERVICE EDUCATION PROGRAM OF HIGH SCHOOL HOME ECONOMICS TEACHERS IN LUZON, PHILIPPINES BY Florangel Sevidal Tandoc AN ABSTRACT OFAA THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 ABSTRACT SUGGESTIONS FOR IMPROVING THE IN-SERVICE EDUCATION PROGRAM OF HIGH SCHOOL HOME ECONOMICS TEACHERS IN LUZON, PHILIPPINES by Florangel Sevidal Tandoc The Problem° This study was a survey of the status of the home economics teachers in-service education program in Luzon, Philippines. It was made (1) to find out what educational practices and procedures are used to improve the competencies of teachers and (2) to determine the adequacies and inadequacies of the present program with reference to proposed principles of in-service teacher education, Method, Technique and Data. Data were obtained from 18 division school superintendents, 16 high school prin- cipals, 25 home economics supervisors and 22 home economics teachers through the use of questionnaire forms. The questionnaires were an adaptation of those used by Voss- brink in a similar study. Analysis of the responses from the school personnel was made by using frequency count, percentage and rank order. Findings and Conclusions. Results of the study indicated some agreement among school administrators on the present in-service educational practices and procedures. Florangel Sevidal Tandoc School administrators agreed that in-service training was a regular assignment to the teachers’ program, The time provided varied considerably and was not sufficient to insure good results. There was disagreement on whether the people involved in the pre-planning period were paid or not, The most important factor which determined the content of the in-service education program were the needs, inter- ests and problems of teachers. The needs of the teachers involved (a) teaching equipment and materials, (b) profes- sional improvement, (c) procedures in teaching, (d) program planning, and (e) evaluation of the program and student progress, The most common device used to arrive at these needs was observation. The present in-service teacher education program made provisions for (a) taking care of teachers with varying abilities in several ways, and (b) checking program accomplishment and teacher growth, In general, there was agreement that the present program was long range and continuous. It utilized relevant community resources in promoting and carrying out the various experiences. Out of the thirteen learning experiences provided in the present program, intervisita- tion was the most common, while correspondence work was the least chosen. School administrators were not of the opinion that school committees were acceptable techniques of in-service education. Florangel Sevidal Tandoc The Bureau of Public Schools assumed leadership in initiating the program, A great deal of leadership was received from the Bureau, while less supervision came from the division superintendent of schools. Home economics teachers recommended modification and elimination of some present supervisory practices. The adequacies of the present program were: (a) it was a cooperative undertaking based upon the existing local social environment; (b) flexibility of operation was provided; (c) the local school system contributed a great deal to the creation of a suitable learning environ- ment; (d) a variety of learning experiences were provided which contribute to the attainment of several purposes; and (e) methods were centered on group action. The inadequacies of the program were: (a) it lacked emphasis upon local school responsibility; (b) individuals were singled out for leadership; (c) program evaluation was limited in type and use; (d) the program did not tend to improve the processes and products of instruction; and (e) participation of teachers in the planning process was limited, Based upon the findings, some suggestions were made for the over-all improvement of the home economics teachers in-service education program, SUGGESTIONS FOR IMPROVING THE IN-SERVICE EDUCATION PROGRAM OF HIGH SCHOOL HOME ECONOMICS TEACHERS IN LUZON, PHILIPPINES BY Florangel Sevidal Tandoc A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 - ‘ .1 LF/ 7?: / LT //-.: ,v'l.’ .:-. FIORANGEL SEVIDAL TANDOC Candidate for the degree of Doctor of Philosophy Final Examination: .April 12, 1962, College of Education Dissertation: Suggestions for Improving the In-Service Education Program of High School Home Economics Teachers in Luzon, Philippines Outline of Studies: Major Subject: Home Economics Education Minor Subject: Family Life Education Biographical Items: Born: April 22, 1921, Lingayen, Pangasinan, Philippines Undergraduate Studies: Philippine Normal College 1938-41' Centro Escolar University 1947_49, Graduate Studies: Michigan State University 1957-1962 Experience: Elementary Home Economics Teacher, San Carlos, Pangasinan, Philippines, 1941. High School Home Economics Teacher, Mangaldan High School, Pangasinan, Philippines, 1945-47 Elementary Home Economics Teacher, Division of City Schools, Manila, Philippines, 1947-57 Teacher Trainer, Centro Escolar University, Manila, Philippines, 1947-49 Member of Manila Public School Teachers Association, Philippine Public School Teachers.Association and Philippine Home Economics Association iv ACKNOWLEDGMENTS The writer wishes to express her appreciation to all the persons who have given her assistance in the prepara~ tion of this study, Deepest gratitude is due to Dr. Meta Vossbrink, chairman of the guidance committee, whose worthwhile suggestions and generous encouragement have made this study possible, Sincere appreciation is expressed to Dr. Walter F. Johnson, Dr.;AliEe Thorpe and Dr. Carl Gross, members. of the guidance committee, for their helpful suggestions and recommendations. Grateful acknowledgment is made to the division school superintendents, high school principals, home economics supervisors and home economics teachers of the 29 school divisions in Luzon, Philippines, who supplied the much needed information. Heartfelt gratitude is expressed to Miss Rafaela G. deLeon, Capt. Cicero C. Campos and Miss Antonieta J. Jarantilla who willingly gave time in the gathering of the data necessary for this study. Special thanks and gratitude are extended to Miss Mary Harrington, Dr. Anna Louise Kelley and Mother Mary Jane Johnson whose sincere interest inspired ii the writer to carry on advanced study at Michigan State University. Above all, to her dear Brother Phil, whose financial support and unfailing confidence helped immeasurably to fulfill a promise to her dearest Father and beloved family, the writer will always be deeply grateful. iii TABLE OF CONTENTS INTRODUCTION ...................................... CHAPTER I. THE PROBLEM: ITS NATURE AND IMPORTANCE. Statement of the Problem .......... Importance of the Study ........... Definition of Terms ............... Limitations and Scope Of the Study. Methodology of the Study .......... Development of the Instruments .............. Selection of the Sample ...... Procedures in the Analysis Of the Data OOOOQOOOOOGOO organization OOOOOOOOOOOOOOOOOIOIOO II. REVIEW OF THE LITERATURE AND RESEARCH FINDINGS BEARING UPON THE PRESENT PROBLm 0....OOOOOOCOOCCOO0.0...0.0 Review of Studies in General Education .................... Review of Studies in Home Economics Education OOOOOOOOOOOOOOOOOOOO Summary of Major Common Elements .. III. ESSENTIAL PRINCIPLES SELECTED AND DEFINED 00000000000001.0000...000000 Page 0 ~J -q N 10 11 11 14 19 19 22 22 32 37 4O CHAPTER Page IV. FINDINGS OF Tl-IE STUDY coo-0.000.000.0000 54 Part A -.An Examination of Present PraCtices 0......OOOOOO0.00000 54 Part B -,An Examination of Apparent Adequacies and Inadequacies .. 82 Part C -.An.Appraisa1 of the Present Program ...................... 89 V. SUMMARY, RECOMMENDATIONS AND IMPLICA- TIONS FOR FURTHER RESEARCH ........ 102 Summary of the Findings ......,.... 103 Recommendations ................... 111 Implications for Further Research . 114 BIBLIOGRAPHY .... 00000000000000.0000.00.00.00000000 116 vi TABLE II III IV VI VII VIII IX XI LIST OF TABLES Page Classification of Home Economics Teach- ers.According to College from which Graduated, Degree or Degrees Held, Years of Teaching Experience and Number of Years in Local School .................. 18 Distribution and Returns of Question- naires to School Divisions in Luzon, PhilippinesOO.OOOOO....OO0.0.0.0000...O. 20 Factors that Determine the Content of the Home Economics Teachers In-Service Educa- tion Program ........................... 56 Provisions for Taking Care of Teachers of Varying.Abilities ................... 57 Amount of Time Provided for the Heme Economics Teachers In-Service Education Prograln 0.00.0.0...OOOOOOOOOOOOOOOOOOOOO 60 Amount of Time Given to Pre-Planning the Home Economics Teachers In-Service Educa- tion Program Coococo-00000000000000.0000 61 Factors Considered in Planning the Home Economics Teachers In-Service Education Program cocoa...coco-0.0000000000000090. 62 Techniques Used to Determine the Expressed Needs of Home Economics Teach- ers in the In-Service Education Program. 63 Needs of Home Economics Teachers as Observed by School Administrators ...... 65 Persons or Agencies.Avai1able in the Community for the Home Economics Teach- ers In-Service Education Program ....... 66 Uses of the Persons or Agencies Available in the Community for the Home Economics Teachers In-Service Education Program .. 67 vii TABLE XII XIII XIV XV XVII XVIII XIX XXII XXIII XXIV Responsibility Assumed by the Local School System in the Home Economics Teachers In—Service Education Program... Summary of the Objectives of the Home Economics Teachers In-Service Educa- tion Program Given by School Adminis- trators OOOOOOIIOOOIO.OOOOIOOOOOOOOCOCOO Criteria Used to Organize the Experig ences in the Home Economics Teachers In-Service Education Program ........... Experiences (Activities or Subjects) Found Necessary by School Administrators to Improve the Teacher's WOrk .......... Devices Used by School Administrators to Measure Program Accomplishments ........ Devices Used by School Administrators to Measure Teacher Growth and Changed BChaViOI .gggooooooooooo0.00.00.00.00... Use of Appraisal in the Home Economics Teachers In-Service Education Program .. Outcomes of the Home Economics Teachers In-Service Education Program ........... Suggestions for Improving the House Economics Teachers In-Service Education Program OQQOOOQOOOOOOOOOOOO0000000000000 Problems of Home Economics Teachers .... Comparative Responses of School Adminis- trators and Home Economics Teachers as to the Experiences Included in the In- Service Teacher Education Program ...... Types of Supervision Experienced by Home Economics Teachers ..................... Supervisory Practices Liked by Home Economics Teachers ..................... viii Page 68 7O 73 77 78 79 81 90 91 92 95 99 100 FIGURE LIST OF FIGURES Map of the Philippines showing the Geographic Regions and the Location of the School Divisions which were Included in this Study ................. Comparative Responses of School Administrators and Home Economics Teachers of Experiences Included in the Home Economics Teachers In-Service Education Program ...................... ix Page 16 96 INTRODUCTION In any field of human endeavor it is an accepted fact that some kind of improvement can be made to enable workers to render more valuable service to mankind. This is made possible by examining carefully what has been done in order to determine the success or failure of the undertaking and to provide a guide for future efforts. The promotion of teacher growth through in—service education programs is of much concern to educators. Almost from the beginning of organized education, it has been recognized as an integral part of the total program of teacher education. A review of the literature reveals that the in-service training of teachers has been given considerable attention and emphasis. Much time, effort and money are spent to initiate and improve programs of service and assistance to the teachers. It is the educators' belief that it is an important method of raising the quality of instruction which will result in better learning and development of the students. The American Council on Education and the North Central Association of Secondary Schools and Colleges are two associations in the United States that have worked significantly on the improvement of teacher education. 2 Teachers play a vital and strategic role in the preservation and building of any nation. Through them, knowledge and the values that Characterize a culture are passed from one generation to another. It is also through them that a people's capacity to meet Change in ways that increase the national welfare is strengthened. The quality of a nation depends upon the quality of its citizens. The quality of its citizens depends-~not exclusively, but in critical measure-- upon the quality of education. The quality of education depends more than upon any other single factor, upon the quality of its teachers. The quality of the teachers depends largely upon the quality of their own education, both that portion which precedes, and that which comes after their entrance into the profession. This sentiment was also expressed by the late Dr. Gregorio Hernandez, then Secretary of Education in the Philippines, when he said: ". . . the teacher is the architect of the nation's destiny. It is the teacher to whom is entrusted the tender and pliable minds of the young and the privilege and the responsibility of moulding and firing them with the loves and the loyalties for which they shall live and die." Later in the same speech he said ". . . if the teacher is important because he works for tomorrow, then, with more reason can we say that those who train the teachers are important because they work for today. . . If the teacher . . . is the architect :American Council on Education, Teachers For Our Times, a Statement of Purposes by the CommiSSIOn on Teacher Educa- tion (Washington, D. C., 1944), p. 2. 