Chapter 1

Introduction Section

Rationale

Students’ satisfaction can be defined as a short-term attitude resulting from an

evaluation of students’ educational experience, services and facilities (Salinda-
Weerasinghe, Lalitha & Fernando, 2017). It is the metric use to reduce customer
churn. By measuring and tracking customer satisfaction, a new process may be
placed-in to increase the overall quality of customer service (Copley, 2017). This
research holds great important since it is a fact that a satisfied customer is highly
important for any organization. Similarly, a satisfied student deems to have a great
worth for an educational institution (UKessays, 2017). Sonja (2017) proved in his
study that there is a direct relationship between teachers’ professional competence
and students satisfaction. Students are more satisfied with teaching when they feel
accepted and secure in communication with teachers. The feeling of fear is
accompanied by greater dissatisfaction with the teaching process. The student’s
satisfaction with teaching is related to the student’s preferences regarding specific
teaching strategies.

Moreover, students are most satisfied during research teaching and project
work. Pupils who like to learn through games are also more satisfied with the
teaching process. Satisfaction is also expressed by those students who prefer the
traditional teaching methods, who feel that they learn the most when a teacher orally
teaches the teaching contents while they listen. A competent teacher can achieve
greater student satisfaction with the teaching process by combining traditional and
contemporary teaching methods (Sonja, 2017).

Competence, furthermore, is a widely used term in field of education that

refers to, “Appropriate prior knowledge, skills, attitudes, and abilities in a given
context that adjust and develop with time and needs in order to effectively and
efficiently accomplish a task and that are measured against a minimum
standard”.(Varvel, 2013)
 Additionally, Naz (2017) explained Teacher competence as an intellectual
potency that exist in teacher’s mind and which is realized in doing his/her job
according to professional standards. It indicates that teacher competence refers to
the ability of teacher to use professional standards efficiently to help, guide and
counsel his/her students so that they can get good achievement.

On same perspective, the teacher has many tasks to perform in classroom

e.g. managing and organizing classroom activities, maintaining record and discipline,
contact with parents, creating conducive environment for learning with patience and
touch of humor, arranging workshops, helping weak students, guiding intelligent
students etc. The competent teacher can handle all above mentioned tasks
confidently and effectively. Also, teacher feels responsible for students learning
difficulties and takes active steps for their resolutions. They provide friendly
environment to students to get aware with their problems and for free expression of
their ideas. They, too, provide clear explanations, relevant examples, asks questions
to develop students’ confidence, believes in research; maintain classroom
management and involvement of society to get latest ideas and demands for
enhancement of teaching learning process. (Naz, 2017)

An extensive research shows that teachers get success in his teaching only
when they are successful in elaborating content concepts meaning and relating it to
real life situations according to Kentucky Education Department (2015). Teacher
facilitates learning experiences with meaningful and concrete examples,
explanations and elaborations. Teachers link concepts with students’ previous
knowledge, understanding, culture, religion, and with real life situations with the help
of a variety of activities and technology. Also, according to Admiraal et al (2014)
assessment is an integral part of teaching. Teachers use assessment techniques
that assess all the skills (i.e. cognitive, affective, and psychomotor) of student. In his
research conducted in Turkish Secondary Schools the teachers are more successful
who use a variety of evaluation techniques to evaluate students’ performance and
give more weight age to observation, class performance, discussion, etc. than
weekly or monthly test scores. The key objective of the assessment is to explore the
students learning, it is only possible when the teacher assesses all the aspects of
students’ personality (i.e. communication, expression, writing, reading, explaining,
thinking skills etc.).
 Therefore, effective education can be achieved through the efforts of well
qualified, competent and effective teachers. Depending on the demands of the era,
the educational aims and objectives change very rapidly. These demands have a
direct influence on the educational system. Every country develops its system of
education to meet the challenges of changing times. Philippines like India being a
developing country, the teachers have the great responsibility of making the students
competent enough to stand with their counterparts in the developed countries and to
make the country economically independent. To retain the enrolled masses in the
classroom, to make real education possible, to increase the level of achievement, to
tap the potentialities of the students and to improve educational standards
remarkably, the teacher should not only be committed and devoted but also be
competent and effective. To mold the students into ideal democratic citizen with
efficiency and skill, the teachers’ should be exemplary, competent and effective and
devoted to the profession with expertise and intellect. (Bella, 2013)

Research Objectives

This research aims to determine the domain of the professional competencies

of TLE teachers that significantly influence the student satisfaction among TLE

teachers of San Vicente National High School, Panabo City, Davao del Norte.

