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The rising competition in globalization and the rapid changes in the world today mandate all to be their toes. Upgrading and human development should conform to what are needed to survive and make an impact of human existence. This study aimed to evaluate the Kto12 Training Program conducted at the University of Northern Philippines from 2012-2014. It included forty-two administrators, three-hundred forty-seven teachers and one thousand and eighty-seven students randomly picked from the twenty-four Public Secondary Schools in the Schools Division of Ilocos Sur, Candon City, and Vigan City, respectively. The profile of the administrators and teachers was determined and the performance of the latter was likewise looked into. In addition, the teacher-trainees evaluated the Kto12 Training Program based on the inputs factors, namely: training program delivery, knowledge and understanding on BEC contents and satisfaction of participants’ learning. The Grade 9 students’ achievement was also analyzed along the core learning areas except TLE. The research design used was descriptive-correlational and the data gathered in the study were treated using frequency count and percentage, mean single correlation, one way analysis of variance (ANOVA), and LSD. It was revealed that majority of the administrators are middle-aged, female, married, with Master’s Degree units, with 21-25 years teaching experience, occupying a principal position, with exposure to instructional multimedia technology, involved in co-curricular and community activities, conducted Kto12-related supervision, and facilitated other Kto12 trainings. The teacher-trainees are middle-aged, mostly female, married, with Master Degree units, English majors, with five years teaching experience, occupying a Teacher 3 position, exposed to instructional multimedia technology, and involved in co-curricular and community activities. The Kto12 training program conducted in the University of Northern Philippines has an overall evaluation of a “High” level. The following training inputs: training program delivery, knowledge and understanding of the BEC contents and the satisfaction of participants’ learning were all rated “High.” The components of the training program delivery that include attainment of goals/objectives, program planning, management and preparation, conveyance of the learning contents, trainers’ performance, usefulness of the training, provision of support materials, and training venue, facilities and other services were rated “High.” All items under training input on knowledge and understanding on the BEC contents were likewise rated at “High” level along with training input on the satisfaction of participants’ learning. The overall performance of the teachers is “Outstanding.” The core behavioural competencies were performed by the teachers “most of the time,” thereby given a performance rating of “Very Satisfactory” both by the two groups of respondents. In addition, the teacher-trainees rated their core skill competencies “Outstanding” since they claimed to “Always” performed such competencies. There is no significant influence of the teacher-trainees’ personal and professional profile and that of their administrators on their overall performance. However, there is a significant influence of the all the input factors on the performance of the teachers. The overall achievement level of the Grade 9 pupils in the core learning areas is “Approaching Proficiency.” Meanwhile, there is a significant difference in the performances of the students in Grade 9 in the different core learning areas. Their performance in Filipino and Mathematics significantly differed while their performance in Mathematics was lower compared to their performance in Araling Panlipunan, MAPEH, and EsP so with English compared to EsP. Also, there is no significant influence of the performance of teacher-trainees on the achievement of the Grade 9 students.
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