5659424-437618 Chapter 1 THE PROBLEM AND ITS SETTING In this chapter

5659424-437618
Chapter 1
THE PROBLEM AND ITS SETTING

In this chapter, Introduction, Theoretical Framework, Conceptual Framework, Statement of the Problem, Significance of the Study, and Scope and Limitations are presented.

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Introduction
An instructive module might be perceived the “heart” for any taking in foundation which infers that schools, on the other hand universities can’t exist without an instructive program. For its centrality in formal instruction, the instructive projects process has transformed into a dynamic methodology due to the movements that occur all in all open. Consequently, in its broadest sense, educational programs alludes to the “total learning experiences of individual not only in school but society as well” (Bilbao et al., 2008). Educational programs advancement as critical these days; it serves to enhanced and gives arrangements in the economy as well as on the planet’s issues, for example, condition, issues in the destitution and maintainable improvement procedure to build up a general public, and one of these is to build up the school educational programs.
Chosen alumni of Arrelano University with the level of BSN, and HRIM of Batches 2009, 2010, and 2011 partook in the 2014 Graduates Tracer Study of the Commission on Higher Education on August 30, 2014. The investigation a broadly managed and territorially illustrative review of late school graduates-plans to assemble data that is solid and confirmation based data as reason for better detailing of instructive approaches and changes in advanced education.

College of Education has a program which is Bachelor in Business Teacher Education that has two majors, first is the Business and Technology Livelihood and the other one is the Information and Technology Education. This program is intended to furnish understudies with office aptitudes, nuts and bolts of individual back, basic leadership strategies should have been astute buyers, utilization of financial standards to an undeniably global commercial center, and the abilities in setting up a business. Students master the applications of knowledge and acquire workplace skills particularly in the teaching of technology and livelihood education, information technology, research and service. The researchers focused to conduct researchers about the ITE curriculum because the researchers are one of the beneficiaries of this study.
In support, according to Republic Act 7722, CHED strategic plan objective, the general societal objective is the achievement of comprehensive development and maintainable improvement while the advanced education sub-division objectives are: the arrangement of abnormal state human asset, and age, adjustment, and exchange of learning and innovation for national advancement and worldwide intensity. In particular, CHED intends to accomplish the accompanying goals in the following five years: an) Improve the pertinence of advanced education establishments (HEIs), programs, frameworks, research to react to the pushes of the Philippine Development Plan (PDP), 2011; b). Overhaul the nature of advanced education organizations, projects and frameworks in the nation towards accomplishing universal principles; c). Expand access to quality advanced education of the individuals who look for it; d). Proficiently and viably deal as the advanced education framework guaranteeing straightforwardness and honesty in its projects and exercises as its sense of duty regarding moral power; and e). Reinforce the Commission on Higher Education and other real partners.

According to Emily Liebtag (2008) when she discussed the Culturally Responsive
Pedagogy, “Future instructors should be set up to educate distinctive sort of understudies, paying little respect to their experience or culture. Due to the fairly monoculture nature of the showing workforce, it is important to decide the perfect readiness and trainings methods to set up our future educators to adjust the socially responsive. Understudy contrasts requires that educators be intercultural capable and that their instructor planning programs give them chances to gain all-inclusive focused aptitudes and also playing those abilities to their classrooms.”
This study entitled “Curriculum Relevance Assessed by the College of Education Graduates” is all about identifying the curriculum of the BBTE-ITE program, and how relevant it is to the industry. It is focused on the improvement and aims to identify the strengths and weaknesses in order to develop the curriculum of the said program. It will overcome the problems encountered regarding the BBTE-ITE program. This research seeks to know if the courses that the students taking in the program suitable in their profession.

Theoretical Framework
This study is anchored on the psychological and philosophical foundation of curriculum. The theories/principles behind these two foundations provide essential inputs and serve as a strong framework in the total completion of this study.
According to Alvior (2015), theory of perennials offers answers for issues by helping them the overseers, educational modules organizers, and educators settle on dependable choices. A man’s logic mirrors his/her background, social and financial foundation, basic convictions, and training.

In the perspective of Stenhouse (1975), it is helpful to have coordinated manual for conceptualize importance in educational modules improvement in professional instruction and preparing. As indicated by him “an educational programs is an endeavor to convey the basic standards of an instructive proposition in such shape that it is available to basic examination and equipped for powerful interpretation into training”. He makes frame a qualification between the arranged educational modules and the executed educational modules. For him the issue of educational programs advancement is to close the hole between the arranged and the operational educational programs through innovative work.

Teachers, instructive projects makers and instructors almost certainly maintained a rationale or techniques for understanding that are considered for orchestrating, realizing, and evaluating a school instructive projects. The rationale that they have gotten a handle on will empower them to portray the inspiration driving the school, the basic subjects to be taught, the kind of learning understudies must have and how they can secure them, the instructional materials, strategies and frameworks to be used, and how understudies will be surveyed.

At the point when John Dewey 2010, recommended that “education is a way of life”, his logic is acknowledged when tried. Presently, especially in the Philippines, Dewey’s reasoning filled in as stay to the nation’s instructive framework.

Educational modules are impacted by psychology. Psychology gives data about the educating and learning process. It additionally looks for answers with respect to how an educational module be sorted out so as to accomplish understudies’ learning at the ideal level, and in the matter of what measure of data they can assimilate in taking in the different substance of the educational programs.

In support, psychological foundation of curriculum considers three groups of learning theories: behaviorism, cognitivist and humanistic theories.
Taking the behaviorist account, they exclaimed that learning should be sorted out altogether that understudies can encounter accomplishment during the time spent acing the topic. The technique presented the well-ordered way with appropriate sequencing of errand which is seen by other instructive therapists as shortsighted and mechanical.

Likewise, the subjective scholars center around how people process information, review and agree with their reasoning. The critical study that intellectual therapists focus in on are; How do students process and store data? How would they recover data and produce conclusions? What amount of data they can likewise assimilate? With their convictions, they advance improvement of critical thinking and thinking aptitudes and advance the utilization of intelligent reasoning, imaginative reasoning, natural reasoning, revelation learning, among others.

Moreover, the courses that are taught by a school is not interested with the products but in the process; personal needs not subject matter; psychological meaning and environmental situations, through the humanistic psychologists.

In summary, psychology has a significant impact in the curriculum. Learners are thinking people and they are neither like machines nor computers. Humans, who are biological beings, are being affected by their biology and their cultures. The psychological foundations, therefore, will help curriculum makers in nurturing more advanced, more comprehensive and complete human learning.
On the other hand, we must recognize that schools are only one of the many institutions that educate the people in the society, when considering the social conditions of the curriculum. The home, the family, community also educate the people in the society. But schools addressed more complex and interested societies and the world that are formal institutions. (Bilbao 2008)
Curriculum and society has a mutual and encompassing relationship. Hence to be relevant, there should be a reflection and preserve the culture of society and its aspirations in the curricula. At the same time, the society should imbibe the changes brought about the schools. (Bilbao, 2008)
It is important, therefore, to note that the concern of any curriculum in the holistic development of an individual. That is to develop the cognitive psychomotor.

Conceptual Framework

Figure 1
Conceptual Paradigm
Figure 1 shows the conceptual paradigm consisting the interconnected relationships of the variables. The first one is the assessment of the program, the second circle consist the problems that the respondents have encountered and the last one is the improvement of the quality. All those 3 variables are connected to the curriculum relevance of the BBTE-ITE program. The said paradigm serves as the guide for the researcher to obtain conclusion on the problems presented.

