CHAPTER I

INTRODUCTION

Background of the Study

As part of the compliance for Certified Public Accountants (CPAs) licensure,

the Professional Regulation Commission (PRC) required each professional to

credit certain amounts of units before they can renew their license. As the

competency grows in the field of Accountancy, the required units for renewal of

license progresses in time. The Board of Accountancy (BOA) provided rules to

increase the required Continuing Professional Development (CPD) units from sixty

to one hundred twenty. This change brought multiple inconvenience as well as

benefits in the part of professionals.

There are lot of additional changes and improvements in the increase of

required CPD units and one of these is the further expansion of the technical

competence of accounting sectors which is the public practice, commerce and

industry, government practice, and more importantly on education or academe.

CPD before known as Continuing Professional Education (CPE), is

described as lifelong education of professionals on specialized knowledge, skills,

attitude and ethical and moral values after the initial registration and admission in

the profession. (Professional Regulations Commission Philippines, 2008)

CPD plays an important role in maintaining professional competency of the

accounting professors. It was based on the concept of the systematic

maintenance, improvement and broadening of knowledge and skills, and

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development of personal qualities necessary for execution of professional and

technical duties throughout the individual’s working life. The main aim of

undertaking CPD is to acquire new technical knowledge pertaining to a certain

profession. Accountants are experiencing more career transitions and learning is

an increasingly vital element in the ever-changing environment. CPD can be an

effective tool to identify the requirements of professional competence for

accounting professors, their level of learning, skills and experience required in their

teaching.

CPD helps the professionals to become more effective in their jobs. It is

necessary to all CPAs in order to enrich and refine their professional knowledge,

skills and ethics earned. It serves as a tool for the enhancement of professionals.

The researchers aim to discover the usefulness of additional CPD’s in enhancing

the teaching skills of accounting faculty.

In the light of the foregoing discussions, researchers undertook the study

on “Effects of Continuing Professional Development in enhancing the teaching

skills of accounting faculty of Bachelor of Science in Accountancy program in Jose

Rizal University”.

Statement of the Problem

The researchers aimed to determine the effects of Continuing Professional

Development in enhancing the teaching skills of accounting faculty of Bachelor of

Science in Accountancy (BSA) program in Jose Rizal University (JRU).

Specifically, the researchers wanted to answer the following questions:

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 1. What are the key factors that contribute to the teaching competency of

Accounting Professors?

2. What are the effects of CPD compliance to the teaching skills of accounting

professors in JRU?

3. What are the problems encountered by faculty in compliance with CPD?

4. Is there significant effect between CPD compliance and enhancing the

teaching skills of Accounting Faculty in JRU?

Research Hypothesis

HO: The CPD has no significant effect in enhancing teaching skills of Accounting

Faculty in JRU.

Significance of the Study

The researchers conducted this study believing that this has an importance

to the following:

 University or Colleges – It will be helpful to schools’ boards of

management in instituting and planning CPD programs that would help

improve quality of teaching that would make a significant difference in

student learning.

 Jose Rizal University - The findings of the study will be able to provide

insight into the CPD experiences of accounting professors employed in

JRU, the types of CPD options open to them, the benefits and critical issues

pertaining to CPD and the lessons that can be learned from the professors

in terms of pursuing and planning CPD.

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  Students – The study results will contribute to the improvement of quality

education by encouraging concerned bodies in school improvement

program which ultimately ends with pupils’ achievement.

 Professors – The study will allow the accounting faculty of JRU to learn

from each other in the field of CPD. The study may help them know the

status of CPD implementation and facilitate them to formulate efficient

strategies geared towards the improvement of the CPD.

 Proponents of the Study — The findings of the study will be beneficial to

the proponents to enrich their knowledge and understanding regarding the

effects of additional CPD units.

 Future researchers – This study can serve as a guide or use as reference

material in pursuing similar or parallel study.

Scope and Limitations of the Study

The researchers conducted this study to determine the Continuing

Professional Development in enhancing the teaching skills of accounting faculty of

BSA program in JRU based on the experiences and insights of the faculty

professors.

The respondents were limited to CPA professors that teach Financial

Accounting and Reporting 1, Auditing Theory, Business and Transfer Taxes,

Accounting Information System, Auditing in CIS Environment and Accounting for

Government, Not-for-Profit Entities and Specialized industries that has at least

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three years’ experience teaching in JRU regardless of their units’ load for the first

semester of the academic year 2018- 2019.

The researches also included another set of respondents, which are the 104

BSA students of JRU that are currently enrolled in any accounting subjects in JRU

for the first semester of the academic year 2018-2019 and two administrators of

Business Administration and Accountancy (BAA) to assess the teaching skills and

performance of the accounting professors.

CPA professors who have not reached three years of teaching experience

and students that are not enrolled to any accounting subjects were not included in

the scope of this study.