3 of a nation's destiny, he who trains the teacher controls that destiny."2 Realizing the importance of the teachers in the whole educational program, professional workers and educators seem to agree that better in-service teacher programs must be carried on for the following reasons. The first of these reasons is to promote the continu- ous improvement of the total professional staff of the school system. All teachers, administrators and super- visors must constantly study in order to keep up with advances in subject matter and in the theory and practice of teaching. There are constant additions to our knowledge in all fields and to be up-to-date teachers need a con- tinuing education while in the service. Margaret Mead argues for an in-service education "which will permit the teacher to keep abreast of a changing world,“ and said: Within the lifetime of ten-year-olds the world has entered a new age and already before they enter the sixth grade, the atomic age has been followed by the age of the hydrogen bomb differentiated from the atomic age in that many . of those who failed to understand the dangers of ~the atom bomb are painfully beginning to take in the significance of the hydrogen bomb. Teachers who have never heard a radio until they were grown up have to cope with children who have never known a world without television. Teachers who struggled in their childhood with a buttonhook 2Gregorio Hernandez, quoted in: The 6th.Milestone: ICA and Education in the Philippines. Annual Report of TEE UHIIed States Operation MissiOn, International Coopera- tion Administration in the Philippines, 1958, p.166. 4 find it difficult to describe a buttonhook to a child bred up among zippers, by zipping them open rather than fumbling by feeling for mysterious buttons.3 The second of these reasons is to eliminate defici- encies in the background preparation of teachers and of other professional workers in education. The pre—service training is only one part of the teacher's education. It cannot develop the skills, attitudes, and knowledge which are necessary to meet the Changing demands and needs of society. As Crisanto4 stated, "pre-service training only brings a teacher into being; it does not 5 also pointed out make him a full-fledged teacher." Hass that many teachers and members of the professional staff do not have adequate pre-service preparation. Many teachers enter the profession with only a small amount of college preparation for their work. This means that the need for the continuous improve- ment of the teaching activity is not confined to beginning teachers. The age in which we live presents the school with new and continuously changing responsibilities. Teachers who are failing to grow on the job cannot be 3Margaret Mead, The School in American Culture (Cambridge, MassachusetIs: Harvard University Press, 1951), pp. 33, 36. 4Jose Crisanto, Vocational Education in the Philippines, Bureau of Public Schools, 1955, Manila. Mimeographed, Ch. V, p. 117. SGlen C. Hass, "In-Service Education Today," The Fifty- Sixth Yearbook 2f the National Societ for the Study of BancatIOn (Chicago, Illinois: UniversIty of Chicago Press, I9375, CH. 11, p.14. 5 expected to serve adequately the needs of tomorrow's citizens. The in-service program is as necessary for the old as well as for the new teachers. This point of view is explicitly stated by Reeder. Preparation in service however is not urged for the inadequately prepared teachers alone. It is of vital importance to those who have spent a much longer period of time in the teacher-preparation institutions. Complete preparation before the teacher enters the service cannot be secured in a teacher-preparation institution. It cannot be secured because before the novitiate can gain full competence and confidence he must try out his theories and techniques in an actual teaching situation; he must secure the "feel" of his work. Experience continues to be the oldest and the greatest teacher. A teacher once prepared is not always prepared. The best education is likely to become obsolete as the best automobile. Teachers then must be given maximum opportunity to improve themselves in every possible way. The work of making good teachers must be carried forward steadily because of the im- 1 maturity of teachers on entering the profession, the unevenness of their preparation, the singular lack of external stimulus, connected with the practice of the profession, the complex nature of the work that must be entrusted to even the poorest teacher, the profound injury that results when the work is badly done, the constant change in methods and curriculum. 6Nard G. Reeder; The Fundamentals 2f Public School Administration, 4th ed1t1on (New York: The MacmilIan Company, 1958), pp. 125-126. 7Charles D. Lowry, quoted in Nelson B. Henry in: "Preface," Fifty-Sixth Yearbook.2£ the National Societ for the Stud% 2: Education (Chicago, IlIinois: UniversIIy OI__ cago ress, 19375, p. ix. 6 Teachers as well as administrators must be aware of what is happening in their own local school systems, determine the strengths and weaknesses of their programs of in-service education so that they can devise better ways and means of carrying on well-planned and creative programs. Professional educators and school administrators must help the teachers by providing them with the neces— sary conditions and opportunities by which the teachers may be equipped to grow professionally. Teachers should in turn take full advantage of the opportunities afforded them. In-service teacher education programs should be a cooperative enterprise which will stimulate or arouse the creative efforts of all members of the teaching profession to improve the quality of the total educational program. This then represents the line of thinking which was followed in setting up the study. CHAPTER I THE PROBLEM: ITS NATURE.AND IMPORTANCE Statement of the Problem The problem in this study was to make a survey of the status of the existing program of in-service education for home economics teachers in the island of Luzon, Philippines. It was made (1) to find out what educational practices and procedures are used to improve the competencies of teachers and (2) to deter- mine the adequacies and inadequacies of the present program with reference to proposed principles of in- service teacher education. Importance of the Study Home economics, like all other fields of education, is vitally concerned with the in-service work of teachers. The objective of home economics is to improve family living through better use of available resources. It is therefore essential that the teachers be well trained in the subject in order to accomplish this aim. Findings in some studies indicate that a great proportion of the teachers in the schools do not possess, or in their initial 8 training acquire, the necessary amount of basic knowledge to teach the subject; hence the need for additional in- service training is of particular importance in home economics. VarioUs opportunities and techniques have been reported in the literature to improve the competencies of teachers on the job. However, Hass pointed out some pertinent facts and factors concerning the need for better programs of in-service teacher education in these words: The rapidly changing culture and its implications for curriculum change, the con- tinuing increase in pupil enrollments, and the number of teachers, the need for improved school leadership, the continuous knowledge about children and youth, and the learning process, all in accumulation mean that the school people need to work continuously to keep abreast of what they must know and be able to do. They need help too in the form of carefully planned and creative programs of in-service teacher education.8 Having been a home economics teacher in the Philippines, the writer has been well aware of the need for more well- defined and intensive innservice education programs for home economics teachers. Over the years in the Philippine educational system several types of in-service activities have been in use, but their effectiveness could not be specified for lack of information. It is also impossible 8 Hass, 32. cit., p. l. 9 to indicate clearly the degree of success of the total program because of the absence of research evidence or evaluative data upon which to base judgment. Some studies have been conducted to determine the practices and needs of vocational agricultural teachers in the Philippine Islands, but the investigator was unable to find any similar studies in the field of home economics. The present study was undertaken, therefore, to provide data on which more comprehensive in-service teacher education programs for home economics teachers in the Philippines might be based. An analysis of of the results of this study can be utilized to determine the strengths and weaknesses of the present in-service teacher education program so that improvements in the over-all program for teachers in the service can be made possible. Definition of Terms Home economics teacher(§). This term applies to any or all teachers whose major teaching assignment consists of home economics courses. In—service education and in-service-training. These terms are used interchangeably to refer to the programs which are designed to encourage and promote education of teachers on the job. In-service training activity(ies). This term means and includes any formalized activity for the purpose of improving teachers' professional skills and abilities in 10 performing their duties. It may refer to any or all devices or techniques used such as conferences, con- ventions, meetings, workshops, etc. Limitations and Scope of the Study 1. This study was limited to the data Obtained from the questionnaires returned by division school super- intendents, high school principals, home economics supervisors and home economics teachers of the 29 school divisions in the island of Luzon, Philippines, selected for the study. 2. The questionnaire method for obtaining the data has certain limitations. The way the questions are phrased might influence the type of answers given. The open-end type of question may make possible multiple responses and the respondent gives more than one answer. Often more responses are mentioned than the number of respondents giving the information. 3. The respondents might have presented images rather than the educational ideas inherent in the questions. In addition, personal bias and interest could have influenced the content of the responses to the degree that the replies were weighted in some directions. 4. This investigation is for the most part a replication of the study on in—service education made by Dr. Meta Vossbrink at the University of Chicago.9 Some 9Meta Vossbrink, "An Analysis of the In-Service Educa- tion Program for Home Economics Teachers with Suggestions for Improving the Michigan Program" (unpublished Ph. D. Dissertation, University of Chicago, 1953). "l 11 minor changes were made in the formulation of the prin- ciples and the questions so that the information obtained would be in keeping with policies and practices in the Philippines. Methodology of the Study The purpose of this section is to describe the methods of developing the instruments, the method of selecting the sample and the procedures used in the analysis of the data. Development of the Instruments. It will be recalled that this study was a survey of the status of the existing program of in-service education for home economics teachers. Its purposes were to find out what educational practices and procedures are used to improve the competencies of teachers and to determine the adequacies and inadequacies of the present program with referenCe to proposed prin- ciples Of in-service teacher education. To accomplish these purposes, it was deemed necessary to develop two instruments. A satisfactory in—service teacher education program in home economics should be based on sound principles and actual needs. These principles can be used as a basis for determining the strengths and weaknesses of an existing in-service teacher education program and will serve as guides for structuring an effective in-service teacher education program. They must be principles of 12 education which are known and understood by teachers, parents and administrators alike. The first step, therefore, was to establish a set of principles for in-service teacher education which would be based upon known generalizations of learning. These basic principles were gleaned from the educational literature and research findings. More detailed informa- tion on the formulation of the ten basic principles used in this study will be discussed in Chapter III. The second step was to develop appropriate instruments for obtaining the information and reactions from the school personnel working on the improvement of teacher education about the educational practices and procedures used to improve the competencies of teachers. The questionnaire method was used to accomplish this step. Two questionnaires were prepared using the instruments developed by Dr. Vossbrink as a guide. The items were modified and restated to suit the educational needs and conditions in the Philippines. An introductory letter was included with each questionnaire. The questionnaires were composed of questions which could be answered by "yes" or "no"; some were open end and some could be answered by checking. The first instrument (see Appendix A) was developed utitizing the ten basic principles previously formulated in step I. Under each principle several questions were 13 asked to indicate adherence to, or to reveal adequacies and inadequacies in carrying out suggested practices. This questionnaire was then sent to division school superintendents, high school principals and home economics supervisors in Luzon, Philippines. The