TEACHING PERFORMANCE AND CHALLENGES ENCOUNTERED BY DEPARTMENT OF SCIENCE AND TECHNOLOGY SCHOLAR GRADUATES IN TACLOBAN CITY DIVISION: PROPOSED FACULTY DEVELOPMENT PLAN

Abstract

TEACHING PERFORMANCE AND CHALLENGES ENCOUNTERED BY DEPARTMENT OF SCIENCE AND TECHNOLOGY SCHOLAR GRADUATES IN TACLOBAN CITY DIVISION: PROPOSED FACULTY DEVELOPMENT PLAN RYAN JOSEPH M. SALAÑO Holy Infant College of Tacloban City, Inc. Tacloban City July 2024 Adviser: Lilia P. Adrales, Ed.D. Effective teachers are fundamental to shaping students' learning experiences and outcomes. While DOST scholar-graduates demonstrate exceptional academic prowess, existing research offers limited insight into their preparedness and effectiveness as educators. This explanatory sequential mixed methods study addresses this critical gap by determining the teaching performance and the challenges they encountered in effectively translating their expertise in the classroom practices. The study utilized the Results-Based Performance Management System (RPMS) of the Department of Education (DepEd) to assess performance and conducted focus group discussions to understand challenges. Findings revealed overall outstanding performance among DOST scholar-graduates teaching in senior high schools. However, graduates with teacher education degrees and those teaching subjects aligned with their expertise displayed statistically higher performance, particularly in areas like utilizing diverse teaching strategies and creating differentiated learning experiences. Subject-matter expertise also positively impacted performance, with graduates demonstrating stronger content knowledge application and varied teaching strategies. Focus group discussions identified key challenges, including limitations in facilities and resources, classroom management difficulties, lack of pedagogical knowledge, and teaching outside their area of specialization. These findings highlight the importance of considering both academic background and pedagogical training when deploying DOST graduates, as well as the need for targeted support to address specific challenges.