The study aimed to formulate a blended educational development plan for Benedicto College, a non-sectarian academic institution in Mandaue City, Cebu, Philippines. It centered on the interplay of teaching skills such as personal qualities, teaching skills, professional performance and classroom management; and developed information indicators such as teaching methods and techniques; student’s academic performance; and school’s facilities and equipment. The Philippine Professional Standards for Teachers (PPST) has been utilized in this study to align with the Department of Education’s teachers’ performance evaluation. The respondent groups were the senior high school teachers and students. The teaching competencies and the identified information indicators such as teaching methods and techniques used, student’s academic performance and the school’s facilities and equipment were treated and it was found out that there was no significant relationship. From the facts presented in the study, a conclusion was drawn that as to the perception of the respondent groups on the teaching competencies are not related on the identified information indicators. It is strongly recommended though that a mixed instructive advancement program be implemented for the school. On the other hand, similar study is highly recommended for future researches in a public school environment.
Keywords: development program, educational blends, indicators
INTRODUCTION
Basic education, characterized as primary education plus secondary education, is an evolving educational program which aims to provide students the opportunity to become responsible and respectful global citizens, contribute to their economic well-being and that of their families and communities, explore and understand different perspectives and appreciate productive and fulfilling lives.
Over the past decade, the Philippine government has carried out an ambitious reform program to ensure that all Filipinos are given the opportunity to learn the skills they need to play a complete and productive role in the society. The government has supported these reforms, particularly in the last five years, with substantial increases in sector investment.
Although there have been improvements in the results of the education sector, significant obstacles remain if the government's priorities for the education sector are to be achieved. Tending to these problems would require not only increased support for education but also better mechanisms for administering and sustaining those programs.
In this way, in the basic education, there is a need for innovative, inventive and updated teaching and learning procedures to improve the students’ active learning.
A teacher whose task is to teach students is not limited solely by the trans-mission of knowledge and information as this can be accomplished by the age of computer technology. Legitimately, the different machines were used to promote more passion for learning in order to achieve the learning goals and skills present in the teaching and learning process. His personal interest in advancing the development of the students’ fundamental skills, knowledge, job qualities and necessary individual modifications is obviously of its equal significance.
As a teacher, how well he addresses his subject is not based alone, but he needs to spark the students' psyches and appeal to the hearts. As accepted by Turuk Kuek (2010), applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, the path to education requires that a teacher 'instruct well, connect with students, and provide significant forms of student learning. To achieve this goal, a teacher should focus on improving an integrative path to teaching that mixes viewpoints' from disciplines, societies, subcultures and life experiences.
Student achievement is contingent on the teachers. If the institution recruits novice graduates, the students' norm cannot be uplifted. It can be taken from this argument that professional teachers for high-quality learning institutions generate high-quality students who have developed skills, expertise and values to become loving, self-reliant, successful and patriotic citizens.
It can be said, as a whole, that teaching is most effective to the degree that the teacher behaves in ways that allow the effectiveness of teaching-learning to be continually assessed and enhanced. The school curriculum should be structured to achieve the successful process of teaching-learning. Briones (2008) pointed out that student achievement is maximized when teachers not only effectively present the curriculum, but also structure it by providing an outline, advancing organizers, reviewing goals, defining content and signalling changes between parts of the lesson, calling attention to key concepts, summarizing sub-parts of the lesson as it progresses, and finally reviewing the main concept. Benedicto College, as an academic institution, aims to achieve being the school of choice in the Asia Pacific region as stipulated in its vision. In this context, it is considered necessary for the administration to ascertain information regarding the needs of teachers, which are key in enhancing their professional qualifications and skills. It is in this sense that the researcher, being an institutional educator, is interested in finding out the relevance of the teacher's skills to the knowledge measures found at the Benedicto College during the 2019-2020 academic year. The research results will be used as the basis for a integrated curriculum learning system.