Research Details

This study evaluated a competency-based training program targeting teacher educators of low performing Teacher Education Institutions (TEIs) in Region I. Utilizing a mixed methods of research, 58 participants from various TEIs who went through the program were tracked over a period of 8 months. The program's impact on pedagogical skills and stages of concern was determined. Based on data gathered through evaluations forms and the Concerns-Based Adoption Model (CBAM), the training program was highly acceptable and highly effective. Specifically, the participants lauded the clarity of program objectives and the speakers' mastery of the topic. Qualitative feedback highlighted gains in learner-centered instruction, technology integration and standard alignment with Licensure Examination for Teachers (LET). The level of use of the participants on competency-based instruction had increased. A successful transition from self-oriented anxieties regarding workload and personal competence to impact-oriented concerns was evident as indicated by the Stages of Concern (SoC). While the training was very effective, results identified areas for improvement along mitigating "information overload" and clearer communication of target outputs. The study concludes that the developed training intervention for teacher educators provided an opportunity for improving teacher quality and eventually, board examination performance of TEIs.