Assessment of Kablacan Integrated School Teachers in Individual Plan for Professional Development: Basis for Enhanced Activities for Teachers

Abstract

INTRODUCTION

Workplace-immersion program for Grade 12 in the Senior High School Program of Malapatan National High School started last SY 2017-2018 with the aim of providing senior high school students an avenue to explore their future workplaces, wherein they will have to learn actual work and experience actual workplace environment. Although the program continues to become part of the curriculum of the Grade 12, still there are students that need to be reinforced with different remediation in order to level up their skills and even their behavior towards work based on the result of the Internship Performance Review. The students' performance review evaluation result served as the basis of the Workplace-Immersion Program of Malapatan National High School to decide on what type of reinforcement will be provided to the students in order to become more acquainted and adjusted with the real workplace environment.

METHODS

This study utilized an action research approach wherein quantitative data are based on the result of the students' workplace-immersion performance evaluation duly evaluated by their immersion supervisors. Fifty-two (52) Humanities and Social Sciences students' performance review were consolidated. There were 11 areas wherein the students were evaluated namely: Quantity of work, quality of work, Work ethic, Job Knowledge and Competency, teachability, organization, adaptability, initiative, reliability, Communication, and attitude/self-control. The results were summarized and categorized from highest to lowest. The intervention program was designed with accompanying reinforcements in order to address areas where students scored the least.

RESULTS

Based on the fifty-two (52) students' performance evaluation result, highest average performance review grade was recorded in the following areas: (1) quality of work (95.00); (2) Initiative (95.00); (3) Job Knowledge and competency (95.00); (4) Adaptability (94.00); (5) Quantity of work (94.00); (6) Reliability (93.00); and (7) Teachability (93.00). On the other hand, it was found that the students scored less in areas such as (1) Work Ethic (90.00); (2) Attitude/Self-control (89.00); (3) Organization (89.00); and (4) Communication (89.00). Although not failing scores, still, areas with lower scores are considered essential in the workplace pertaining to attributes which are needed in order to support customers or clientele's needs when transacting to offices where the students are assigned. Focusing the attention on the areas with fewer scores, the researchers were able to design an Intervention Program Plan equipped with reinforcements in order to support the students' development in areas of work ethic, attitude/self-control, organization, and communication. Significantly, this intervention Program Plan will assist them before exiting from the senior high school.

DISCUSSIONS

The results had shown significant scores that will help the researcher in designing an intervention program plan for the students. The result of the evaluation was the motivating factor in coming up with a program that will reinforce students in developing critical areas which are essential in developing them to become assets in their future work as will coincide with the Senior High School's "Job Ready" thrust.