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REFLECTION
The ‘Teacher Factor’: Edcom To Assess The State Of Teacher Education Institutions.
In order to do a comprehensive assessment on teacher education institutes (TEIs) in the
Philippines, the Research Institute for Teacher Quality (RITQ) is collaborating with the Second
Congressional Commission on Education (Edcom 2). The study aims to identify and address the
many learning challenges, evaluate the quality of pre-service teacher preparation programs, and
provide strategies for improving student interest in and motivation for teaching.
In the study conducted by Edcom2 and RITQ, there was a significant role wherein they focused
on gathering information about people and opinions on current teaching processes within the
teacher education institutions (TEIs). It is important to know that the quality of these institutions
might affect the quality of the teachers that they produce, who play an important role in
providing the students needs, especially in excellent education. The twelve-year data
examination of teacher education shows us that many TEIs have scored below average in taking
licensure examinations for teacher education, and that is why we need to improve training and
standards in taking licensure exams.
Additionally, because just 2% of the schools that offer teacher education satisfy a limit for
excellence based on their passing rates, the analysis draws attention to the startlingly high-
performing schools. Because most of the institutions are not attaining the high pass rates on
licensing exams, the Commission on Higher Education’s (CHED) assessment of Centers of
Excellence and Centers of Development in teacher education programs raises concerns by
examining the efficacy of the current criteria.
There are recommendations that were proposed by the education advocacy group in the
Philippine Business for Education. These are to emphasize the importance of addressing
underperforming TEIs and implement strategies that may help teachers enhance their specific
training outcomes.
In summary, Edcom 2’s effort to evaluate teacher education institutions in the Philippines is an
important move to improve teacher training and tackle the learning challenges in the country. By
pinpointing areas for enhancement and following practical suggestions, decision-makers can
strive to ensure that these institutions produce well-trained teachers who can help solve
education issues and create a better future for students in the Philippines.
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REFLECTION
A large proportion of DepEd teachers are poorly prepared to deliver the K to 12 curriculum in
Filipino, English, Mathematics, and Science in Grades 6, 8, and 10.
-2017 Teacher Development Needs
Teachers and school leaders have reported that despite meeting the qualifications for the
Master Teacher position, opportunities for promotion are restricted by the scarcity of these
positions, impacting educators’ professional growth and mobility within the education system.
-EDCOM II, 2023, Oct 26
The issues mentioned by EDCOM II and the 2017 Teacher Development Needs report point out
big problems in the education system that affect both teachers and students. “Teachers nowadays
have a lack of chances to become master teachers, and some of the DepEd teachers are
unprepared to teach the K–12 curriculum,” which is currently needed to be fixed.
To start, the limited opportunities for teachers to move up to the Master Teacher position, even
when they have the qualifications, greatly impact their professional growth and progress in the
education system. It is because, in reality, the teachers who have worked hard to meet the
requirements for a master teacher role face a greater shortage of these positions. This not only
slows down their career advancement but also makes them feel less motivated, leading to hassle
in their professional development.
On the other hand, the lack of preparedness among DepEd teachers to teach the K–12
curriculum in various subjects like Filipino, English, math, and science in different grades
creates a burden on providing quality education to students. This means that teachers who are
not well-prepared to teach these core subjects may struggle to effectively teach students. As a
result, it can lead to gaps in learning, hinder academic growth, and affect students’ overall
performance. A teacher who is not prepared and not doing his best might lead to uncertainty and
unprogressively, and by that, it is urgent to focus more on targeting training and supporting them
to improve their teaching in the said curriculum.
To emphasize this issue, it is important for education policymakers and stakeholders to focus on
the professional growth and development of teachers. Just helping them by providing more
opportunities for teachers might be a way for them to be inspired as master teachers, and
ensuring a fair selection process can motivate them to excel in their jobs. Additionally, investing
in training programs and resources to enhance teachers’ readiness to teach the K–12 curriculum
is crucial for improving the quality of education for students.
In conclusion, the challenges highlighted by EDCOM II and the 2017 Teacher Development
Needs report stress the importance of supporting teachers and filling gaps in their professional
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growth. By acknowledging and addressing these issues, education systems can create a
supportive environment for teachers to succeed, benefiting students and the wider community.