information received from these groups would reveal in part the recognized strengths and weaknesses of the present in- service teacher education program in their respective school systems. It was felt that these persons would be in a position to give realistic reactions and accurate information on the operation and effectiveness of the present in-service teacher education program. The second questionnaire (see Appendix B) was designed to obtain the reactions and information from home economics teachers themselves. It was based on the so-called "needs" approach. From a review of pertinent literature, a list of problems faced by home economics teachers on the job were compiled which teachers checked as their possible needs. The instrument was structured so that the various facts and reactions would point out the present purposes and practices in the in-service teacher education program for home economics teachers in the Philippine schools. Another part of the questionnaire asked for reactions to supervisory practices. From the teachers' responses some new ideas on supervision might be gleaned. This would point out some problems of home economics teachers which 14 could serve as a directive and framework for developing a more effective in-service teacher education program. In both of these instruments, a list of activities have been included which would bring out in part the kinds of help extended to teachers and at the same time discover some promising techniques of in-service teacher education programs which teachers as well as administrators consider valuable. Selection of the Sample. For this study division school superintendents, high school principals, home economics supervisors and home economics teachers of 29 school divisions in the island of Luzon, Philippines were selected. Out of this number 24 were provincial school divisions, and five were city school divisions. They were selected from a list obtained from the Bureau of Public Schools in Manila, Philippines. The geographical locations of these school divisions are indicated in Figure l. The key to the items in Figure l is found on the opposite page. A The high school principals and home economics teachers belonged to the schools that were chosen from a list of general secondary schools which are located in the same area where the division school superintendents and home economics supervisors have their assignments. Teachers were selected by their principals with care to insure the representativeness of the sample. The qualifications (1 \OWNO‘UI-POJNH HHHH wmwo O O O HP‘ th O O H+dk‘ «rec» O O O [\JNNNNNNNNNH oooqom-bwmh-oo O 15 Key 32_Items Used 13 Figure 1 Abra, Banqued Albay, Legaspi Bataan, Balanga Batanes, Basco Batangas, Batangas Bulacan, Malolos Cagayan, Tuguegarao Camarines Norte, Daet Camarines Sur, Naga Cavite, Cavite City Ilocos Norte, Laoag Ilocos Sur, Vigan Isabela, Ilagan Laguna, Sta. Cruz La Union, San Fernando Mt. Province, Baguio Manila Marinduque, Boac Nueva Ecija, Cabanatuan Nueva Vizcaya, Boyombong Pampanga, San Fernando Pangasinan, Lingayen Pasay City, Rizal Quezon, Lucena Rizal, Pasig Sorsogon, Sorsogon Tarlac, Tarlac Zambales, Iba Quezon City 16 Figure 1. Map of the Philippines showing the geographic regions and the location of the school divisions which were included in this study. $62908 I? 099% MINDANAO 17 included were as follows: 1. Must be a full-time home economics teacher 2. If only one such teacher in the school, that person was selected . If there were two or more in the school, the principal decided in terms of full-time home economics teacher or the second in the order was asked to respond to the questionnaire. A total of 116 questionnaires was sent. The question- naires were addressed personally to the division sChool superintendents and home economics supervisors. Their names were taken from the previously mentioned list secured from the Bureau of Public Schools in Manila, Philippines. The questionnaires for the home economics teachers were included in the envelopes sent to the high school principals. Each questionnaire was accompanied by a self-addressed-stamped envelope. Table I shows the classification of the home economics teachers according to the college from which they graduated, degree or degrees held, years of teaching experience and number of years in the local school. Eighty-one or about 70 per cent of the school personnel answered and returned the questionnaires. Considering the geographical location of the school divisions, it is noteworthy that at least one response was received from each school division. In nine or 31 per cent of the 29 8 l monoaom mo Hopmez It .m.2¢ mowEOOOom oeom a“ oocodom mo Hoaozoam rt .m.m.m.mm ooapmonom :fi mommaom mo uoaonoem It .m.m.mm oueOMCMpueo m.uonomoH >um«:oanm I: .U.H.mH memewm m o H N ma H ed w o>ooe lo m a m N Hr Hooaom Hmooq ea muomoeoH mo .02 laces: oeomv THH oHIo nto He.m.z.numnm.m.m In.m.m.m 4.04H4m ove>mum owaopm oooofiuomxm . mo endow, wamImooumoQ Ho moumoa sown? 80mm omoaaoo I‘IIH'I II“ oceanoeuw muonoeoH moanooom oeom mm mo momooomom mewom Heoogrmw.mHHGWImmvmo E: om accommomKMWwWHnoewe o mHMW% .eaom,mooumom no men on weepmzmeubtflwmnz Eoum omoaaoo Op wcfieuooo< muonoeoH mo«eo:oom oeom mo :OMpeOfimammeHU .H mqmamomm e: on om om om 2mm poou mom .oz “coo mom .oz pooo mom .oz “coo Hom.oz pooo Hem .02 ,quOH , I . muomwbummsm maeofioofium muooooOpoMummzm muonoemh, momeoooom,oeom,AHmomwm EmmmemoamMioommm>wn mouaeooofiwmwsd monsoooomwoeom, muoweuummcm8e<flHoo£om mo . A 09 poem . uoDEoz HepoH Il.moommmHHHnmI.oommu om woofimw>fin Hoonom Op moufieoooapwond mo unmoved one :Ofiponfiuvmfin .HH mqmn 3. Are decisions as to basic principles, objectives and organization arrived at cooperatively? Fifty-eight or 98.31 per cent answered positively, and one gave a negative reply. Question 4. Does leadership pass from person to person as individuals have creative contributions to make? Thirty-Six or 61.02 per cent replied "yes," and twenty—three or 38.98 per cent reported "no." Question 5. Are teachers permitted to come to a conclusion through their own processes of thinking? Fifty-eight or 98.31 per cent answered "yes" and one "partly." Question 6. Are all teachers encouraged and expected to contribute to the solution of a common problem? Fifty—eight or 98.31 per cent replied "yes" and one "partly." Question 7. Are teachers singled out for leader- ship activities? 75 Forty-six or 77.97 per cent replied "yes," nine or 15.25 per cent "no," and four or 6.78 per cent "partly." Principle 2, A_well-balanced program Should include sufficient learning activities of varied types which contribute lo the attainment 'of many different purposes. Question 1. Are the educational experiences chosen in terms of the educational objectives? A11 replied "yes." Question 2. Are the activities concerned with persistent problems and areas of high social significance? Fifty—three or 89.83 per cent replied "yes," five or 8.48 per cent "no," and one "partly." Question 3. Do experiences lead to multiple outcomes? Fifty-eight or 98.31 per cent of the respondents replied "yes" and one answered "no." Question 4. Do experiences foster experimentation and evaluation? Fifty—eight or 98.31 per cent responded "yes" and one replied "no." Question 5. Is there opportunity for experience in leading and following? Fifty-eight or 98.31 per cent replied "yes" and one answered "no." 76 Question 6. Are teachers encouraged to participate in socially significant activities with the children in school and with citizens in the community? Fifty-eight or 98.31 per cent of the respondents replied "yes" and one answered "no." Question 7. IS provision made for the individual to seek assistance from the group and for giving assistance to the group when such help is desired or needed? Fifty-seven or 96.61 per cent answered "yes," one or 1.69 per cent "no" and one "partly." Question 8. What experiences (activities or subjects) were found necessary by you to improve the teacher’s work? School administrators indicated several experiences that they found necessary to improve the teacher’s work. All 59 reported participation in school activities such as demonstrations of teaching techniques, workshops, seminars, educational tours, meetings, study groups, panel discussions, contests and programs. Thirty-Six or 61.02 per cent stated acquisition of skills in subjects such as needlework and handicraft, clothing and textiles, food preparation serving, art education, tailoring and cosmetology. Thirty-five or 59.32 per cent mentioned acquisition of more knowledge and better understanding of 77 group dynamics, action research, guidance program, second language teaching, child care and development. Three or 5.08 per cent failed to reply. Table XV reveals the answers of the respondents. TABLE XV. Experiences (Activities or Sub‘ects) Found Necessagyffi’ School Kam1n s ra ors jo_1mprove he Teacher’s Work What experiences (activi- Responses of 59 School ties or subjects) were Administrators found necessary by you to Number Percentage Rank improve the teacher's work? Participation in school activities such as: demonstrations of 59 100.00 1 teaching techniques, workshops, seminars, conferences, educa— tional tours, meetings - faculty and committee, summer classes Acquisition of skill in subjects such as: handicraft and 36 61.02 2 needlework, clothing and textiles food preparation ‘ and serv1ng, art education, cosmetology, child care and development Acquisition of more knowledge and better understanding of: group dynamics, action 35 59.32 3 research, guidance program, second language teaching No response 3 5.08 Principle 12, The in-service program should include provision for its own evaluation. Question 1. Is provision made for checking program accomplishment? How do you measure program accomplishments? 78 Fifty-six or 94.92 per cent replied "yes," two or 3.39 per cent "no" and one "partly." Table XVI reveals the means used by school adminis- trators to measure program accomplishments. Observations appeared to be most frequently used as indicated by twenty-nine or 49.15 per cent of the respondents. Check TABLE XVI. Devices Used py School Administrators to Measure rogram.AccompliShments How do you measure program Responses of 59 School accomplishments? Administrators Number Percentage Rank Observations 29 49.15 1 Check lists and score cards 24 40.68 2 Tests (oral or written) 17 28.81 3 Reports, records, progress charts 15 25.42 4 Exhibits of finished projects 7 11.86 5 Follow-up visits 2 3.39 6 No response 8 13.56 lists and score cards ranked second while tests (oral and written) ranked third. Fifteen or 25.42 per cent mentioned reports. However, it seems that the nature and type of the reports were Similar to the ones that the schools are requested to submit at the end of the school year. Only two or 3.39 per cent used follow~up by the administrators which is considered a desirable part of the evaluation program. Eight or 13.56 per cent failed to respond to the question. 79 Question 2. IS provision made for checking teacher accomplishment? How do you measure teacher growth and changed behavior? Fifty-seven or 96.61 per cent answered "yes," and two or 3.39 per cent indicated "no." To measure teacher growth and changed behavior, the respondents reported Similar devices as those used to measure program accomplishments. Table XVII reveals the TABLE XVII. Devices Used py School Administrators . £9 Measure Teacher Growth and Changed Be avior How do you measure teacher Responses of 59 School growth and changed behavior? Administrators Number Percentage Rank Observations 47 79.66 1 Check lists, score cards and efficiency rating cards 29 49.15 2 Records, reports and progress charts Showing behavior changes 17 28.81 3 Tests (oral or written) 16 27.12 4 Follow-up visits 3 5.08 5 No response 8 13.56 responses. AS in Table XVI, observation was the most commonly used technique, but there is no indication if a guide was used in making the observation. Twenty-nine or 49.15 per cent indicated the use of check lists, score cards and efficiency rating cards. Seventeen or 28.81 per cent mentioned records, reports and progress charts 80 showing behavior changes. Sixteen or 27.12 per cent used tests. Eight or 13.56 per cent did not reply. Question 3. Are better adjusted and mentally alert teachers the outcome of the in-service program? Fifty-four or 91.52 per cent answered "yes," two or 3.39 per cent "no," and three or 5.09 per cent "partly." Question 4. Is a better socio-physical environ- ment for learning evidenced as an outcome of the program? Fifty-five or 93.22 per cent replied "yes," two or 3.39 per cent "no," and two or 3.39 per cent "partly." Question 5. How is the appraisal used in programm planning? Table XVIII shows the responses of the school adminis- trators on the use of appraisal in program planning. Thirty— six or 61.03 per cent mentioned that appraisal was used to guide teachers and school administrators in planning the future program. Five or 8.47 per cent indicated the use of appraisal to note behavior changes of teachers as they grow professionally on the job. Four or 6.78 per cent reported to evaluate the success or failure of the program. Eight or 13.56 per cent did not respond to the question, Only one answer was given by each respondent. 81 TABLE XVIII. Use of Appraisal in the Home Economics Teachers In-Service Education Program How is appraisal used in Responses of 59 School program planning? Administrators Number Percentage Rank Used to: Guide teachers and school administrators in planning the future program 36 61.03 1 Observe behavior changes of teachers 5 8.47 2 Evaluate the success or failure of the program 4 6.78 3 Improve teaching techniques 3 5.08 4 Determine leadership needs of teachers and community 3 5.08 5 No response 8 13.56 TOTAL 59 100.00 Question 6. Is the curriculum more effective and adequate as a result of the in—service program? Fifty—Six or 94.92 per cent answered "yes," one or 1.09 per cent "no," and two or 3.39 per cent "partly." Question 7. Has the program encouraged teachers to improve teaching through study and experimentation? Fifty-eight or 98.31 per cent replied "yes," and one answered "partly." 