Teacher Competence and Quality: An Overview

as to improve the students’ academic performance. The study investigates how to show administrators, policymakers, educators, as well as instructors a manner to enhance and promote teacher competence and accepted performance with appropriate strategies. These appropriate strategies are for developing teaching competencies for improving teacher performance and contribution to achievement.

The researchers aim to open this field of study teacher competence in SPAMAST-CAS in relation to students’ academic performance and to enhance educational management. Statement of the problem The study will be conducted to determine the relationship between teaching competencies and student academic performance in SPASACT-CAS Institution. Specifically, it aimed to answer the following: 1. What is the profile of the respondents in terms of: a. Educational attainment b. Length of service c. Gender d. Age 2. What is the level of teaching competency in relation to student academic performance according to: . Educational variables of teachers b. Teaching efficiency c. competencies and standards of teachers in teaching-learning process d. Level of study habits of the students e. The role of teachers in learning 3. Is there a significant relationship between the level of teaching competencies and student academic performance? Significance of the study The study will be conducted as a guide for the administration to set up criteria that will essentially establish what learning competencies is needed for the teacher to be effective in improving student academic performances.

It further implies as an aid in determining teaching competencies for student’s academic development in the institution. The study may serve as an aid in improving the level of teaching-learning competencies as well as the academic performances of the students. The results of the study can help teacher

find out exactly as to the definite area in their professional facet to be given focused for progress. In addition, it is an aid as a main constituent in making teaching more efficient as well as improving learning situation to become more properly enhanced and developed , hence, increasing students academic standards.

Scope and limitation of the study The study will be conducted on the second semester (2011-2012) in SPAMAST-CAS Matti, Digos City. Data on student’s academic records were obtained from selected five faculty five faculty members of the SPAMAST –CAS Institution. The teaching competencies of selected five faculty members were measured in terms of teaching efficiency, competencies and standards of teacher in teaching-learning process and role of teachers in learning and were rated by the students.

The level of study habits of the students were measured in terms of the assessment items for the students and were rated by themselves. Definition of Terms The following are the operational definition of terms used in the study: · Academic Performance-refer to how students deal with their studies and how they cope with or accomplish different tasks to them by their teacher. It is the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper. · Teaching competencies- these are specific items of teaching behaviors of the faculty.

In this study, these are categorized into teaching efficiency, competencies and standards of teachers in teaching-learning process and role of teachers in learning. Chapter 2 Review Related Literature The related literature and studies being reviewed includes the teaching competence, educational variables of teacher, teaching efficiency, competencies and standards of teachers in teaching-learning process, level

of study habits of the students, the role of teacher in learning and academic performance. Teaching Competence

Teacher competencies are an outcome-based method for assessing teacher performance. They define key characteristics of successful teachers without prescribing any specific curriculum or instructional practices. The competency characteristics are useful for teacher training, licensure and professional development. (http://www. ehow. com/ist 6060196 characteristics_teacher_competencies. html) Competencies are important to teachers as they are levels of aptitude that are measurements for teaching ability.

These abilities are targeted for specific content area teachers but are more broadly based for general classroom teachers. The uses of teacher competencies will also aide in the choices of educational career path based on abilities and interest. Competencies are important to teachers largely in part to their job assessments. If the competency is the guideline, then the supervisor or the principal is the interpreter. However, an administrator interprets or understands a competency in the way in which a teacher will be assessed.

Therefore, a teacher also must discover or be made aware of the ways in which they will be assessed by the specific supervisor. (http://www. ehow. com/about 6003571 importance_competencies_teacher. html) To be a successful teacher requires proficiency in many different areas. While each teaching job differs in terms of subject, institution, and students there are some core skills that every teacher should have in order to be an effective teacher. Some skills are easily measurable technical competencies. (http://www. ehow. om/info 8678035 teacher_skills_checklist. html) According to Pearson (1980), three judgments must be made to identify a person as a competent teacher: --What standards must a teacher meet to teach satisfactorily rather than minimally? –What skills are required in general for

a person to perform at this level? –Does the person in question have these requisite skills? Competent teacher should be able to assess a learner’s knowledge, skills, and attitudes, In order to help a learner improve, teacher should know how to determine the learner’s level of competence.

One of the teacher competencies should be able to express clear goals with learners, involve learners in prioritizing goals, and find the optimal learning opportunities to meet such goals. Competent teacher should cultivate self-awareness of their own abilities and limitations. Without such awareness, improvement may be difficult. Teacher should be open to reviewing their teaching evaluations frequently, and subsequently determining areas for self-improvement. (http://www. ncbi. nlm. nih. gov/pmc/articles/PMC2931196/) Educational Variables of Teachers

Teachers are very important forces in our society because they are the guarantors of the education of future generations who ultimately will be the builders of the nation (Forbes, 2002). US Census Bureau Glossary cited that educational attainment refer as the highest level of education completed in terms of the highest degree or the highest level of schooling completed. This study tests effects on educational attainment among some 2,500 young people who left school between1984 and 1986 in one education authority in Scotland.