Specifically, this research seeks to answer the following objectives:

1. To assess the level of attainment of the desired professional

competencies of the TLE teachers in terms of following areas:

1.1. Lesson planning

1.2. Implementation of lesson and classroom management; and

1.3. Using modern evaluation methods

2. To ascertain the level of student satisfaction in the desired professional

competencies of TLE teachers in terms of:

2.1. Teaching
 2.2. Assessment

2.3. Generic skills and learning experiences

3. To determine the significant relationship between professional

competencies of TLE teachers and student satisfaction in Panabo City,

Davao Del Norte.

4. To determine which domain of professional competencies of TLE

teachers significantly influence student satisfaction in Panabo City,

Davao del Norte.

Hypotheses

The following hypotheses will be tested at 0.05 level of significance.

1. There is no significant relationship between professional

competencies of TLE teachers and student satisfaction in San

Vicente National High School, Panabo City, Davao del Norte.

2. There is no domain of professional competencies of TLE teachers

that best influence student satisfaction in San Vicente National High

School, Panabo City, Davao del Norte.

Review of Related Literatures

To provide a concrete framework to the in-depth inquiry, selected

literatures related to the study are presented in this chapter. The review

includes theories, principles, concepts and views, which have a direct relation to

the variables of the study. The variables of the study were the professional

competences of TLE teachers teaching Technology and Livelihood Education

with the following indicators: lesson planning; implementation of lesson and

classroom management; and using modern evaluation methods and the level of

student satisfaction on the professional competencies of TLE teachers teaching

TLE with the following indicators: teaching, assessment, generic skills and

learning experiences (Martinjak, 2016).

Professional Competence of Teacher

The term competence is relate by Allan (2011) to the Greek notion of arete,

meaning excellence, in the sense of being the best; also with the Latin term virtus, a

kind of moral excellence, while it is generally understood as being concerned with

‘what people can do rather than what they know’. The concept applies to individuals,

social groups or institutions, and the words ‘competence’ and ‘competency’, or its

plural form ‘competencies’, are often used interchangeably. This use neglects the

large variety of meanings of ‘competence’, that can be captured by the terms ‘ability’,

‘aptitude’, ‘capability’, ‘effectiveness’ and ‘skill’. Resulting from this over

generalization, the notion of competence, and its plural ‘competences’, has been

replaced by the narrower version of ‘competency’, or the plural form ‘competencies’

recently.

Basically in the teaching field, teachers play a vital role in the daily lives of

their students considering the fact that their teaching effectiveness is one of the

factors that determine how well the students would do in their journey towards

knowledge acquisition (Balisa, 2016). Hence, to maximize student learning, it is

strategically important in the process of training to ensure the future teacher

readiness and need to self-education, self-development and self-management of

their activities. Competencies, according to Sanghi (2016) are defined as underlying

behavioral characteristics that can result in effective individual performance focusing

on personal characteristics not directly tied to self and achievement itself.

 Also, teachers play a dominant role in the education of children. Much has

been said of the professional training of teachers, their virtues and dedication to the

highest ideals of public service. However, the phase of the teacher’s life particularly

those teaching Technology Livelihood Education (TLE), which is an often ignored

and taken-for-granted subject by many-a-student today without realizing the

significant contribution of TLE subject to their life, the burden of the big task of

educating students placed on their shoulders. They are mandated to develop their

students’ potentials to the fullest, for them to live productive lives. TLE teachers

should themselves also be convinced that TLE subjects are the practical and

effective answers to the needs of an impoverished society like ours, and that

teaching TLE subjects is essential in equipping our youth with knowledge, skills, and

proper attitudes towards work and thus ensure the development and wise utilization

of our country’s resources. Actually, TLE is the answer to improve peoples’ quality of

life. Because of the fact that teaching TLE subjects or the basic technologies is

essential in equipping the youth with knowledge and skills in order to develop

positive rational attitudes towards work and insure the development and wise

utilization of the country’s resources. (Ariaso, D., et al. 2016)

