Event Title

ELEMENTARY TEACHERS’ COMPETENCY LEVEL IN RELATION TO TEACHERS AND PUPILS’ PERFORMANCE

Presenter Information

JAYMAR TINIO UMBAC

Session

Education and Development

Description

The study aimed to determine the competency level of Grade VI teachers of the Division of Dumaguete City based on the National Competency-Based Teacher Standard (NCBTS) and its relationship to their school’ performance based on the Performance Evaluation System (PES) and the National Achievement Test (NAT) during the school year 2013 – 2014. Result of which served as basis in the formulation of an in-service training program. The study is descriptive and correlational in nature. It utilized frequency distribution, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient for its statistical treatment of data. The investigation made use of the TSNA tool anchored on the National Competency-Based Teacher Standard (NCBTS) framework set by the Department of Education. It contains seven (7) integrated domains for effective teaching which are: Domain 1 – Social Regard for Learning; Domain 2 – Learning Environment; Domain 3 – Diversity of Learners; Domain 4 – Curriculum; Domain 5 – Planning, Assessing and Reporting; Domain 6 – Community Linkages; and Domain 7 – Personal Growth and Professional Development. Each domain has its corresponding strands and each strand has performance indicators. It contains clusters of knowledge, skills, and attitudes (KSA’s) specific to particular competency indicators.

The following are the salient findings of the study: Majority of the Grade VI teachers are female, middle-aged, have earned units in the Master’s Program, occupy Teacher III Plantilla Position, with considerable length of teaching experience, but have inadequate trainings. Teachers’ competency level based on the National Competency-Based Teacher Standard (NCBTS) falls on the “Satisfactory” level. Pupils’ performance based on the National Achievement Test (NAT) falls short from the targeted national mean standard of 75 percent. Teachers’ performance in the Performance Evaluation System (PES) is revealed to be “Very Satisfactory”. Teachers’ competency level based on the NCBTS Domains is significantly related to their performance in the PES except for Domain 2 pertaining to Learning Environment which was proven to be insignificant. However, in relation to the Grade VI pupils’ NAT performance, Domain 3 and 4 referring to Diversity of Learners and the Curriculum are the only domains proven to be significant. Teachers’ profile in terms of sex, educational qualification, position held and relevant trainings were proven to be significantly related to their competency level. However, in relation to their performance, educational qualification, position held and relevant trainings remained to be significant. On the other hand, teachers’ profile in terms of position held and teaching experience were proven to be significant in relation to pupils’ NAT performance.

In general, it was concluded that the higher the competency of teachers, the better is their job performance.

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.431

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

ELEMENTARY TEACHERS’ COMPETENCY LEVEL IN RELATION TO TEACHERS AND PUPILS’ PERFORMANCE

UBT Kampus, Lipjan

The study aimed to determine the competency level of Grade VI teachers of the Division of Dumaguete City based on the National Competency-Based Teacher Standard (NCBTS) and its relationship to their school’ performance based on the Performance Evaluation System (PES) and the National Achievement Test (NAT) during the school year 2013 – 2014. Result of which served as basis in the formulation of an in-service training program. The study is descriptive and correlational in nature. It utilized frequency distribution, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient for its statistical treatment of data. The investigation made use of the TSNA tool anchored on the National Competency-Based Teacher Standard (NCBTS) framework set by the Department of Education. It contains seven (7) integrated domains for effective teaching which are: Domain 1 – Social Regard for Learning; Domain 2 – Learning Environment; Domain 3 – Diversity of Learners; Domain 4 – Curriculum; Domain 5 – Planning, Assessing and Reporting; Domain 6 – Community Linkages; and Domain 7 – Personal Growth and Professional Development. Each domain has its corresponding strands and each strand has performance indicators. It contains clusters of knowledge, skills, and attitudes (KSA’s) specific to particular competency indicators.

The following are the salient findings of the study: Majority of the Grade VI teachers are female, middle-aged, have earned units in the Master’s Program, occupy Teacher III Plantilla Position, with considerable length of teaching experience, but have inadequate trainings. Teachers’ competency level based on the National Competency-Based Teacher Standard (NCBTS) falls on the “Satisfactory” level. Pupils’ performance based on the National Achievement Test (NAT) falls short from the targeted national mean standard of 75 percent. Teachers’ performance in the Performance Evaluation System (PES) is revealed to be “Very Satisfactory”. Teachers’ competency level based on the NCBTS Domains is significantly related to their performance in the PES except for Domain 2 pertaining to Learning Environment which was proven to be insignificant. However, in relation to the Grade VI pupils’ NAT performance, Domain 3 and 4 referring to Diversity of Learners and the Curriculum are the only domains proven to be significant. Teachers’ profile in terms of sex, educational qualification, position held and relevant trainings were proven to be significantly related to their competency level. However, in relation to their performance, educational qualification, position held and relevant trainings remained to be significant. On the other hand, teachers’ profile in terms of position held and teaching experience were proven to be significant in relation to pupils’ NAT performance.

In general, it was concluded that the higher the competency of teachers, the better is their job performance.