Statement of the Problem
The study aims to identify the relevance and responsiveness of the BBTE-ITE Curriculum in the teaching industry.
Specifically, this study seeks to answer the following questions:
What is the profile of respondents in terms of:
age
sex
year graduated; and
profession?
How do the respondents assess the relevance of the content of the BBTE-ITE Curriculum in terms of the following:
The program’s goals and objectives;
Core values; and
Course contents?
What are the problems encountered by the respondents in their current profession?
What improvements in the quality of the BBTE-ITE program are suggested by the respondents?

Significance of the Study
It is hope that the results of this study will provide BBTE-ITE benchmark information on the status of its curriculum which will serve as basis for it to the strengthened and improved.
This study will be beneficial to the following:
Administration- The results will provide reliable feedback on the relevance and of the BBTE-ITE curriculum. It will also provide data on the strengths and weaknesses of the whole curriculum that will guide administration in redirecting its emphasis.
Curriculum Planners- A high quality of the respondents would has essential information to the curriculum planners. A curriculum that has a formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes appreciations and values under the observation of a particular school.
Work place- The result of the evaluation done by the graduates would strengthened the curriculum program or BBTE-ITE. It would also provide the university administrative data as the as the bases of the reviewing the present curricula for improvement in order to constantly produce quality graduates that in the return would render quality in the world of work.
Faculty- The findings will be useful to faculty members who are tasked to prepare responsible and probable future BBTE-ITE that will be responsive, committed, and excellent in their chosen field of interest in teaching.
Students- This will provide better insights among students on the concept. This study will help the students to know the importance of the BBTE-ITE curriculum in improving their skills and knowledge.
Future Researchers- The result of the research would be useful to those who aim to undertake similar study on curriculum evaluation.
Finally, the study would have a personal impact on the researcher since it would provide with the actual experience and the fool for the curriculum evaluation as a part of the academe.

Scopes and Limitations of the Study
This study was focused on the assessing the curriculum relevance of the College of Education particularly in the program of BBTE-ITE. It attempted to determine the different profession they have taken and the relevance of the curriculum in their profession. This study was conducted in the year of 2017-2018.
The respondents were graduates of the program of BBTE-ITE Program from the College of Education in the Polytechnic University of the Philippines School Year 2015-2017. The researchers limited this study to a total of 176 graduates.
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Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter consists of related literature and studies that come from different reading materials such as books, articles, journals, these and other web articles to support the relevance of the study and to broaden the knowledge of the researchers on this presented study.

CHED Curriculum Development and Revision
According to CHED Memorandum Order No. 30 Article1, Section 1 “The succession of the quality of education in the Philippines depends on the preparedness and effectiveness of all teachers, knowing their responsibility to Philippine education. Succession of Philippine education has its Sense of responsibility, highest standards are set to achieve goals, objectives, components and concept of the pre-service teacher education curriculum.” In relation, CHED Memorandum Order No. 56 Series of 2007 Article VI Competency Standards, graduates of BTTE programs teachers who have the higher and basic level of critical thinking, literacy, communication, numeracy, learning skill needed for quality learning. Have deeper knowledge in facilitating the process of learning and its role to students. Have meaningful understanding of the topic or content they will teach. Having variety of specialization and awareness of teaching including assessment, lesson plan, curriculum development, instructional materials, teaching strategy and approach. Having direct experience in the field, can showcase the ethical requirements of teachings profession and as a professional; can reflect to the relation of teaching and learning process skills among learners, nature of the topic or content and a wider social knowledge ranging, institutions and educational process to the continues improvement of teaching knowledge, skills and practices; innovative enough in taking risk of an effective way of teaching approach and strategy in improving students learning; can evaluate appropriate methods in upbringing the full potential of a student; have the passion and willingness to fulfill their mission as a teacher.

Article V Curriculum, Section 7: “Curriculum is designed to guide professional teachers, teaching in primary and secondary schools in the Philippines. Moreover, it recognizes the need to equip teachers with a wide range of theoretical and methodological skills that will help them implement and design efficient learning environment”. In accordance to Section 10- Professional Education Courses, are clustered into three which are; a) Theory and Concept Courses; b) Methods and Strategy Courses and c) Field Study Courses. These courses represent the components that correspond to basic and specialized knowledge and skills that will be needed by a practicing professional teacher. All professional courses should be taught in an integrated manner.

PUP CoEd Curriculum Development and Revision
The Manila City School System as a section, grew to be the education students environment for both entrepreneurship or government provider, in addition to the prescribed intermediate curriculum publications in business skills are provided. When MBS is renamed as PSC in 1908, a one-year secondary course was supplied in 1912 and Secondary courses are brought to the existing courses, used to connect to the PNS in 1933, PSC underneath the direct supervision and administration of the PNS superintendent operated for 12 years, though notwithstanding the merge, secondary curriculum with two-year university curriculum is changed by PSC which is the ACS. As PSC grew to be the PCC, equipped its teacher education department offering two years’ business course, offered four-years curriculum in commercial enterprise, the BSBE which received a plaque for “bold and pioneering in vocational and enterprise education. The PCC received the title of ” Business College of the Year” in 1955 for its dynamic leadership in business schooling and office administration formerly called secretarial. Under the Business Teacher Education Department is the Teacher Training Program from 1952-1977, however the Teacher Training Department grew to be an independent branch from secretarial studies in 1962-1974. The College of Arts and Sciences was once connected to the Department of Business Teacher Education. The PCC was transformed into a chartered state college and renamed Polytechnic University of the Philippines known as PUP in 1978. The Faculty of Secretarial and Business Education was establishing because of the merging of Secretarial Studies Department and Business Teacher Education. College of Secretarial and Business Education was renamed to FSBE in 1983; the title College of Administration and Business Teacher Education was more modified in 1986; the college offered two diploma programs: Bachelor in office Administration and Bachelor in Business Teacher Education throughout the 23 years of existence as COABTE. Teacher Education Program was additionally provided a one year Post baccalaureate to holders of nonteaching degree program, it will help them to assist them meet the necessities for the preserving with Professional Education Program of the Professional Regulation Commission and also help them qualify to take Licensure Examinations for Teachers. With the help of Accrediting Agency for Chartered Colleges and University of the Philippines the BBTE and BOA programs have been permitted to Level 2. In November 22, 2009, COABTE used to be renamed college of education to respond to the increasing for qualified graduates who can teach elementary, secondary and tertiary degrees and to uphold University’s management the discipline of education via virtue of the PUP Board of Regents approval. Department of Office administration has end up a part of the College of Business as a end of result of trade of names. Today, the Bachelor in Elementary Education, Bachelor in Secondary Education and Business Teacher Education are the course presented by COED in a broader spectrum of diploma programs. Post baccalaureate programs for non-education graduates to put together them for a instructing career is a continues offer. The conscientious efforts of the university and the university officials, faculty and workplace yo respond to the increasing want for first class training for COED’s graduates and different stakeholders is the result of ever changing instructional landscape at the COED. Upholding legacy of excellence and a commitment to service must stay steadfast by COED.

CHED Policies and Standards for the Ladderized Bachelor of Technical Teacher Education
According to CHED Memorandum Order No. 56 Series of 2007 Article 1 Section 1, “The key factor to achieve the highest quality of Philippine education is a quality pre-service teacher education. The preparation of preservice teacher is a very important role and responsibility assigned to higher education institutions. Improvement of the quality of education in the Philippines depends in the efforts exert by all teachers to undertake important roles and functions of teachers. At such, highest standards must be set to achieve the objectives and components of the pre-service teacher education curriculum”. Section 2 states the mission which is the main concern of the ladderized BTTE Program is that higher education institution who are equipped not only in theoretical understanding of teaching and technology, but also practical exposure to industry must prepare teachers in technical-vocational education and training (TVET).

Section 5, Program Description and General objective say that skills, values, knowledge and experiences must convey by the technical teachers’ curriculum which provide teachers with necessary skills and competencies needed for effective teaching. First, components of the general education issued by the CHED consist of civic affairs, public affairs and academic knowledge that aim to develop a creative, cultured, broadly education, morally upright and productive person. Second, professional studies to include are: curriculum development, teaching and learning process, philosophy and aims of technology education; the systematic study of theories with immediate appropriate observation and laboratory experiences that provide students with first-hand knowledge in the interpretation and appreciation of theories, strategy and practices in classroom and industry; provide clinical experience over a period of time by means of direct substantial participation in teaching under the supervision of qualified personnel from higher education institution. Third, specialization components that will help teacher equipped with deep knowledge of content and specified skills in the major field including industry exposure. And fourth, an educational technology component that will guide the teacher with the skills and competencies on the use of technology in teaching and in training.

Article VII General Requirements Section 11 state that the teachers should have academic preparation and experience appropriate to teaching technology courses, must be a holder of an appropriate master’s degree to teach his major field of specialization and have at least one year of very satisfactory teaching experience in any technical-vocational or technological institutions. According to section 12, Instructional standards, the institution shall provide for a continuing and systematic plan of evaluation of student progress that is consistent, consonant and aligned to the objectives set by the institution. Institutional policies shall be made known to the technical teacher education students to serve as their guide in preparing for the courses.
According to article VII section 14, “A training laboratory in technology education shall be preserve inside or outside the campus through suitable relationship, networking or consortium” also, it states that specialized laboratories shall be maintained for the major fields all the time.

Common Problems of the Professionals
According to Shreekant Shiralkar 2012. One of the regular issue of an expert is absence of inspiration. Instructors play the vital and significant part in molding the youthful personality, amid the developmental years, beginning from pre-essential to optional school, but then most social orders on the planet, don’t put teachers, at a position that they merit, in establishing framework to the future society. Under-situating of the piece of teachers, prompts bring down support coming full circle into decreased level of energy or responsibility.

Another problem of a professional is pace of change. World is changing at a rapid pace and there’s a need for teachers to learn as well, for instance, new way of teaching or engaging with subject using technology. In my experience, most school teachers are not updated to engage with students of today. The students are born in an environment that is far more information intensive than ever before and unless teachers are capable to comprehend the latest, they cannot enable students in learning for future. I did express my views on this subject earlier through my blog in March, 2012, albeit blog was focused on higher education and not school. And other common problem is not being the best. Most of the teachers are not from the best of the students. In my limited exposure and experience, I have found, best of the students aspire to a different profession than teaching at School. Problem compounds the issues referred earlier. Another problem is time management issues.
The problem is that time management techniques are overly focused instead of creating lasting solutions to those issues that don’t require managing. And if the wellspring of the issues had more concentration then it might be conceivable to make enduring answers for those issues that would then never again require overseeing. Further, salary is also a problem of a professionals. Workers are always looking for high salary; they will not be going to be contented. Added, lack of communication in the family is one of the most common problem. Poor correspondence can come in a wide range of structures. There are a wide range of types of poor correspondence: Yelling, quiet treatment or never talking, utilizing terms like “dependably” or “never”, accusing, swearing, ridiculing, or different types of harsh discourse, aloof forceful explanations or activities (detached forceful alludes to words or activities, which are furious, yet the outrage is denied by the individual saying or doing them), keeping and concealing family privileged insights, naming a man as terrible as opposed to stating the conduct isn’t right, utilizing ultimatums or dangers, harming, manhandling or hurting someone else. This examples are often ineffective or harmful to families.

According to Gareth Goth 2013, another problem is career development. Team are considered as a unit of work, so organizations’ seek harmony, coordination and oneness in each for growth and development. They give more emphasis on group and team dynamics, but still, they neglect the issues about career development. Individuals are rapidly being replaced and there are both positive and negative facets. There are also sufficient amount of discussion surrounding individual issues. And all these fall under the career development issues. One of dangerous problem is about health. Worrying at work has been connected with coronary illness and metabolic disorder in review and forthcoming investigations. The natural components stay vague. The pathophysiological components include coordinate neuroendocrine impacts and circuitous impacts intervened by antagonistic wellbeing practices. The metabolic disorder is a group of hazard factors that expands the danger of coronary illness and sort 2 diabetes. Qualities of the metabolic disorder are stomach corpulence, atherogenic dyslipidemia (raised triglycerides, little low-thickness lipoprotein particles, and low convergences of high-thickness lipoprotein cholesterol), hypertension (BP), insulin opposition (with or without glucose bigotry), and prothrombotic and proinflammatory states. Studies have discovered a social slope in work pressure and the metabolic disorder, proposing a more prominent introduction to working worry among less advantaged social gatherings. Cross-sectional investigations have connected work worry with segments of the disorder, yet this affiliation isn’t reliable.
Lastly efficiency and effectivity in the work. Companies usually seek to develop the efficiency of their operations and sales processes. After all, they would still maximize using limited resources. The holy grail for the company is to pursue the right goals and being efficient, by using technological advances, not wasting time, and having better alignment and collaboration of between employees, but some the companies missed that. Many companies know their goals but inefficient in achieving those goals.

Synthesis of the Reviewed Literature and Studies
After reviewing and analyzing the reviewed literature and studies, the researchers come up with the summary of information.

According to CHED Memorandum the efforts of all the teachers have great influence in building student’s personality in school. Their passion in teaching help them give the best teaching and learning experience in teacher and student. A good relationship of student and teacher helps improve students’ knowledge, skills and attitude.
Furthermore, Article V Curriculum says that flexibility of courses will help teachers to equip their skills and knowledge in teaching. Courses that is given in the curriculum will help teachers to practice innovative and effective way of teaching.

Moreover, the PUP COED Revision, you can see that they did great things to improve the curriculum. It is said that changing Curriculum to the need of the society will help teachers to cope up to the changing world. As part of the result in this the name of the different department and also the name of the school change to respond to the needs and wants of the society.

In addition, the CHED policies and standard said that pre-service education is a factor in the quality of education in the Philippines. pre-service curriculum helps teachers to equipped theoretical and pedagogical knowledge that will help in understanding and preparing yourself as a teacher and student.

However, article 7 section 11 a is that faculty members should have the preparation and experience in teaching his field of specialization. Also institution shall provide ways of improving students’ knowledge and skills. A guide in preparing for the courses.

Additionally, the problem of professional has a great impact in the teaching and learning process of students and teachers. According to Shiralkar(2012) motivation is one of the problems of teachers, as we all know motivation is a factor that help teachers to give their best to students. Lack of motivation affect teacher and students learning. Time management, time management is affecting in a way of not knowing and not handling right your priorities.

Lastly, Goth 2013 said that career development is what organizations and companies seek in country, career development help organizations in terms of group coordination, oneness and unity because it results in prosperity and grown but career development programs and practices is what lacks in country. Lastly is the efficiency and effectivity in work. Companies are looking for professionals who can handle and manage the use of their limited resource. Employees who that is efficient, effective and flexible
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Chapter 3
METHODOLOGY
This chapter presents the methods of research, the population, sample size and sampling technique, including also the description of respondents, research instrument, data gathering procedures and the statistical treatment of data.