Herena(2000) cited that the strength of performance of teachers in terms of educational attainment was very evident among teachers who are masters or doctoral holders, as well as the strength of performance in terms of length of service among teachers experienced with 5-10 years of service. Furthermore, European Journal of Social Sciences (Volume 19, Number 1) cited that the basic skills and abilities of the teaching learning process are developed in a teacher through professional qualification.

Likewise, professional qualification can be termed as the preparation for life-long journey into the teaching profession.

Teaching experience is the time spent by a teacher in the teaching profession. It starts from the date when a teacher joins the teaching profession. Teaching experience improves the teaching skills and the methodologies adopted. With the passage of time, teachers get command on their subjects and become competent in the art of teaching through experience (European Journal of Social Sciences- Volume 19, Number 1). Teaching Efficiency Clark (1993) wrote that “Obviously, teaching efficiency involves someone who can increase knowledge, but it goes beyond this in defining an effective teacher.

Vogt (19840 related effective teaching to the ability to provide instruction to different students of different abilities while incorporating instructional objectives and assessing the effective learning mode of the students. On the other hand, Collins (1990) established five criteria for an effective teacher during his work with the Teacher Assessment Project. The five criteria are: (a) is committed to students and learning, (b) knows the subject matter, (c) is responsible for managing students, (d) can think systematically about their own practice, and (e) is a member of the learning community.

Similarly, if there is a less number of years of schooling, training programs with the lack of master trainers, no stress on teaching practice, absence of monitoring system and accreditation body, and politicized appointments are the factors of low teaching quality (Mamon, 2001). However, teaching is the profession that is neglected in funding social recognition and trainings and is unable to attract the best and the most dedicated persons (Nayyar and Salim, 2006). Swank, Taylor, Brady and Frieberg (1989) created a model

of effectiveness that was based upon teacher actions.

For them, effective teacher has an increasing academic questions and decreasing lecture and ineffective practices, such as negative feedback and low-level questions. The authors believed that these factors become easily identifiable in the assessment of performance. Million (1987) based effectiveness on the lesson design and method of delivery, If teachers met a preset list of criteria during their evaluation, they were deemed effective. Papanastasiou (1999) stated that no single teacher attribute or characteristic is adequate to define effective teacher. Competencies and Standards of Teachers in Teaching-Learning Process

Teachers clearly play an important role in shaping the future of individuals as well as of entire generations and in recent years, new research has demonstrated the dramatic effect that teachers can have on the outcome of students from all academic and social backgrounds. Thus, in this era of globalization of education where change is the biggest challenge facing schools, the Filipino teachers are increasingly becoming a dominant force in the delivery of educational and cultural transformation in a changing society. As we enter the threshold of a new millennium, the Filipino teacher is the high priest of the future (Ariola, 2000).

Competence is usually associated with highly professional performance and there is a direct link in the field of education between a teacher’s professional competences and pupil performance. There are two distinct meanings of competence in education. From a theoretical point of view, competence is understood as a cognitive structure that facilitates specified behaviors. From an operational point of view, competence seems to cover a broad range of higher-order skills and behaviors that represent the ability to deal with complex, unpredictable situations.

This

operational definition includes knowledge, skills, attitudes, metacognition and strategic thinking, and presupposes conscious and intentional decision making (Westera, 2011). According to the Government of Pakistan (1998) that academic qualification, professional qualification, refresher courses or trainings and teacher experience are the important qualities of a teacher. Other qualities are the knowledge of the subject matter, competencies and skills, and the commitment of teacher to have an impact on the teaching-learning process.

Likewise, classroom instruction mostly depends upon the teacher quality. Therefore, it is very important in the teaching profession. Wenglinsky (2000) believed that the classroom practices are important to learning. He found that what happens in the classroom is critical and that how a teacher teaches is important. Practices that promote higher order thinking and active participation are most successful. Level of Study Habits of the Students Everyone says studying is so difficult, that everything gets more complicated and that is hard to pass!

Truth is that everyone that says all of these things doesn’t know how to mange their time, tasks and projects which is a very important good study habit. It is true that the level of study habits is more intense but it is very well manageable as well when you follow good study habits. (http://www. squidoo. com/goodstudyhabits) Study habits are approaches applied to learning. They are generally critical to success in school that is, they are considered essential for acquiring good grades, and are useful for learning throughout one's life.

These are the discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. They must therefore be distinguished from strategies that are specific to a

particular field of study e. g. music or technology, and from abilities inherent in the student, such as aspects of intelligence or learning style. (http://en. wikipedia. org/wiki/Study_habits). The Role of the Teachers in Learning According to K. Patricia Cross, the task of the excellent teacher is to stimulate 'apparently ordinary' people to unusual effort.

The tough problem is not in identifying winners: it is in making winners out of ordinary people. Teachers are certainly role models for students, so they must be at their best in front of kids. There are various roles a teacher has to play in school. The first role of a teacher is that of a facilitator. Teachers are no more the people who come to the class, give lectures and walk out. An ideal teacher is someone who seeks the participation of all the students, takes student's opinions into account, uses different teaching media and makes learning a fun activity.

