Beruflich Dokumente
Kultur Dokumente
School is a home for learners where they feel the love, support and
school every day because they are welcome, accepted, motivated and inspired by
metamorphosis brought about by education is salient in the society. Changes are the
fruits of the sacrifices and labors of the good teachers. They are really the keys towards
growth and development and transition towards socio-economic security. They are
regarded as builders and architects of the three great pillars that support our national
edifice- the Filipino Mind, the Filipino Heart and the Filipino Soul (Balneg, 2001)
and organizational culture. The school is influenced by how the teachers view teaching
profession. Teaching is the noblest profession; and the teacher likewise, one of the
Noble and highly respected, that is how people look at teachers. Their
personal qualities affect their performance and their relationship with the learners.
Having been charged with the learning of children in school, teachers are generally
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aware that they serve as models to them. The behavior and attitudes they display are
The teacher is not just a cog in the wheel, he is the wheel in the total
complex of the educational system. He is the central figure in the school system, not
-withstanding the pupils/students (Zulueta, 2006). A teacher inspires and keeps the
learners in the phase of the race. Teachers then, are expected to uphold the professional
motivate a learner considering him a hero and an idol. N.L. Gage as cited by Aquino
to solve instructional problems. A teacher who displays desirable behavior is one of the
A teacher is also about her character, her values and attitudes (Modern
Teacher vol. 66, 2017). Like Christ, the greatest rabbi a teacher gives importance to her
missionary work which entails a great deal of sacrifice on her part and family.
and largely determine the quality of services provided by the teacher (Onike, 2010).
When teachers are asked of what keeps them in the teaching profession
different answers are given like: love to the learners, better job opportunities in
accomplish the specific aims of the lesson for the day. Methods can be considered
4
Moreover, the highly effective and competent teacher has a clear vision
of what he wants his students to become. He innovates and devises new ways to
facilitate or enrich his students’ education. He takes advantage of all the resources
available to him. Flexible with the strategies and methods in teaching so with the
encourage independent thoughts and independent learning. They are role models who
set an example to pupils and lead them towards a brighter future. Good teachers have
the skills to know exactly how to deal with individual differences and bring out the best
in them. The trust and attachment between a teacher and pupil creates the perfect
A learner sets aside his fear, indifference most specially his weaknesses
when he feels the consistent support, encouragement and motivation of the teacher. He
builds his confidence knowing that the teacher accompanies him in his journey to
success.
basic needs, safety and security are provided and satisfied by the parents. The third level
is love care and acceptance of family, friends and other people. The teacher is one who
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gives attention and care to the learner. She pushes a student to do her best and accepts
her weaknesses.
society specially with the kind of learners. Highly competent mentors are expected to
cater with the needs of every student. The Department of Education designs trainings
strategies with the revision or change of the curriculum to ensure a better teaching-
learning process.
opportunities we are going to provide to our learners. We have to bear in mind that as
classroom teachers and facilitators, we need to carefully plan the procedure that we
in constructing a house, so does a teacher who prepares a lesson plan which instruct her
on what, when, and how to teach a particular subject. Like any plan before any
important undertaking, it should be made with meticulous care to ensure a smooth and
which must be followed by a teacher in order to attain the stated objectives. As stated by
Benjamin Franklin, “If you fail to plan, you plan to fail”. A teacher must never fail to
that an excellent teacher “is a person: Who has those personal qualities of
agreeableness, consideration for others, sincerity, and the like, which, all will agree,
make e a desirable associate; Who is professionally interested and competent; Who has,
among other qualities, scholarship and culture; and Who, in addition, respects children
and Officials, Article IV Section 2- The Teacher and the profession states that, every
school official or teacher should maintain the highest possible standards of the
profession by acquiring the prescribed qualification for his position. Teachers should
keep the flame burning in their aspiration to learn and become outstanding in the
teaching field.
