A Training Model for Beginning Home Economics Senior High School Teachers

This study aimed to develop an appropriate training model for beginning Senior High School-Home Economics (SHS- HE) teachers based on identified demands and requirements of the curricula set by the Department of Education (DepEd) and the Technical Education and Skills Development Authority (TESDA), as well as the needs of the industry and the Philippine Professional Standards for Teachers (PPST). The study made use of the descriptive-developmental research design. It involved SHS-HE administrators and teachers as well as industry practitioners from Metro Manila and Region 4A. Document analysis, interviews, surveys, focus group discussions, and virtual classroom observations were employed for data collection. Such methods enabled the researcher to describe the demands, requirements, and practices of the SHS-HE beginning teachers as input to a proposed training model for them. The study revealed some gaps in the qualifications, skills, and competencies that beginning SHS-HE teachers have acquired from their Teacher Education Institutions (TEIs) with reference to the demands of the Department of Education, TESDA, industry, and PPST. The beginning HE teachers trained in TEIs lacked skills in the work environment while those industry practitioners who joined the teaching profession lacked teaching and assessment skills. Thus, TEI- trained teachers need industry immersion while industry practitioners need training on pedagogical skills. Though beginning HE teachers participate in professional development programs, a training model is proposed for them to be equipped with the qualities and competencies required by the K to 12 program, TESDA Curriculum, and industry and for them to meet the standards required of professional teachers.

Economics, professional development, qualities

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