Students' Perception On The Level of Competence of The Newly Hired Teachers As Impact To Their Interest To Learn

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STUDENTS’ PERCEPTION ON THE LEVEL OF COMPETENCE OF THE

NEWLY HIRED TEACHERS AS IMPACT TO THEIR


INTEREST TO LEARN

A ReAp presented to

Dr. Libertine De Guzman

in fulfillment of Educational Leadership course requirement


Presented by

Felipe B. Sullera Jr.

October 2017

ACKNOWLEDGEMENT

The researcher would like to extend his deepest gratitude to the following

group or individual who is one way or another is of great help in the success of

this action plan.

To the FPA Principal Dr. Cristina P. Calisang for giving me the permission

to conduct the study.


To all the newly hired teachers of FPA for their deep understanding

allowing me to made them as subject of this action plan.

To all the 30 respondents who courageously participated and vigilant in

answering the questions.

To Dr. Libertine De Guzman the professor of the researcher for the

wisdom and knowledge she shared about the course.

Above all, to the almighty God for giving the strength and inspiration to

continue the study.

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ABSTRACT

Competent teachers are the most critical piece in improving students’

achievement and closing the achievement gap. This study assesses teachers’
competence in senior high school; examines the factors influencing teachers’

competence, investigates the student perception of teacher and its impact to

their interest to learn.

It was found out that the teaching competence of the newly hired teachers

are good and very good in the preparation and utilization of the technology

-based instruction. This means that the respondents believe that FPA teachers

are using varied technology-based instruction in teaching.

It was also found out that the teacher’s mastery of the lesson contributes

more of the student’s interest to learn.

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TABLE OF CONTENTS

TITLE PAGE OF REAP


ACKNOWLEDGEMENT
ABSTRACT

CHAPTER 1 – INTRODUCTION
A. Organizational Profile 1
B. Framework 3
C. Problem Statement 4
D. Objectives of the REAP 4
E. Methodology 5

CHAPTER 2 – PRESENTATION OF THE RE-ENTRY 6


ACTION PLAN (REAP)

A. Goals, Objectives, and Performance Indicators 8

CHAPTER 3 - CONCLUSION, RECOMMENDATION


& FURTHER STUDIES 10

Bibliography 11

APPENDIXES

Appendix A: Curriculum Vitae 12


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LIST OF TABLES

Number of Table Title Page

1 Level of Teaching Competence of 6


the Newly Hired Teachers

2 Qualities of a Teacher that Contributes 7


to the Students’ Interest to Learn
CHAPTER 1

INTRODUCTION

This study investigates the influence of teacher competence of the

Foundation Preparatory Academy Senior High students. It has believed that

the effects of the teacher competence influence students’ success in the

subject he/she enrolls.

In Foundation Preparatory Academy where there is a distinction of basic

education curriculum from the Junior High School or in the Senior High School,

it is expected that teacher qualification also requires verticalization of the

specific subject that he/she will be teaching. Teachers must also have

competent knowledge in a technology-based instruction especially that the

school is distinguised as an iPad school due to its “iPad Program. This only

means that the demand of teacher competence in teaching is very high. In

order to implement these programmes, teacher preparations must be

examined accordingly exceeding the minimum requirement of the competency

that the Department of Education requires to meet.

Teachers are considered the most important in-school impact factor on the

quality of student achievement. In the McKinsey report How the world’s

best-performing schoolsystems come out on top this is stated clearly: ‘The

available evidence suggests that the main driver of the variation in student

learning at school is the quality of the teachers’ (Barber and Mourshed 2007:

p12). Based on a large scale survey on factor influencing learning outcomes of

pupils, Hattie (2009) suggests that the quality of teachers has a larger impact

on the learning of pupils than the quality of the curriculum, the teaching

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methods, the school building or the role of parents. As a result of the widely

acknowledged importance of teachers, much attention is given to policies with

respect to teacher quality, both on a national and the local level.

One common indicator of teacher competence is teaching experience.

However, according to Wayne and Youngs (2003), the findings regarding

experience are difficult to interpret for several reasons. First, experience

captures the effect of whether teachers were hired during a shortage or a

surplus. Cohorts will have experienced similar competition, and selection

effects are likely to confound effects of experience. Secondly, experience

measures capture differences in teacher motivation resulting from time

constraints on parents during years when their own children require more

attention. Finally, if there are differences in effectiveness between those who

leave the profession and those who stay, experience measures would capture

those as well. Such differences are probably dynamic, changing with labour

markets and cultural trends.

While the importance of enthusiasm among teachers and school leaders is

emphasized, formal teacher education is not considered of particular

significance for student achievement. Johansson (2003), the president of the

Swedish association for independent schools, claimed that with a freer

pedagogy, dedicated teachers and focus on the task, independent schools

have great opportunities to succeed where others fail. Wahlstrom, the

managing director for the Swedish association for independent schools, found

formal teacher background to be unimportant to the fulfilment of duties (cited in

Bee, 1999). Quality in education is measured by student results and not by

teachers' certification according to Wahlstrom.

