Training Needs Assessment of Junior High School Teachers at Tagaytay City Science National High School: Basis for a Training Program in Science or Technical Assistance

Abstract

INTRODUCTION

Training Needs Assessment is the process in which an organization like Department of Education identifies training and development needs of its employees so that they can do their job effectively. It involves a complete analysis of training needs required at various levels of organization. To ensure teacher quality, the researcher decided to adapt the RPMS tool to determine the training needs of the faculty of the Science Department in Tagaytay City Science National High School.

METHODS

The research used a descriptive research design with primary and secondary data. Primary data was gathered through the use of Self-Assessment tool in RPMS. It is used to clarify performance expectations and determines which competencies to focus on. Secondary data, on other hand, was secured from files of the Science Department of Tagaytay City Science National High School. Descriptive analyses were used to describe the characteristics of the participants, the level of performance and the needs of the participants.

RESULTS

They believed that they have an adequate capability on using a range of teaching strategies that enhance learner achievement in literacy and numerical skills. On the other hand, seventeen (17) out of (17) or 100% with a mean of 2.3 has a description of moderate in objective number three. They are in the middle on level of capability in applying a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

DISCUSSIONS

Teachers have a moderate priority for development of applying knowledge of content within and across curriculum teaching areas, using a range of teaching strategies that enhance learner achievement in literacy and numerical skills and applying a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. Teachers have a high level of capability on managing classroom structure to engage learners individually or in groups, in meaningful explorations, discovery and hands-on activities within a range of physical learning environments, managing learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environment and using differentiated developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences.