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040			_cDAP LIBRARY
100			_aLibutaque, Myrna B. _915306
245	1		_aSharpening the saw : _bdesign and development of an onboarding and competence-building program for teachers handling the gifted / _cMyrna B. Libutaque.
300			_a237 leaves : illustrations
502			_aPublic Management Development Program _bSenior Executives Class _dThesis (SEC)--Development Academy of the Philippines.
520			_aPhilippine Science High School System (PSHSS), and attached agency of the Department of Science and Technology is mandated to provide a secondary education on a scholarship grant to potentially gifted scholars in science, mathematics and technology who are required to pursue careers in science and technology. This targeted program of the government would expectedly redound to the country's development. Hence, they need to nurtured by highly competent and proficient teachers. To comply with this demand, an enhanced human resource development program, particularly for the newly-hired teachers must be institutionalized. Thus, this capstone project was conducted. This descriptive action research, grounded on the ADDIE model, investigated the Philippine Science High School Western Visayas Campus (PSHSWVC) onboarding and competence-building initiatives, and determined the competencies needed by the newly-hired teachers to effectively handle the potentially gifted scholars. The results and findings were used in the design and development of the Comprehensive Induction Program (CIP) and its integral components. Conducted from December to May, 2019, this capstone project in its first phase which is Analysis, utilized the validated researcher-made Needs-Assessment Questionnaire and adapted the Technological, Pedagogical, and Content Knowledge Inventory (Ching, 2013) to determine the appropriate interventions/components and competencies that should be integrated in the Comprehensive Induction Program. Likewise, a validated questionnaire was used to find out the level of responsiveness of the existing one-day orientation program to prepare and seamlessly immerse the said teachers in handling the gifted scholars. To enhance the existing one-day orientation program, the inductees' opinion were sought through an open-ended questionnaire. Finally, to evaluate the perceived levels of usability of the integral components of CIP after the roll out and tryout, an adapted questionnaire (Lund, 2012) was utilized. To evaluate the perceived level of acceptability, the West Visayas State University Evaluation tool was used. In the Design, Development, Implementation and Evaluation phase of the CIP, a series of workshops and writeshops were conducted and participated by the PSHSWVC employees spearheaded by the campus director. The statistical tools employed were frequency, percentage, mean, and rank. The findings of the study revealed that the existing one-day orientation activity is somewhat responsive in inducting the newly-hired teachers in PSHWVC. This implies that little amount of learning was gained from one-day orientation program. Moreover, the newly-hired teachers unanimously described the existing one-day orientation program to be inadequate. Thus, to enhance the said program, they proposed for the inclusion of relevant topics which are characterized by a blend of theory and practice and appropriate activities other than the usual lecture. They further emphasized required participation in the program by all newly-hired teachers. This informed the researcher to consider a certification program which was approved by the campus director to be a requirement for the lifting of an inductee's probationary status after two years. Moreover, the identified very much needed components to be included in the CIP are participation in the Comprehensive Orientation PRogram (COP), Mentoring Program, Coaching Program, Competence-Building Circle (CBC), Use of Modules, and the required Reflection Log. The findings revealed that these integral components of the CIP were evaluated as highly usable and highly acceptable by the participants in the tryout as well as by the experts/validators. The implementation of these components would be guided by the developed Implementation Manual which was evaluated by the division chiefs and the validators as highly usable. This implies that the manual is very easy to use and highly functional, and generally highly acceptable specifically described in terms of content, prints, and accuracy and up-to-datedness. Thus, it is concluded that this newly-designed and developed Comprehensive Induction Program through the collaborative efforts, authorship, and ownership of the identified stakeholders guided by the management committee with a shared goal, that is, organizational development through an accelerated human resource development program was well-planned and research-based. Moreover, this program is versatile enough to be delivered in varied modalities, and guided by a highly acceptable and very usable implementation manual. To ensure sustainability of the implementation of the Comprehensive Induction program a CIP Policy was crafted and approved.
650			_aTeachers _xSelection and appointment. _923156
650			_aPersonnel management
650			_aSecondary education. _923157
700			_aCabalza, Chester (Panel Chair) _915309
700			_aDe Guzman, Alla B. (Panel Member) _915310
700			_aGanela, Shena Faith M. (Panel Member) _915311
856			_21 _30 _qpdf _uhttps://library.dap.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=77ddfacd21df8615853a967a66b03943 _yView Digital Copy _1STAFF
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