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The Level of Readiness of Faculty and Instruction of Mallig Plains Colleges Towards Accreditation Essay

Every school dreams to be transformed with a better atmosphere which will open its gate to learners who will soon be the leaders of change. The learners will spearhead innovations into different fields of endeavor. The educational setting in our country today seems like a zooming jet in the sky that keeps on accelerating until it reaches its maximum speed. The educational struggle of every learner becomes even more complex this time because of the standards set by different accrediting agencies in pursuit of quality education which will serve as the gatepass of learners in creating a formidable image towards global competitiveness.

Accreditation is the formal recognition of an educational program that possesses high level of quality or excellence based on the analysis of the merits of its educational operations in attaining its objectives and its role in the community that it serves.

In 1970, The Presidential Commission to Survey Philippine Education (PCSPE) submitted the policy recommendation to improve and strengthen higher education. One of the recommendations encourages schools to join or organize accrediting agencies and that a federation of accreditation agencies be established. This recommendation was referred to as the Integrated Reorganization Plan (IRP). Presidential Decree No. 1 approved and adopted the IRP. Presidential Decree No. 1 and PD No. 1200 (NEDA Five-Year Plan) both provided that the accreditation program shall be one of the strategies to achieve educational and manpower development goals[1].

Different colleges in the country exert a lot of efforts to be able to acquire an accreditation status. Undergoing the process requires a lot of undertakings since there are guidelines and indicators to be complied with to quality accreditation. The nine areas identified as the qualifying criteria for accreditation are: Purposes and Objectives, Faculty, Instruction, Library, Laboratories, Physical Plant and Facilities, Student-Personnel Services, Social Orientation and Community Involvement and Organization and Administration. These are set by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA).

Faculty and Instruction are definitely the key factors in achieving quality education, obviously since the two factors speak of the performance and qualifications of teachers and the quality of instruction given by them. These two impalpable dimensions in a school should be given utmost regard because the academic reputation of the institution depends on them.

Faculty, as one of the major concerns in the academe, makes the school function. In every organization, human resources come first as a priority, precisely because if there are no teachers in the school, there would be no stewards of learning who transform learners into responsible citizens. An individual who works for an organization or institution is normally evaluated by his superior on the basis of at least four phases. These four phases are effectiveness, productivity, efficiency and character. If the job performance of an individual is rated high in any one or all of the four dimensions, the institution is expected to recognize the individual by means of either intrinsic or extrinsic rewards, or both.

Instruction, on the other hand, is the instrument for metamorphosis of the teachers. In simple language, it speaks of the effectiveness of both the administrators and faculty members. Definitely, when the teachers desire to uplift the performance of the students, they should be aware of the tools that contribute to quality of instruction. This will motivate the learners in their pursuit of excellence.

Instruction plays a vital role with regards to instructional competence of teachers. The methods used in teaching are employed with a view of guiding the students’ self-realization through the development of their analytical and critical thinking. These methods are adapted to subject matters, situational needs and individual differences. A variety of instructional procedures are to be expected too, such as lecture, team teaching and group dynamics. The school should make use of a number of teaching devices such as audio-visual aids and modern information and communications technology to cope with highly sophisticated gadgets.[2]

With a certificate of appreciation awarded by PACU, Mallig Plains Colleges was recently dubbed as the Most Improved College in Cagayan Valley. Like any other institution, it carries and promotes its philosophy, mission, vision, objectives and core values. Mallig Plains Colleges is proud of its existence and envisions continuing its delivery of quality education to its learners. The administration, faculty and staff exert more effort to come up with a worthy aspiration—to be a center of academic excellence in Region 2 and in the country at large.

MPC has 59 teaching personnel. This covers the basic education teachers, instructors and professors. Expectedly it should have a pool of competent teachers, not to mention, with talents and skills.

In addition, the institution should have several comprehensive, accurate and up-to-date instructional materials present in the school to give platforms to the students to foray into a well designed and sound education process.

It is for this reason that the researcher has embarked on an assessment of the Faculty and Instruction readiness of Mallig Plains Colleges towards Accreditation. Identifying the criteria and indicators would be an initial step to decipher the actual standing of two areas in relation to accreditation. The findings will be beneficial for administrators and faculty members since these will be an immense reference point in discovering the strengths and weaknesses of both faculty and instruction. If these will emerge as the good points for accreditation, then the institution as a whole shall cherish and continue questing for excellence. The Problem

The study sought to identify The Level of Readiness of Faculty and Instruction of Mallig Plains Colleges Towards Accreditation. Specifically, it addressed issues that concern: 1.Faculty 1. Academic qualifications b. Professional Performance c. Teaching Assignment d. Rank, Tenure, Remuneration and Fringe Benefits e. Faculty Development 2. Instruction a. Program of Studies b. Co-curricular Activities c. Instructional Process d. Classroom management e. Academic Performance of Students f. Administrative Measures for Effective Instruction

Research Design The documentary analysis was used in the study. It deals on documentary process which is rubrics-based against the documents that are available. The researcher opines that since his study dealt on identifying and describing the readiness of faculty and instruction towards accreditation, this is the most fitting research design to bring out the real state of faculty and instruction in the institution as key areas in PACUCOA accreditation standards to be addressed. Data Gathering Instruments

The study was designed to assess the readiness of faculty and instruction towards accreditation using rubrics supported by documents which are available at the accreditation room. The rubrics used were rated 0-5 with corresponding indicators depending upon their existence and functionality in response to the factors concerning faculty and instruction. After scrutinizing the corresponding mean of each rubric, they were added to come up with the mean of every category in each area. The computed mean of each category were totaled to come up with the general average of a certain area. After the averages of faculty and instruction had been determined, the standardized transmutation table served as the reference point in assessing whether an area is qualified for a Level 1, 2 or 3 status. Below is the table which presents the expected average for each area with corresponding percentage.


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