82 Part B -- An Examination of Apparent Adequacies and Inadequacies of the Present Program with Reference to Ten Proposed Principles of In-Service Teacher Education Principle 1, The educational philosophy Should pp based ppon the existing local social environment and should pg on important factor in deter- mining the nature oi the in-service program. The in-service teacher education program is a democratic and cooperative enterprise of teachers based upon the exist- ing local social environment. It takes into consideration the expressed and observed needs of teachers, students and the community. The program Should recognize the worth and importance of the individual and provisions should be made for taking care of teachers of varying abilities. It should be consistent with the newer educa- tional trends on child study. The responses of the school administrators revealed that these conditions were considered in planning and carrying on the present in-service teacher education program. Principle 2. The in-service program Should develop_gpo change no social conditions are altered and participating teachers grow. To be effective, an in-service teacher education program should provide for flexibility of operation to adjust to the needs and conditions of a particular situation. 83 This is especially true in home economics education where there is a tremendous influence of a changing technological society upon home and family life. The per cent responses of the school administrators were given for several types of practices. It will be noted that in general a high percentage of their responses revealed that the present in-service teacher education program made provisions for flexibility. The emphasis was shifted as a result of teacher experience, and provisions were made for free and easy contact of all persons involved. Principle 3, An in-service teacher education program 1 3.12221 school program. It is becoming more apparent that the local schools have the key responsibility for making the continuous improvement of teachers a meaningful activity. It was indicated by the respondents that the in— service teacher education program is a regular part of the local school program; however, it was very evident that only a limited amount of time is devoted to the activity. Apparently, the present practices as reported do not point to the program as being a local school responsibility. Much direction comes from the Bureau of Public Schools which assumes leadership in initiating the program. Principle 4. .Any in-service teacher education program must be a longerange and continuous program. 84 The participation of teachers is essential in carry- ing out the program. Any kind of participation will not suffice. Teachers must have an intelligent grasp of the problems so that they can make worthwhile contributions in the undertaking. The responses of the informants indicated that the present in-service teacher education program was a long- range and continuous program planned in light of several factors. The program originated with the needs of teachers which were discovered in various ways. Principle g. The in-service education program Should utilize relevant resources in promoting and carrying out the experiences. The local school system should contribute a great deal to the creation of a suitable physical learning environment. The findings stressed the importance of the local community in providing facilities, resource personnel and materials for the in-service teacher education program. The persons or agencies available in the community were generally used in various ways to improve the teaching- learning experience. Principle 2, The in-service program should emphasize sound educational theory which ir basic for effective learning. 85 This means that the in—service teacher education program should be organized and developed with a complete recognition of the same principles of learning that are appropriate to classroom practices. It is an accepted principle of learning that one grows in insight and skills as he works on problems of genuine concern to himself. There was agreement among the school administrators that the in-service teacher education program started with the present working situation and activities were planned to bring about immediate changes in teachers. Teachers' growth was planned toward desired aims and objectives. The objectives of the in-service program were pointed out. Teachers were given an opportunity to participate in a wide range of activities which provide for self-improvement. They derived satisfaction from the experiences that they had chosen. Principle Z, .An in-service program should pg planned .32 utilize orderly procedures 2: thinking, studying, evaluating and improving the products and processes of instruction. The program should contain a statement of objectives based on a careful study of the teaching situation with an outline of means, methods and materials employed in accomplishing the aim. Finally, it should include criteria which provide checks and means to be employed in the evalua- tion of the program. 86 The replies of the school administrators to the questions asked indicated adherence to the principle. In addition, teachers shared in selecting methods and materials and modified them as they were used. Principle 8. The in—service program should utilize intelligent thought and creative thought and action in the organization. It is important to teachers that in-service education should be generally accepted as a program by which people engaged in education learn and grow together. The program must be one that will provide maximum opportunity for individuals and particular groups to identify the specific problems on which they want to work and get together. There Should be free interplay of intelligence, critical thinking and creative and sincere leadership. The respondents indicated that the in-service program gave consideration to individual differences among teachers. Teacher participation was limited. Often individuals were singled out for leadership. In a sense, this is contra- dictory to the present social philosophy. In a democratic society, cooperation must be practiced at all times. The effective leader should allow others to assume leadership whenever appropriate situations arise. Leadership must pass from person to person as individuals have significant and creative contributions to make. 87 Principle 2, A well-balanced program should include sufficient learning activities of varied types which contribute Io the attainment .2: many differentpurposes. The experiences should be appropriate to give teachers and other instructional personnel an opportunity to grow professionally so that they may provide children with the best possible learning environment. To be of value, they must take into account human development, learning process and the demands of a democratic society. The content of the program should be expressed in terms of learning experiences. These experiences are the means by which objectives are achieved. There was agreement among the respondents that the educational experiences were chosen in terms of the educational objectives, led to multiple outcomes and fostered experimentation and evaluation. Teachers were encouraged to participate in socially significant activities with the children in school and with citizens in the com— munity. It appeared, however, that the program was seem- ingly limited in providing realistic and functional experi- ences for the home economics teaChers. Teachers were requesting much help with planning a program that would fit the needs of students and would improve their teaching competencies. 88 Principle 12. The in-service program should include provision for its own evaluation. The importance of this principle is obvious, since the effectiveness of any program cannot be determined, and therefore, no plan can be wisely formulated for its own improvement unless its effects and outcomes and its strengths and weaknesses are evaluated continuously. Evaluation must be meaningful and can be made by using several types of devices. The replies of the school administrators showed that the in-service program had provisions for checking teacher and program accomplishment. While this was true, apparently the program evaluation was limited in type and use. The respondents mentioned observation of the teacher on the job as the most frequently used device to measure program as well as teacher growth and changed behavior. The responses, however, did not clearly indicate ifha guide was used in making the observations. To be meaningful observations should contain criteria by which judgments are made and must be carefully supported by descriptive incidents. 89 Part C -~ An Appraisal of the Present Program By examining the responses of school administrators and home economics teachers, an over-all picture of the present in-service teacher education program may best be seen. The information reveals the success or failure of operation and the desired changes needed to make the undertaking meaningful and worthwhile. An appraisal of the present program includes reactions to: (A.) The in-service teacher education program; (3.) tech- niques of in-service education, and (C.) supervisory practices. A. Reactions £2 in-service teacher education program Question 1. What do you regard as the outcomes of the program in your province? Table XIX shows the replies of the respondents. Forty- eight or 81.36 per cent indicated improvement of the teaching— 1earning process through better, more practical and effective instruction. Fortynone or 69.49 per cent mentioned improve- ment of behavior of teachers and students. The improvement and enrichment of the curriculum as well as improvement of working conditions in school and community were also reported. Six or 10.17 per cent did not reply to the question. One respondent answered "fair" which seemed to indicate that the question might have been misunderstood. 90 TABLE XIX. Outcomes or the Home Economics TeacHerS In-Service Education Program What do you regard as the Responses of 59 School outcomes of the program in Administrators your province? Number Percentage Rank Improvement of the teaching- 1earning process through better, more practical and effective instruction 48 81.36 1 Improvement of the behavior of teachers and students 41 69.49 2 Improvement of working conditions in school and community 21 35.59 3 Improvement and enrichment of the curriculum 9 15.25 4 No response 6 10.17 5 Fair 1 1.69 Question 2. What do you consider as major suggestions for improving the over-all in-service program in your province? In answer to this question, a variety of suggestions were enumerated. Forty-six or 77.97 per cent of the respondents reported better and more effective teaching techniques. Forty-three or 72.88 per cent indicated more adequate time, funds and facilities. Other suggestions involved changes in teaching load and enrollment, closer cooperation between school personnel and the community, more experimentation, research and adequate evaluation measures. Three or 5.08 per cent did not give any reply. Table XX shows the responses given. 91 TABLE XX. Suggestions for Improving the Home EconomiCS Teachers In-Service EducatiOn‘Program What do you consider as major Responses of 59 School suggestions for improving the Administrators over-all in—service program Number Percentage Rank inyyouryprovince? Better and more effective teach- ing techniques 46 77.97 1.0 More adequate time, funds and facilities 43 72.88 2.0 Changes in teaching load and enrollment 4 6.78 3.5 Closer cooperation between school personnel and community 4 6.78 3.5 More experimentation and research 2 5.08 5.0 More adequate evaluation measures 1 3.39 6.0 No response 3 1.69 B. Reactions :2 techniques in in-service teacher education An effective in-service teacher education program must be teacher-centered. Teacherst problems must be located so that proper means can be used to improve their teaching competencies. Form B (see Appendix) was used to determine the concerns of teachers. Two types of informa- tion were considered: one reporting the problems that home economics teachers were facing in their respective school locations, and the other a list of experiences requested by them. 92 1. Problems of Home Economics Teachers Table XXI shows the problems of 22 home economics teachers on the job. As can be seen, the greatest problem TABLE XXI. Problems o£_Home Economics Teachers W Responses of 22 Home Activities , Economics Teachers Number Percentage Rank Securing materials, supplies and equipment for the home economics classes 21 95.45 1.0 Making survey of community needs 16 72.73 2.5 Improving appearance of the department 16 72.73 2.5 Phnning cooperatively with stud- ents, parents and others 14 63.37 4.0 Coordinating work of home and school 12 54.55 6.0 Developing teaching methods and techniques 12 54.55 6.0 Selecting texts and reference books 12 54.55 6.0 Becoming acquainted with recent trends in subject matter 11 50.00 9.5 Managing department finances 11 50.00 9.5 Understanding and using special school services 11 50.00 9.5 Keeping and making out official records or reports 11 50.00 9.5 Planning community programs 10 45.45 12.5 Understanding goals of school 10 45.45 12.5 Managing the classroom 9 40.91 15.0 Selecting and using guidance techniques 9 40.91 15.0 Arranging pupil and parent conferences 9 40.91 15.0 Teaching oversized classes 7 31.82 17.0 Developing evaluation devices 6 27.27 19.0 for classroom use Adapting instruction to individual differences Aiding students after absences Budgeting time for various units taught 5 22.27 21.5 27.27 19.0 27.27 19.0 00‘ 93 TABLE XXI. (continued) Responses of 22 Home Activities Economics Teachers Number Percentage Rank Making home visitations 5 ‘ 22.27 21.5 Selecting and preparing illustrative materials 4 18.18 23.5 Determining needs of students 4 18.18 23.5 was securing materials, supplies and equipment for the home economics classes. This was indicated by twenty- one or 95.45 per cent of the respondents. Making survey of community needs and improving the appearance of the department was reported by sixteen or 72.75 per cent while fourteen or 63.37 per cent mentioned planning cooperatively with students, parents and others. Among the twenty-four activities checked, teachers needed least help on selecting and preparing illustrative materials and determining needs of students. 