Asia Pacific Journal of Multidisciplinary Research, Vol. 3, No. 5, December 2015 Part I _______________________________________________________________________________________________________________ 135 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Instructional Performance of Teacher Education Faculty Members in One State University in the Philippines Estelito J. Punongbayan and Simeona M. Bauyon Batangas State University – ARASOF, Nasugbu, Batangas, Philippines estelitojulongpunong@gmail.com Date Received: July 8, 2015; Date Revised: October 30, 2015 Asia Pacific Journal of Multidisciplinary Research Vol. 3 No.5, 135-143 December 2015 Part I P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com Abstract - This study aimed to assess the instructional performance of teacher education faculty members in one State University in the Philippines as perceived by themselves and CTE students during the Academic Year 2012-2013 with the end view of formulating an action plan to enhance the aforementioned situation. The study utilized the descriptive method of research. This method attempted to ascertain the prevailing conditions and sought to answer questions to the real facts relating to the existing conditions. Results found that instructors/professors perceived their instructional performance as very good. Faculty respondents believed that they are qualified to teach the subjects they are handling. This was manifested by having good interaction between them and the students inside the classroom, by way of assessing their performance tasks and by way of assessing through pencil-paper test. However, student respondents perceived that the instructor/professors’ instructional performance were only satisfactory. They perceived that CTE faculty members are all in better position to handle the subjects assigned to them. Interaction between them was effective. Relative to the findings, it is recommended that instructors/professors should exercise their full potential in teaching so as to become excellent. Keywords: instruction, performance, instructors/professors, College of Teacher Education INTRODUCTION The Philippine educational system is mandated to contribute to the maximum attainment of national development and unity with the framework based on a free and democratic system. Education is given high regard in the Philippines and, to a great extent, serves as an indicator of the quality of the country’s socio- cultural, economic and educational growth because it creates, develops, enhances and inherent capabilities of every human being. The school provides the citizenry with relevant knowledge, skills, attitude and values necessary for growth and development. The educational thrusts of the DepEd today are designed to update our schools, curricula, teaching force and incorporate the values that would adopt, in the light of the on-going changes, the present needs and demands involving personal and professional advancement of the teachers so as to have quality education. Evaluating the current status of education, there is a tug between who’s to blame: the teacher or the learner. This particular study aims to shed light on some important aspects of teaching including performance of the teachers specifically teachers in the college level. The educative process includes the learners, the learning process and the learning environment. Looking at the huge sphere of it, the teachers are playing a great role in the teaching and learning process. The success or failure of the students is basically dependent on the kind of instruction students receive from the teachers. There is no single factor that can contribute more to an improved student achievement than the guarantee of quality teacher in every classroom[1]. Moreover, no amount of classroom facilities and instructional materials can produce the desired learning outcome without a teacher at the center stage [1]. Teaching begins before the teacher steps into the classroom. Teachers should first and foremost identify what the students need to know, understand, and do in conformity with the curriculum standards. Teachers then collaboratively plan content of instruction, select teaching materials, design learning activities, decide on pacing, and identify learning opportunities for students [2].