Sustaining career progression of public school/ (Record no. 9734)

000 -LEADER
fixed length control field 02303nam a22002297a 4500
001 - CONTROL NUMBER
control field 9734
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103751.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2017 327
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Saladino, Emilia C.
245 ## - TITLE STATEMENT
Title Sustaining career progression of public school/
Statement of responsibility, etc. Emilia C. Saladino.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Date of publication, distribution, etc. 2017.
Name of publisher, distributor, etc. Olivarez College,
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study determined the career progression of public school teachers through continuing professional development along with the Philippine Qualifications Framework (PQF) with an end-view of designing sustainable career development framework. This study utilized quantitative descriptive correlation method using survey questionnaire among 195 respondents, with 3 principals and 15 department heads and 7 master teachers, and 173 public school teachers from three selected DepEd schools in Parañaque City. Results showed that majority of the teacher-respondents had 4-8 years in service, who belonged to self- assessment phase in their career progression or equivalent to senior teacher. In terms of rank, most of them were Teacher1, with bachelor's degree in education and with very satisfactory teaching performance. Hence, they demonstrated moderate competency in terms of knowledge, skills and values as PQF indicators, so as with the application of those in their teaching practice. However, in terms of the latter's degree of independence toward teaching career, they possessed high competence. There established no significant difference on the teacher-respondents' teaching competency in terms of knowledge, skills and values as evaluated by the three groups of raters, so as in terms of application, except in the degree of independence. Their CPD was limited to in-set seminars provided by their schools. Their desire to pursue graduate schooling was hindered by the time constraint, accessibility and their resources. Thus, it was further recommended to consider the proposed to address identified concerns.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Philippines Qualifications Framework.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Teaching competence.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Continuing professional development.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Career progression.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2017 327
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 2017 327 07/30/2026 07/30/2026 Theses/Dissertation