2016年-世界发展银行全球_Developing_a_Proficient_and_Motivated_Teacher_Workforce_in_the_Philippines_16页_775kb

Summary of the Philippines Teacher Workforce Study

Core Content

This policy note presents findings from the Philippines Public Expenditure Tracking and Quantitative Service Delivery Study (PETS-QSDS), which aimed to assess the use of public education budgets and the quality of education services in the country. A key focus of the study was the competency and motivation of teachers, particularly in the context of the K to 12 curriculum.

Main Findings

Teacher Competency

• Subject matter knowledge among elementary and high school teachers is generally low, with the exception of English at the elementary level.
• The median Grade 6 teacher answered fewer than half of the subject content test questions correctly.
• High school mathematics teachers performed particularly poorly, with only 31% of questions answered correctly.
• Teachers often overestimate their own competencies, especially in curriculum mastery and teaching methods, despite poor performance on objective tests.
• Self-assessment tools like the Teacher Strengths and Needs Assessment (TSNA) show weak correlation with actual test scores, suggesting they are not reliable for planning professional development.

Professional Development

• In-service training is common in the Philippines, with over 75% of basic education teachers receiving some form of training in 2013.
• Training is often short in duration (e.g., 5 days for high school teachers in 2013), and less than 15% of training sessions are conducted by outside experts.
• Training is mostly on subject content, with 40% of elementary and 30% of high school teachers attending such sessions.
• Instructional methods training is also relatively common, with around 12% of teachers attending in 2013.
• The quality and relevance of training is often questionable, as many teachers feel they need more and better training to improve classroom instruction.

Training Systems and Implementation

• Professional development systems in schools, such as Individual Plan for Professional Development (IPPD) and School Plan for Professional Development (SPPD), are underutilized.
• Only 25% of high school teachers and less than a quarter of elementary school principals had completed an IPPD.
• The average time since a professional development plan was last completed was over a year for both elementary and high school teachers.
• The type and duration of training do not vary significantly based on teacher characteristics such as experience or qualifications.
• Training is often based on a mass model, with little customization to individual needs.
• School principals play a role in training but do not consistently observe classrooms or provide meaningful feedback on teacher performance.

Funding and Utilization

• The Department of Education (DepED) has increased funding for in-service teacher training, with the HRTD budget nearly doubling to PHP 1.9 billion (US$70 per teacher) in 2014.
• However, utilization rates of these funds are relatively low, with an average of 55% between 2005 and 2014.
• Delays in fund distribution (e.g., from central to regional and then to local offices) are a major factor in low utilization.
• Despite increased funding, training remains insufficient to address the identified gaps in teacher knowledge and skills.

Key Recommendations

• Expand in-service training to cover more subjects and focus on improving problem-solving skills.
• Tailor professional development to the actual needs of teachers, using data from assessments like the TSNA.
• Improve the alignment of training with teacher performance and curriculum requirements.
• Enhance the monitoring and evaluation of training programs to ensure they are effective and utilized efficiently.
• Strengthen the implementation of professional development systems, including the IPPD and SPPD, to ensure they are used regularly and meaningfully.
• Address delays in fund distribution to improve the utilization of HRTD resources.

Conclusion

The study highlights the need for more effective and targeted professional development to improve teacher competencies and, ultimately, student learning outcomes. While there are some training initiatives, they are often inadequate in duration, quality, and relevance. Better systems for needs assessment, training delivery, and resource allocation are essential to developing a proficient and motivated teacher workforce in the Philippines.