Author: Lynlyn M. Bawagan, Grethen C. Tuquilar, Sudemai Pauline D. Buen, Marjorie A. Onalan

Abstract: The study determined the priority training needs of the KSULHS adopted school. Specifically, it sought to answer the following objectives: to determine the training needs of the basic education teachers along with the different disciplines and to determine the priority needs among the different disciplines. To answer the following objectives, a descriptive type of research was used by the researchers. In which the responses were gathered through a questionnaire that was administered to twenty-five (25) basic education teachers in Balawag National High School and Balawag Elementary School, Balawag, Tabuk City, Kalinga. After which the responses were measured through the Five-Point Likert Scale. The frequency counts, percentage, mean, and rank were used to compute the responses. As been revealed that the training needs by the basic education teachers were the needed priority in all of the disciplines. The computer skill with a mean of 3.92 ranked first as one of the priority training of the teachers. The Technology and Livelihood Education follow it, with a mean of 3.80. The three Disciplines of Language, Mathematics, Music, Arts & Physical Education, ranked third, were considered the needed priorities with 3.76. Social Science and Science Discipline ranked fourth and fifth with a mean of 3.68 and 3.52 respectively. These findings of the study serve as an input for the most needed priority training by the teachers for improvement in their professional endeavors.

Keywords: Disciplined Based Training, Assessment, basic education teachers.

Article Info: Received: 06 Apr 2023; Received in revised form: 02 May 2023; Accepted: 10 May 2023; Available online: 17 May 2023

DOI: 10.22161/ijels.83.8