2. Learning Experiences of Teachers In the solution of teachers' problems, it is important to select learning experiences that are useful and appropri- ate to meet the individual differences and needs of faculty members in the local school system. These learning experi- ences must be chosen in terms of the behavior changes implied by the objectives and which bring about the maximum 94 amount of learning. Emphasis should be placed on the importance of having each successive experience build upon the preceding one and to provide depth and breadth in the content area. Opportunity for continuous partici- pation on the part of teachers is of extreme importance when the permanency of learning is a desired factor. The comparative responses of 59 school administrators and 22 home economics teachers as to the learning experi- ences included in the in-service teacher education program are Shown in Table XXII and Figure 2. .As can be noted, some agreement existed between the two groups in twelve out of the thirteen activities. Intervisitation was the most common experience while correspondence work was the least participated in activity in the present program. Other common techniques were field trips, demonstrations, conferences, workshops, study groups, summer schools and institutes. There is a slight disagreement among the respondents with regard to "school committees." In order to clarify the experimental items in Table XXII, the following statements were prepared to explain the particular meaning of the items. 1. Intervisitation -~ the exchange of classroom visits by teachers.within a given school or school system for the purpose of demonstration teaching, stimulating self-criticism and promoting cooperation in the solution of common problems. 95 TABLE XXII. Comparative Responses 2i School AdminiStrators and Home Economics Teachers E§.£2 the Experiences IncIuded in the In-Service Teacher EducatiOn Program Responses of 59 School 22 Home Experiences Administrators Economics Teachers No. Per Rank No. Per Rank Cent Cent Intervisitation 58 98.31 1 18 81.82 1.0 Field trips 57 96.61 2 17 77.27 4.0 Demonstration 55 93.22 3 15 68.18 8.5 Conference 53 89.83 4 17 77.27 4.0 Workshop 52 88.14 5 17 77.27 4.0 Study groups 50 84.75 6 16 72.73 7.0 Individual efforts 46 77.97 7 17 77.27 4.0 Summer school 41 69.49 8 15 68.18 8.5 Institute 36 61.02 9 14 63.64 10.0 Guest instructors or field service from outside consultants 33 55.93 10 12 54.55 11.0 School committees 31 52.54 11 17 77.27 4.0 Evening or Saturday class 15 20.34 12 9 40.91 12.0 Correspondence work 1 1.69 13 1 4.55 13.0 2. Field trips —— study of the resources of the community in view of more effective educational use and making more adequate for meeting the out-of—school needs of children. Demonstration -— a class used to illustrate to an observing group of teachers, procedure, materials and techniques used in school work. 96 .mpuowmo Hmaom>fiooH AmHv .moouu«EEoo Hoonom ANHV ”maneuasmnoo oommpso Eoum oofl>uom oaoam no mucousuumnw pmosw AHHV .xuoz cocoonommouuoo AOHV .mmeao kmouzpew no mnfioobm on “cooouomooo va nooaveuumaoeom abv newspfipwcm on “moomxuoz any "macawmpfimabuopum Aev “mmsouw Sosvm Amv “mmaup oaofim Amv “Hoooom museum adv ma NH HH OH 0 w b o n e m N H *EmpH o L OH 2 cm L OM & 0% 5 on I oo 1 on n om 1 00 mucuaupwdano< Hoonom t I I a r OOH muonomoh manonoom oeom pooo mom Emuwfllh.oowmeosom oom>uom1mw,muoaoeoppmofiaouoom oaom mam =«[ooo:HonH moonmwuomwm.hm_mnooomohmmpmeoooom meow one wnokupmandso< Hoooom mo womoommom obwweuwmeoo .N wusmfim 10. 11. 97 Conference -~ the meeting of two or a group of individuals to consider a particular problem. Workshop -- a series of study sessions organized around the practical problems that teachers have met or anticipate meeting on the job, generally in the classroom. Study groups -~ a group of teachers working cooperatively under the guidance of a leader to formulate and work toward common objectives. Individual efforts -- at personal and professional self-improvement which inzlude items as reading, art, music, travel, etc. Summer school -- a school conducted during the summer months while the regular school is out of session. Institute -- a meeting of teachers usually in districts lasting one or several days for the purpose of dis— cussing educational problems and hearing inspirational lectures. Guest instructors or field services from outside con- sultants -- the aid of colleges or visiting persons in instruction or government agency representatives through lectures, panel discussions or demonstrations. School committees -— a group of teachers who Serve on committees from time to time for special purposes ~ established at the request of the teaching staff. 98 12. Evening or Saturday class -- classes scheduled for teachers given outside working hours; can be given credits toward a degree. 13. Correspondence work -- formal study and instruction conducted by mail - using texts, course outlines and other materials with lesson reports, corrections and examinations. C. Reactions £2 supervisory practices The Bureau of Public Schools contributes in various ways to the in-service education of home economics teachers in the Philippines through supervision. Several types of information were obtained with reference to this technique: (1) what types of supervision are being experienced by the home economics teachers, (2) what supervisory practices do teachers like and dislike, and (3) what supervisory practices are requested by.teachers. Table XXIII shows the types of supervision experienced by home economics teachers. From the replies it can be seen that teachers received a great deal of supervision from the general office of the Bureau of Public Schools and from the home economics supervisors. Twenty or 90.91 per cent of the respondents indicated supervision from the principal teacher or the assistants. The leaSt super— vision came from the superintendent of schools in the provinces. 99 TABLE XXIII. Types or Supervision Experienced py Home Economics Teachers Responses of 22 Home Types of Supervision Economics Teachers Number . Percentnge Rank From the General Office of the Bureau of Public Schools 22 100.00 1 From the home economics supervisors 21 95.45 2 From the principal teacher or the assistants 20 90.91 3 From the heads of the home economics department in the local school 13 59.09 4 From the superintendent of schools in the province 12 54.55 5 The supervisory practices liked by home economics teachers are shown in Table XXIV. Nineteen or 86.36 per cent liked home economics supervisors to give practical, concrete, frank and constructive comments and suggestions. Eleven or 50 per cent indicated home economics supervisors should issue, offer or suggest teaching materials and devices and seven or 31.82 per cent mentioned "to create a wholesome working atmosphere between teachers and home economics supervisors." Three or 13.64 per cent failed to respond to the question. Three or 13.64 per cent of the home economics teach- ers did not give any reply on the supervisory practices that were disliked. The responses submitted by teachers to the least desirable supervisory prictices are quoted verbatim: 100 TABLE XXIV. Supervisory Practices Liked py gomp EconomiCS Teachers Responses of 22 Home Supervisory Practices Economics Teachers Number 4 Percentag§_ Rank Give practical, concrete, frank and constructive comments and suggestions 19 86.36 1 Issue, offer or suggest teaching materials and devices 11 50.00 2 Create a wholesome working atmosphere between teachers and home economics supervisors 7 31.82 3 Conduct seminars, workshops and ofi1er group activities 5 22.73 4 Make frequent visits 3 13.64 5 No response 3 13.64 l. Fault-finders. 2. Must not practice favoritism, but instead practice democracy in supervisory work. ’3. Self-centered supervisors. 4. Some supervisors are too demanding and not understanding. 5. Military discipline. 6. Visiting just to see the weak points of the school. 7. Not to correct the teachers in front of the students or other teachers. 8. Narrow-mindedness -- seeing only their own view- points ~~ not the view points of teachers who know more of their students. 101 9. Crankiness and aloofness. 10. Comparing a teacher or a school with other teachers and schools with better facilities and financial set-up. 11. Pay less emphasis on demonstrated teaching which encourages artificial atmosphere and frustrates the observ- ing teachers. 12. Practice "snoopervision." 13. Comes in unannounced. 14. Expect teachers to make preparations (elegant or otherwise) when they come to visit. Home economics teachers requested home economics supervisors to: (a) demonstrate teaching methods; (b) give interesting talks during meetings and conferences; (c) Show evidence of professional growth and courtesy; (d) recognize the good qualities of teachers as a basis for leadership and promotions; (e) consider the time element and local conditions in supervisory work; (f) supply teachers with information and guides on present trends in home economics; (g) expect outcomes within the teacher's capacities and abilities; (h) have a sense of appreciation; and (i) con- form to the rules of the Bureau and the ethical standards of the profession. CHAPTER V SUMMARY, RECOMMENDATIONS AND IMPLICATIONS FOR FURTHER RESEARCH ' The purpose of this chapter is to summarize the information secured from school administrators and home economics teachers regarding the: (1) educational practices and procedures used to improve the competencies of home economics teachers in the island of Luzon, Philip- pines, and (2) adequacies and inadequacies of the present in-service teacher education program with reference to proposed principles of in-service teacher education. The information can be used by local school administrators, home economics teachers, teacher—training institutions, community persons and agencies and others responsible for developing and maintaining effective in-service teacher education. Data were obtained from 18 division Sohool super— intendents, 16 high school principals, 25 home economics supervisors and 22 home economics teachers through the use of questionnaires designed for the purpose. The questionnaires were an adaptation of those used by Vossbrink in a similar study. Analysis of the responses 102 103 from the school personnel was made by using frequency count, percentage and rank order. Summary of the Findings The following information concerning the hone economics teachers in in-service education in the 29 school divisions was obtained: 1. Sixty-eight per cent of the school administrators indicated that the needs, interests and problems of teach— ers was the most important factor which determined the content of the in-service teacher education program. Other factors mentioned were the philosophy and policies of the Bureau of Public Schools, resources available in the com- munity and the needs, interests and problems of students as well as the community. 2. Provisions were made for taking care of teadIers with varying abilities by: (a) grouping teachers accord- ing to their needs, abilities, problems and educational qualifications; (b) holding seminars, workshops, study groups, panel discussions and other group activities; (c) conducting surveys and giving individual help; (d) utilizing teachers as group leaders, resource persons or demonstrators; (e) assigning teachers to teach subjects in which they were best prepared and most competent to handle; and (f) inspiring teachers by promoting them and fostering their creativity. 104 3 Ninety-five per cent of the respondents indicated that the program was consistent with the newer educational trends on child study. 4. There was general agreement among the school administrators that flexibility was an important factor in the program organization and development. Changes in the social conditions were responsible for changes in the program. Emphasis in the program was shifted as a result of experience. Furthermore, provisions were made to adjust the program to emerging conditions as well as for free and easy contact of all persons involved. 5. School administrators agreed that in-service training was a regular assignment in the teacher's program. School time provided for the training varied conSiderably and was not sufficient tO insure good results. Thirty-two per cent of the respondents reported‘bne day per month" for the in-service program while 34 per cent mentioned "one to two weeks per year" for pre-planning the program. There was disagreement among the school administrators on whether the people involved in the pre-planning period were paid or not. 6. Ninety-two per cent of the respondents reported that the present in—service teacher education program was long-range and continuous. The program was planned in light of the immediate and long-time needs of teachers, students and the community. The emotional and physical well-being of teachers was also considered. 