This study was conducted to determine the level of improvement in the teacher competence of college mentors of two TEIs which served as training laboratories of the PROBE. Specifically, this study attempts to seek answers to the following questions:

1. What is the status of the Philippines-Australia Project in Basic Education (PROBE) as implemented in selected TEIs in the Caraga Region in terms of (a) objective, (b) content (training programs undertaken), (c) methodology, (d) resources (manpower, material, financial) and (e) evaluation and monitoring? 
2. What improvements in the course syllabi were made by participating TEIs pursuant to the PROBE objectives? 
3. Has the project improved significantly the teaching competence of college mentors in the following areas: (a) organization and preparation, (b) style of presentation, (c) clarity of presentation, (d) questioning skills, (e) student interest and participation, (f) classroom climate and (g) discussion? 
4. Are there significant differences in mean competency improvement levels in the aforementioned areas among the college mentors when grouped according to school and fields of specialization (English, Science and Mathematics)?

           This study made use if the descriptive-comparative survey design. Specifically, this study described, explored, analyzed and compared the competency levels among college mentors when grouped according to fields of specialization. It made use of the simple percentage, the weighted means and the F-test or analysis of variance (ANOVA) methods. Primary data were obtained through the use of an Interview Guide on the Status of PROBE. Implementation formulated by the Monitoring and Evaluation component of PROBE with the college deans and subject department heads of the selected TEIs as the interviewees; Guide in Evaluating PROBE-enhanced Course syllabus in English, science and Mathematics recommended by the AACUP Accreditor’s Guide and this was employed by the college deans and subject department heads; and the Rating Scale for College Mentors adapted from Davis in Davis, B. Gross (1993) and is responded to by the college mentors themselves, the students, and the subject department head supervising the former.

          This study involved a total of fifty-seven (57) college mentors; two hundred eighty-five (285) students, every five of whom rated one teacher; and eight (8) college deans and subject department heads all selected through a purposive type coming under non-random or judgment procedure. This study was conducted during the second semester of school year 2003-2004.

CONCLUSIONS

         The findings led the researcher to draw the following conclusions:

1. The status of the Philippines-Australia Project in Basic Education (PROBE) as implemented in selected teacher education institutions (TEI’s) is described in terms of objective, content, methodology, number of clientele/ beneficiaries, resources, evaluation and monitoring; and adequacy of inputs/resources. A very high degree of improvement was made in all these aspects. 
2. The level of improvements made by participating TEI’s pursuant to the PROBE objectives through the PROBE-enhanced syllabi was very high. 
3. The level of improvement of college mentor’s teaching competence as brought by PROBE was generally substantial.
4. The differences in the mean competency improvement levels among the college mentors when grouped according to schools and to fields of specialization is generally not significant. Both the TEI’s and the tool subject disciplines similarly benefited from the PROBE-introduced activities.

RECOMMENDATIONS

          The following recommendations are offered:

1. Sustainability procedures should be planned primarily in the maintenance of the PROBE center. Its functions should be that of becoming the core of university college-based centers. Finances should be generated by the university-based centers. Roles of the PROBE Fellows be retained and some administrators to act as advisers. 
2. Sustainability procedures on future roles of PROBE Fellows and non-PROBE college mentors in English, Science and Mathematics should be provided to maximize the use of information technology in the teaching-learning process, to be on call to serve the institution and non-PROBE TEI’s of the region, and pursue professional growth to upgrade capability as facilitators. 
3. Sustainability procedures in teacher education initiatives in English should consider the inclusion of indigenous education and gradually with other disciplines, too; in Science, coordination with main campus’ distance school; and in Mathematics, concretization process in solving real world problems prior to symbolic manipulation. 
4. A study should be conducted to determine the impact of PROBE on pre-service education students. 
5. Standardization of the construction of ready-to-use learning packages/INSETS curriculum/teacher support materials (CSMs/TSMs) should be done by the TEI’s involved in the project. 
6. Finally, an impact study should be conducted to determine differences in college mentor’s teaching competence with and without PROBE enhancement.

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