Dr. Allan Maroda and Dr. Christine Gil O. Almazaan

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Training Needs Analysis of English Teachers in a National High towards a Proposed Development Plan Dr. Allan R. Maroda Dr. Christine Gil O. Almazan

-----------------------------------------------------------------------------------Abstract- The study was focused on the training needs of English teachers of Olongapo City National High School. The descriptive type of research was utilized in this study. Thirty (30) English teachers were purposively selected for the study. A validated survey-questionnaire was the main instrument used for data collection. Data were analyzed using the Percentage, Weighted Mean and ANOVA or F- test. The indicators on classroom management, communication skills, facilitation skills in leaning and work attitude got a descriptive rating of always; pedagogical approaches, curriculum updating and ICT skills got a descriptive rating of oftentimes and research capability skills got a descriptive rating of sometimes.

Teaching position had significant variations with work attitude, curriculum updating and research capability skills; length of teaching experience with pedagogical approaches, work attitude, facilitation skills, in learning, curriculum updating and research capability skills; highest educational attainment with communication skills, pedagogical approaches, facilitation skills in learning, curriculum updating and research capability skills; relevant training/ seminars attended with communication skills, pedagogical approaches, work attitude, facilitation skills in learning, curriculum updating, ICT skills and research capability skills; number of hours spent on reading with classroom management, communication skills, pedagogical approaches, work attitude, facilitation skills in learning, curriculum updating and research capability skills. A proposed training and development plan was designed to address the professional needs of teachers.

Keywords: Traning needs, English teachers, descriptive design, national high school

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Introduction

One of the major things that schools are faced with is the quality of teachers in the field. While there are instituted learning and training development programs for teachers, the 21st Century learners have more demands in the light of education than those who were in schools decades ago. The growing diversity of the student population, societal needs, changes in expectations about the quality and assessment of education, rapid changes in information and technology and their impacts on teaching and learning, nature and value of assessment, and paradigms about teaching and learning have made many instructors to reconsider not only the importance of the content they are teaching, but also the effectiveness of their teaching methods based on students’ learning. According to Chism, Lees and Evenbeck (2002), the basic model of teaching changed from teaching as transmission of content to teaching as the facilitation of learning.

The issues and trends in education, the proliferation of technology, the many programs and projects introduced by DepEd, the national scenario on socio-political economic occurrence that have been changing as fast as we see them contribute to the many challenges of establishing quality teaching-learning environment.

There is a need to ask if teachers as front liners of the envisioned quality education can really cope with the changes that have been transpiring in the country. Are they using and developing their own communication skills and knowledge? Do they practice effective classroom management? Do they have pedagogical skills that outwardly respond to the needs of the learners? Are they using information and communications technology? Do they have the right work attitude? Do they take initiative and responsibility in school programs and activities? Do they get involved in planning and decision-making? Do they have research capability skills? Are they even striving for personal and professional development? In other words do teachers have these general competencies in order 2

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to teach effectively and work with their students, and eventually ‘facilitate learning and constantly nurture every learner?’

Huntly (2003)believed that the competent teacher is able to make conscious choices and exercises judgment over the relative importance of elements which impact on successful student learning outcomes. In other words, competence in teaching is the technical skill and professional capabilities that a teacher needs to bring to a position in order to fulfill its functions in the student’s growth and development.

It is imperative therefore to know if teachers are able to fare with the students’ sense of curiosity, personal skills and desire for learning. The avenues for teacher development must be provided and opened for a clearer and more defined direction in the light of delivering quality education, and the pursuit for equitable, culturebased and complete basic education as stipulated in the DepEd’s vision and mission.

Viewed against that reality, this research study finds training needs assessment as instrumental in retooling and upgrading teachers so that they may effectively and efficiently do their jobs inside the classroom.In addition, this study finds it important to consider training needs assessment as part and parcel of identifying teachers’ needs. Man is dynamic in nature, the need to be current and relevant in all spheres of human endeavor’s make staff development a necessity, to keep track with current event and methods (Griffin, 1998). In order to achieve an effective educational reform, faculty development emerged as a key factor.