Method of Research
The researcher utilized the quantitative research outline for this study. Quantitative look into is the “formal target, orderly process in which numerical information are utilized to get information in the world”. The creators include that this technique is utilized to depict factors, look at connections among factors and decide cause-impact cooperation between factors. This is as of now the strategy for decision for logical examinations in nursing practice and requires thorough control to recognize and confine the impacts of unessential factors not under study. (Consumes and Grove 2001:26)
The researcher aimed to identify the relevance and responsiveness of the BBTE-ITE Curriculum in teaching industry in terms of BBTE goals and objectives, college of education core values and the course outline as perceived by the graduates of Polytechnic University of the Philippines. To gather the needed information for this research, the questionnaire method was used.
Population, Sample Size and Sampling Technique
The target respondents of this study were the graduates of the program of BBTEITE who were presently involved in the teaching industry. It has primarily conducted at the Polytechnic University of the Philippines and some are through e-mails. Fifty-four (54) respondents participated in this study. The sample size of 54 was obtained from getting the 30 percent (%) of the total target population of 174. In this study, the researcher used the combination of convenience and purposive sampling technique, the 54 respondents who only answer the questionnaires given by the researchers is the sample size of this study.

TABLE 1
POPULATION AND SAMPLE OF THE STUDY
Year Population Sample
2015 31 13
2016 84 15
2017 59 26
Description of the Respondents
The researcher gathered data from the 54 respondents which were composed of 24 males and 30 females of the graduates of the BBTE-ITE program. Their ages ranges from 20-24 years old. They were chosen by the researcher using the convenience and purposive sampling scheme.
Most of the 54 respondents possess the characteristics of the respondents needed for the study.

Research Instrument
The researchers adapt the format of the questionnaire that is used by the previous study about relevance and responsiveness, it was the main instrument used in this study to gather the needed data with information. The questionnaire consisted of four parts, to wit; Part 1 contain the profile of the respondents; Part II Covered the assessment of the relevance and responsiveness of the BBTE-ITE curriculum; Part III inquired the problem that the respondents have been encountered in his/her profession; Part IV requested the suggestion of the respondents to improved and developed the BBTE-ITE curriculum.
The questionnaire was designed such that the respondents just encircled the answers was the choices presented. This method facilitated the quick retrieval or processing data from the filled-up questionnaire.
The researcher oriented the dry run respondents and requested them to feel free in making suggestions and modifications. The researchers reviewed the retrieved copies of the questionnaire and considered the feedback and suggestions some items particularly on the profile of the respondent had difficulty in answering the questions. Some items were also to the part II of the questionnaire specifically in the assessment in terms of the attitude/core values acquired by the respondents. All these helped the researchers revising the draft questionnaire. The improve questionnaire was finalized and produced and eventually distributed to the identify the respondents.
The researchers used likert scale: 4- Strongly Agree/ Highly Relevant; 3- Agree/ Relevant; 2- Disagree/ Irrelevant; and 1- Strongly Disagree/ Highly Irrelevant. Below is used for interpreting the weighted mean of the assessment of the respondents. The corresponding values are as follows:
Scale Assessment
3.25-4.00Strongly Agree/ Highly Relevant
2.5-3.24Agree/ Relevant
1.75-2.49Disagree/ Irrelevant
1.00-1.74Strongly Disagree/ Highly Irrelevant
Data Gathering Procedure
The researcher will conduct a survey for the respondents. The list of the respondents came from the PUP Alumni Relations and Career Development Office. Questionnaires will be floated personally and the distribution of it is online. Respondents will answer the questions through google form. After which, the gathered data will be prepared and verified by the researchers for statistical treatment.

Statistical Treatment of Data
The information that were accumulated were gathered, classified and investigated utilizing following measurable apparatuses.
Frequency percentage
As per Lavrakas (2008), a recurrence rate circulation is a sorted out classification of crude information that determines the level of perceptions for every datum point or gathering of information focuses. It is the helpful strategy for relative recurrence of study reactions what’s more, other information. Rate recurrence dissemination are shown as visual diagrams or tables or on the other hand pie diagrams.

Rate recurrence dispersion might be utilized to decide the rate for respondents’ information or profile (e.g. sexual orientation and religion).

Formula:
%= fN *100Where:
%=percent
f=frequency
N=number of cases
Weighted Mean
For measuring the assessment of the relevance of the PUPLHS curriculum, the weighted mean was used. This was computed by multiplying each value in the group by the appropriate weight factor and dividing this by the total number of responses. The formula is
Xw= ?WXN
Where Xw = the weighted mean
W = the weight of each item
X = item value
N = total responses
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Chapter 4
RESULTS AND DISCUSSION
This chapter shows data in tabular form supported with corresponding analysis and interpretation.

Table 2
Distribution of BBTE-ITE Graduates According to Age
Age Frequency Percent
20 8 14.8
21 23 42.6
22 10 18.5
23 12 22.2
24 1 1.9
Total 54 100.0
Table 2 shows that most of the respondents are 21 years old with the frequency of 23 or 42.6%, followed by the age of 23 with 12 respondents or 22.2%, then age of 22 with 10 or 18.5%, lastly with the age of 24 with 1 frequency or 1.9%. Overall the total respondents is 54 graduates of BBTE-ITE.

Table 3
Distribution of BBTE-ITE Graduates by Sex
Sex Frequency Percent
Male 24 44.4
Female 30 55.6
Total 54 100.0

It is quite clear that out of the total respondents investigated for this study, overwhelming majority 55.6% or 30 of them were females whereas about 44.4% or 24 were found to be male.
Table 4
Distribution of BBTE-ITE Graduates according to Profession
Profession Frequency Percent
Accounts Officer 1 1.9
Admin Assistant 1 1.9
Associate Web Developer 1 1.9
Bank Officer 1 1.9
Cashier 1 1.9
CSR 3 5.6
Data Analyst 1 1.9
Graphic Artist 1 1.9
Human Resource Associate 3 5.6
IT Analyst 1 1.9
N/A 2 3.7
Office Worker 1 1.9
Purchasing Associate 1 1.9
Sales Associate 1 1.9
Software Engineer 1 1.9
Teacher 31 57.41
Technical support 1 1.9
Technical Support Representative 2 3.7
Total 54 100

This table shows that, out of 54 respondents, more than half of them or exactly 31 (57.41%) are teachers, 3 (5.6%) of the respondents are CSR and another 3 (5.6%) are HRA, then 7.4% of the respondents are Technical Support Representative and N/A, while Accounts Officer, Admin Assistant, Associate Web Developer, Bank Officer, Cashier, Data Analyst, Graphic Analyst, IT Analyst, Office Worker, Purchasing Associate, Sales Associate, Software Engineer and Technical Support each of them had the frequency of 1 with 1.9%.
The results has a connection to the CHED Memorandum Order No. 30 Article1, Section 1 “The succession of the quality of education in the Philippines depends on the preparedness and effectiveness of all teachers, knowing their responsibility to Philippine education. Succession of Philippine education has its Sense of responsibility, highest standards are set to achieve goals, objectives, components and concept of the pre-service teacher education curriculum.” Also, PUP CoEd Curriculum Development and Revision states that, BBTE additionally provided a one-year Post baccalaureate in Teacher Education program to holders of nonteaching degree programs now not only to qualify them to take the Licensure Examination for Teachers (LET) but also to assist them meet the necessities for the persevering with Professional Education Program of the Professional Regulation Commission.

