Training needs assessment of teachers: The case of De La Salle University Dasmarinas Crispina Corpuz, De La Salle University Dasmariñas Abstract The paper sought to describe the training needs assessment of De La Salle University Dasmarinas (DLSUD) teachers based on their perception on Professional Development (PD) vis- à-vis the PD program of the school in terms of its activities and support services relevant to professional development. The research assumes that PD of teachers which includes training about information, communication and technology (ICT) integration is essential to create a new learning environment responsive to the needs of the 21st century learners. The study also involved examining the current knowledge of the respondents in terms of instruction and classroom management including their level of expertise in the use of technology applications and tools in teaching amidst digital disruption. This study employed a qualitative research design and research participants were teachers from the seven colleges of DLSUD including the graduate schools, and senior high school. Frequency counts, ranking, weighted means and ANOVA were the statistical tools used to determine the level of needs for the different categories identified. Findings show that there’s no significant difference among all department/colleges when it comes to perceived need while when grouped according to years in the teaching profession and educational background, there’s a significant difference between the means of the group when one looks at the variables used for continuing education. Keywords: training needs assessment (TNA), professional development program (PDP), digital disruption, information, communication and technology (ICT) Introduction De La Salle University-Dasmarinas (DLSU-D), Cavite’s Premier University, prides itself in preparing students to face the actual workplace after four years of college education (DLSU-D portal). To make this possible, administrators, especially those at the Office of the Vice Chancellor for Academics and Research (OVCAR), prepare and update the academic priorities every school year to identify possible improvement and enhancement of its professional development programs for teachers. To ensure compliance with the identified academic priorities as embodied in the 5- year development program, the Academic Council approved commissioned research studies to serve as basis for future administrative planning sessions. One of these include topics about the identification of training needs of teachers in relation to the Professional Development Program (PDP) of the university. Considering the school spent a lot for faculty development and there is a need for cost-effective solutions, the OVCAR deemed it vital to ensure that the resources invested in PD are placed at areas where it is needed and a positive return on the investment is guaranteed. The rapid transformation in the field of technology which is considered the most important characteristics of this century, makes it imperative for teachers in all sectors to develop their capabilities because these changes disrupted the manner how professors deal and connect with their students. Considering the availability and usage of new technology in almost all aspects of our lives in a digitized world, inclusion of technology-related skills as part of the development of 169 competencies of teachers should be a major consideration in the PD of teachers (Drossel and Eickelmann , 2016). Simply providing training to teachers may miss priority needs, or even cover areas that are not essential. Although there were researches conducted about technology needs assessments for education, these were usually unique and specific to the school where the studies were conducted. Thus, the study hopes to provide additional literature on the field that will serve as example to other academic institutions who would also like to assess the training needs of their faculty. Statement of the research problems 1. What is the training needs of DLSUD teachers when they are grouped according to college/department, years in the teaching profession and educational background? 2. What is the current knowledge of DLSUD teachers in terms of instruction and classroom management when they are grouped according to college/department, years in the teaching profession and educational background? Statement of the research objectives 1. To determine the profile of respondents relevant to training needs. 2. To analyze the current knowledge of respondents in terms of instruction and classroom management including their skills in the application of technology apps and tools in teaching. Assumptions 1. The respondents answered the survey in an honest and candid manner. 2. Technology changes quickly, thus, the need for teachers to continuously participate in professional development program relevant in the application of technology in teaching. 3. General computer literacy is not enough to prepare teachers to use technology in the classrooms. 4. PD of teachers which includes training about ICT integration is essential to create a new learning environment responsive to the needs of the 21st century learners. Operational definition of terms 1. Training Needs Assessment refers to the assessment of training needs of DLSUD teachers. 2. Professional Development Program refers to the activities and support services of the school to enhance the skills of teachers in instruction and classroom management including the application of tech apps and tools in teaching. 3. Digital disruption refers to the change that occurs in the way we integrate the use of technology in instruction because of the introduction of new digital modes in teaching affecting the conventional learning set up of classrooms. 4. ICT refers to different tech apps and tools used to promote diverse learning methods inside and outside the classroom. 170 Review of Literature The following literature served as basis and inspiration in the present investigation about training needs assessment and PD. When it comes to PD content, the researcher would like to cite the study conducted by Yurtseven and Bademcioglu (2016) to carry out content analysis about the studies on TPD. It covers 60 studies that were registered at Turkish National Thesis Centre and ProQuest Database between the years 2005-2015. Data showed that for areas of study, 13 studies reflect findings that show PD activities have positive effects on teachers’ PD, 11 studies showed a positive relationship between PD activities and improved teacher practice while 7 studies showed PD and student learning relationship. It is worthy to note that out of 60 studies covered in the analysis, only 2 studies were about PD and technology. Recommendations of 18 studies demonstrated there is a growing need for research about PD activities. This is also reflected in the study of Schoenfield (2011) and Guskey (2000) who both inferred that PD is an ongoing process in which there are learning opportunities for teachers every day. In terms of pedagogy using the learner-centered approach, the research would like to espouse the study of Orrill (2006) about what a learner-centered PD looks like. It demonstrated the need for teachers to understand that PD is about their own learning rather than about supporting their students’ learnings. This is because teachers are accustomed to participating in workshops focused on pedagogical strategies, their own content knowledge development rather than how to teach content to students. When one looks at the impact analysis of ICT teaching aids used for training and development of employees (Sharma et al, 2014), it can be inferred from the results that management supports the use of modern ICT teaching aid and the research has proven that the use of ICT teaching aids has improved the reach of learning and enhanced the quality of delivery. The theoretical and monotonous training sessions of the past has been replaced with more interactive and practical sessions inside and outside the classroom. When it comes to training assessment surveys, Reilly (2016) pointed out that this is only a one-dimensional tool, so to expand the process that will reflect a comprehensive approach, it could include focus group discussion (FGD) about the results of the survey with stakeholders or classroom observations to confirm the result. For effective PD the study of Hammond (2017) inferred that a well designed and implemented PD should facilitate the learning of students to develop their knowledge, skills and competencies they need to thrive in the 21st century. This is based on the review of 35 studies conducted before 2010 which demonstrated a positive link between teacher PD and student outcomes. There is a wide agreement that PD for teachers is a necessary element for educational change, especially for a more effective application of technology to enhance learning (Tondeur et al, 2016; Kozma,2003). Caena (2011) pointed out that since not all teachers pay attention in assuring that classroom learning results in practice, there should be specific professional learning 171 activities that will enable teachers to cope with rapid changes and update their individual skills and approaches considering the fast-paced development of new teaching techniques and objectives. Integrating technology in instruction can increase learners’ motivation, efficacy, curiosity, and creativity (Carle, Jaffee & Miller, 2009; Idris & Nor, 2010; Molins-Ruano et al, 2014). Educational systems all over the world are now