Assessment on the Teaching Competencies of Faculty Members in Selected Public High Schools in Division of Santa Rosa City, Laguna: Basis for Teachers Development Program

Abstract

INTRODUCTION

There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. These activities are of varied types. The effective organization of these activities would require that teachers possess a certain amount of knowledge and certain attitudes and skills. This is known as competence. To be efficient and effective, a faculty member must be determined to be one. This condition shows that there is a need to assess the teaching competencies to achieve better quality and relevant education among students.

METHODS

This study is descriptive research. A total of 186 faculty members in Balibago National High School, Aplaya National High School, and Southville 4 National High School were used as respondents in this study. A questionnaire-checklist was used as an instrument. A written permit was secured from the division superintendent. The data gathered were analyzed using Slovin's formula, frequency, percentage, mean, One-Way ANOVA and T-Test. Likert scale was also used to determine the teaching competencies of faculty members.

RESULTS

The faculty members of selected public high school in Division of Santa Rosa City, Laguna were "Very Satisfactory" in their teaching competencies based on the aspects of "facilitating the development of the learners' life, career, and skills" , "facilitating learning", "preparing appropriate lesson plans in line with the school vision and mission", "creating a conducive learning environment", "developing and utilizing teaching and learning resources", "developing higher order thinking skills", "enhancing ethical and moral values", "assessing and evaluating learner performance", "engaging in professional development" and "networking with stakeholders especially with parents". It also revealed that there is no significant difference between the profiles of the respondents and their perceived teaching competencies.

DISCUSSIONS

The study focused on ten general areas of competencies based on SEAMEO INNOTECH Competency Framework for Southeast Asian Teachers of the 21st Century. This showed that the faculty members were Very Satisfactory in all competencies. Also, no significant difference existed in the faculty members' teaching competencies and their age, gender, highest educational attainment, and years in service, thereby leading to the acceptance of the null hypothesis.