In general, faculty development facilitates the professional, personal, organizational and instructional growth of faculty and faculty members. It promotes improvement in the academy in large part through helping individuals to evolve, unfold, mature, grow, cultivate, produce, and otherwise develop themselves as individuals and as contributors to the academy’s mission (Watson and Grossman, 1994).

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This research is designed to bridge the gap between the theoretical aspects of conducting training needs analysis and its practical delivery in continuing professional training and development activities. Training is an indispensable tool in an organization. Today's work environment requires teachers to be skilled in performing complex tasks in an efficient, cost-effective, and safe manner. Training (a performance improvement tool) is needed when teachers are not performing up to a certain standard or at an expected level of performance. The difference between the actual level of job performance and the expected level of job performance indicates a need for training. With a number of educational reforms instituted by the Department of Education (DepEd), teachers need to keep abreast and be provided with appropriate skills and performance training to effectively serve the organization.

Training Analysis, sometimes called Training Needs Analysis, (TNA), is the process of identifying the gap in employee training and related training needs. As such, there is a need to understand that TNA is a developmental process that deserves utmost attention if schools or DepEd in general is serious about strengthening its workforce – the teachers.Thus, the need for training needs analysis as basis for developing appropriate and responsive training program for teachers. Abiodun (1999), cited that training is a systematic development of the knowledge, skills and attitudes required by employees to perform adequately on a given task or job. Among other schools that highlighted the usefulness of training are Akintayo (1996), Oguntimehin (2001) and Graig (1976). They identified the functions of training as follow: increase productivity; improves the quality of work; and improves skills, knowledge, understanding and attitude.

The intent of this study is to look into teachers’ training needs in relation to the performance of their duties and functions in the classrooms and in the school in general. There are general competencies expected from the teachers. The training needs 4

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assessment may be able to define and concretely identify the collective training needs of teachers and priorities to be considered in the preparation and planning of the training and development plan for teachers.

Training Needs Analysis (TNA) is the key to reshaping the futureof Continuing Professional Development (CPD) Program in the educational system. It is the major component of training programs. It is a crucial component of learning for ascertaining both the needs of the learners and the organization and as such it provides a fundamental link with relevant and effective teaching and learning process.

The essence of TNA is to find out the general areas of work where an improvement is needed that would require CPD. It focuses on identifying needs of the target audience, developing a rationale for a training program, identifying needed inputs, determining program content and setting program goals. To make Continuing Professional Education programs more effective, TNA should be done before designing and conducting any training or workshops and to look into the needs of the organization, job performance and the staff.

A report on the National Competency Based Teacher Standard, (NCBTS) compiled at the Olongapo City National High School, English teachers are found to display low performance on Domain 4, Curriculum, which includes mastery of the subject matter, communication skills, selection and utility of appropriate pedagogical approaches, facilitation of learning and classroom management respectively.

It is therefore necessary that English teachers develop a sense of self-efficacy on the core aspects of the curriculum to be able to establish a stronger link between their practice and students’ learning outcome.

It is the interest of this study to identify theareas of training needs the English teachers are confronted with and develop the skills to improve their teaching performance.

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Methodology

The study utilized the descriptive method using questionnaire as its main instrument. As explained by Zulueta (2006), the descriptive method is concerned with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing. It is primarily concerned with the present, although it often considers past events and influences as they relate to current conditions. This study also utilized personal interview and classroom observation to validate and support further the data obtained from the survey-questionnaire. Thirty (30) English teachers from the Olongapo City National High School were the respondents of this study. They were permanent teachers during the School Year 2015-2016. These teachers were specifically chosen in this study because they were catalysts of language development among the students of OCNHS. Their teaching competence in the delivery of instruction of the English language plays an important role in the implementation of the Enhanced Basic Education Curriculum (IRR RA 10533).