In addition, competencies are regarded to be a description of one’s ability, a

measure of one’s performance. With this reason, a competent teacher is said to

seize every opportunity to encourage learning, believing that all students can learn

and learning isn’t limited inside the school (Singteach, 2010). On the one hand,

based on Guerriero & Revai (2017)’s published scholarly article, teachers

professional competence is described as “a broad term referring to the ability to meet

complex demands in a given context by mobilizing various psychosocial (cognitive,

functional, personal and ethical) resources. In this sense competence is dynamic

and process-oriented, and includes the capacity to use and to adapt knowledge.”

The classroom is a dynamic environment, bringing together students from

different backgrounds with various abilities and personalities. Being an effective

teacher therefore requires the implementation of creative and innovative teaching

strategies in order to meet students’ individual needs (Sarah, 2018).

Competent teachers apply broad, deep and integrated set of knowledge and

skills as they plan for, implement and revise instruction. Technology proficiency

(including technical skills and instructional applications) is but one dimension of

teacher competence. (Arul Lawrence & Veena, 2015)

Moreover, it is expected that education for every country is one of the cores

for the nation’s development and prosperity. In Myanmar, education is highly

regarded as their property of life since the earliest days. Nowadays, education in

Myanmar have become formal system at school and institutes of all levels such as

primary, secondary and tertiary since the country is heading toward to a democratic

modern developed nation holding under a new motto which is so called, “ Building a

modern developed nation through Education”. With this matter, the ministry of

Education needs to provide diverse courses in higher education sector as well as

responsibility to set up and refer courses for all teachers. But, Myanmar has not

indicated specific competences that teachers should possess to be considered

competent and there are not specific teaching standards polices prepared yet.

(Kavinda & Ye, 2015)

In Lithuania, there is an assumption that teachers have an essential role in

building the children’s national identity as the nation faces an issue amongst its
children and youths who feel lack of ethnic self-consciousness and identity.(Čiužas,

2013)

Additionally, every teacher’s goal is to teach so that all students became

successful. With the diversity in today’s classroom, however, it often seems an

unreachable goal. A one-size- fits all approach to instruction is clearly ineffective.

On the other hand, writing separate lesson plans for each student in class is

definitely not realistic. So, teachers must design lessons and activities that can

incorporate diversity responsive practices as they plan what to teach (the

Curriculum), how to teach (the Instructional Methods), and the context for teaching

(classroom management). Good lesson planning is essential to the process of

teaching and learning. A teacher who is prepared is well on his/her way to a

successful instructional experience. The development of interesting lessons takes a

great deal of time and effort (Price, & Nelson, 2018).

At every level, competencies of teachers to improve their performance are of

great importance. Teachers competencies not only affect their values, behaviors,

communication, aims and practices but they also support professional development

and curricular studies (Selvi, 2010). Competencies (Aziz & Akhtar, 2015)

operationally defined teachers competencies as knowledge and skills of teachers

required for effective and quality education at higher education level. These include a

set of teaching skills that a teacher at the tertiary level needs to possess, in order to

become effective teacher and these are pedagogical skills, management and

assessment skills, and research skills.

Meanwhile, Magno (2013) stated in his report entitled, “Standards of Teacher

Competence on Student Assessment in the Philippines” that the teachers'

competencies in the country are already specified in the National Competency

Based Teacher Standards (NCBTS).

The measurement of teacher competence related to performance by the

students is quite difficult, though the evaluation procedure largely depend on ‘output’

of their students as mentioned in Samillano (2015) study in North Cotabato,

Philippines.