Great teachers help create great students. Research shows that an inspiring
and informed teacher is the most important school-related factor influencing student
achievement. Efficient teachers are essential for the effective functioning of the
educational system. Offering quality education is the main goal of the department. Good
Nichols as cited by Aquino (2003) that there are “better ways” to learn
than those practiced in conventional schools and that they are sensible ways. A student
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will learn when these “sensible ways” are present. The complete formulation of these
accepts these objectives as valid targets for learning;…knows and values the positive
individual help with specific difficulties; …experiences repeated success; …receives the
over the past 40 years on a key education driver, teacher competencies offers practical
strategies, practices, and rules to guide teachers in ways to improve instruction that
Competence in both knowledge and skills is gained initially during pre-service training
and continued throughout their stay in the field. A continuous updating of content as
well as practice in new instructional delivery modes make up the quality training
programs that can guarantee growth and advancement in the teaching profession.
Teachers need a wide range of competencies in order to face the complex challenges of
process, one that aspires to contribute to the welfare of a particular country or the world
desire to improve. Thus a big challenge lies in the hands of teachers because it is
entrusted to them that their job is to sharpen the minds, hearts, and hands of the youth,
involving the efforts of fostering positive attitudes (Awang, Jindal- Snape & Barber,
2013) was a major agenda to strengthen the teaching profession and to ensure great
component of student improvement. Let’s work to ensure that all students have
produces a competent student who goes to the battlefield with full battle gear of
knowledge and skills ready to combat in her chosen career in any place of the world.
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competence. A globally competent teacher has knowledge of the world, critical global
issues, their local impact, and the cultural background of learners; manifests
sensitivity into classroom practice; and develops the skills to foster these dispositions,
knowledge and performances in learners. The teacher models socially responsible action
and creates opportunities for learners to engage in socially responsible action.” NAFSA
Global competence for teachers is no longer for elite few, but rather is an
essential element of preparation for all teachers. It is time to partner more deeply with
colleges of education and alternative training routes to emphasize this reality as they
performance. Research confirms this common perception of a link and reveals that of
all factors under the control of a school, teachers are the most powerful influence on
student success (Babu & Mendro, 2003; Sanders & Rivers, 1996).
make a difference shows four classes of competencies yield the greatest result: delivery
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interest in learning. It is equally true that most students have encountered teachers who
were uninspiring and for whom they performed poorly. However, both effective and
very best teachers are affable, but many ineffective mentors can be personable and
caring. Typically, the finest teachers display enthusiasm and excitement for the subjects
they teach. More than just generating excitement, they provide a road map for students
to reach the goals set before them. The best teachers are proficient in the technical
management. Equally significant, they are fluent in a multilayered set of social skills
that students recognize and respond to, which leads to greater learning (Attakorn, Tayut,
Pissithawat & Kanokorn, 2014). These skills must be defined as clear behaviors that
teacher teaches other professionals. Teachers are the provider of education, they are
indispensable for the effective working of the educational system (Alambra, 2017-
Lucas and Corpuz ( ) stated that a teacher must be able to manage his
students no matter how much potential you have in order to control the students in the
classroom. Otherwise, little learning will take place. Teacher’s personality, philosophy,
and teaching style will directly affect his managerial and disciplinary approach. There
are many approaches, but the one you adopt must be comfortable for you and must
facilitator of learning, and the evaluator of pupil achievements. Hence, he must have a
mastery of the subject matter. This is based upon the principle that one cannot give what
he does not have. This is unless he knows his subject matter thoroughly, he can never
teach well. Otherwise, he does not have any moral right to stand before his class and
instructional strategies and practices that are proven to lead to increased mastery of
lessons. Better learning happens in a dynamic setting in which teaches offer explicit
active instruction that in situations in which instruction that teachers do not actively
guide and instead turn control over content and pace to instruction to students (Hattie,
2009).
learners. It has been observed that instruction without exercises and drills will not attain
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the desired learning outcome. The teacher’s mastery of the subject matter and the
strategy and method he employs in instruction will help in the attainment of learning
objectives.
instructional outcomes, they have different reactions. Others can not admit the fact that
they lack something or they are weak in certain areas. Some put the blame to the parents
or to the child. Others resist change. They want to confine themselves in their comfort
zones. Some teachers attend trainings and seminars for compliance and some are just to
earn certificates while others are eager to learn more in order to grow professionally.
