Authors:
Maria Cozette Alonsagay Peñaflorida, Runato Armenia Basañes

Addresses:
Department of Education, SDO Antique, Antique, Philippines. Department of Student Affairs and Services Division, University of Antique, Sibalom, Philippines. mariacozette.penaflorida@deped.gov.ph, runato.basanes@antiquespride.edu.ph

Abstract:

This descriptive research study aimed to assess the academic support of secondary school teachers with certificates in teaching (CIT) in the Philippine countryside. The respondents were the 157 CIT teachers from secondary schools in the Department of Education, Schools Division of Antique. Data were gathered using the duly validated and reliability-tested researcher-made questionnaires on the Academic Support Inventory with mean, frequency, percentage, and standard deviation as descriptive statistical tools. The findings of the study revealed that when CIT Senior High School teachers were taken as an entire group and classified according to administrative and collegial support, the level of academic support was Very high in the aggregate and both dimensions.  When they are grouped according to degree completed, sex, length of teaching experience, and subject taught, CIT Senior High School teachers have a very high level of academic support, both in terms of administrative and collegial support. The study concluded that the schools provide adequate academic support for holders of CIT Senior High School teachers, which emanates from both the administration and their colleagues. Hence, it is recommended that academic support needs to be sustained. Given that CIT completers recognized the overwhelming support from the administration and their colleagues, this factor is essential for CIT completers to develop.

Keywords: Academic Support; Academic Support Inventory; Administrative Support; Certificate in Teaching; CIT- Completers; Collegial Support; Professional Teacher Certification Program.

Received on: 12/09/2023, Revised on: 30/11/2023, Accepted on: 03/01/2024, Published on: 07/03/2024

DOI: 10.69888/FTSTL.2024.000204

FMDB Transactions on Sustainable Techno Learning, 2024 Vol. 2 No. 1, Pages: 32-40

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