Needs Assessment of Teachers and their Teaching Performance: Basis for Professional Development

Abstract

INTRODUCTION

This study attempted to assess the actual needs of teachers in the District of Alfonso based on the NCBTS indicators and the actual observation done by the school principal and EPS during the Division Oplan Pagmamasid, which served as a basis for Professional Development Plan.

METHODS

A descriptive research design in the form of correlational research was adapted where a total sample of 150 respondents from eighteen elementary schools of the District of Alfonso participated in the study. The researcher made use of purposive sampling technique to select teacher-respondents. The instruments used in the study were the NCBTS to get the self-assessment of the teacher respondents and the IS CB-PAST used by the superiors to get the level of performance of the respondents. To determine significant relationship between the result of NCBTS as rated by the teacher and the IS CB -PAST rated by the EPS when grouped as to profile domain, Pearson r was used.

RESULTS

The profile variables of the teachers in the District of Alfonso vary in different ways in which these could be the causes of differences in their strengths and weaknesses. The teachers perceived themselves as proficient in the four domains. They have attained a proficiency level in all four domains based on the IS CB-PAST rated by their superiors. The level of performance of teachers based on the IS CB-PAST indicates that teacher performance often exceeds expectations. Teachers display a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas. There is also a significant difference between the result of NCBTS as rated by the Teacher and the IS CB-PAST rated by the EPS based on the four domains. The teachers perceived themselves as proficient on the four domains but they are rated by their superiors higher when it comes to grades as to proficiency.

DISCUSSIONS

The results confirmed that a high quality professional development is essential to increase educators' knowledge, skills, attitudes and beliefs so that they may enable all students to learn better. Professional development that is most effective in improving educator practice is result-oriented, data driven, constructivist in nature, and job embedded. Regular review of the Professional Development Plan be undertaken to upgrade teaching-learning competencies of teachers.