Table 5
Frequency and Distribution of BBTE-ITE Graduates by Batch
Batch Frequency Percent
2015 13 24.1
2016 15 27.8
2017 26 48.1
Total 54 100.0

As shown in the above table, batch 2017 had the highest frequency with 26 or 48.1%, followed by 15 or 27.8% of batch 2016, while the remaining 13 o 24.1% of respondents were found to be batch 2015.

Table 6
College of Education Goals and Objectives Assessed by the Respondents
Goals and Objectives Weighted Mean Ranking Interpretation
Responsive Governance and Management 3.46 2.5 Strongly Agree
Research Excellence 3.63 1 Strongly Agree
International Comparability of Academic Programs 3.37 7 Strongly Agree
Expanded Collaborative Partnerships and Networks 3.33 8.5 Strongly Agree
Globally Competitive Students 3.44 4 Strongly Agree
Dynamic Learning Environment 3.46 2.5 Strongly Agree
Empowered Faculty 3.41 5.5 Strongly Agree
Empowered Stakeholders 3.33 8.5 Strongly Agree
Strengthened Community Engagement 3.41 5.5 Strongly Agree
Sustainable Technology Service 3.04 10 Agree
Total 3.39 Strongly Agree
Table 6 shows the assessment made by the respondents in the College of Education Goals and Objectives, they strongly agree with the Research Excellence with the weighted mean of 3.63, Responsive Governance and Management with a weighted mean of 3.46, Dynamic Learning Environment with weighted mean of 3.46, Globally Competitive Students with a weighted mean of 3.44, Empowered Faculty with a weighted mean of 3.41, Strengthened Community Engagement with the weighted mean of 3.41, International Comparability of Academic Programs with a weighted mean of 3.37, Expanded Collaborative Partnerships and Networks with a weighted mean of 3.33 and Empowered Stakeholders with a weighted mean of 3.41.

Subsequently, Sustainable Technology Service had the weighted mean of 3.04 and interpreted as agree. Overall, with the average mean of 3.39, the respondents strongly agree that they have acquired the College of Education Goals and Objectives.

In relate to CMO No. 56 Series 2007, Article 1 Section 5, Program Description and General objective say that skills, values, knowledge and experiences must convey by the technical teachers’ curriculum which provide teachers with necessary skills and competencies needed for effective teaching. First, components of the general education issued by the CHED consist of civic affairs, public affairs and academic knowledge that aim to develop a creative, cultured, broadly education, morally upright and productive person. Second, professional studies to include are: curriculum development, teaching and learning process, philosophy and aims of technology education; the systematic study of theories with immediate appropriate observation and laboratory experiences that provide students with first-hand knowledge in the interpretation and appreciation of theories, strategy and practices in classroom and industry; provide clinical experience over a period of time by means of direct substantial participation in teaching under the supervision of qualified personnel from higher education institution. Third, specialization components that will help teacher equipped with deep knowledge of content and specified skills in the major field including industry exposure. And fourth, an educational technology component that will guide the teacher with the skills and competencies on the use of technology in teaching and in training.

Table 7
BBTE-ITE Goals and Objectives Acquired by the Respondents
BBTE-ITE Goals and Objectives Weighted Mean Ranking Interpretation
Acquire good breadth of knowledge in teaching all areas of information technology in education 3.06 4 Agree
Gain knowledge about the pedagogical, technological, and content knowledge in teaching IT courses 3.04 5 Agree
Develop skills in integrating information and technology into the general and professional education subjects member of academe 3.19 1 Agree
Master the use of new methods, techniques and tools in teaching and learning IT courses 3.11 2.5 Agree
Apply different tools and methodologies in the engagement, development of IT services 3.11 2.5 Agree
Prepare students to be IT professionals and researchers, well verse on application, installation, maintenance, and administration of IT services 2.85 7 Agree
Develop and innovate information technology learning system through CoEd flagship extension program to foster community resiliency 2.98 6 Agree
Total 3.05 Agree
As shown in the above table, the respondents agree that they have Develop skills in integrating information and technology into the general and professional education subjects member of academe, gauging from the mean of 3.19; Master the use of new methods, techniques and tools in teaching and learning IT courses as indicated by the mean of 3.11 Apply different tools and methodologies in the engagement, development of IT services with the weighted mean of 3.11; Acquire good breadth of knowledge in teaching all areas of information technology in education as indicated by the mean of 3.06; Gain knowledge about the pedagogical, technological, and content knowledge in teaching IT courses with the weighted mean of 3.04; Develop and innovate information technology learning system through CoEd flagship extension program to foster community resiliency gauging from the mean of 2.98; Prepare students to be IT professionals and researchers, well verse on application, installation, maintenance, and administration of IT services as indicated by the mean of 2.85. Overall, with the average mean of 3.05, the respondents agreed that they have acquired the BBTE-ITE Goals and Objectives.

In connection to this one, according to CHED Memorandum Order No. 56 Series of 2007 Article VI Competency Standards, graduates of BTTE programs are teachers who have the higher and basic level of critical thinking, literacy, communication, numeracy, learning skill needed for quality learning. Have deeper knowledge in facilitating the process of learning and its role to students. Have meaningful understanding of the topic or content they will teach. Having variety of specialization and awareness of teaching including assessment, lesson plan, curriculum development, instructional materials, teaching strategy and approach. Having direct experience in the field, can showcase the ethical requirements of teachings profession and as a professional; can reflect to the relation of teaching and learning process skills among learners, nature of the topic or content and a wider social knowledge ranging, institutions and educational process to the continues improvement of teaching knowledge, skills and practices; innovative enough in taking risk of an effective way of teaching approach and strategy in improving students learning; can evaluate appropriate methods in upbringing the full potential of a student; have the passion and willingness to fulfill their mission as a teacher.

Table 8
Attitude/ Core Values Acquired by the Respondents
Core Values Weighted Mean Ranking Interpretation
Respect 3.78 2.5 Strongly Agree
Accountability 3.76 4 Strongly Agree
Transparency 3.69 6 Strongly Agree
Innovativeness 3.78 2.5 Strongly Agree
Shared Leadership 3.70 5 Strongly Agree
Integrity 3.80 1 Strongly Agree
Total 3.75 Strongly Agree
As could be gleaned from table 8, the assessment made by the respondents as to the acquirement of the attitude or core values being oriented at BBTE-ITE program, they strongly agree that Integrity as pointed out by the mean of 3.80; Respect with the mean of 3.78; Innovativeness as proved in the mean of 3.78; Accountability with the weighted mean of 3.76; Shared Leadership as indicated from the mean of 3.70; and Transparency gauging from the mean of 3.69. In summary, with the average mean of 3.75. the respondents strongly agree that they have acquired all the attitude/core values of the BBTE-ITE program that wants them to acquire when they graduate.

In relate to CMO No. 56 Series 2007, Article 1 Section 5, Program Description and General Objective says that the knowledge, skills, attitudes, values and experiences shall the technical teacher education curriculum has, because that will provide prospective teachers with the need competencies that is very essential for effective teaching.