105 7. In general, individual teacher's needs were taken into account in planning the program through a variety of techniques. The most common devices reported were observau tion and supervision. Conferences, interviews, seminar meetings, forms, reports, records submitted by teachers, follow-up visits and survey of teachers’ needs by question- naire were also used. 8. AS observed by the school administrators, the needs of home economics teachers involved the following: (a) teaching equipment and materials; (b) professional improvement; (c) procedures in teaching; (d) program planning; and (e) evaluation of the program and student progress. 9. School administrators agreed that the in-service education program utilized relevant resources in promoting and carrying out the experiences. The community made available persons or agencies to help teachers improve on the job. The persons in the agricultural extension services gave the most help in the program; home economics leaders ranked second, and health specialists ranked third. They were generally used as resource persons, consultants, demonstrators, lecturers, financiers and research directors. 10. The local school administration encouraged the development of the in-service program. It assumed respon- sibility in several ways such as: (a) providing learning experiences in the Classroom, home and community; (b) assist— 106 ing teachers with personal and social adjustments; (c) pro- viding library, audio visual and other equipment; (d) adminis- tering the in-service education program; and (e) promoting leadership in the program. 11. The Bureau of Public Schools assumed leadership in initiating the program. This was expected since the Philippine educational system is highly centralized. 12. An agreement existed among the school adminis- trators that the program started with the present working situation and growth was planned toward desired aims or objectives. 13. The objectives of the in-service education program as indicated by school administrators were to: (a) improve the teaching-learning process so that home economics instruction would become more functional and practical; (b) upgrade teachers’ competencies in their respective lines; (c) help prepare, improve and distribute instructional and evaluative material; (d) keep abreast of the rapid accumulation of new knowledge, techniques and professional subject matter; (e) coordinate school program with the needs and available resources in the community; (f) acquaint and help teachers implement the objectives of the home economics program as prescribed by the Bureau of Public Schools; (g) develop leadership; and (h) foster experimenta- tion and research. Y 1 p - . O V t‘ 107 14. It was the opinion of the school administrators that activities in the program were planned to bring about immediate changes in teachers. Teachers were given opportunities to participate in a wide range of activities. These experiences provided for self-improvement, and teachers derived satisfaction from doing those that they had chosen. 15. Integration, continuity and sequence were the criteria used by the school administrators to organize the experiences. The most frequently used criteria was integra- tion. It referred to the horizontal relationship of curriculum experience; 16. A majority of the respondents revealed that the in-service program utilized intelligent and creative thought and action in the organization by: (a) giving basic consideration to individual differences among teachers; (b) arriving cooperatively at decisions; (c) per- mitting teachers to come to a conclusion through their own processes of thinking; and (d) encouraging and expecting teachers to contribute to the solution of a common problem. 17. Teacher participation in the planning process was limited. Ninety—eight per cent reported that it was neces- sary to interest teachers in participation. 18. There was disagreement on whether leadership passed from one person to another. Seventy-eight per cent mentioned that teachers were singled out for leader- ship activities. 108 19. The experiences found necessary by school adminis- trators to improve the teacher’s work were: (a) participa- tion in school group activities such as workshop, seminars, contests and programs; (b) acquisition of skills in subjects such as needlework and handicraft, clothing and textiles, art education, and cosmetology; and (c) acquisition of more knowledge and better understanding of group dynamics, guidance programs and second language teaching. 20. A general agreement existed among the respondents that provisions were made for checking program accomplish- ments and teacher growth and changed behavior. The devices used were limited in type and in use. Observation was the most commonly used technique. Other devices mentioned were Check lists, score cards, tests, records, progress charts. Only a few reported follow-up visits. 21. Appraisal of the program was used to: (a) guide teachers and school administrators in planning the future program; (b) note behavior changes of teachers as they grow professionally on the job; (c) evaluate the success or failure of the program; (d) improve teaching techniques; and (e) determine leadership needs of teachers and com~ munity._ 22. The outcomes of the in-service program as pointed out by school administrators were improvement of: (a) teaching- learning process through better, more practical and effective instruction; (b) behavior of teachers and students; (C) work- 109 ing conditions in school and community; and (d) curriculum. 23. For improving the over-all in-service education program, 78 per cent of the respondents indicated the need for better and more effective teaching techniques, while 73 per cent mentioned more adequate time, funds and facilities. Other suggestions involved changes in teach- ing load and enrollment, closer cooperation between school personnel and the community and more experimentation, research and adequate evaluation measures. 24. There was general agreement among the school administrators and home economics teachers in twelve out of the thirteen learning experiences provided in the present program. Intervisitation was the most common experience while correspondence work was the least chosen activity. Some disagreement was noted with regard to "school committees." .25. A large percentage of the home economics teachers reported that a great deal of supervision was received from the Bureau of Public Schools and home economics supervisors, while the least supervision came from the division superintendent of schools. 26. Generally, home economics teachers indicated the need to change and modify sane supervisory practices in order to improve the functional aspect of supervision as an in-service technique. 110 27. ‘With reference to the proposed principles of in-service teacher education, the adequacies of the present program were: (a) it was a cooperative under- taking based upon the existing local social environment; (b) flexibility of operation was provided; (c) the local school system contributed a great deal to the creation of a suitable learning environment; (d) a variety of learning experiences were provided which contributed to the attainment of several purposes; and (e) methods were centered on group action. The inadequacies were: (a) the in-service program lacked emphasis upon local school responsibility; (b) individuals were singled out for leadership; (c) program evaluation was limited in type and use; (d) the program of work did not tend to improve the processes and products of instruction; and (e) participation of teachers in the planning process was limited. 6 28. .Finally, since this study was for the most part a replication of the study on in-service education made by Dr. Meta Vossbring, it would be worthwhile to mention that the present in-service teacher education program in the Philippines and in Michigan have similar adequacies and inadequacies. The only point of difference was the kind of methods used to improve teaching competencies. In Michigan, the methods centered on individual action, while in the Philippines the methods centered on group 111 action. The similarities might be attrihxted to the fact that since the American occupation in 1898 most of the educational practices and procedures have been patterned after those in the United States. Too, every year some exchange visitors from the International Cooperation Administration and the Fulbright-Smith-Mundt grantees and scholars, as well as students, learn and make observations in the United States. Upon return to the Philippines they attempt to utilize the educational theories, methods and materials in the Philippine educational system. Recommendations 1. Most of the findings in this study revealed a lag in the education of teachers as they attempted to function in the local school systems where they were employed. Teachers needed help in improving their methods of teaching. It would be desirable for those responsible for the pre-service as well as the in-service education of home economics teachers to re-examine the total teacher education system and determine effective means for providing more realistic programs. The Bureau of Public Schools and the teacher training institutions Should work together to provide such programs. Appropriate steps Should be taken by the Bureau to initiate a cooperative program in order to coordinate the functions of the separate institutions with the activities of the Bureau with the aim of building up stronger teacher education and in-service 112 training programs. The responsibility for providing adequate and appropriate in-service training programs for home economics teachers should be cooperatively assumed by the Central Office of the Bureau of Public Schools, local school administrators and teacher training institutions. 2. The extent of participation of home economics teachers in the in-service training program was limited. It would seem appropriate to suggest that the school Officials seriOusly consider devoting more time and increasing the frequency of the in-service program to allow more opportunities for professional growth. More incentives Should be provided to encourage teachers to participate and keep growing professionally and educationally. 3 It has been indicated that the Bureau of Public Schools assumed leadership in initiating the program. Local initiative should be encouraged by allowing school administratOrs to introduce whatever procedures or techniques are considered appropriate to remedy weaknesses in the local program without first securing the approval of the Director of Public Schools, provided the innovations to be introduced are not in CGItradiction to existing policies and regulations. Greater autonomy should be given to local school administrators and teachers to plan for effective in-service education programs. 4. School administrators and supervisory staff as well as community persons and agencies should re-examine 113 the physical surroundings of the local school systems. More effective materials, supplies and equipment for the home economics classes should be considered by the administration. New ways and means should be sought and used in order to raise sufficient funds. 5. It would be desirable for the school personnel to determine and meet the needs for leadership. Teachers who have significant contributions should be given opportunities to assume leadership. The practice of singling out teachers should be scrutinized carefully and used sparingly if a democratic philosophy is to guide the in-service processes and procedures. 6. Follow-up visits to graduates by teacher train- ing institutions Should be encouraged. Only by appraising their graduates can these institutions introduce improve- ments designed to close the gap between pre-service train- ing.and actual job requirements in their teacher education program. Teachers should be allowed to make occasional visits to teacher training institutions to observe new techniques and procedures. Conferences of teacher trainers, supervisors of the Bureau of Public Schools and local school administrators should be held for purposes of mapping out plans for the improvement of teacher education and in-service training. 7. Since one of the inadequacies of the present in- service education program involved the choice and use of 114 evaluation instruments, it is recommended that a committee of school administrators, home economics supervisors and home economics teachers develop more adequate devices for appraising the effectiveness of programs and the compe- tencies of teachers. A cooperative evaluation of the program would help to focus attention on the phases where improvement is needed and would point out features which have been successful. Implications for Further Research 1. In view of the responses concerning the experi— ences necessary to improve teachers' work, there is a need for more studies to determine the urgent in-service education needs of home economics teachers and the tfi>es of in—service experiences conducive to professional growth. 2. More comprehensive analyses of various methods of working with in-service teacher education programs should be considered in order to determine the effective procedures and techniques for promoting professional growth. 3. In consideration of the limited time given to in- service training, some study is needed to determine how the school instructional program can best be scheduled to permit optimum participation by teachers in the in-service education.program. 115 4. Studies similar to this investigation might well be made periodically to examine in-service accomplishments and to determine the areas where pre~service education needs improvement. BIBLIOGRAPHY BOOKS Arny, Clara Brown. The Effectiveness or the Utah School Procram in Home EconomiEs. Minneapolis: UniverSity of Minnesota Press, I952. Barr, A. 8., William H. Burton and Leo J. Brueckner. Supgrvision. 