Results and Discussion Majority of the English teachers were Teacher I. Most of the English teachers had 10 years above teaching experience. A number of English teachers were Bachelor degree holders. Most of the English teachers had attended various seminar/trainings in both regional and national levels. Majority of the English teachers, on an average, spent two (2) two hours of reading every day. Most of the English teachers were interested in reading and teaching short stories, poems and essays. The Department of Education Order No.66, s. 2007, Revised Guidelines on the Appointment and Promotion of Other Teaching, Related Teaching and Non-Teaching Positions, states that promotion of teachers was based on performance experience, meritorious accomplishments, 6

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education, training, psycho-social or personality traits and potential of teacher-applicants. DepEd teachers are encouraged to pursue graduate education to sharpen skills and competencies to better serve the learners pursuant to RA. 10533 or the Enhanced Basic Education Act of 2013, Rule III. Teacher Qualifications, Training and Continuing Professional Development. Attendance to various trainings/seminars in the national level is strongly encouraged among teachers to keep them abreast with the teaching innovations on content curriculum, assessment, research capability, andpedagogy. The new curriculum provides standards expected of teachers to manifest as they implement the DepEd’s Vision, Mission and Goals. Teachers as catalyst of reading literacy among students need to be able to identify main ideas and details, distinguish between facts and opinions; draw inferences; determine authors’ intent, stance and bias. They should be able to summarize, synthesize two or more reading passage and extend textual information to tasks. This is achieved by exposure to varied reading materials and long hours of reading. The longer teachers spend hours reading, the more they are able to develop repertoire of reading strategies and the ability to apply these strategies meaningfully in their teaching (Anderson 2009). In this study, teachers reading habit and the number of reading hours indicate their ability to encourage their students to get into reading.

Students’ motivation to read is nurtured (Komiyang 2009). The researcher agrees with other language researchers (Anderson 1999; 2013; Banford and Day 2004; Grabe 2010) that reading fluency is developed first and foremost when teacher lead by good example to their students.

The indicators on Classroom Management, Communication Skills, Facilitation Skills in Leaning and Work Attitude got a descriptive rating of Always; Pedagogical Approaches, Curriculum Updating and ICT Skills got a descriptive rating of Oftentimes and Research Capability Skills got a descriptive rating of Sometimes.

Milner and Tenore (2010) posited that the goal of a teacher is to 7

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ensure that students are learning, comprehending and applying knowledge so that they can develop into moral citizens who effectively function in a society. Poor behavior in the classroom hinders these goals. If students are disruptive or inattentive, they cannot learn, as a result, they cannot develop the skills needs to be successful in the work. Research has consistently shown that poor classroom management in urban school environment negatively impacts students. Van Acker and Talbott, 1999 as cited by Heard, 2012) and good classroom management is critical for student’s learning. Teachers who employ good classroom management promote positive students behavior and high academic achievement while instilling in students both self-control and selfresponsibility, good character, perseverance and moral values.(Froyen and Iverson, 2000). Teacher’s attitude towards classroom management is one principal factor that impact student’s achievement and motivation to perform well in school.

Butler (2007) and Schatschneider et, al, (2003) conducted a study to identify the major reading , cognitive, linguistic skills that contribute differences in the performance on the reading portion of Florida Assessment Test (FCAT) at the third, seventh and tenth grade teachers. Forty teachers were administered a variety of reading, language and cognitive skills. Results indicated that in the third grade, reading fluency was the dominant factor in explaining the variability of the test performance. In the seventh grade, reading fluency and verbal knowledge similarly explained variability in test performance individual differences. However, in the 10th grade, verbal knowledge and reasoning was clearly dominant factor in explaining variability in test performances on the FCAT. Similarly, in this study, teachers who develop reading fluency skills and verbal knowledge skills are posited to transfer their ideas into writing. Teachers also needed to use technology, digital and non-digital to enhance learning. The overall weighted mean obtained was 4.06 with a descriptive rating of Oftentimes.

