Level III Accredited Teacher Education Programs of State Universities and Colleges in Region I: A Case Study

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1 Level III Accredited Teacher Education Programs of State Universities and Colleges in Region I: A Case Study ABSTRACT Adelina D. Ancheta College of Education Don Mariano Marcos Memorial State University South La Union Campus This study sought to determine the status and outcome of Level III Accredited Teacher Education Programs of State Universities and College in Region I in terms of students, research, extension-community involvement, production and administrative support system, best practices along the various functions of the university, issues and problems on accreditation encountered by the Level III accredited teacher education programs, policy initiatives in terms of dissemination, promotion and sustainability of the program, policy implications for further development. It is highly recommended that the higher education institutions must continue to implement government policies of maintaining quality education through accreditation and must make accreditation status a requirement in qualifying for financial support, continuity of accreditation as a basis to establish center of development, center of excellence and institution of specific policies on recognition and professionalism of faculty, instructional management, and administrative support for effective instruction, dynamic research and extension. KEYWORDS: teacher education program, accreditation, state university, development, research, extension INTRODUCTION Teacher Education Institutions assume the task of societal development through a workforce that is trained, educated and highly motivated. Level III accredited education programs provide the would-be-teachers higher order thinking skills, competence on problem solving and leadership in innovative instructional delivery system in the learning areas. As the powerful source of intellectual energy that shapes for national progress, the programs shall produce graduates who are catalysts of economic, social, and cultural change to uplift the quality of community life through extension and outreach services. 138

2 Thus, the role is principally to serve a resource center for academic concerns and human resource pool of competitive teachers. STATEMENT OF THE PROBLEM This study sought to determine the status and outcomes of Level III Accredited Teacher Education Program of SUCs in Region I. Specifically, the following questions are answered: 1. What is the status of each Level III Teacher Education Program of SUCs along the following: a. Brief History; b. Accreditation Phase: b.1. Accreditation level; b.2. Summary of findings and recommendations. 2. What is the outcome of the Level III Accredited Teacher Education Programs in terms of the following: a. Students; b. Research; c. Research and Community Outreach; d. Production; and e. Administrative Support System. 3. What are the best practices along the various functions of the university? 4. What are the issues and problems on accreditation encountered by the SUCs in Region I with Level III Accredited Teacher Education Programs? 5. What are the policy initiatives of SUCs with Level III Accredited Teacher Education Programs in terms of: a. Dissemination b. Promotion; and c. Sustainability of the programs accredited. 6. What are the policy implications for further development of the Teacher Education Programs among SUCs in Region I? METHODOLOGY The study employed a case study method on which the researcher presented the history of the College of Education, the accreditation status and the summary of findings by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP). A questionnaire was conducted to generate responses on the outcome of accreditation to instruction, research, extension and community outreach, production and administrative support system. It also concluded the problems and issues along accreditation and the policy institution conducted by the Teacher Education Institution. 139

3 RESULTS AND DISCUSSIONS 1. The study showed that all teacher education colleges of state universities in Region I are Level III accredited. The faculty members possess academic preparation relevant to the program. 2. There is distinct summary of findings and recommendations by the accreditors, faculty members and staff endeavored to satisfy and sustain their accreditation level. 3. The outcomes of Level III accredited status of teacher education programs presented that: a. All the teacher education colleges of state universities in Region I along student had well defined policies and standards on admission and retention with a functional guidance program that provided scholarship, grants, incentives and relevant curricular activities. The college had study sessions and review classes for the LET graduated who were topnotchers are given cash award and invited as resource speakers during the student seminars and serving as models to them. b. The indicators of outcome along research obtained an average weighted mean of 3.99 which means they are all attained. It is worth to note that colleges encourage students to conduct research as a requirement in their curriculum and output in the instructional system. Research activities are need based which provided inputs to development areas mechanisms for documentation, publication done in a conclusive workplace. Faculty members who did research are given corresponding points in the NBC 461. c. Along extension and community outreach it was pointed out that with an average weighted mean of 4.56 the indicators that the extension program reflected in the vision, mission, goals and objectives and complement the curriculum is very much attained. The extension activities are research based with regular activities participated in by the students. Much attained also in the indicator that the budget in which is allocated from the income generating project (IGP) is well utilized with the package technologies as outputs but on the other side it was also observed that not all faculty members are involved due to some reasons. d. Indicators along production in the teacher education colleges were much attained with an average weighted mean of Topping of them all is that the VMGO reflected the function and production and people involved demonstrated professional competencies because the production plan was properly monitored linked and pursued using collaborative and cooperative ways and means applying cost and effective measures. Faculty members were creative to produce research based technology and instructional materials in which incentives were given to them under the NBC 461. e. The indicators of the outcome of the Level III accredited teacher education programs along administrative support system was very much attained with an average weighted mean of 4.13 and was justified that the colleges had sustained functional program of activities for students with provisions for effective 140