They go back to school to sharpen their instructional competence. Many of them claim
that they are competent in teaching because of the long years spent in the service.
Others blame the voluminous work assigned to them like preparation of reports and
activities such as sports, scouting and contest, insufficient textbooks and other
instructional materials and the overlapping of some government trusts and programs
(Tallo, 2016)
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teachers nowadays do not teach very well. The indictment is hurled to all teachers in all
levels of education. This could not be just brushed aside because there could be some
we rob them of tomorrow”. In almost all seminars and trainings, teachers are
encouraged to get away from the traditional way of teaching and make learning fun,
teachers. It is believed that efficiency of teachers will affect the learning motivation of
the learners.
significance of the content. They care deeply about their subject and invite students to
share the journey of learning about it. Students are engaged in meaningful work that
carries significance beyond the next test and can provide skills and knowledge
do not have to motivate students because the ways in which teachers organize and
present the content, the roles they encourage the students to assume and the student
initiative they expect serve to motivate students to excel. The work is real and
The European commission made sure that Europe’s six million teachers
have the essential competencies to be effective in the classroom which is one of the
clearly what teaching staff need to know, and be able to do; such framework of teacher
competencies can be the basis for: defining the learning outcomes of initial teacher
education program, defining criteria for recruitment and selection to teaching posts,
assesing teachers’ needs for in-service trainings, and arranging the provision of
Deci and Ryan cited by Crawford, the climate of each classroom is more
most young adolescents will try to do what is expected and appropriate. This
adolescents need to learn and self-manage but also in basic psychological theory related
No. 1032 known as the “Continuing Professional Development Act”, the Professional
consultation with the CPD Councils and their stakeholders, hereby adopt and
promulgate this Implementing Rules and Regulations to carry out the provisions of
Republic Act No. 10912. Section 2 hereby declared the policy of the State to promote
and upgrade the practice of professions in the country. Towards this end, the State shall
institute measures that will continuously improve the competence of the professionals in
contribution in uplifting the general welfare, economic growth and development of the
nation”.
difficult aspects of becoming a teacher, it is how to motivate the students. Students who
are not motivated will not learn effectively. They won’t retain information, they won’t
participate and some of them may become disruptive. A student may be unmotivated for
a variety of reasons: They may feel that they have no interest in the subject, find the
teacher’s method unengaging or be distracted by external forces. Some students are self-
motivated, with a natural love of learning. But even with the students who do not have
this natural drive, a great teacher can make learning fun and inspire them to reach their
three things to remember about education. The first is motivation. The second is
motivation. The third is motivation (Ferlazzo, 2015). Although this is one of the most
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challenging part of a day’s lesson this must not be neglected because it sets the positive
not much or no learning will take place. It is the process of arousing and sustaining
interest in an activity in order to achieve a goal. It is also the creation of desire on the
student may arrive in class with a certain degree of motivation. But the teacher’s
behavior and teaching style, the structure of the course, the nature of the assignment and
informal interactions with students all have a large effect on student motivation.
(http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html )
Today, our role leans more towards facilitator or “guide on the side”. Our
role is to increase student motivation and develop the skills or strategies that make a
student more competent and to structure the learning environment so that students are
motivation. That the learner must be motivated to learn is a basic principle in the
certain concepts about himself, about others, and about every element in the learning
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Espiritu and Bustos further explains that there are two types of
motivators which may be applied by a teacher in motivating students to learn. These are
extrinsic and intrinsic motivators. Extrinsic motivators are forces that arise from outside
the individual such as honors, monetary rewards, medals and the like. Intrinsic
motivators, on the other hand, arise from the individual’s genuine desire to learn
because he realizes the benefit he will derive from what he will learn.
further explains that as children come to feel effective in accomplishing something, they
are more likely to try to replicate that feeling by trying to accomplish more challenging
tasks. Feeling competent can be addictive. Those accomplishments are more meaningful
when they are authentic, and feeling competent is itself a meaningful reward- better
recognitions like” which can lead the majority of students to become resigned to failure
despite effort.
can serve”. A thought that recognizes the impact and power of doing things for others.