With these insights on the role of a teacher, it is clear that they make a tremendous contribution to our society and hence must always be held high (Geeta Dhavale, 2010). Responsibilities of a teacher transcend the act of merely passing on knowledge and disciplining the student. A proactive teacher can direct a student to lead a fulfilling life that can go beyond a successful career. The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles.

Essential to these goals is the protection of the freedom to learn and to teach and the guarantee of equal education opportunity for all (National Education Association's

(NEA) Code of Ethics for the Education Profession). Academic Performance Academic performance refers to how students deal with their studies and how they come with or accomplish different tasks given to them by their teachers. Academic performances the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper. (http://wiki. answers. com)

According to Melissa D. Bell, in educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. As career competition grows ever more fierce in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government education departments alike. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools.

Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security. Schools, though invested in fostering good academic habits for the same reason, are also often influenced by concerns about the school’s reputation and the possibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement.

Conceptual Framework Independent Variable Dependent Variable Chapter 111 Methodology Research Locale The study was conducted at Southern Philippines Agri-Business and Marine and Aquatic School of Technology located at Matti, Digos City. Research Subject Selected five faculties who are teaching different subject

area in SPAMAST Institution and the corresponding students who are officially enrolled any of these subjects handle by the selected five faculty teachers during the second semester of 2011-2012 were the subject of the study. Research Design

Descriptive Correlation method was used to determine if two or more variables are associated with each other used to describe the present behavior or characteristics of a particular population (wiki. answer. com). It is very useful to assess the relationship between teaching competencies and students academic performance. It is also provides investigation on practical situation by a normative standard based on what is prevalent. Sampling Design Stratified random sampling proportional allocation was used in this study. A method of sampling that involves the division of a population into smaller groups known as strata.

In stratified random sampling, the strata are formed based on members' shared attributes or characteristics. A random sample from each stratum is taken in a number proportional to the stratum's size when compared to the population. These subsets of the strata are then pooled to form a random sample. Sample Size The sample size of standard was determined using Slovin formula (1960). N= N/1+Ne2 where; N=total population n=sample size e=is the desired margin of errors (5%) Research Instrument The research-made questionnaire used in the study consisted of two parts.

Part 1. Elicited information about the personal data of the teachers such as their educational attainment, length of service, gender and age. Part 11. Was composed of teaching competencies assessment of the teacher that determine the level of student academic performance. It consisted a specific items on teaching efficiency, competencies and standards of teacher in teaching-learning process, level of

study habits of students and role of teacher in learning. Table of Respondent in the Spamast Institution Matti, Digos City Spamast Instructor Student Population

Sample size 1 2 3 4 5 Total: N: n: Data Gathering The researcher secured a list of five faculty members teaching Mathematics subject in SPAMAST-CAS while the number of the students as raters was secured from the students’ list of each faculty. Permission and approval t conduct the study was asked from respective authorities concern. It was followed by the arrangement of the schedules for the administration of the research-made questionnaire by the concern faculty.

Lastly, was the administration of the research-made questionnaires by the researchers with the help of some persons in authority. Survey Questionnaire Part 1. Personal Data Instruction: Please fill-in the necessary data asked below. Name of Instructor: ______________ Subject taught: _____________ Marital Status: __________ Sex: ______ Age: _____ A. Educational Attainment (please check) ( ) BS/BSED major; please specify: ___________ ( ) With MA/MAEDMS/MPS Units: ___________ ( ) MA/MAED/MS/MPS Degree: _____________ ( ) With Doctoral Units ( ) Ed. D. Please specify: __________ ) Others, Please specify: __________ B. Length of Service in Teaching: ________ Part 11. Assessment Items for the Learners (To be filled up by the students) Instruction: Rate your instructor thoughtfully and carefully on each item. Below are the following scale to be used: 5-outstanding 4-very satisfactory 3-satisfactory 2-fair 1-needs improvement A. Teaching Efficiency 5 4 3 2 1 1. Use of modern scientific sources and references for development of objectives and educational activities. 2. Proficiency in the use of models and teaching aids. 3. Use of appropriate diction. . Design educational activities related

within the lesson. 5. Knowledge of the subject handled. B. Competencies and Standards of Teaching-Learning Process 5 4 3 2 1 1. Teaching accurate facts. 2. Assuring student’s participation. 3. Using fast information system. 4. He didn’t rely on his main topic but also give some more information or facts that are related to the given topic. 5. Students learning after the lesson. C. Role of Teacher in Learning 5 4 3 2 1 1. Managing learning time efficiently. 2. Ability to provide clear guidance and feedback in a timely manner. . Able to discover students excelling in academic performances and encourages them to develop their skills. 4. Respect the personality of the students. 5. Manage of mischievous behavior of the students. D. Level of Study Habits of Students 5 4 3 2 1 1. I have trouble finishing tests on time. 2. I set aside a regular time for studying everyday. 3. Before, I read a chapter; I turn headings into question so that I know what I’m going to learn. 4. I don’t have much luck following a definite study schedule. 5. I give up if an assignment is difficult.