Teacher training candidates’ profile and preferences: Implications for recruitment programs, admission policy and curricular management

2018 IJRSM – Volume 7 Issue 2


Cacho, Reynald M.*
Philippine Normal University South Luzon, Philippines (cacho.rm@pnu.edu.ph)

Villamor, Brenda B.
Philippine Normal University South Luzon, Philippines (villamor.bb@pnu.edu.ph)


The paper describes the first senior high school cohort and university admission teacher training candidates in terms of their profile and program preferences which are significant to the recruitment programs, admission policy, and curricular management of a small teacher education campus in the Southern Luzon part of the Philippines.  The study used survey questionnaire administered to the examinees (N=864) of the December 2017 university admission test. Predominantly, teacher training candidates are 18-year-old female students from public school senior high school (SHS) academic track with Roman Catholic faith, academic award distinctions, and propensities to writing, arts, music and sports event(s) coming from the campus town site or nearby municipalities. Generally inclined to pursue primary academic subjects as their majors, they prefer secondary teaching education programs than elementary. Nevertheless, there appears to be stronger bend to English, Mathematics, and Social Studies as primary choices for their specializations insofar as the January 2018 admission passing result is concerned. Unfortunately, only one in every 10 teacher training candidates successfully reached the admission test passing (cutoff) scores which is highly regulated by a university system for the 2018-2019 intakes. Program, policy and management implications are then critically discussed.

Keywords: admission; higher education; program management; recruitment; senior high school; specializations; teacher education; teacher training candidates


DOI: https://doi.org/10.5861/ijrsm.2018.3019

*Corresponding Author