(Kwonget.al. (2007) indicates that Shulman (1986, 1987) has 8

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suggested that pedagogical content knowledge (PCK) forms a unique and distinct knowledge domain of teacher cognition. PCK emphasizes the manner in which teachers relate subject matter knowledge (what they know about what they teach) to their pedagogical knowledge (what they know about teaching, how their learners learn and the learner’s conceptions) and how subject matter knowledge is part of pedagogical reasoning. It also includes an understanding of what makes learning of specific concepts, easy or difficult, the conceptions and misconceptions that students of different ages and backgrounds bring with them to the learning environment. Work attitudes such as satisfaction and involvement are criterion for establishing the health of an organization; rendering effective services largely depends on the human resource. Job satisfaction experienced by employees will induce the people to give their best to the organization. Both the attitudes required to enhance the performance of employees. Attitudes are the feelings and beliefs that largely determine how employees will perceive their environment, commit themselves to intended actions, and ultimately behave. Attitudes form a mental set that affects how we view something else. It has an impact on how we view and judge our surroundings at work. Managers of organizational behavior are vitally interested in the nature of the attitudes of their employees toward their Jobs, toward their careers, and toward the organization itself .Job attitudes of the employees are most important to achieve the individual and organizational objectives through their performance. Job satisfaction does impact future performance through the Job involvement, but higher performance also makes people feel more satisfied and committed. It is a cycle of events that is clearly in keeping with the developmental perspective (Alan Randolph, et.al., 1998). Attitudes such as satisfaction and involvement are important to the employees to have high levels of performance which was conceptualized and supported by the findings of the study on Job Attitude and Employees Performance of Public Sector 9

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Organizations in Jaffna District, Sri Lanka, University of Jaffnaby (Velnamy, 2012).The results of the study and from the formulated hypotheses revealed that attitudes namely satisfaction and involvement, and performance are significantly correlated.

Correlation between involvement and performance is somewhat higher than the correlation among satisfaction and performance.

In this study, the English teachers’ work attitude revealed a positive outlook and openness to training and innovation to further enhance their professionalism. Support system mechanism in the workplace was evidently seen in the responses. Teachers manifest enthusiasm and affableness to help co-workers accomplish developmental tasks and projects. Taber (2006) posited that the process of teaching is one of relentless problemsolving, where it is the teacher’s job to identify, characterize and respond to problems, many of which cannot be predicted in advance. In this sense the teacher can be seen as having a similar role to a doctor or clinical psychologist who has to constantly apply expertise and experience to new cases, each being somewhat unique and so different from any previously treated case. Indeed, one approach to support teachers in honing their diagnostic skills in the light of the ongoing problems of matching teaching to students’ existing understanding has been labeled as the science learning doctor approach’, and offers a scheme for identifying the major types of learning ‘bugs’ as a first step to finding solutions.

The constructivist view of learning suggests that teaching cannot be reduced to a limited number of learnable skills that could be mastered and then applied to particular teaching contexts. Rather, teachers need to be experts in professional problem-solving, who are highly informed about such matters as subject knowledge and pedagogical knowledge (Ball, Thames and Phelps, 2008), and have developed a wide repertoire of educational techniques that they can use to build flexible and evolving strategies in response to the various unique scenarios they will meet in their day-to-day work.

Preparation for teaching through in-service teacher education 10

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courses, therefore, has to reflect this. Part of the preparation of teachers will inevitably involve learning about several areas of formal knowledge; about education systems and processes; about facilitation sills in teaching and learning; about the subject(s) to be taught and about subject pedagogy. With all learners, intending teachers will bring to learning their own idiosyncratic knowledge and understanding of education that will include areas of relative strength and weakness, as well as their own personal alternative conceptions that will distort their understanding of the target knowledge in the curriculum (Taber, et al., 2005). The English curriculum is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners. Successful language learners: understand that language learning is a necessary, life-enhancing, reflective process; communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence; make meaningful connections between themselves, what they encounter in texts, and the world around them; think critically; understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated. The cultural impact and aesthetic power of texts; use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens. Language skills are developed across the curriculum and, cumulatively, through the grades.

