Teachers Facilitating Skills: Influence on Pupil Development

Abstract

INTRODUCTION

The study assessed the influence of teacher facilitating skills on pupil development at Tinambac North District. Specifically, it answered the following questions: What is the quality of the teacher facilitating skills on care, motivation, expectation, and commitment aspects? What is the level of pupil development in social, literacy, and numeracy aspects? Are there significant differences in teachers facilitating skills along aspects and among groups? To what extent do teachers’ facilitating skills influence pupil development?

METHODS

The respondents of the study were the 510 intermediate pupils and their parents and 36 intermediate teachers of Tinambac North District, Tinambac, Camarines Sur. The study tested the hypotheses that there are significant differences in teachers facilitating skills among aspects and among groups; there are significant differences in pupil development; and the extent of teachers facilitating skills significantly influence pupil development. Descriptive -comparative -correlational method was employed. The data were gathered through questionnaires and statistically treated using frequency count, percentage technique, weighted mean, and Analysis of Variance (ANOVA).

RESULTS

The following were the findings: (1) The teachers facilitating skills indicated by AWM of 3.72 were highly skilled. Motivation ranked first with AWM = 3.77; followed by expectation with AWM = 3.76; then commitment with AWM = 3.69, and the last in rank was care with AWM= 3.65. (2) The level of pupil development along social-intrapersonal (AMW = 3.08) and social -interpersonal (AWM = 3.17) were moderate; along literacy, 46.1% of the pupils got scores ranging from 13 -25 reaching the average level; and along numeracy,69.8% of the pupils got 13 -25 scores also indicating average level of development. (3) The teacher facilitating skills did not differ significantly indicated by an F=1.612 and p=0.238; the teachers self-rating and pupils-rating on teachers facilitating skills differed significantly indicated by F = 35.831 and p = 0.000. (4) The teachers facilitating skills had significant influence on the pupils’ literacy development indicated by R = 0.134 (p=.028).

DISCUSSIONS

The conclusions drawn were: The teachers knew their pupils and addressed their needs. The pupils were good in socializing or interacting with classmates and members of the family. The teachers did not vary in the quality of teaching skills along care, motivation, expectation, and commitment.