The Practice of National Competency-Based Teaching Standards and Measures of Professional Growth and Developmentof Social Studies Teachers: Basisfor Enhancing Instruction

Abstract

INTRODUCTION

Teachers’ teaching practices are commonly measured through specific assessment guides. In this study, as the assessment guide, National Competency-Based Teacher Standards (NCBTS) was used to determine teachers’ teaching practices as a basis for enhancing instruction. Teachers' perception of national assessment standards along with practices in academic performance was explored along with teachers' professional growth and development.

METHODS

The descriptive method of research has been applied using the survey questionnaire as the main instrument of data gathering. One hundred ten (110) teachers in Cluster IV and V of Quezon responded to the questionnaire adapted from the National Competency-Based Teacher Standards (NCBTS) template. The template divided competencies into domains as such teaching practices and was analyzed through each domain. The degree of the demonstration was collected and analyzed. Teachers' competency in measuring academic performance utilized a self-efficacy scale while professional development activities were measured by performance in tasks identified.

RESULTS

Evidence suggests that the perception of practices to NCBTS as demonstrated by respondents, measurements of academic performance indicated a moderately competent remark while professional development practices manifested a “sometimes” result. The practices, based on an assessment guide, indicated a significant relationship with academic performance measurement with some of the domains as highly evident. In terms of the level of professional growth and development of respondents, only one of the indicators manifested a "frequent" result, while the rest were expressed as "sometimes". Respondents perceived measurement of academic performance on knowledge with a very highly competent remark. Measurement of academic performance indicator on knowledge was highly evident while performance task and quarterly assessment manifested a competent interpretation. Evidence suggests, between NCBTS practices and the measure of professional growth and development of Social Studies Teachers, that a significant relationship between some of the practices of the National Competency-Based Teacher Standards and the level of professional growth and development of Social Studies Teachers existed.

DISCUSSIONS

Respondents, mostly females, were relatively new and at the prime of teaching while taking up higher studies. Practices in different domains in NCBTS was demonstrated with curriculum development domain indicated as highly demonstrated thus revealing respondents as more than knowledgeable of the NCBTS practices. It also reflects the proficiency of the teachers in its practice but the multitude of tasks required per domain and the amount of time and resources may have caused the lesser execution of the NCBTS practices. On the measurement of academic practices, respondents were more capable in performing knowledge-based practices and exuded a low level of self-efficacy, implying low confidence to combating stress and lack of effort to perform tasks as it did not relate to rewards. The varied and enormous practices on professional growth and development cited in the study seem to show that very few were practiced by respondents. These practices also require expenses, elaborate undertakings and may involve elaborate arrangements, thus, only the common practices were accomplished by the respondents. The correlation of NCBTS practices was contributory with a significant effect on knowledge-based practices, with some significant effect on performance-based practices. It was not found to be significantly affecting quarterly assessment practices. NCBTS correlation on professional growth and development activities showed a significant effect only in short term training, some in school-based training and long-term training. It seems that the variety and extensiveness of the activities required for professional growth and development limited the practice by the respondents.