2nd Ed. Revised. New York: D. Appleton— Century Company, 1938. Hicks, Hanne. Administrative Leadershi in_the Elementary School. New York: :The RonaId Press Company, 1956. Mead, Margaret. The School ipoAmerican Culture. Cambridge, Massachusetts: Harvard University Press, 1951. Morphet, Edgar L., John L. Roe and Florence L. Keller. Educational Concepts, Practices and Issues. Englewood Cliffs, New Jersey: PrentiCeHaII: Inc., 1959. Prall, Charles E. and Leslie C. Cushman. Teacher Education in Service. Prepared for the Commisson ontTeacher Efiucaiion, Washington: American.Council on Education, 1944. Reeder, Ward G. The Fundamentals of Public School.Adminis- tration. New York: *The MacMiIlan Company, 1958. Spears, Harold. Curriculum Plannin Through In-Service Pro rams. Englewood C1 5, New Jersey: Preniice HaII, Inc., 1957. Teacher For Our Times. ‘Washington, D. C.: American Council on EducatiOn, I944. The Improvement of Teacher Education. A Final Report of the CommiSsiOn OI'TEaCEer Education. ‘Washington: American Council on Education, 1946. Troyer, Maurice E. and Robert C. Pace. Evaluation.in Teacher Education. Prepared for the CommiSsion on Teacher Education. Washington: American Council on Education, 1944. 116 117 ‘Webster, Noah. ‘Webster’s New International Dictionary. Springfield, Massachusetts: G. and C. Merriam Company, 1956. REPORTS Ade, Lester K. In—Service Education of Teachers. Dept. of Public Instruction inPennsyIFEnia, BuIIetin 155. Harrisburg, Pennsylvania: State Department of Public Instructions, 1939. Crisanto, Jose. Vocational Education in the Philippines. Manila: Bureau ofiPublic Schools, 1955. Factors.Affecting the Satisfaction of Home Economics eachers. .American‘VOcational.Association BuIIetin No. 3. YWashington: Government Printing Office, 1948. Gray, William S. "The Professional Education of the College Teacher." The Study of College Instruction, Twenty-Seventh Yearbook of the National Society of College Teachers of Education, Chicago: University of Chicago Press, 1939. Hass, Glen C. "In-Service Education Today." The Fifty- Sixth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1957. Hernandez, Gregorio. The 6th Milestone. ICA and Education in the Philippines. Annual Report of‘TEeDUnited States ‘Opeiaiion MiSsiOn, International Cooperation Adminis- tration in the Philippines, 1958. Laws, Ruth M. "A Study of the In~Service Education Needs of Homemaking Teachers in Delaware." Ed. D. Thesis. New York University, 1956. Leslie, Virginia. "The Opinions of Florida Homemaking Teachers Regarding State SUpervisory Sources." Master's Thesis. Florida State University, 1955. Lowry, Charles D. "Preface." Fifty-Sixth Yearbook of the National Society for the Study of Education. Chicago, Illinois: 1958. Moore, Eva L. "Satisfactions and Dissatisfactions of College Teachers of Home Economics." Ph.D. Thesis, Pennsylvania State University, 1958. ,‘O 118 Osborn, Barbara 0. "An.AnalysiS of 22 Studies Concerning Teacher Effectiveness." Master's Thesis, Cornell University, 1956. Rose, Ella J. "A Study of Graduates of the University of Minnesota Home Economics Education Curriculum." College of Education, University of Minnesota. St. Paul: University of Minnesota Press, 1951. Santiago, Alicia A. "A Study of the In-Service Education Needs of Public Secondary School Teachers in Manila, Philippines." Ed. D. Thesis, Indiana University, 1957. Swearingen, Mildred E. "Developing Bases for Evaluation of Supervisors in Florida." Unpublished Ph.D. Dis- sertation, Ohio State University, 1950. Taylor, Bob L. "The Status of In—Service Teacher Education in the Public Senior High Schools of the State of Indiana." Ed.D. Thesis, Indiana University, 1957. Vossbrink, Meta. "An Analysis of the In-Service Education Program for Home Economics Teachers with Suggestions for Improving the Michigan Program." Unpublished Ph.D. Dissertation, University of Chicago, 1953. ARTICLES Antell, Henry and Edgar Stahl. "What Constitutes an Effective In~Service Teacher Education Program?" Bulletin of the Norional.Association of Secondary ScfiooI Prifibipals, XL (April, 1956),'I47~52. Daire, Robert A. "The Teaching Problems of 1075 Public School Teachers." [ournal'or Experimental Education (Sept. 1940), 41-60. . Fowler, George‘W. "Purposeful Program of Teacher Training," National Education Association Proceedings (Washington, NEA, 1937f. Gilchrist, Robert S. "Highway to Quality Teaching." National Education.Association Journal, XLVIII (May, 8~19 , C Hefferman, Helen. "In—Service Education of Teachers in the Modern School." California [ournal or Elementary Education, XXV (August, 19567, 1. 119 Misner, Paul J. "In-Service Education Comes of Age." [ournal 2i Teacher Education, I (March, 1950) 32. Slager, Fred C. "In-Service Program Trends." National Association of Secondar School Principals, XXXVII (April, l953T‘157-I39. Taylor, Bob L. "Factors Affecting In~Service Teacher Education Programs," [ournal 2! Educational Research (May, 1959) 336-338. Weber, C. A. "Reactions of Teachers to In-Service Education in Their Schools," School Review (April, 1940) 247. Weber, C. A. "Obstacles to be Overcome in a Program of Education for Teachers in Service," Educational Administration and Suporvision (December, 1942) 425-30. ‘Weber, C. A. "A Summary of the Findings of the Sub- Committee on In-Service Education of the North Central Association of Colleges and Secondary Schools," gournal or Educational Research, XXXVI (May, 1943) - o . APPENDIX A LETTER AND QUESTIONNAIRE SENT TO ‘ SCHOOL ADMINI STRATORS 120 121 East Lansing, Michigan August 31, 1960 Dear I am.making a survey of the present status of in-service training offered to home economics teachers in the island of Luzon with the idea of evaluating the present program. The study is a part of the doctoral program in home economics education in which I am now working at Michigan State University at East Lansing. The prOblem of in-service training of teachers in home economics education needs to be given considerable thought and attention in order that we may know best how to improve the services of home economics graduates. The investigation should throw some light on ways of organi- zing the in-service programs, the services to be offered to teachers on the 30b, and the opinions of home economics supervisors regarding the effectiveness of in—service experiences. I regret exceedingly that the questionnaire enclosed is of con- siderable length, but the material contained in it is very vital and necessary if reliable and adequate facts are to be derived for its use. we hope that the data collected will be of value to those who are responsible for the improvement of home economics instruction in the secondary schools in the Philippines. Will you give a frank reply to the questionnaire included in this letter? Enclosed is a self-addressed stamped envelope for the completed questionnaire. I would appreciate having your response by OctOber l, 1960. Thank you so much for your help and cooperation. With my best wishes. Sincerely, Florangel S. Tandoc Home Economics Teacher Manna, Philippines . 122 QUESTIONNAIRE ON IN-SERVICE EDUCATION HOME ECONOMICS EDUCATION Name Position Province in Luzon Teacher education is conceived as a continuous process from.the time of matricu- lation until retirement. Pre-service education involves the preparation period before the assignment to a particular Job, while ineservice education is specif— ically aimed at fostering education on the Job. PURPOSES This questionnaire is concerned with information about the in—service teacher education. School administrators, home economics supervisors, and.principals are being consulted in order to secure information about the purposes, organization, and experiences in the in-service home economics teacher education program. In order to obtain uniformity in response, will you please answer the questions in accordance with your actual practices during the school year 1960-1961? DIRECTIONS Three types of response are included in the questionnaire and are given in the following manner: (1) Indicate whether you follow the practice by placing an X after Yes and if not, by placing an X after N9. (2) If a choice is to be made,place an X in the blank space which nearly meets your situation. (3) If information needs to be supplied, kindly write in the answer. CONCEPTS OF THE IN-SERVICE TEACHER EDUCATION PROGRAM 1. An in-service teacher education program should be included as a regular part of the local school program. A. Is in-service training a regular assignment in the teacher's program of work? Yes No . B. Is school time provided for the in-service training of teachers? Yes No . If so, how much the is provided for such training? one day per week one week per year , one day per month two weeks per year any other arrangement of time (please listS. C. Is there pre-planning of the in-service teacher education program in the local school? Yes No D. Are the people involved in pre-planning paid during this period? Yes No . E. How much time is given to pre-planning? 123 2 Any in-service teacher education program must be a long-range and continuous program. A. Is a long-range plan used as a basis for program planning? Yes No B. Is the program planned in light of: (l) immediate needs (2) long-time needs (3) improvement of education (A) improving the professional performance of teachers (5) emotional well-being of the teachers (6) physical well-being of teachers (7) others (please give examples) C. Are individual teachers' needs taken into account in planning the program? ‘Yes No D. How do you arrive at these needs? E. What are some of the observed needs (those that you consider important) of teachers under your guidance? The in-service teacher education program should utilize relevant resources in promoting and carrying out the experiences. A. B. Does the community make available agencies as recreation, health, and industry for the in-service education program? Yes No (1) What persons or agencies are available in the community for the in- service program? (a) community planning groups (b) agricultural extension services (c) health specialists (d) industrial leaders (e) social service workers (f) political and economic leaders (g) home economics leaders (h) others (please list) (2) How are these generally used? 124 3 C. Does the local school administration encourage the development of the in- service program? Yes No . D. (1) What responsibility does the local school system assume in the in-service teacher education program? a) provides time in the teacher‘s schedule b) provides physical plant c) provides learning experiences in: the classroom ' the community the home provides library facilities assists teachers with personal and social adjustments administers the in-service program provides audio-visual facilities assumes leadership in developing the program assumes role of co-worker in the program others (please list) p. VVVVVVV AAA/\AAA LJ- H. 5m *6 (D (2) Do you acquaint teachers with source materials such as, research studies and findings, audio-visual aids, and curriculum publiCations? Yes No E. Does the Bureau of Public Schools assume leadership in initiating the program? Yes No . The in-service program should utilize intelligent and creative thought and action in the organization. A. Is it necessary to interest teachers in participation? Yes No B. Are individual differences among teachers given basic consideration in the program whether it is planning, carrying out the program.or measuring achievement? Yes No C. Are decisions as to basic principles, objectives and organization arrived at cooperatively? Yes No D. Does leadership pass from person to person as individuals have creative contributions to make? Yes No . E. Is teacher participation in group activities voluntary? Yes No F. Are teachers permitted to come to a conclusion through their own processes of thinking? Yes No G. Are all teachers encouraged and expected to contribute to the solution of a common problem? Yes No H. Are teachers singled out for leadership activities? Yes No 125 h The educational philosophy should be based upon the existing local social en- vironment and should be the important factor in determining the nature of the in-service program. A. What determines the content of the in-service program? Does the program give consideration to all teachers and recognize the importance and worth of the individual? Yes No Is the course content determined by the needs of the local situation? Yes No Is provision made for taking care of teachers of varying abilities? Yes No . How is this usually done? Is the program consistent with the newer educational trends on child study? Yes No The in-service program should emphasize sound educational theory which is basic for effective learning. A. Does the program start with the present working situation? Yes No . --- Is growth planned toward desired aims and objectives? Yes No What are the objectives of the in-service teacher education program in your province? Are activities so planned as to bring about immediate changes in teachers? Yes No . Are teachers given an opportunity to participate in a wide range of activities? Yes No . Do the experiences provide for self-improvement techniques among teachers? Yes No . Do the teachers derive satisfaction from doing these experiences which they have chosen? Yes No An in-service program should be planned to utilize orderly procedures of thinking, studying, evaluating, and improving the products and processes of instruction. A. Does the program contain a statement of objectives based on a careful study of the teaching situation? Yes No 126 5 Are the means, methods, and materials employed in attainment of objectives included? Yes No Is an outline of criteria, checks, measures to be employed in the evalua- tion of the program included? Yes No Do teachers share in selecting methods and materials and modifying them as they are used? Yes No Is there continuous appraisal of products and processes of instruction? Yes No . What criteria are used for organizing the experiences? continuity , sequence , integration The in-service program should develop and change as social conditions