Table 9
First Year Course Content of BBTE-ITE Curriculum
Course Content Weighted Mean Ranking Interpretation
Keyboarding with Laboratory 3.52 2 Highly Relevant
Basic Shorthand 2.72 16 Relevant
Office Procedures and Business Ethics 3.50 3 Highly Relevant
Marketing Prin. & Application for Bus. Teacher Educ. 3.31 6.5 Highly Relevant
Bus. Organization and Mgnt. for Bus. Teacher Educ. 3.37 4.5 Highly Relevant
Transcription & Speedbuilding w/ Lab 3.20 11 Relevant
Introduction to ICT 3.56 1 Highly Relevant
Entrepreneurship for Bus. Teacher Education 3.31 6.5 Highly Relevant
Documents Production w/ Lab 3.37 4.5 Highly Relevant
Study and Thinking Skills in English 3.28 8 Highly Relevant
Komunikasyon sa Akademikong Filipino 3.13 12 Relevant
Politics and Governance w/ Phil. Constitution 2.87 15 Relevant
Sosyolohiya, Kultura at Pagpapamilya2.93 14 Relevant
Writing in the Discipline 3.26 9.5 Highly Relevant
Pagbasa at Pagsulat Tungo sa Pananaliksik3.26 9.5 Highly Relevant
Fundamentals of Mathematics 3.06 13 Relevant
Total 3.23 Relevant
As could be gleaned on the table 9, the respondents perceived that the subject courses in first year are relevant to their profession are the following: Transcription & Speedbuilding w/ Lab with a mean of 3.20; Komunikasyon sa Akademikong Filipino with a weighted mean of 3.13; Fundamentals of Mathematics gauging a mean of 3.06; Sosyolohiya, Kultura at Pagpapamilya with a mean of 2.93; Politics and Governance w/ Phil. Constitution with a mean of 2.93; and Basic Shorthand as pointed out by the mean of 3.06.

On the other hand, subject courses that are highly relevant in their profession are the following: Introduction to ICT with a mean of 3.56; Keyboarding with Laboratory with a weighted mean of 3.52; Office Procedures and Business Ethics gauging a mean of 3.50; Bus. Organization and Mgnt. for Bus. Teacher Educ. with a mean of 3.37; Documents Production w/ Lab as proved in the mean of 3.37; Marketing Prin. & Application for Bus. Teacher Educ. with a mean of 3.31; Entrepreneurship for Bus. Teacher Education with a weighted mean of 3.31; Study and Thinking Skills in English with a mean of 3.28; Writing in the Discipline of 3.26; Pagbasa at Pagsulat Tungo sa Pananaliksik with a weighted mean of 3.26. On the whole, the subject courses in first year offered by BBTE-ITE program are relevant as assessed by the respondents.

In connection to CMO No. 56 Series 2007, Article 1 Section 5, the general education issued by the CHED consist of civic affairs, public affairs and academic knowledge that aim to develop a creative, cultured, broadly education, morally upright and productive person.

Table 10
Second Year Course Content of BBTE-ITE Curriculum
Course Content Weighted Mean Rank Interpretation
Office Productivity Tools I 3.57 3 Highly Relevant
Ethics and Social Responsibility 3.63 1 Highly Relevant
Child and Adolescent Development 3.61 2 Highly Relevant
Speech Communication 3.43 6 Highly Relevant
Retorika (Masining na Pagpapahayag) 3.09 9 Relevant
World Literature 2.81 13.5 Relevant
General Psychology 3.20 8 Relevant
Basic Economics w/Taxation & Agrarian Reform 2.91 11 Relevant
Biological Science 2.59 16.5 Relevant
Introduction to Humanities 2.89 12 Relevant
Philippine Literature 2.80 15 Relevant
Heograpiya at Kasaysaya ng Pilipinas2.81 13.5 Relevant
Ecology 2.59 16.5 Relevant
Logic 3.30 7 Highly Relevant
Field Study I- The Learner’s Devt. And Envi. 3.56 4 Highly Relevant
Contemporary Mathematics 2.93 10 Relevant
Office Practicum 3.54 5 Highly Relevant
Total 3.13 Relevant
As shown in the table 10, the respondents perceived that the subject courses in second year are relevant to their profession are the following: General Psychology with a mean of 3.20; Retorika (Masining na Pagpapahayag) gained a mean of 3.09; Contemporary Mathematics a weighted mean of 2.93; Basic Economics w/Taxation ; Agrarian Reform with a mean of 2.91; Introduction to Humanities a mean of 2.89; World Literature with a mean of 2.81; Heograpiya at Kasaysaya ng Pilipinas as indicated from the mean of 2.81; Philippine Literature as pointed out in mean of 2.80; Biological Science with a mean of 2.59; and Ecology with a weighted mean of 2.59.

On the other hand, subject courses in second year that are highly relevant in their profession are the following: Ethics and Social Responsibility with a mean of 3.63; Child and Adolescent Development with a mean of 3.61; Office Productivity Tools I with a weighted mean of 3.57; Field Study I- The Learner’s Devt. And Envi.of 3.56; Office Practicum with a weighted mean of 3.54; Speech Communication With a mean of 3.43; and Logic with a weighted mean of 3.30.

On the whole, the subject courses in second year offered by BBTE-ITE program are relevant as assessed by the respondents.

In connection to CMO No. 56 Series 2007, Article 1 Section 5, the general education issued by the CHED consist of civic affairs, public affairs and academic knowledge that aim to develop a creative, cultured, broadly education, morally upright and productive person.

Table 11
Third Year Course Content of BBTE-ITE Curriculum
Course Content Weighted Mean Ranking Interpretation
Principles and Strategies of Teaching 1 3.61 6.5 Highly Relevant
Fundamentals of Research 3.57 9.5 Highly Relevant
Introduction to Curriculum Development 3.57 9.5 Highly Relevant
Methods and Strategies in Teaching ICT 3.61 6.5 Highly Relevant
Educational Technology I 3.67 4 Highly Relevant
Office Productivity Tools 2 3.59 8 Highly Relevant
Principles of Nutrition and Wellness Education 2.96 19 Relevant
Program Logic Formulation w/ Programming 3.69 3 Highly Relevant
Bookkeeping Principles w/ ICT Application 3.57 9.5 Highly Relevant
Educational Systems & Current Issues in Educ. 3.5 18 Highly Relevant
Internet and E-Learning 3.76 1.5 Highly Relevant
Introduction to Database 3.76 1.5 Highly Relevant
Thesis Writing 3.57 9.5 Highly Relevant
Principles and Strategies of Teaching 2 3.57 9.5 Highly Relevant
Field Study 2- Experiencing the Teaching-Learning Process 3.57 9.5 Highly Relevant
Educational Technology 2 3.63 5 Highly Relevant
Field Study 3- Technology in the Learning Environment 3.57 9.5 Highly Relevant
Introduction to Curriculum Development 3.54 16.5 Highly Relevant
Field Study 4- Exploring the Curriculum 3.54 16.5 Highly Relevant
Total 3.54 HR
Table 11 shows that, the respondents perceived that the subject courses in third year are highly relevant to their profession are the following: Internet and E-Learning with a mean of 3.76; Introduction to Database with a weighted mean of 3.76; Program Logic Formulation w/ Programming with a mean of 3.69; Educational Technology I with a mean of 3.67; Educational Technology 2 with a weighted mean of 3.63; Principles and Strategies of Teaching 1 with a mean of 3.61; Methods and Strategies in Teaching ICT with a mean of 3.61; Office Productivity Tools 2 with a mean of 3.59; Fundamentals of Research with a weighted mean of 3.57; Introduction to Curriculum Development with a mean of 3.57; Bookkeeping Principles w/ ICT Application with a mean of 3.57; Thesis Writing gauging a mean of 3.57; Principles and Strategies of Teaching 2 with a weighted mean of 3.57; Field Study 2- Experiencing the Teaching-Learning Process as shown in the mean of 3.57; Field Study 3- Technology in the Learning Environment with a mean of 3.57; Introduction to Curriculum Development with a mean of 3.54; Introduction to Curriculum Development with a mean of 3.54; and Field Study 4- Exploring the Curriculum gauging the mean of 3.54.