However, there is a need to identify further appropriate competencies and

microskills of teachers on student assessment (Magno, 2013). Some indicators of

professional competencies are lesson planning (Nagro, Fraser & Hooks, 2018);

effective implementation of lesson and classroom management (Papa-Gusho &

Biçaku-Çekrezi, 2015); and using modern evaluation methods (Sirbu et al., 2015).

Lesson Planning. Teacher success is critical to student success, yet

teachers are challenged daily to meet their students’ diverse learning and behavioral

needs. Of major concern is the time many teachers spend managing student

behaviors, which takes time away from instruction. One way to reduce time spent

managing student behavior and increase student engagement is to use proactive

classroom management strategies. Teachers can embed proactive research-based

strategies within their lesson plans to reduce behavior problems and improve

achievement for all students, including students with disabilities. (Nagro, Fraser &

Hooks, 2018)

If you are a teacher, you know that no two students are the same and

that every person has a different learning style. A teacher’s instruction style,

therefore, can greatly impact a student’s ability to learn and comprehend. The

teaching profession has evolved and become one in which expertise from multiple

fields are integrated to support the educational outcomes of all children. Today the
general education classroom is integrated with children of varying abilities. Teachers

must be buttressed to meet the diverse needs of the diverse students, assess the

makeup of their class each year and utilize a variety of teaching methods to

ensure that every student is afforded the same opportunity to learn and engage.

(Shaffer & Thomas-Brown, 2015).

Lesson study, another term for lesson planning is a process of improving

teaching and learning, not only for students but also for teachers, which originally

appeared in Japan (Giannakidou, Yoftsali, & Tziora, 2013).

Based on the published online journal of Singapore Management University

on 2019, a lesson plan provides you with a general outline of your teaching goals,

learning objectives, and means to accomplish them, and is by no means exhaustive.

A productive lesson is not one in which everything goes exactly as planned, but one

in which both students and instructor learn from each other.

In its context, through creating learning communities through the design of a

research lesson the participating teachers collaborate collectively for their

professional development (Penteri, Karadimitriou, & Rekalidou, 2013). In able to

collect data on student learning, teaching and observation methods should be

employed. The use of these data for feedback and redesign of teaching, contributes

decisively to the improvement of teachers’ teaching skills (Kanellopoulou & Darra

(2018).

Lesson study, in addition, is based on the pedagogical theory of learning of

social constructivism (Rekalidou, Karadimitriou, & Moumoulidou, 2013), which

adopts the social character of knowledge (Anderson & Dron, 2011). According to this

theory, pre-existing knowledge of the pupils serves to build the new one, with the
guidance and encouragement of teachers, who creatively apply reflection in their

teaching (Sofos & Darra, 2015).

Implementation of Lesson Plans and Classroom Management. The

second indicator of professional competency is the implementation of lesson plans

and classroom management. Loughran (2010) explains that the ideas, information,

beliefs and attitudes that learners bring with them to the classroom are the resulting

aspects from some of elements that comprise what could be termed as their prior

knowledge, or knowledge gained prior to formal teaching.

In order to effective lesson plan implementation, teachers should have

knowledge about activities, and their types. Emmer and Evertson (2009) discuss that

the term activity describes organized behavior that the teacher and students engage

in for a common purpose. The authors explain that typical activities in secondary

classes include discussions, recitations, group work, presentations, seatwork, and

checking, although this is by no means a complete list.

Moreover, as students with diverse learning styles fill the classroom, many

teachers don’t always have the time to plan lessons that use differentiated instruction

to suit their distinct aptitudes. This can involve adjusting: Content — The media and

methods teachers use to impart and instruct skills, ideas and information,

Processes — The exercises and practices students perform to better understand

content, Products — The materials, such as tests and projects, students complete to

demonstrate understanding. (Guido, 2016)

The central theme in managing activities well is the idea of activity flow, the

degree to which a lesson proceeds smoothly without digressions, diversions, or

interruptions. Activity flow is maintained through three types of teacher behaviors:

preventing misbehavior, managing lesson movement, and maintaining group focus.