are altered and participating teachers grow. A. Are provisions made for adjusting the program to emerging conditions? Yes No Is flexibility an important factor in the program organization and development? Yes No . Are changes in the social conditions responsible for changes in the program? Yes No Is provision made for free and easy contact of all persons with each other? Yes No Is emphasis in the program shifted as a result of experience? Yes No Are the pre-service teacher education programs continually changing as changes occur in the in-service program? Yes No A well-balanced program.should include sufficient learning activities of varied types which contribute to the attainment of many different purposes. A. Are the educational experiences chosen in terms of the educational objectives? Yes No Are the activities concerned with persistent problems and areas of high social significance? Yes No Do the experiences lead to multiple outcomes? Yes No Do experiences foster experimentation and evaluation? Yes No Is there opportunity for experience in leading and following? Yes No . Are teachers encouraged to participate in socially significant activities with the children in school and with the citizens in the community? Yes No 10. The 127 6 Is provision made for the individual to seek assistance from the group and for giving assistance to the group when such help is desired or needed? Yes No . ' What experiences (activities or subjects) were found necessary by you to improve the teachers' work? (Please list) in-service program should include provision for its own evaluation. Is provision made for checking program accomplishment? Yes No How do you measure program accomplishments? Is provision made for checking teacher accomplishment? Yes No How do you measure teacher growth and changed.behavior? How is the appraisal used in program planning? Are better adjusted and.mentally alert teachers the out-come of the in- service program? Yes NO‘ . Is a better socio-physical environment for learning evidenced as an out— come of the program? Yes No Is the curriculum.more effective and adequate as a result of the in- service program? Yes No Is the extension of self-direction, self-reliance and individual respon- sibility of teachers an out-come of the program? Yes No Has the program.encouraged teachers to improve teaching through study and experimentation? Yes No . What do you consider as major suggestions for improving the over-all in- service program in your province? What do you regard as the out-come of the program in your province? 128 7 EXPERIENCES IN THE IN-SERVICE TEACHER EDUCATION PROGRAM listed below are activities which.may'be included in an in-service program for home economics teacher education. In COLUMN I, check those activities which you have made possible for the in-service program, in COLUMN II, those which have not made possible, and in COLUMN III, those activities which have not been.made possible but would be of value if an in-service program is further developed for home economics teachers in your school. COLUMN I COLUMN II COLUMN III Have made Have not made Have not made possible for possible for possible, but ACTIVITY the in-serv the in-ser- would be of vice program. vice program value 1. Summer school - a school con- ducted during the summer months while the regular school is not in session . 2. Field trips - study resources of the community, view of mak- ing more effective educational use and.making more adequate for meeting the out-of-school needs of children. 3. Study groups - a group of teachers working cooperative- ly under the guidance of a leader to formulate and work toward common objectives . h. Intervisitation - the exchange of classroom visits by teach- ers within a given school or school system for the purpose of demonstration teaching, stimulating self-criticism, and promoting cooperation in the solution of common problems. 5. Workshop - a series of study sessions organized around the practical problems that teach- ers have met or anticipate meeting on the job, generally in the classroom . . 6. Institute - a group of teach- ers usually in districts lasting one or several days for the pur- pose of discussing educational problems and hearing inspirational 'lectures . 129 8 ACTIVITY COLUMN I COLUMN’II COLUMN III Have made possible for the in-ser- vice program Have not made possible for the in-ser— vice program Have not made possible, but would be of value 10. ll. 13. Demonstration - a class is used to illustrate to an Observing group of teachers, procedure, materials and tethniques used in school work . Conference - the meeting of two or a group of individuals to consider a particular pro- blem . Evening or Saturday class - classes scheduled for teachers given outside working hours; can be given credits towards a degree . . . . . Correspondence work - formal study and instruction con- ducted by mail - using texts, course outlines, and other materials with lesson re- ports, corrections, and ex- aminations . Guest instructors or field service from outside con- sultants - the aid of col- leges or visiting persons in instruction or government agency, representatives through lectures, panel dis— cussions, or demonstrations. School committees - a group of teachers serve on com- mittees from time to time for special purposes - may be established at the request of the teaching staff . . . Individual efforts — at per- sonal and professional self improvement which include items as reading, art, music, travel, etc. APPENDIX B LETTER AND QUESTIONNAIRE SENT TO HOME ECONOMICS TEACHERS 130 131 East Lansing, Michigan August 31, 1960 Dear Home Economics Teacher: At the present time I am.attending the Michigan State University at East Lansing, Michigan, and am working on problems of interest to teachers in home economics education. As a part of the doctoral program of study, I am.making a survey of the present status of in-service teaching offered to home economics teachers in the island of Luzon. I should like very much to get your judgment of the in-service training that you have received in order that we may, in the Philippines, know best how to improve this service to other home economics graduates. Will you give your frank reply to the questionnaire included in this letter? I shall appreciate very much if you could return this questionnaire not later than OctOber l, 1960. Enclosed is a self- addressed stamped envelope for the completed questionnaire. I thank you so much for your help and cooperation. . With my best wishes. Sincerely, Florangel S. Tandoc Home Economics Teacher Manila, Philippines 132 QUESTIONNAIRE ON IN~SERVICE EDUCATION - HOME ECONOMICS EDUCATION Name Name of School Position Province in Luzon PERSONAL INFORMATION 1, College from which you graduated 2, Degree or degrees held by you 3, Teaching experiences you have had: As home economics teacher years As elementary school teacher years Other teaching jobs years . Number of home economics teachers in the school where you are teaching INFORMATION CONCERNING IN-SERVICE TEACHER EDUCATION Teacher education is conceived as a continuous process from the time of matriculation until retirement. Pre-service education involves the preparation period before the asSign- ment to a particular job, while in-service education is specifically aimed at fostering educatibn on the job, 1. ‘What do you think should be the real functionCs) of an in-service program in home economics education? Indicate your first choice (1), your second choice (2), and your third choice (3), These are merely suggestions. If you have any other ideas, please add them to this list, to promote the continuous improvement of the total professional staff to give needed help to beginning teach- ers with the new problems in teaching to eliminate deficiencies in the back- ground preparation of teachers to keep abreast of the rapid accumulation of new knowledge and new professional subject matter 133 to help teachers and administrators in improving the school program to help teachers develop as persons Listed below are types of supervision frequently experi- enced by home economics teachers. Check in COLUMN I the type or types now provided, in COLUMN II the type or types not now provided but would be valuable, and in COLUMN III, the type or types now provided but are not necessary. SUPERVISIONS Now provided but would be but not COLUMN”I ‘COEUMN II TYPES OF NOt provided NOW provided valuable necessary 1. From the heads of the home economics department in the local school ... From the principal teacher or the assist- ants o o o o o From the home economics supervisor. From the superin- tendent of schools in the prov- ince on... From the General Office of the Bureau of Public Schools -L 134 3, Take into consideration the supervision that you have received from any of the five types of supervision listed above; please list some suggestions that will help to improve the supervisory practices in the province, Things that supervisors do that I like: Other things I wish supervisors would do: Things I wish supervisors would not do: . Home economics teachers have requested help with the following activities. In.COLUMNS I, II, or III, check each item according to your particular needs,. COLUMN I COLUMN II COLUMN III ACTIVITIES Need help on Need no help Need help ifi .. the job on the job training program 1, Planning cooperatively with stud- ents,parents and others 2. Coordinating work of home and school 3, Budgeting time for various units taught ,,., 4, Improving appearance of the department, 135 4. (Continued) COEUMN I COLUMN II COEUMN III ACTIVITIES NeedIheIp on INeed no help ‘Need help in the job on the job training ,program 5. Developing teaching 10. 11. 12. 13, 14. methods and techniques... Selecting texts and reference bookS........ Selecting and preparing illustrative materials... Making sur- vey of com- munity needs. Developing evaluation devices for classroom useoooooooooo Planning com— munity programs .... Selecting and using guid- ance tech- niques....... Becoming ac- quainted with recent trends in subject matter....... Managing department finances Classroom management .. 136 4. (Continued) dédeMN'I COEUMN’II'" ACTIVITIES Need help on Need no help Need Help in the job on the job training gprogram 15. Adapting in- ' 16. 17. 18. 19. 20. 21. 22. 23. 24 25. struction to individual differences.. Determining needs of students .... Teaching oversized classes...... Arranging pupil and parent con- ferences .... Making home visitations,. Understanding and using special schml services .... Keeping and making out official rec— ords or re- ports ....... Understanding goals of the school ...... Aiding stu- dents after absences .... Securing materials, supplies and equipment for the home eco- nomics clases Other sug- gestions_.... 137 5. Listed below are activities Which may be included in an in-service program for home economics education. In COLUMN I, check those activities in which you have. participated, COLUMN II, check those activities in which you have not participated but would be of value to you in an in-service education program, and in COLUMN III, those in which you have participated but feel these have not helped you in the professional work. coffiMN I‘ COLUMN II COLUMN III ‘Ihave par- ot partICI- ‘Have partici- ACTIVITY ticipated pated in but pated but feel .. . would be of have not value helped 1. Summer school - a schafl. conducted during the summer months while the regular school is not in session ........ Field trips - study re- sources of the commun- ity, view of making more effective educa- tional use and making more adequate for meet- ing the out-of—school needs of children ..... Study groups - a group of feaéhers working cooperatively under the guidance of a leader to formulate and work tow— ard common objectives.. Intervisitation - the exchange of cIassroom visits by teachers within a given school or school system for the purpose of demon- stration teaching, stimulating self- criticism, and pro- moting cooperation in the solution of com- mon problems........... 5. (Continued) 138 COLUMN I COLUMN II COLUMN III 1 ‘I have par- Not partici- IHave partici- ACTIVITY ticipated pated in but pated but feel - . would be of have not value helped 5. Workshop - a series of 9. study sessions organi- zed around the practica problems that teachers have met or anticipate meeting on the job, generally in the class- roomOOOOOIOOOOOOOOOOIOO Institute - a group of teachers usually in dis~ tricts lasting one or several days for the purpose of discussing educational problems and hearing inspira- tional lectures........ Demonstration - a class is used to illustrate to an observing group of teachers, procedure materials and techni- ques used in school work0000000000000000000 Conference - the meet- Iing of two or a group of individuals to con~ sider a particular prOblemOOOOOOOOOOOIOOOO Evening or Saturday class - classes scfieduled for teach- ers given outside working hours; can be given credits towards a degree............... 5. (Continued) 139 COLUMN I COLUMN II COLUMN III I have par- NOt paftici:’ Have partici- ACTIVITY ticipated pated in but pated but fee .. . would be of have not value helped 10. Correspondence work - 11. 12. 13. fErmaI study and in- struction conducted by mail - using texts, course outlines, and other materials with lesson reports, cor- rections, and examina- tionSOOCOOOOOOOOOOOOO. Guest instructors or field service from Butside consultants - the aid of colleges or visiting persons in instruction or government agency, representatives through lectures, panel discussions, or demonstrations........ School committees - a group of teachers serve on committees from time to time for special purposes — established at the request of the teach- ing Staff 000000000000 Individual efforts - at personaI and pro- fessional self—improveJ ment which include items as reading, art, music, travel, etc. .. "I7'11lli'flflll'lTMIliilllil'LlllfllES