Article Per Year (5 Year)
p-Index From 2019 - 2024
0.778
P-Index
This Author published in this journals
All Journal Basic and Applied Education Research Journal (BAERJ) EJHEAA
Osias Kit T. Kilag
Vice President for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc. - Buanoy, Balamban, Cebu, Philippines
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Basic and Applied Education Research Journal (BAERJ)

 1 
Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement Osias Kit T. Kilag; Irene A. Bariquit; Cynthia G. Glipa; Renan A. Renan A. Ignacio; Geraldine U. Alvez; Ritchel T. Guilot; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.02

Abstract

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. This study utilized qualitative investigation; the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In total, twenty teachers from Philippine schools were interviewed. The interviews were verbatim captured on tape and then transcribed. Three main themes emerged from the analysis of the data: (a) IPPD gives greater insights and improves performance; (b) IPPD allows putting into practice the appropriate trainings and seminars attended; and (c) IPPD impacts students’ learning and behaviour. Based on the findings, professional development can encourage teachers' creativity and help break up the monotony of daily work. Offering regular professional development can also assist individuals in acquiring fresh knowledge and viewpoints that may influence how they approach their work. Furthermore, it is critical to give financial support for teachers' professional growth, as seen by the difficulties they face.
How Does Philippines's Education System Compared to Finland's? Osias Kit T. Kilag; Junrel P. Zarco; Maribel B. Zamora; Jelly D. Caballero; Claudine Acece L. Yntig; Jodhel D. Suba-an; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.03

Abstract

This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.
Co-Authors Amor A. Rabi Ann Bernasyl E. Vestal Claudine Acece L. Yntig Cynthia G. Glipa Elaine G. Miñoza Geraldine U. Alvez Irene A. Bariquit Jayson R. Miñoza Jelly D. Caballero Jhonrey C. Uy Jodhel D. Suba-an John Byron G. Padilla John Michael Sasan John Michael Sasan John Michael V. Sasan Junrel P. Zarco Maribel B. Zamora Marsha H. Malbas Millaine Mariel R. Ledesma Odilon C. Mambaje Renan A. Renan A. Ignacio Ritchel T. Guilot