4 CONCLUSIONS instruction giving assurance to pass the examination the colleges provided budget for library, classroom and instructional material needs. Faculty members along instruction are enjoying the benefits of the Faculty Development Program and were provided incentives and recognition. The administration also sustains the program with a budget to fulfill all the needs and requirements. f. It is worth to note that the best practices of the Teacher Education Colleges with Level III accredited status in their programs are summarized in development education g. Issues and problems on accreditation are also focused to the lack of time, money, material and manpower resources to conduct research and extension/community involvement activities. Faculty members are also overloaded that they have no time to conduct related activities along their instructional functions. On the part of the students, the problem also lies that graduated perform low in the LET. Included also in the problem in the lack administrative support for the effective instruction and personal services. h. There are also policy initiatives conducted to sustain the program. These are integration of values in the professional and technical preparation of would be teachers, VMGO are disseminated in various media conduct of pre-let reviews and sessions, professional enhancement of support for effective instruction. Moreover, the colleges also undertake regular monitoring and evaluation of extension program, sustainability program for faculty in line of expertise, utilization of research result for institutional development and using multisectoral approach. Based on the findings of the study, the following conclusions are drawn: 1. Administrators and faculty members of Level III accredited teacher education colleges of state universities of Region I are competent to handle various assignments on accreditation because they are highly qualified in terms of academic preparation and attainment. 2. Indicators on the outcome of Level III accredited status of teacher education programs along student, research, extension and community outreach, production and administrative support system are much attained. 3. The best practices of administrators, faculty members, staff and students are summarized in terms of development education characterized by productivity, action, rationality, adaptability, discipline, innovativeness, scientific awareness, and entrepreneurship. 4. The issues and problems focused on the lack of time to conduct extension activities and research, finance, material and manpower resources; overload of faculty members, lack of systematic evaluation, administrative support for effective instruction; and low performance of some students in the Licensure Examination for Teacher (LET). 141

5 5. The policy initiatives conducted by the teacher education, colleges to sustain the program are directed towards integration of values, dissemination of vision, mission, goals and objectives (VMGO), conduct of pre-let reviews, professional enhancement and support for effective instruction, regular monitoring and evaluation of research and extension and utilization of results as base line in the institutional development. RECOMMENDATIONS The following recommendations are generated from the findings and conclusions of the study. They serve as policy implications for further development to sustain the Level III accredited status: 1. Higher education institutions must continue to implement government policies of maintaining quality education through accreditation. 2. Higher education institutions must make accreditation status a requirement in qualifying for financial support. 3. Continuity of accreditation as a basis to establish center of development of center of excellence. 4. Institution of specific policies on: a. VMGO to be undertaken by the administrators, faculty members, non-teaching staff, students, stakeholders and community in the formulation review, revision, and dissemination. b. Faculty under adequacy development, incentive, recognition, and professionalism. c. Instructional management and administrative support for effective instruction. d. Strong support to students via guidance program, services, grants, scholarship, and curricular activities. e. Functional and dynamic research unit. f. Extension and involvement program in pursuit of relevance. g. Enhance library services. h. Quality and adequacy of physical plant and facilities. i. State of the art laboratories. j. Supportive administration. k. Conduct parallel studies on accreditation focusing on regular support to the accreditation system by the national government, motivation for accreditation, reasons for non-implementation, effectiveness of accreditation system and extent of improvement in the different area assignment. 142

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