We can help students feel more engaged and connected to their schools by giving them
roles in making the school a positive environment such as participating in safety patrols,
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Paris & Turner, 1994; Rueda & Moll, 1994 cited by Omrod 2014. When
Anya comes to school each day, she brings her strong interest in art with her. But
motivation is not necessarily something that learners bring to school; it can also arise
from environmental conditions at school. When we talk about how the environment can
are talking about situated motivation. We’ll find that as teachers, we can do many things
to motivate students to learn and behave in ways that promote their long-term success
and productivity.
activities towards the achievement of a goal; controls and directs human behavior;
inculcates spiritual and moral values in the minds of the young; and gives satisfaction
Brozo states that when students claim they are not interested in anything
educators must help them discover what actually interest them. Furthermore, another
opportunities for them to interact with community members who are engaged citizens
limited to classroom instruction only. For the whole school as an organization, all
teachers need to be involved. Experts say that people support what they help to create.
Thus, if teachers are involved in the different areas of the entire school system such as
relations, management of resources, there would be a lesser chance for the school to fail
and maintained every year. Homeroom PTA meetings are conducted to report the
activities are encouraged. And the teachers participate in community projects and in
civic organization.
produce productive and globally competitive individuals who are believed to uplift the
country’s economy. With these, a teacher must be competent in instruction and can
competence of the teachers in Gaddani National High School and how it affects the
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believes that through this study on teachers’ instructional competence and students’
learning motivation in Gaddani National High School it will motivate more the teachers
Conceptual Framework
The research paradigm of this study shows that the independent variables
High School in terms lesson planning and delivery, technical assistance (for Master
On the other hand, the dependent variable considered is the level of the
students’ learning motivation of the selected students from Grade 8-10 of Gaddani
National High School. Meanwhile the intervening variable that may affect the
Instructional Competence of
the teachers of Gaddani
National High School
a. Lesson Planning
and delivery
b. Technical
Assistance for Level of students’
Master teachers Learning Motivation of
only Gaddani National High
School
c. Learner’s
achievement
d. School, home
,and community
involvement
INTERVENIG VARIABLE
1. Highest Educational
attainment
2. Length of service in
teaching
3. Teaching rank
4. Designation
This study aims to find out the teachers’ instructional competence and students’
learning motivation in Gaddani National High School, Tayum, Abra for the school year
2018-2019.
c. Learner’s achievement
2. What is the level of students learning motivation in Gaddani National High School?
3. What is the profile of the teachers of Gaddani National High School in terms of the
following
c. Teaching Rank
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d. Designation
competence and the students’ learning motivation of Gaddani National High School?
5. Is there a significant relationship between the students’ learning motivation and the
Null Hypotheses
High School who are major in Filipino, English, Mathematics, Science, History, T.L.E,
and E.S.P. and 40 Grade 8 students, 50 Grade 9 students and 50 Grade 10 students
on the students’ learning motivation of Gaddani National High School. It will find out
how it correlates with teaching competencies such as instructional skills and classroom
management.
following:
he can monitor the performance of both the teacher and the learners.
25
instructional competence that will motivate and inspire students to attend classes and
competent, respected, committed and dedicated teachers offer quality education and the
the findings and recommendations of the study to improve her level of instructional
competence.
Moreover, the result may further serve as basis for future researchers
The terms to be used will be defined from the operational point of view
Teachers. Refers to both junior and senior high school faculty of Gaddani
Instruction. This refers to the transfer of learning from the teacher to the
learners through the use of various strategies and methods in teaching which is in line
delivering a lesson with mastery of the subject matter, create innovative instructional
devices and decide what appropriate teaching methods and strategies to be used to
stimulate the learners, and to uplift the students’ performance in the teaching-learning
process.
Instructional Skills. Refers to the teacher’s skills that enhances the teaching-
learning process such as ICT skills, communication skills, managerial skills, and
entrepreneurial skills.
