Relationship between attitude towards in-service education and professional advancement among selected faculty members of Central Philippine University for School Year 1998-1999

Abstract

This study aimed to determine the relationship between attitude towards in-service education and the professional advancement among selected faculty members of Central Philippine University, school year 1998-1999. This was conducted among 122 selected full-time faculty members of Central Philippine University. Sample respondents were drawn using random sampling by means of lottery. The main instrument used in this study was a 19-item questionnaire about certain attitudes on in-service training and the respondents’ professional advancement.

The results of the study revealed that the majority of respondents had favorable attitude towards in-service training and always attend faculty meetings, lectures, seminars and conferences. Other respondents attend these in- service trainings sometimes and a few never attend at all. For formal schooling, a bigger proportion of respondents were enrolled in the Graduate School.

When relational analysis between attitude and professional advancement was utilized, results showed that attitude of teachers towards in-service training was not significantly related to any of the three areas on professional advancement, namely: membership in professional organization; attendance in faculty meetings, lectures, conferences, seminars and workshop; and formal schooling. Of these, only association between attitude towards in-service training and formal schooling was discussed in the results.

When the relationship between attitude and personal characteristics was analyzed, results revealed that except on sex, all the other variables such as age, civil status, educational attainment and family income were not significantly related to attitude towards in- service training. In the light of the findings of this study, the following conclusions were drawn regarding the profile of the respondents, their attitude towards in- service education and their professional advancement.

A greater proportion of the respondents had favorable attitude towards in-service education, became members of a professional organization although there were few who did not join at all. A higher percentage of active members joined one or two organizations while few members had joined three or four organizations. The faculty members’ attitude towards in-service training and professional advancement were not significantly related to each other.