Estación La Cisterna Santiago De Chile

This study sought to determine the compliance to quality standards and work performance of meat inspection officers in Camarines Norte for the calendar year 2008. More specifically, it sought to answer the following questions:

Problem No. 1

What is the profile of the respondents in terms of age, gender, educational attainment, and length of service?

Findings

1. There are 64% who did not indicate their age and a total of 27% who belongs to age bracket of 41-45, the rest are 26-30 respectively.

2. Female dominates the male to a 3:1 ratio with 91% in Ateneo de Naga University.

3. Majority of the respondents have graduated from college with 21 or 64%, there were 33% that have finished their masters and doctoral degrees for the educational attainment.

4. Majority of the respondents belongs to the 11 to 15 years of service bracket with 42.4%. There were no indicated responses of those who served 21 years and above.

Conclusions

1. The average age entry of employees ranges from 26 to 40 years old which were identified as the number of common respondents in the actual survey.

2. The female dominates the workforce in the Ateneo de Naga University. Moreover, this signifies that majority of those who are teaching Rizal subjects are female.

3. The educational attainment is an indicator of their position relative to their condition and status in the school. However, it does not necessarily subject itself to influence their teaching of Rizal.

4. The length of service shows that majority of the population have served well for the past 20 years and are still teaching in the said school.

1. The school should provide young teachers who are going to teach the Rizal subject to maximize the quality of teaching in Rizal, this does not give an impression that old teachers are boring but the suggestion of having the youthful attitude of young teachers will influence the intensity of teaching the subject.

2. The teachers should make a step up against their academic status as college graduates, they should at least master their field taking post- graduate studies to improve and maximize their knowledge and experiences in the field. Likewise, their masters degree should be in the field of history, sociology or relevant to the teaching of Rizal subject.

3. Policies towards mobilization of performance evaluation along the personal attributes of individual teachers should be observed as to determine and oversee potentials and liabilities to achieve quality work performance.

Problem No. 2

What teaching strategies do professors utilize in teaching Rizal subject? Findings

1. Majority of the respondents uses traditional inquiry method of question and answer in dealing with Rizal subject with 9 or 27.27%.

2. The second in rank were those who preferred lecture-discussion type of strategy with 6 or 18.18%.

3. The least among the strategies used were those who utilized reasoning and analogy, activity and brainstorming, and scientific method approach with only 1 or 3.03%.

4. There are also those who use spontaneous reading and reciting with 5 or 15.15%.

5. Most of the strategies were traditional by nature.

Conclusions

1. Traditional teaching of the subject Rizal was the most obvious form of teaching followed by most of the instructors.

2. The approach being given to the students are not scientific and innovative in nature.

3. The professors teaching the subjects are becoming more particular with reading and question and answer than using other approaches like follow through or even activity type teaching.

4. Most of the professors find their strategies convenient and easy to use. 5. Conflict with students interest were brought about by using traditional

type of teaching the subject.

Recommendations

1. The professors handling the subject Rizal should innovate activity conscious strategies and come up with a lively one.

2. Innovations and scientific implementation of daily lessons should be followed as to improve the diversity of knowledge of Rizal.

3. The use and integration of other learning areas as well as personal experiences may prove to stimulate students interest and should therefore be integrated in teaching the subject Rizal.

4. The professors handling Rizal subject should update themselves with new strategies and ways of teaching, focusing on capturing and maintaining the interests of the students.

5. Identify weak strategies and find new programs and innovations to improve the teaching of Rizal subject.

Problem No. 3

What are the problems encountered by the professors in teaching the subject Rizal?

Findings

1. The professors who teach Rizal subject experience problems and difficulties along personal, attitudes of the students, and professional problems.

2. Under personal problem, majority of the professors felt bored when teaching the subject with WM of 3.85. This was noted as a very serious problem.

3. In the student’s attitude, the highest is that the students do not find the subject interesting with 3.82 known as very serious problem.

4. Most of the respondents find themselves having problems in terms of dealing with pressures in the workplace with 3.23 or serious in nature. 5. To sum up the problems of the professors, they find the subject boring

which leads to the students’ lack of interest for the subject and they find it hard to find time making necessary innovations because of the work schedule they have to finish.

Conclusions

1. It is very common for the professors to find the teaching of Rizal subject difficult to them due to the problems they encounter.

2. Their problem on being bored is contributed by lack of interest on the learning material they are teaching, this in addition to lack of mastery for the subject sums up their feeling of being bored.

3. The students find the subject undesirable and they find lack of interest in the subject Rizal. This was brought partly by having a repetition, memorization and serious reading provided by the professor.

4. Serious problem to the professors is the problem of time and the hectic schedule only brought unplanned and unstructured lesson, thus contributing to a reading-reciting method of teaching.

5. The professors all agree that teaching Rizal is a challenging one especially to new teachers who will handle the subject because it

requires expertise and a high sense of knowledge about the Life, Works and Writings of Rizal.

Recommendations

1. The school administrator should give some focus on the development of teachers teaching Rizal due to their problems which may affect the general welfare of the students for learning.

2. The professors should encourage themselves to at least find a common interest in teaching the subject through innovation and integration of personal experiences so that the students may find the subject interesting.

3. New strategies, methods, approaches and innovations should be given a particular time of the professors before teaching the subject Rizal. 4. The professors who teach the subject should attend seminars and

trainings especially along social studies and history to update, upgrade and cope up with the challenges of teaching the subject.

5. Professors in Ateneo are all qualified and respected in their field even with regards to teaching the subject Rixal, however, it might be better if they attend specialized training or courses for teaching Rizal and further advocates new ideas like projecting theatrical arts while integrating the subject Rizal to add and strengthen the students knowledge and learning.