However, one subject perceived by the respondents that is relevant to their profession, and that is Principle of Nutrition and Wellness Education with a mean of 2.69.

Overall with the weighted mean of 3.54, the subject courses in third year offered by BBTE-ITE program are highly relevant as assessed by the respondents.

In relate to Article V Curriculum, Section 7: “Curriculum is designed to guide professional teachers, teaching in primary and secondary schools in the Philippines. Moreover, it recognizes the need to equip teachers with a wide range of theoretical and methodological skills that will help them implement and design efficient learning environment”. In accordance to Section 10- Professional Education Courses, are clustered into three which are; a) Theory and Concept Courses; b) Methods and Strategy Courses and c) Field Study Courses. These courses represent the components that correspond to basic and specialized knowledge and skills that will be needed by a practicing professional teacher. All professional courses should be taught in an integrated manner.

Table 12
Fourth Year Course Content of BBTE-ITE Curriculum
Course Content Weighted Mean Rank Interpretation
Principles of Guidance and Counseling 3.56 6.5 Highly Relevant
The Teaching Profession 3.56 6.5 Highly Relevant
Fund. Of Multi-Media and Web Page Dev’t. 3.76 1 Highly Relevant
Buhay, Mga Gawain at mga Sinulat ni Rizal 3 9 Relevant
Developmental Reading 3.41 8 Highly Relevant
Measurement and Evaluation 3.57 5 Highly Relevant
Field Study 5- Assessment and Evaluation of Learning 3.59 2.5 Highly Relevant
Field Study 6- On Becoming A Teacher 3.59 2.5 Highly Relevant
Practice Teaching 3.59 2.5 Highly Relevant
Total 3.51 Highly Relevant
As could be gleaned on the table 12, the respondents perceived that the subject courses in fourth year are highly relevant to their profession are the following: Fund. Of Multi-Media and Web Page Dev’t. gauging a mean of 3.76; Field Study 5- Assessment and Evaluation of Learning with a mean of 3.59; Field Study 6- On Becoming A Teacher with a mean of 3.59; Practice Teaching gauging a mean of 3.59; Measurement and Evaluation with a mean of 3.57; Principles of Guidance and Counseling with a mean of 3.56; The Teaching Profession with a weighted mean of 3.56; and Developmental Reading with a mean of 3.41.

However, one subject perceived by the respondents that is relevant to their profession, and that is Buhay, Mga Gawain at mga Sinulat ni Rizal with a mean of 2.69.

Overall, the subject courses in third year offered by BBTE-ITE program are highly relevant as assessed by the respondents.

In connection to th CMO no. 56 Article 1 Section 2 Section 2 states the mission which is the main concern of the ladderized BTTE Program is that higher education institution who are equipped not only in theoretical understanding of teaching and technology, but also practical exposure to industry must prepare teachers in technical-vocational education and training (TVET).

Table 13
Problems Encountered in the Respondents Current Profession
Problems Encountered Frequency Rank
Career Development 22 1
Subjects assigned are not related to my curriculum 15 2
Time Management Issues 12 3
Salary 10 4.5
Efficiency and Effective in Work 10 4.5

Table 13 shows the problems that the respondents encountered in their current profession. The result shows the top five common problems that they have encountered. Problem most encountered is Career Development with the frequency of 22, followed by the Subjects assigned are not related to the curriculum with a frequency of 15, next is time management issues had the frequency of 12, lastly, salary and efficiency and effective in work rank in 4.5 with a frequency of 10.

According to Gareth Goth 2013, another problem is career development. According to Gareth Goth 2013, another problem is career development. Team are considered as a unit of work, so organizations’ seek harmony, coordination and oneness in each for growth and development. They give more emphasis on group and team dynamics, but still, they neglect the issues about career development.

Lastly, according to Shreekant Shiralkar 2012, the problem is that time management techniques are overly focused instead of creating lasting solutions to those issues that don’t require managing. And if the source of the issues had more focus then it may be possible to create lasting solutions to those issues that would then no longer require managing.

Table 14
Suggestions Offered by the Respondents to Improve the BBTE-ITE Curriculum
Suggestions Frequency Rank
Provide subjects that is related to the specialization (IT) 16 1
Improve the facilities and equipment’s 10 2
Hire more teachers that are totally skilled in the field of IT. 8 3
Conduct Seminars for the students 6 4
Have the students experience the use of technology 5 5
Table 13 shows the top 5 frequently suggested by the respondents. Sixteen (16) respondents suggested provide subjects that are related to the specialization which is information technology. 10 out of 54 respondents suggest that improve the facilities and equipment. Some 8 of the respondents suggested hiring more teachers that are totally skilled in the field of IT. Next, 6 of the respondents suggested conducting seminars for the students to enhance their skills and broaden their knowledge in their field of specialization. Lastly, there are 5 respondents that suggested having the students experience the use of technology in education.
According to CMO no. 56 Article VII General Requirements Section 11 state that the teachers should have academic preparation and experience appropriate to teaching technology courses, must be a holder of an appropriate master’s degree to teach his major field of specialization and have at least one year of very satisfactory teaching experience in any technical-vocational or technological institutions. According to section 12, Instructional standards, the institution shall provide for a continuing and systematic plan of evaluation of student progress that is consistent, consonant and aligned to the objectives set by the institution. Institutional policies shall be made known to the technical teacher education students to serve as their guide in preparing for the courses.
Also, in connection article VII section 14, “A training laboratory in technology education shall be preserve inside or outside the campus through suitable relationship, networking or consortium” also, it states that specialized laboratories shall be maintained for the major fields all the time.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings and conclusions taken from the results of the study. It also provide recommendations drawn from the conclusions which are deemed important.

Summary of Findings
The data were analyzed and the following findings were formulated in accordance with the specific questions given under the statement of problem:
In terms of the youngest respondents (14.8percent) is 20 years old; twenty-three respondents (42.6percent) are aged 21 years old; ten respondents (18.5percent) in the age of 22, twelve respondents (22.2percent) are aged 23 years old and one oldest respondents (1.9percent) are aged 24. As to gender, thirty of the respondents (55.6percent) were female while only twenty-four of them (44.4percent) were male. Therefore, female respondents outnumber the males. On the other hand, thirty-one respondents (57.41percent) are teachers as their profession; three respondents (5.6percent) are Customer Service Representative and another three respondents (5.6percent) are Human Resources Associate; three respondents (3.7percent) are Technical Support Representative and another three respondents (3.7percent) are did not indicate their profession; and there is only one respondent (1.9percent) in each of the following profession: Accounts Officer, Admin Assistant, Associate Web Developer, Bank Officer, Cashier, Data Analyst, Graphic Artist, IT Analyst, Office Worker, Purchasing Associate, Sales Associate, Software Engineer and Technical Support. As to the year of graduates, twenty-six respondents (48.1percent) are batch 2017; fifteen respondents (27.8percent) are batch 2016 then batch 2015 has thirteen respondents (24.1percent).