(Emmer & Evertson, 2009)

Classroom management is a term that describes the way a teacher controls

and manipulates the interactions between those in the classroom – and being a very

broad term, it covers everything from instructions to feedback to grouping to seating

arrangements. Ideally, teachers must find effective techniques and refine them for

the students they work with. They can Give better instructions; Vary voice control

when giving instructions: when students get used to the idea of instruction being

given in a very quiet, calm manner, they may quickly learn what is required of them

to make sure they can hear, Try giving instructions as a chant: pens down, turn

around, and look at me!: this give the chance to repeat the instructions until

everyone has followed them. Try giving instructions with minimal teacher talk in one

of two ways: this will really challenge to think about how to get the learners’ attention

and ensure everyone understands what the teachers want them to do. Set better

routines, Group students more efficiently, Get a grip on the whiteboard work;

nominate learners to come up and write answers on the whiteboard from time to time

– there is a degree of unpredictability that will work in your favor, Get your materials

management under control, and lastly, Be the master of managing (not controlling!)

behavior. (Pengelley, 2017)

Effective classroom instructional and behavior management is essential to

ensure student academic and social success (Mitchell, Hirn & Lewis, 2017). It aims

at establishing student self-control through a process of promoting positive student

achievement and behavior. Thus, academic achievement, teacher efficacy and

teacher and student behavior are directly linked with the concept of classroom

management (Chandra, 2015).

 Furthermore, Kounin (2017) believed that if students were engaged in their

lessons, they would be less likely to misbehave. Other theorist who believed this

were Glasser, Curwin and Medler, if students are busy concentrating in the lessons

and focusing on learning, they would not engaged less likely to improper demeanor

during the class.

One of the keys to effective classroom management is the development of a

quality relationship between the teacher and the students in the classroom. Marzano

and Pickering (2003), in a meta-analysis of more than 100 studies, reported that

teachers who had high-quality relationships with students had 31% fewer discipline

problems, rule violations, and other related problems over a year's time than did

teachers who did not. This significant statistic justifies further investigation into

developing relationships.

A critical component of developing relationships is through knowing and

understanding the learner. Teachers must take steps to learn and understand the

unique qualities of middle grades students, who are at a crucial time in their

development. Although they are good at disguising their feelings, they have been

described as actually craving positive social interaction with peers and adults; limits

on behavior and attitudes; meaningful participation in families, school, and

community; and opportunities for self-definition (Wormeli, 2003).

Using Modern Evaluation Methods. The third indicator is using of modern

evaluation methods. Based on Essays, UK (2018), modern evaluation methods or

constructivist approach to teaching involves a more interacting, student-based of

teaching. Here, the students learn through group participation in helping children

progress from one level to another in a more sociable interactive environment and to

get the approach right to get students to be independent learners. For effective
teaching to take place, a good modern evaluation method must be adopted by a

teacher. A teacher has many options when choosing a style by which to teach. When

deciding what teaching method to use, a teacher needs to consider students’

background, knowledge, environment, and learning goals. Teachers are aware that

students learn in different ways, but almost all children will respond well to praise.

Students learn in different ways, of absorbing information and of demonstrating their

knowledge. Teachers often use techniques which cater to multiple learning styles to

help students retain information and strengthen understanding. A variety of

strategies and methods are used to ensure that all students have equal opportunities

to learn. A lesson plan may be carried out in several ways: questioning, explaining,

modeling, collaborating, and demonstrating. A teaching method includes questioning

is similar to testing. A teacher may ask a series of questions to collect information of

what students have learned and what needs to be taught. Testing is another method

of questioning. A teacher tests the student on what was previously taught in order to

identify if a student has learned the material. Another teaching method is

explanation. This form is similar to lecturing.

