The Axiology of Teacher Education: Examining Curriculum Effectiveness, Teaching Competence, and Institutional Resources in Shaping Student Development

Abstract

This study assessed the effectiveness of the curriculum, teaching competence, and institutional resources at a technological state university in the Philippines. Specifically, it sought to answer questions about human resources, including students’ and teachers’ profiles, and material resources, including facilities, tools and equipment, and instructional materials. The study further assessed teaching competence and curriculum effectiveness in terms of the goal and objectives, courses of study such as foundation, professional, and major subjects, as well as the problems encountered by teachers and students.  The study used the descriptive correlational method. A total of 95 respondents were involved, with 75 teacher education students and 20 teachers teaching at the tertiary level.  The study found that 87.67 percent of the student population were female and 12.33 percent were male. In terms of age, 40.30 percent of the students were of normal age, 31.34 percent were above normal age, and 26.36 percent were below normal age. Based on the parents' income, the majority of students are in the low-income group, earning Php 9,990 or less. Students’ academic performance was satisfactory. On the level of attitudes towards teacher education, the overall mean of 3.28 is moderately favorable. On the teachers’ profile, 55 percent of teachers teaching the major and professional subjects were females and 45 percent were males. Fifty percent of the teachers were middle-aged, with an average age of 42.21 years. Almost three-fourths, or 72.22 percent, of the teachers were married. The educational qualifications of teachers showed that 35 percent held doctoral degrees, as well as bachelor’s degrees. In terms of academic rank, 31.58 percent were associate professors, 26.31 percent were instructors, 21.05 percent were Assistant Professors, 10.53 percent were professors, and 10.53 percent were Part-time instructors. The facilities, as perceived by students and teachers, were moderately available. In tools and equipment, all areas of specialization were found moderately adequate. On the other hand, the instructional materials in the teacher education program were less adequate. The teachers were found to be competent in all areas: relationships with students, instructional skills, evaluation skills, research skills, and classroom management. The curriculum effectiveness of the teacher education program in terms of its goals and objectives was very satisfactorily attained as perceived by the students, and satisfactorily attained as perceived by the teachers; foundation subjects were very satisfactorily attained, as well as professional subjects and its major subjects. The problems encountered by teachers and students were moderate, such as a lack of instructional materials, tools and equipment, and facilities, as well as their attitudes towards the subjects. The findings revealed a significant difference in the perceptions of teachers and students regarding facilities and foundation subjects, while no significant differences were observed in their perceptions of the program's goals and objectives, professional subjects, and major subjects. In view of these findings, the teacher education program may be revisited and strengthened to ensure its continued relevance and effectiveness, particularly in addressing differences in the perceptions of key stakeholders. Teachers may encourage students to develop a more favorable attitude toward the program and motivate them to improve their academic performance in foundation, professional, and major subjects while fostering positive attitudes toward their studies. The school administration may likewise prioritize the department's current needs through the procurement of modern tools, equipment, and facilities, as well as the adequate provision of instructional materials aligned with contemporary educational technologies. To supplement institutional resources, administrators and teachers may initiate fundraising activities, solicitations, and resource mobilization efforts and seek donations from successful graduates, government and non-government organizations, benefactors, and sponsors, with the proceeds allocated for the acquisition and improvement of tools, equipment, facilities, and instructional materials. Furthermore, regular consultations between teachers and students should be conducted to identify, discuss, and appropriately address the problems and concerns encountered in the implementation of the program.