In terms in Assessment of College of Education Goals and Objectives: Respondents strongly agree that the college had modelled responsive governance and management; promoted research excellence; fostered International comparability of academic programs; evolved expanded collaborative partnerships and networks; produced globally competitive students; strengthened dynamic learning environment; developed empowered faculty; developed empowered stakeholders; emphasized strengthened community engagement; integrated sustainable technology service. In terms in assessing the BBTE-ITE Goals and Objectives; they agree that the department acquire good breadth of knowledge in teaching all areas of information technology in education; gain knowledge about the pedagogical, technological, and content knowledge in teaching information technology courses; develop skills in integrating information and technology into the general and professional education subjects’ members of academe; master the use of new methods, techniques and tools in teaching and learning information technology courses; apply different tools and methodologies and the engagement, development information technology services; prepare students to be information technology professionals and researchers, well verse on application, installation, maintenance, and administration of information technology services; develop and innovate information technology leaning system through college of education flagship extension program to foster community resiliency. In terms of assessing the Department of Business Teacher Education Attitudes/Core Values acquired by the respondents; the respondents strongly agree that they have acquired the following values: Respect, Accountability, Transparency, Innovativeness, Shared Leadership, and Integrity. In terms in assessing the first year course content of BBTE-ITE curriculum, the respondents assessed the following subjects as highly relevant: Keyboarding with Laboratory; Office Procedures and Business Ethics; Marketing Principles and Application for Business Teacher Education; Business Organization and Management for Business Teacher Education; Introduction to ICT; Entrepreneurship for Business Teacher Education; Documents Production with Laboratory; Study Thinking Skills in English; Writing in the Discipline; and Pagbasa at Pagsulat tungo sa Pananaliksik. The respondents assessed the following subjects as relevant: Basic Shorthand; Transcription and Speedbuilding w/ Laboratory; Komunikasyon sa Akademikong Filipino; Politics and Governance with Philippine Constitution; Sosyolohiya, Kultura at Pagpapamilya; and Fundamentals of Mathematics. In assessing second year course content of BBTE-ITE curriculum, the respondents assessed the following subjects as highly relevant: Office Productivity Tools I; Ethics and Social Responsibility; Child and Adolescent Development; Speech Communication; Logic; Field Study I-The Learner’s Development and Environment; and Office Practicum. The respondents assessed the following subjects as relevant: Retorika (Masining na Pagpapahayag); World Literature; General Psychology; Basic Economics with Taxation and Agrarian Reform; Biological Science; Introduction to Humanities; Philippine Literature; Heograpiya at Kasaysayan ng Pilipinas; Ecology; and Contemporary Mathematics. In terms of assessing the third year course content of BBTE-ITE curriculum, the respondents assessed the following subjects as highly relevant: Principles and Strategies of Teaching I; Philosophy of Education; Fundamentals of Mathematics; Introduction to Curriculum Development; Methods and Strategies in Teaching ICT; Educational Technology I; Office Productivity Tools 2; Program Logic Formulation w/Programming; Bookkeeping Principles w/ ICT Application; Educational Systems & Current Issues in Education; Internet and E-Learning and E-Learning; Introduction to Database; Thesis Writing; Principles and Strategies of Teaching 2; Field Study 2-Experiencing the Teaching Learning Process; Educational Technology 2; Field Study 3- Technology in the Learning Environment; Introduction to Curriculum Development; and Field Study 4- Exploring the Curriculum. The respondents assessed the subject Principles of Nutrition and Wellness Education relevant. In assessing in terms of fourth year course content of BBTE-ITE curriculum, the respondents assessed the following subjects as highly relevant: Principles of Guidance and Counselling; The Teaching Profession; Fundamentals of Multi-Media and Web Page Development; Developmental Reading; Measurement and Evaluation; Field Study 5- Assessment and Evaluation of Learning; Field Study 6- On Becoming A Teacher; and Practice Teaching. The respondents assessed the subject Buhay, Mga Gawain at mga Sinulat ni Rizal as relevant
The top three most picked problems encountered is career development as identified by 22 respondents followed by subjects assigned are not related to my curriculum experienced by 15 respondents; then time management issues with 12 respondents. The least picked problems encountered are salary and efficiency and effective in work with only 10 respondents each.

The top three most suggested are provide subjects that is related to the specialization identified by 16 respondents, followed by improved the facilities and equipment’s mentioned by 10 respondents then hire more teachers that are totally skilled in the field of information technology. Few suggested that conduct seminars for the students correspond to 6 respondents followed by having the student’s experience the use of teaching identified by 5 respondents.

Conclusions
In line with the aforementioned finding, the following statements were concluded:
Majority of the respondents of this study were in age bracket 20 to 24 years’ old. As far as gender is concerned, female outnumbered male respondents. Most of the respondents came from the batch of 2017 graduates. In general, average number of the respondents are in the teaching industry and the remaining respondents are in the different profession.
The respondents strongly agreed that the content of the BBTE-ITE Curriculum in terms of its program’s goals and objectives are relevant and responsive. They also strongly agreed that they acquired all the core values of the program. The subjects taken in 1st year and 2nd year are relevant. While in the remaining 3rd year and 4th year it is proven to highly relevant.

There are three major problems encountered by the respondents in their current profession: Career development, they acquired limited information in improving skills and knowledge. Subjects that are not related in the curriculum, they assigned subjects that are not related to their current profession. Time management, they did not know how to use their time wisely
There are three major suggestions the researchers would like to emphasize; these are; Provide subjects that is related to its specialization which is Information Technology. Focus in improving the facilities and equipment, skilled teachers, seminars, and etc. Hire more teachers that are totally skilled in the field of Information Technology
Recommendations
Aligned with the findings and conclusions of the study, the researchers came up with the following recommendations:
The Administrator may focus on updating the technology service in the College of Education since the respondents assessed that the Goal and Objective which is Sustainable Technology Service is the least relevant to the curriculum. If there’s an enough fund, budget allocations for facilities and equipment can be increase for procurement of necessary materials for the curriculum. Teachers will be more productive in facilitating students if there are enough equipment to use, same as the student.

Since the researchers found out that Preparing students to be an IT professionals and researchers, well verse on application, installation, maintenance and administration of IT services is the least relevant in the BBTE-ITE Goals and Objectives, the faculties may implement more hands-on activities rather than mere lesson. They may insert topics like HTML, CSS, JavaScript, PHP, JAVA, C++, Photography and Video Production, Media Education etc.

Stakeholders may review the curriculum, periodically. They will know if there are things need to be develop in terms of its values and content. Especially, adding more subjects that are related to Information and technology, and eliminate those who are not really helpful to the curriculum. This will help the students to cope up with the dynamic environment of teaching industry.

Similar study can be undertaken utilizing the same instruments and methodologies but in different setting and bigger samples. It is to provide a better and wider understanding about the study.

References
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Andres, T., et al. () Curriculum development in the philippines setting.

Bilbao, P. () Curriculum development.

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Commission on Higher Education (2007) Commission on higher education (ched) strategic plan for 2011-2016. Retrieved from http://ched.gov.ph/cmo-56-s-2007/Dumrique, D. () Relevance and responsiveness of the pup-lhs curriculum as
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Iancu, L. (2013) 5 common challenges facing educators at school beginning and tools to address them. Retrieved from https://elearningindustry.com/5-common-challenges-facing-educators-at-school-beginning-and-tools-to-address-them
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