The Teaching Pedagogies as Correlates to the Board Licensure Examination for Professional Teachers (BLEPT) Performance of Selected Teacher Education Institutions (TEIs): Inputs for Faculty and Curriculum Instruction Areas
DOI:
https://doi.org/10.5281/zenodo.20758550Keywords:
Teaching Pedagogies, BLEPT Performance, Teacher Education Institutions (TEIs), Faculty and Curriculum Areas, Accreditation ComplianceAbstract
One of the most pressing concerns nowadays is the quality of education. Because the major focus of education has shifted, educators should go beyond present educational demands to maintain the standard of 21st-century pedagogy. Thus, the purpose of this study was to determine the teaching pedagogies as correlates with BLEPT performance as assessed by the sixty-six (66) faculty members of the selected TEIs. This study made use of the descriptive research method and stratified sampling technique. The findings of the study revealed that the faculty members of the selected TEIs integrate 21st century pedagogical skills into their teaching. However, there are four indicators under local and global connections that show that teachers frequently practice their skills in accordance with the principles of 21st century teaching. Accordingly, it has been found that those skills need to be enhanced in their teaching pedagogy. In terms of the relationship between the respondents’ assessment of 21st century teaching skills and their licensure examination rating, in the year 2018, it indicates that there is no association between the 21st century skills of teachers and the BLEPT rating. However, in 2019, half of the given eight components, such as critical thinking, collaboration, communication, and using technology as a learning tool, do not significantly affect the BLEPT performance of selected TEIs. Lastly, the null hypothesis states that there is no significant difference in 21st century pedagogical skills when they are grouped according to highest educational attainment, length of service, academic rank, and eligibility, except when grouped according to institution, which was revealed as statistically significant. As a result of the study's findings, inputs for faculty and curriculum instruction areas were proposed to aid accreditation compliance.
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