Students use and develop important language skills as they read and think about topics, themes, and issues in various subject areas.

Language facility helps students to learn in all subject areas, and using language for a broad range of purposes increases both their ability to communicate with precision and their understanding of how language works. Students develop flexibility and proficiency in their understanding and use of language over time. As they move 11

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through the secondary school program, they are required to use language with ever-increasing accuracy and fluency in an expanding range of situations. They are also expected to assume responsibility for their own learning and to apply their language skills in more complex way. The English curriculum focuses on developing the knowledge and skills that will enable students to become effective readers. An effective reader is one who not only grasps the ideas communicated in a text but is able to apply them in new contexts. To do this, the reader must be able to think clearly, creatively, and critically about the ideas and information encountered in texts in order to understand, analyze, and absorb them and to recognize their relevance in other contexts. Students can develop the skills necessary to become effective readers by applying a range of comprehension strategies as they read and by reading a wide variety of texts. It is also important that they read a range of materials that illustrate the many uses of writing. By reading widely, students will develop a richer vocabulary and become more attuned to the conventions of written language.

Reading various kinds of texts in all areas of the curriculum will also help students to discover what interests them most and to pursue and develop their interests and abilities. Reading is a complex process that involves the application of various strategies before, during, and after reading. For example, before reading, students might prepare by identifying the purpose of the reading activity and by activating their prior knowledge about the topic of the text. Teachers help build the necessary background knowledge for students whose life experiences may not have provided them with the information they need to understand the text. During reading, students may use “cueing systems” – that is, clues from context or from their understanding of language structures and/or letters soundrelationships – to help them solve unfamiliar words, and comprehension strategies to help them make meaning of the text. Comprehension strategies include predicting, visualizing, questioning, drawing inferences, identifying main ideas, 12

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summarizing, and monitoring and revising comprehension. After reading, students may analyze, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper understanding of the material they have read. It is important to note that although the specific expectations for each grade may focus on particular strategies that emphasize gradeappropriate skills, they do not impose a restriction on the range of strategies students will apply in that grade. Teachers must use their professional judgment in deciding which comprehension strategies to model and teach, based on the identified learning needs of the students in their classrooms and on the nature of the particular texts students are reading. Jorge (2007) believed that recognizing the importance teachers’ own voices play in their own professional development, the case study reported in this paper aims to illuminate the role that formal instruction and immersion in language curriculum research can play in shaping teachers’ views of teacher-research and of themselves as future enquiring practitioners. Umar’s (2014) study investigated the levels of Malaysian teachers’ ICT skills, namely, Basic and Advanced ICT skills, Internet skills for information seeking and sharing as well as Internet skills for communication. It investigated the correlations between teachers’ years of services and their computer experiences, and the effects of ICT use on teaching and learning. In addition, the study also investigated whether there are any significant differences on the frequency of ICT use in classroom for (i) teaching and learning, (ii)searching educational resources, (iii) creating presentation/delivery materials, and (iv) preparing lesson plan between male and female teachers, and between teachers from different age groups. A set of questionnaire was sent to 7,320 primary and secondary school teachers throughout Malaysia. A total of 2661 teachers have responded to the questionnaire (a return rate of 36.4%). The findings indicated that the teachers are ‘highly skilled’ in (i) Internet skills for information seeking/sharing (mean: 3.35), (ii) Basic ICT skills (mean: 3.13), 13

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and (iii) Internet skills for communication (mean: 3.01). However, the respondents’ level for the Advanced ICT Skills is at the ‘Moderate’ level (mean: 2.31). Also, there is no correlation between the teachers’ years of service and the perceived impact of ICT on their teaching (r: -0.038) and student learning (r: 0.022). A very weak correlation (r: 0.109) was also observed between their computer experience and the impact of ICT on teaching. There is also no correlation between the respondents’ computers experience and the impact of ICT on students learning (r: 0.0069).