Teaching Rank. Refers to the position occupied by a teacher upon signing the
Designation. This refers to the special assignment given by the school head to
the teacher.
Motivation. Refers to what arouse the interest of the learners that will lead to a
Lesson planning and delivery. This refers to the sequential activities done in
the classroom which are patterned to the set objectives prepared by the teacher.
certain period of time as well as the recognition, rewards and honors received.
parents of problem students, home visitation and active participation in barangay and
Students. This refers to the selected students of Gaddani National High School
RESEARCH METHODOLOGY
this research. It includes the discussion of the research design, population and locale,
data gathering tool, data gathering procedure and the statistical treatment of the data.
Research Design
National High School. It will also describe the profile of the teachers along: highest
educational attainment, length of service in teaching, teaching rank and designation and
the significant relationship between the respondents’ teaching competencies and each of
their profile. It will also be used to establish the relationship between teachers’
of this research study with a total of 33. There are 5 teachers major in Filipino, 8
teachers major in History, 2 teachers in T.L.E and 2 teachers major in E.S.P. The
population of the study included 144 students from grade 8- grade 10.
barangay Gaddani where it derived its name. It was founded on June 1992 through the
efforts of the late Municipal Mayor, Martin T. Alagao. It is one of the seven public
schools in the municipality of Tayum. For twenty- six years of existence, Gaddani
engineers, accountants, nurses, seafarers, teachers and many more. Some of them
unselfishly share their blessings to the school through donations. Three of the teachers
hundred eighty (980) making it the third biggest school in the Division. There are
twenty sections from grade seven to grade twelve. The school cater to students from the
seven barangays in Tayum and nearby barangays of Bangued like Macray and
Patucannay. There are thirty- three teachers, one Administrative Officer II, one
Administrative Officer III and the school principal, Mr. Crisostomo T. Balneg. The
31
competence.
Gaddani National High School made its name in the Division of Abra
First
First Runner-up
34
will be segmented into two parts. The first part will be designed to gather the profile of
the teachers in terms of highest educational attainment, length of service, teaching rank
and designation while the second part, the Performance Appraisal System for Teachers
(PAST) will be used to assess the instructional competence of the faculty members of
Gaddani National High School. Instructional competence covers lesson planning and
delivery, technical assistance, learner’s achievement, and school, home, and community
involvement.
suit the needs of the respondents which will be used as students’ questionnaire on
learning motivation.
35
Superintendent asking permission for the conduct of the study who will be making an
endorsement letter addresses to the principal of Gaddani National High School for
approval to conduct the study. There will be a proper coordination with the principal
regarding the schedule of administering the questionnaire to both the teachers and
students.
The distribution of the questionnaires to the teachers will be during their vacant
periods while the distribution of questionnaires to the students will be during the vacant
period of the researcher with proper coordination with the concern subject teacher. After
which, these questionnaires will be retrieved, checked and tallied for presentation with
REFERENCES
Awang, M, Jundal-Snape,D.,& Barber, T. (2013) A Documentary Analysis of the
Government’s Circulars on Positive Behavior Enhancement Strategies.
Retrieved March 30,2017 from http://www.ccsnet.org/journal/index.php/
ass/article/view/26980/16469
Carpio, Jennifer S. “Why Technology cannot replace Teachers in Future Classrooms”. The
Modern Teacher volume 66 June 2017
Dela Rama, C. “Who are the best teachers? Are you one”. The Modern Teacher
Volume 58, December 2009 Issue no.5
Diala, Sherwin I. “21st Century Skills”.The Modern Teacher volume 66 June 2017
Onike, (2010) Teacher as a key factor affecting Learning. Retrieved 28, 2017 from
(http://searchwarp.com/swa 596810-Teacher-As-a Key- Factor)
APPENDIX A
Dear Sir,
I am Marnelli P. Dela Cruz, a graduate student of the Divine Word College of Bangued. In our continuous quest for
excellence, it is imperative to maximize all opportunities for professional growth and development.