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FRAMEWORK

This ReAp is anchored on the FPA’s specific objective of providing quality

education that will strengthen students’ well rounded development in both

mind and spirit essential for them to become versatile, creative and

responsible person. This specific objective is cascaded from the university’s

mission which is to enhance and promote a climate of excellence relevant to

the challenges of the times, where individuals are committed to the pursuit of

new knowledge and life-long learning in service of society.

With the advent of the Senior High School Program, the University High

School reinvented itself as Foundation Preparatory Academy. New methods

and different strands of learning are offered by Foundation University to meet

the needs of Senior High School students.

Because of the influx of the enrollees from the Senior High School, the

univesity needs more teachers to handle and cater the needs of the students

from the different track/strand.

In respond to the 21st century education, iPad program is introduced and

make the entire campus fully wired so that students have direct access to the

internet, bringing videos, encyclopedias, and other learning materials directly

into the classroom. Teachers and students now enjoy a much bigger pool of

knowledge. After the 1st year of implementation of the iPad Program, students’

grades have increased by 6-10%, and student retention rate has climbed from

Grades 4 through 10.

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STATEMENT OF THE PROBLEM

Teachers are confronted with a mixture of expectations. On the one hand

they are expected to meet the minimum standards for teachers. Concerns

about the quality of teachers has lead to more strict and explicit definitions of

the minimum standards that teacher have to meet and the knowledge base

they must be able to use.

In respond to the University’s Life Purpose, Vision and mission, meeting the

education’s standards beyond minimum is always on top of everyone’s

concerned. In order for the university to intensify what the Department of

Education requires to attain, teacher’s skill and competence of the specific area

of concerned is screened and monitored to ensure that deliverables are highly

conducted and implemented. This requirement if not sometimes, almost a

problem looking for a qualified teacher every year most especially that

Foundation Preparatory Academy yearly experienced attrition rate. This

attrition rate challenged teacher qualification that instead of looking for a

qualified replacement base on the criteria of an experienced qualified teacher,

dwells more in hiring fresh graduate teachers and inexperienced one.

OBJECTIVES OF THE ReAp

This ReAp aims to answer the following questions

1. What is the level of competence of the teacher in terms of

a.classroom management;

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b.mastery of the subject matter;

c.the use of teaching strategies;

d.the use of technology-based instruction; and

e.proper usage of quality time?

2. What are the qualities of a teacher that mostly contributes to the extent of

interest of the students to learn in terms of

a. Pleasing personality;

b. Ability to speak;

c. Teaching experience;

d. Mastery of the lesson; and

e. Creativity?

METHODOLOGY

This action plan attempt to seek relevant information of the students’

perception on the newly hired teacher’s teaching competence. This study will

help improve not only the newly hired teachers’ teaching competence but for

those who are in the service for quite sometime already. It will help the

university to gear up towards addressing teachers’ full development on their

potentialities by giving them enough and relevant trainings which at the end of

the day elicits students’ high academic performance and interest to learn.

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The data of this action plan was gathered through a quick poll among 30

senior high school students regarding their own perceptions on their teachers

teaching competence mostly in all of their subjects.

CHAPTER 2
PRESENTATION OF THE RE-ENTRY ACTION PLAN (REAP)

Table 1

Level of Teaching Competence of the Newly Hired Teachers

n=30

Competence Mean Description

1. Classroom Management 2.44 Fair

2. Mastery of the Subject Matter 3.36 Very Good

3. The use of Teaching Strategies 3.82 Very Good

4. The use of Technology-based 4.10 Very Good


instruction

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5. Proper usage of quality time 3.23 Good

Composite mean 3.27 Good

The result reveals that the Level of Teaching Competence of the Newly

Hired Teacher in the use of technology-based instruction is Very Good with a

weighted mean of 4.10 while classroom management is Fair with a weighted

mean of 2.44. This means that the respondents believe that FPA teachers are

using varied technology-based instruction in teaching while needs to work on

with their classroom management. Overall as composite mean, the teaching

competence of the newly-hired teacher is Good.

Table 2

Qualities of a Teacher that Contributes to the Students’

Interest to Learn

n=30

Competence Mean Description

1. Pleasing Personality 2.64 Undecided

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2. Ability to Speak 3.44 Agree

3. Mastery of the Lesson 4.27 Strongly Agree

4. Teaching Experience 4.18 Agree

5. Creativity 4.22 Strongly Agree

Composite mean 3.75 Agree

The data reveals that among the qualities of a teacher that contributes to

the students’ interest to learn, mastery of the lesson has the highest weighted

mean of 4.27 with a description of strongly agree while the lowest is pleasing

personality which has a weighted mean of 2.64 with a description of undecided.