Furthermore, the findings indicated that male teachers use ICT in classroom significantly more frequent than their female colleagues for teaching and learning as well as for creating presentation/delivery materials. Moreover, there are significant differences in the use of ICT for searching educational resources, creating presentation/delivery materials, and preparing lesson plan for teachers in the different age groups. Therefore, the relevant parties need to propose an initiative and prepare an action plan so that the teachers, especially the senior ones, acquire the four ICT skills. Ample and continuous trainings should also be conducted to ensure that our teachers are competent in using ICT. This in return, will produce a generation of students with high levels of ICT skills in the future. Chumaidiyah (2013) posited that the decline of customer growth rate, the decline of ARPU rate, and the decline of revenue caused problem of business sustainability for Indonesia telecommunication services companies which majority are small and medium enterprise. To achieve high performance, the companies have to maintain distinctive capability which is own resources consist of technology, technical skill, and R&D capability in order to increase profitability.

He examined the influence of technology, technical skill, and R&D capability toward profitability in Indonesia telecommunication services companies. The research resulted to significant findings that technology,technical skill, and R&D capability influenced 14

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profitability of most companies. This is a solution to establish strong small and medium enterprisethat supports telecommunication business in Indonesia. Meijer and Oolbekkink (2012) described an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and knowledge construction. They found evidence of professional development, mainly at the level of the individual teacher and to a lesser extent at the school level. Teachers reported that they developed their knowledge and skills with respect to doing research, as well as a more critical attitude, and consciousness of and intentions to change teaching performance. Organizational conditions appeared to be related to results at school level. The article concluded by stating that, if teacher research is to lead to the collaborative development of more scientifically accepted knowledge, greater attention will need to be paid to the dissemination of knowledge as well as to the quality assurance of the research performed. Munthe and Rogne (2014) explained that a research based ITE is important to foster innovative teachers.ITE programs vary both concerning context and content for research based ITE.More faculty with PhDs teach ITE for grades 5–10 than ITE for grades 1–7.Students report their need to read research literature more than faculty. Challenge: How to provide coherent programs for research and inquiry.

Undergraduate research is one way to qualify teachers for professional learning and innovation, but there is little knowledge about how ITE programs address research for students. This study has investigated that question in one country, Norway. Data is survey data from all HEIs providing teacher education, and an interview study involving 36 teacher educators and 36 students.

Results indicate that ITE programs emphasize research, but teacher-led more than student engagement.

The English teachers’ Teaching Position, Curriculum Updating, Work Attitude and Research Capability Skills were found 15

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significant while Classroom Management, Communication Skills, Pedagogical Approaches, Facilitation Skills in Learning and ICT Skills were found not significant. Their Length of Teaching Experience, Pedagogical Approaches, Work Attitude, Facilitation Skills in Learning, Curriculum Updating and Research Capability Skills were found significant. Classroom Management, Communication Skills and ICT Skills were not significant. Their Highest Educational Attainment, Communication Skills, Pedagogical Approaches, Facilitation Skills in Learning, Curriculum Updating and Research Capability Skills were found significant while Classroom Management, Work Attitude and ICT Skills were found not Significant. Their Relevant Seminar/ Training Attended, Communication Skills, Pedagogical Approaches, Work Attitude, Facilitation Skills in Learning, Curriculum Updating, ICT Skills and Research Capability Skills were foundsignificant while Classroom Management wasnot significant. Their Average Number of Hours Spent on Reading every day, Classroom Management, Communication Skills, Pedagogical Approaches, Work Attitude, Facilitation Skills in Learning, Curriculum Updating and Research Capability Skills were found Significant while ICT Skills was found Not Significant.