In connection to this, I am humbly asking your good office for the support and approval of conducting the research
study on “TEACHERS’ INSTRUCTIONAL COMPETENCE AND STUDENTS’ LEARNING MOTIVATION
OF GADDANI NATIONAL HIGH SCHOOL”. The said study is a requirement for the partial fulfillment of the
degree Master of Arts in Education which I am currently enrolled.
In this regard, I am humbly asking you permission in administering the questionnaire to the teachers and selected
grade 8- grade 10 students of Gaddani National High School. I believe that with your support, results of this study
will be beneficial to Gaddani National High School. I look forward to hearing a positive response on this research
endeavor.
Respectfully yours,
Noted:
Endorsed:
Approved:
APPENDIX B
Dear Sir,
I am Marnelli P. Dela Cruz, a Graduate student of the Divine Word College of Bangued. I am currently
conducting a research study on “TEACHERS’ INSTRUCTIONAL COMPETENCE AND
STUDENTS’ LEARNING MOTIVATION OF GADDANI NATIONAL HIGH SCHOOL” as a
requirement in partial fulfillment of the degree Master of Arts in Education at the Divine Word College of
Bangued.
I would like to ask permission from your good office to please allow me administer the questionnaires to
the teachers and selected grade 8- grade 10 students of Gaddani National High School.
Thank you very much in anticipation of your kindness and cooperation in this research endeavor.
Respectfully yours,
Noted:
Endorsed:
Approved;
(Sgd)CRISOSTOMO T. BALNEG
Principla I
Appendix C
Direction: Please put a check on the blank or space provided after each item.
MA Degree _____________
2. Length of Service
3. Teaching Rank
Teacher I ______________
Teacher II ______________
4. Designation
Coordinator ______________
Please read them carefully and give your perception of your level of
PERFORMANCE INDICATORS 10 8 6 4 2
10- Outstanding
8- Very Satisfactory
6- Satisfactory
4- Unsatisfactory
2- Poor
I. INSTRUCTIONAL COMPETENCE
Assessment
Direction: Below are the items on four (4) components of instructional competence.
Please read them carefully and give your perception of your teacher’s level of
PERFORMANCE INDICATORS 10 8 6 4 2
10- Outstanding
8- Very Satisfactory
6- Satisfactory
4- Unsatisfactory
2- Poor
Assessment
Directions: Each item of this questionnaire is a statement that a person may either agree
with or disagree with. For each item, indicate how much you agree or disagree with
what the item says. Please respond to all the items; do not leave any blank. Choose only
one response to each statement. Please be as accurate and honest as you can be.
Respond to each item as if it were the only item. That is, don't worry about being
"consistent" in your responses.
Legend:
A. INTRINSIC MOTIVATION 4 3 2 1
1.Learning enables me to think clearly.
2.I feel good when I succeed in class.
3.Hearing feedback about my progress makes me an effective
student.
4.When I’m doing well at something I love to keep it up.
5.I’m always willing to try something new if I think it will be fun.
6.I respond well to the challenge of mastering a difficult and complex
subject.
7.My teacher’s expectations of my performance influence my
achievement.
8.Criticism or scolding hurts me quite a bit.
9.I participate when my interest is used in classroom learning.
10.My goal inspires me to attend class everyday.
11.Praises encourage me to perform better.
12.Success increases my level of aspiration and achievement.
B. EXTRINSIC MOTIVATION 4 3 2 1
1.I feel pretty worried or upset when I don’t meet the expectations of
my family in my rank in class.
2.When I see an opportunity for something I like I get excited right
away.
3.I aim for excellence because of honors.
4.I am motivated to accomplish a school activity when I understand
its relevance and I am motivated to please the teacher.
5.Monetary rewards motivate me to perform better in school.
6.When good things happen to me, it affects me strongly.
7.I feel worried when I think I have done poorly at something
important.
8.I crave excitement and new sensations.
9.I am highly motivated by positive adult attention.
10.Competitions enhance my motivation.
11.It would excite me to win a contest.
12.I hardly accept failure.
TEACHER’S INSTRUCTIONAL COMPETENCE
AND STUDENTS’ LEARNING MOTIVATION
OF GADDANI NATIONAL HIGH SCHOOL