This only means that teachers’ mastery of the lesson influence more of the

respondents’ interest to learn regardless of their physical appearance. Overall

as composite mean, the respondents agree that the five mentioned qualities of

teacher contributes to their interest to learn.

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Goals, Objectives, and Performance Indicators

A perspective on how this plan would go about is illustrated in the

conceptual framework which serves also as a basis for the subsequent

discussion.

Qualities of a Good Teacher

Perceived
Teaching
Competence

Students’ Interest to Learn

Figure 1: Conceptual Framework

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Goal

The overall goal of this plan is to find out the level of teaching competence

of the newly hired teachers of Foundation Preparatory Academy. Its findings

will help the university as whole to ensure the quality of instruction that the

teachers deliver to the class - to design better methods, strategies and

trainings that will help teaching force more meaningful and on trend.

Objective

To design relevant trainings and seminars in enhancing teachers’

competence of the subject they are teaching.

Activities

1. Teaching Performance Evaluation. This is done to assess the teachers’

teaching performance. The students and the teachers concerned are

involved in the assessment in which the university’s assessment tool will

be used. By then, strong points and needs improvement of the teacher’s

teaching performance will be identified.

2. Intensive Trainings and Workshop in Enhancing Teaching Competence

by inviting competent resource persons inside or outside the school

premises.

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3. Regular Classroom Observation, Feedbacking and Mentoring to

improve and enhance teachers’ teaching performance.

Key Performance Indicators

For this action plan, the following are considered indicators of success:

1. High teaching performance rate;

2. Students retention rate; and

3. Quality of instruction is realized.

Chapter 3
CONCLUSIONS, RECOMMENDATIONS AND FURTHER STUDIES

The overall goal of this plan is to find out the level of teaching competence

of the newly hired teachers of Foundation Preparatory Academy. Its findings

will help the university as whole to ensure the quality of instruction that the

teachers deliver to the class - to design better methods, strategies and

trainings that will help teaching force more meaningful and on trend.

CONCLUSION

Based on the result of the gathered data, the following are made into

conclusions

1. The teaching competence of the newly hired teachers are good and

very good in the preparation and utilization of the technology -based

instruction.

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2. The teacher’s mastery of the lesson contributes more of the

student’s interest to learn.

RECOMMENDATION

Based on the conclusiona, the conduct of the following activities are

recommended

1. Intensify more on the preparation and utilization of the more relevant

technology-based instruction to students.

2. Effective classroom managament strategies and techniques must be

implemented by the teachers.

3. The university must invest more of the quality and enhanced teaching

ccompetence among teachers by funding them to be in trainings, seminars,

and workshops that will better their holistic teaching performance.

BIBILIOGRAPHY

The Impact of Teacher Competence in Public and Independent School in


Sweden http://www.iea.nl/sites/default/files/irc/IRC2004_Myrberg_Rosen.pdf,
visitid, 2017.

Theory and Practice on Teacher Performance Evaluation


https://link.springer.com/article/10.1007/s11516-005-0004-x, visited, 2017.

Impact of Perceived Teachers’ Competence on Students’ Performance:


Evidence for Mediating/Moderating Role of Class Environment
http://files.eric.ed.gov/fulltext/EJ1098630.pdf, visited, 2017.

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Effects of Teachers’ Competence on Students’ Academic Performance: A
Case Study of Ikeja Local Government Area of Lagos State
https://egoboosterbooks.wordpress.com/2011/12/07/effects-of-teachers-comp
etence-on-students-academic-performance-a-case-study-of-ikeja-local-govern
ment-area-of-lagos-state/, visited, 2017

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PERSONAL

Name : Felipe B. Sullera, Jr

Birth Date : September 19, 1990

Birth Place : Cadaruhan, Borbon Cebu, Cebu City

Home Address : Purok 5, East Balabag, Valencia, Negros Oriental

EDUCATION

Elementary : Tabunan Elementary School (2003)

High School : Negros Oriental High School (2007)


2nd Honorable Mention

Undergraduate : Foundation University (2012)


Bachelor of Secondary Education Major in Filipino
LET Passer (September 2012)

Graduate : Foundation University (2014)


Master of Arts in Education Major in Filipino

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Post Graduate : Doctor of Education (units)

PROFESSIONAL EXPERIENCE

*Guest lecturer at Foundation University College of Education from June 2012


– present
*Regular Filipino instructor 2 at Foundation Preparatory Academy
from June 2014 – present
*Teaches Basic Filipino in FPA’s Korean foreign students from June 2014 –
present
*eBook author of Filipino 10 & 7 at Foundation Preparatory Academy
* Senior High School Head Teacher at Foundation Preparatory Academy
from June 2016 – present
*Part time professor at Foundation University Graduate School

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