Teaching Competence of Senior High School Teachers among Carcanmadcarlan Area in the Implementation of Kto 12 Program

Abstract

INTRODUCTION

How teachers instruct students is the cornerstone around which to build effective schools. Teaching competencies to senior high school teachers are essential and may serve as benchmarks on how teaching should be done within a specific scale of acceptable level for it reflects the quality and caliber of teachers in the school. In this light, the present study endeavors to assess the teaching competencies of senior high school teachers. The researcher was prompted to conceptualize and conduct a study on the extent of the teaching competencies of senior high school teachers in the implementation of K to 12 Program particularly in CARCANMADCARLAN area. The current study explores this area, to shed light on the problems of senior high school teachers in terms of teaching competencies that would include teaching strategies and instructional materials used.

METHODS

This study used a descriptive survey. Based on the findings of the study, most of the teacher-respondents belonged to early adult age bracket and mostly females. They have earned a Bachelor's Degree and an equal number also is evident on MA unit earners. Many of these respondents are in their entry level position who attended a Division-level training and have mostly earned their License.

RESULTS

On the competence under instruction, teachers have employed collaborative type of teaching while they assess and develop critical thinking skills of the students gained a slightly lesser mean compared with the other benchmark statements. For the management of resources, the audio-visual resources gained the least mean compared with the classroom and laboratory resources. But the over-all result also gained a seldom description. On the significant relationship between the profile of the respondents and the level of teaching competence, only educational attainment and trainings attended gained a significant relationship with competence for the management of resources. All the other demographic indicators failed to reject the null hypothesis.

DISCUSSIONS

On the significant difference on the level of competence when grouped according to school size, a no significant relationship result was established. On the problems encountered, gaining slightly higher mean above other problems described as serious is the insufficient instructional materials. It was also find out that there was no significant difference among the problems met when grouped by school size.