Reading Interest was found not significant with all indicators on training needs. Peters (1987) as cited by Vail (2010) does not support the belief that tenure is an obstacle to rapid, complex and unpredictable change (Graham et. al 2002). Peter (1987) believes tenure is an essential ingredient to large-scale reform and innovative change because it can provide a sense of job security, leading the ability to take tasks. The faculty’s innate nature to participate in charge was based on the staff’s perception of the organization’s climate. These include trustworthiness motivation, open and productive dialogue ability to input design making, conflict resolution ability, level of goal orientation, time, materials and methods. It was inferred that teachers’ training needs on curriculum updating, facilitation skills in learning and pedagogical 16

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approaches differ and depend whether they are full-pledged Master or Doctoral degree holders or Master’s Unit earners or Baccalaureate degree holders. Vail (2010) explained that teachers changing notes and competencies have investigated teacher’s professional competencies. They have concluded that qualities of a successful teacher can be divided into professional characteristics and professional competencies. Professional characteristics comprise professional values, professional and personal development communication and relationship, along with synthesis and use. They added, professional competencies of a successful teacher, on the other hand, include knowledge and understanding, as well as skills. Knowledge and understanding further encompass the knowing of students, their ways of studying, Professional Knowledge of the taught subject, being familiar with the curriculum, educational system an teacher roles (ability to reflect, administrative chores, legal responsibility, team work).

Finally, skills stand for ability to plan content, strategize activities to realize goals, find solutions in case of constraints and offer concrete implementation schemes.Through this study, the training needs of English teachers will help the department push forth the appropriate intervention activities to address the areas of improvement for their professional growth.

Conclusions and Recommendations Majority of the English teachers were Teacher I; had served for 10 years and above; Bachelor’s degree holder; attended seminar/trainings in both regional and national levels; spent average two (2) hours of reading every day and read and taught short stories, poems and essays. The indicators on Classroom Management, Communication Skills, Facilitation Skills in Leaning and Work Attitude got a descriptive rating of Always; Pedagogical Approaches, Curriculum Updating and ICT Skills got a descriptive rating of Oftentimes and Research Capability Skills got a descriptive rating of Sometimes. Teaching Position had significant 17

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variations with Work Attitude, Curriculum Updating and Research Capability Skills; Length of Teaching Experience with Pedagogical Approaches, Work Attitude, Facilitation Skills, in Learning, Curriculum Updating and Research Capability Skills; Highest Educational Attainment with Communication Skills, Pedagogical Approaches, Facilitation Skills in Learning, Curriculum Updating and Research Capability Skills; Relevant Training/ Seminars Attended with Communication Skills, Pedagogical Approaches, Work Attitude, Facilitation Skills in Learning, Curriculum Updating, ICT Skills and Research Capability Skills; Number of hours spent on reading with Classroom Management, Communication Skills, Pedagogical Approaches, Work Attitude, Facilitation Skills in Learning, Curriculum Updating and Research Capability Skills. A proposed Training and Development Plan was designed to address the professional needs of teachers. Thus, the English teachers should pursue relevant graduate studies to get higher positions; attend different international seminars/trainings; spend more time reading multifarious literary genres to expand their skills and expose them to a more interesting variety of selections. The English Department, through the Faculty Professional Development Program, should conduct a series of training in staggered phases and time frame on Pedagogical Approaches, Curriculum Updating, ICT Skills and Research Capability Skills to enhance competence of the English teachers.

The school principal through the head teacher should require and monitor teachers’ Individual Plan for Professional Development (IPPD) so that training needs are gradually addressed and that skills in key result areas (KRAS) are continuously developed by the teachers as they acquire higher educational attainment and teaching experience. The proposed Training and Development Plan should be implemented and continuously monitored by the school principal and department head. A similar study on training needs analysis of teachers should be explored by future researchers.

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Randay, E.S. (2008) Teacher Development and Change in the Context of Teaching Large and under resourced Science Classes. MaEd Dissertation. University of Pretoria.

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