On the tri–factor of training, educational attainment, and teaching experience, the preparedness of the 20 teachers was Very Adequate for in-service training, Adequatefor highest educational attainment, and Adequatefor relevant teaching experience.
These professional preparation factors for teachers were significantly cited by authors and researchers. The persistent clamor for teachers and administrators for professional advancement was motivated by man’s need for self-fulfillment or self–actualization as brought out in Maslow’s hierarchy of needs (Cook & Hunsaka, 2001). Lumapas (2000) found out that personal factors were not related to competency levels, while the professional factors of educational qualification and administrative experience were significantly related to performance competencies.
Capapas (1994) and Chua (1992) asserted that educational qualification gives useful insights to school leaders and teachers. It is reiterated that the writing groups of Blanchard (1985) pointed to education, training, and experience as having developed work competencies adequate enough for job preparation.
Because of the relatively small sample size used in this study, it is difficult to separate the independent effects of these variables (http://nces.ed,gov.). It is difficult to identify whether college training, practicum, or experience could have helped developed certain aspects of their professional competencies.
Generally, the professional preparation of the 20 UC teachers to teach is Adequate in terms of training, education, and experience.
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