Biology teachers competence along NCBTS framework:

Sub Title: basis for the development of an in-service enhancement program

Author: Tan, Virgie P.

Accession Number: 1613D

Class No:

Author No: T

Copyright Year: 2015

Abstract:

This survey aimed to determine the biology teachers' competence along the seven domains of the NCBTS and their needs as reflected in the IPPD as basis for the development of in-service enhancement program for the Division of Negros Occidental. It also aimed at finding out the influence of teacher-related factors such as age, work experience, educational attainment, location of school, and number of trainings attended on the biology teachers' teaching competence. The study was conducted among 126 biology teachers from the 79 schools in the Division of Negros Occidental. The data-gathering instruments used were the standardized NCBTS-TSNA (National Competency Based Teachers Standards-Teachers Strengths and Need Assessment) and IPPD ( Individual Plan for Professional Development) of the Department of Education. Both descriptive and inferential statistics were used to analyzed the data. Results showed that the biology teachers in the Division of Negros Occidental had acquired most of the competencies at high level of effective teaching; hence, the results were interpreted as experienced. Among the teacher-related factors, age, work experience, educational attainment, location of school, and number of trainings attended, the Domains, Social Regard for Learning (D1), Personal Growth and Professional Development (D7) and Learning Environment (D2) ranked 1st , 2nd and 3rd, respectively, as the highest among the teaching competencies. This means that the respondents were highly competent in these domains. On other hand, the areas where the respondents got the lowest mean scores in teacher-related factors mentioned were the curriculum (D4),Diversity of Learners (D3), and Community Linkages (D6) ranked 1st, 2nd, and 3rd, respectively. ANOVA result revealed no significant difference in the respondents' teaching competence when grouped according to age but showed significant difference when grouped according to work experience, educational attainment, location of school, and number of trainings attended. The respondents who were grouped according to location of school with the total mean of .47, performed better than those who were grouped according to number of training attended, work experience, and educational attainment. An In-service Enhancement Program was prepared to focus on the needs of the respondents as revealed in their IPPD.


Keywords: National Competency Based Teachers Standards (NCBTS), Individual Plan for Professional Development (IPPD), Biology teachers' competence, In-service enhancement program

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