Teaching competence along the National Competency-Based Teachers Standards (NCBTS), teachers' mode and style preferences, and students' performance:

Sub Title: bases for professional development of chemistry teachers

Author: Montefrio, Lourdes A.

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Copyright Year: 2012

Abstract:

This survey-correlational study aimed to determine the teaching competency profile along the seven domains of the NCBTS, delivery mode and style preferences, and students’ performance as bases for the proposed Division Professional Development Program among chemistry teachers of the Division of Iloilo. Further, it aimed to assess the influence of teacher-related factors like age, educational attainment, and work experience on the teaching competency and delivery mode and style preferences of chemistry teachers, and likewise on students’ academic performance in chemistry. The respondents were the 136 randomly selected high school chemistry teachers and all their students for SY 2010 – 2011 of the Division of Iloilo. The Teacher Strength and Needs Assessment (TSNA), researcher-made-test, and researcher-made Training Needs Assessment were the instruments used to gather data. Statistical tools employed were the mean, frequency count, percentage, and standard deviation for descriptive analysis and ANOVA, Pearson’s r, and Multiple Regression set at .05 alpha level for inferential analysis. The Professional Development Program was designed and patterned after the Department of Education, Training, and Development Framework. The results showed that most of the chemistry teachers reached the experienced level of teaching competence. Among the seven domains of the NCBTS, Social Regard for Learning got the highest mean score while Curriculum, got the lowest mean score. The NCBTS domains that include Planning, Assessment, and Reporting; Diversity of Learners; and Curriculum were identified as the three lowest domains and hence considered as the professional development needs of chemistry teachers in the Division of Iloilo. Most of these teachers preferred face-to face, on-line instruction; and coaching and mentoring as delivery modes while interactive group work and lecture as delivery style for their professional development. In general, students had an average academic performance in chemistry. The same results were obtained when respondents were classified according to teacher-related factors. The ANOVA revealed no significant difference in teaching competence as well as in students’ performance as observed when the respondents were classified according to age and educational attainment. However, work experience of teachers produced significant difference in students’ academic performance. The Pearson’s r result showed that teaching competence is slightly related to students’ academic performance when the respondents were taken as a whole group. The regression analysis results showed that teachers’ age and work experience were predictors of teachers’ teaching competence. From these results, a proposed master plan for division professional development was developed as the ultimate goal of this study. The program focused on the teachers’ needs, delivery mode and style preferences, students’ performance, and influence of identified teacher-related factors. It is intended for all chemistry teachers as a means for them to enhance and develop the desired competencies needed for effective teaching


Keywords: Teaching competence, National Competency-Based Teachers Standards (NCBTS),Teachers' mode and style preferences, Students' performance, Chemistry teachers

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