Institutional Transformation of Teacher Education Institutions (TEIs) Through Accreditation in CALABARZON Region, Philippines

This study described the performance of Teacher Education Institutions (TEIs) of State Universities and Colleges (SUCs) as to their enrolment, faculty qualification and passing rate in licensure examination. Accreditation status as to level of accredited programs, grand and area means of accredited areas are also considered. Likewise, it also determined the problems encountered in accreditation with respect to administrative support, logistical support and human resources. The descriptive research design was used in the study with the questionnaire as data gathering instrument complemented by documentary analysis and interview. Fifty-eight local accreditation chiefs, deans, department chairs, and Area Coordinators from Southern Luzon State University, University of Rizal System and Batangas State University were the respondents. The findings revealed that from School Year (SY) 2009-2013, there was an increasing enrolment trend, above average passing rate in Licensure Examination for Teachers (LET) and highly qualified faculty among the SUCs offering Teacher Education programs. SUC A had the most number of undergraduate and graduate programs accredited followed by SUC C and SUC B. Among the ten areas of accreditation, Administration got the highest area mean and Research got the lowest. In Level II and III- Phase I, highest grand mean was garnered by SUC C and SUC A got the lowest. In Level III-Phase II, SUC A obtained the highest grand mean while SUC B and C got the same. As to problems encountered, lack of incentives given to the faculty/personnel involved in accreditation was encountered to a great extent. Management strategies for institutional transformation were proposed.

Keywords: Institutional Transformation, Teacher Education Institutions, Accreditation Status, Licensure Examination for Teachers