Lecturing is teaching, giving a speech, giving a discourse on a specific

subject that is opened to the public. It is usually given in the classroom. This can also

be associated with demonstrating and modeling. A teacher may use experimentation

to demonstrate in a science class. A demonstration is the circumstance of proving

conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid

to learning. Students can visualize an object or problem, then use reasoning and

hypothesizing to determine an answer. Another thing of evaluation method is

Demonstrations, which are done to provide an opportunity in learning new

exploration and visual learning tasks from a different perspective. Demonstrations

can be exercised in several ways. Then, collaborating; Students working in groups

are another way a teacher can enforce a lesson plan. Collaborating allows students

to talk among each other and listen to all viewpoints of discussion or assignment. It

helps students think in an unbiased way. When this lesson plan is carried out, the

teacher may be trying to assess the lesson of working as a team, leadership skills or

presenting with roles. (Essays, UK, 2018)

Modern methodology is much more student-centered. According to a

mentioned study of Jim Scrivener, the teacher’s main role is to “help learning to

happen,” which includes “involving” students in what is going on “by enabling them to

work at their own speed, by not giving long explanations, by encouraging them to

participate, talk, interact, do things, etc.” (Akbarov, 2014). Broughton adds that “the

language student is best motivated by practice in which he senses the language is

truly communicative, that it is appropriate to its context, that his teacher’s skills are

moving him forward to a fuller competence in a foreign language” (Broughton et al.,

2002). Briefly put, the students are the most active element in this process. The

teacher is here not to explain but to encourage and help students to explore, try out,

make learning interesting, etc.

Several studies mentioned in Fox and Hackerman (2003) from National

Research Council, revealed that the most effective evaluation in a teaching and

learning community is that which encourages and rewards effective teaching

practices on the basis of student learning outcomes (Doherty et al., 2002; Shapiro

and Levine, 1999). Assessment of student learning at its best enables students to

identify their own strengths and weaknesses and to determine the kinds of

information they need to correct their learning deficiencies and misconceptions.

When such evaluation is properly employed, students learn that they can engage in

self-assessment and continuous improvement of performance throughout their lives.

Brain-based strategies includes involving student in real-life or authentic

problem solving; using projects to increase meaning makers: classroom strategies

using visual processing; jingles, songs and raps, Mnemonic strategies; writing

strategies; peer teaching; active review and hands on activities.(Alcantara et al.,

2015)

Grading systems, more importantly, need to be fair and accurately reflect a

student ability and potential. In today’s diverse classrooms, it is as important for

teachers to have different ways of assessing students as they do with teaching them.

In addition to state and national standardized tests given at the end of a unit or

semester, teachers can use a variety of well researched-based methods throughout

the learning process to give students opportunities to demonstrate their learning.

There are different types of ways that teachers can use to assess student progress

in an inclusive class: Change Weighting Scale; when calculating a final grade for

report cards, teachers use student assignments, tests, quizzes, and exams collected

over the semester. Each type of assessment holds a certain “weight” in the overall

grade. Exam results might be worth 50% of the entire grade, while daily assignments

are worth 20%. For students with instructional accommodations and modifications,

teachers can adjust the importance or weight of an assessment activity, Use Informal

Observation; observing students throughout the school day can give important

insight into their learning needs and progress. Collecting data through notes,

checklists, sticky notes, and audio notes can help teachers keep track of student

strengths and needs. (Eredics, N. 2018)

 Conferring to Eredics (2018) study, informal observations alert teachers to

issues and information that one can’t provide on a written test, Allow for Self-

Assessment; give students an opportunity to assess their own learning and reflect on

the progress they are making. They can identify their own gaps in skills or

knowledge, revise their work, and set realistic goals. This process also helps

students stay motivated and interested in their own learning, and Provide Multiple

Test Formats; tests do not need to be restricted to pencil and paper formats.

Students with written output issues can be given oral-response tests. Teachers can

use multiple choice, long answer, short answer, diagrams, charts, fill-in-the-blank,

and other graphic organizers to have students answer questions about material.

As a result of this endeavor, professional development keeps teachers up-to-

date on new research, on how children learn, on emerging technology tools for the

classroom, and on new curriculum resources; but effective professional development

enables educators to develop the competencies, such as the knowledge and skills

they need to address students’ learning challenges. To be effective, professional

development, according to Mizell (2010), requires thoughtful planning followed by

careful implementation with feedback to ensure it responds to educators’ learning

needs.

Mentioned in Pascual et al. (2017), the world is changing and so is education.

Access to learning opportunities is greater now than at any previous time

(Rosenberg, 2000; Voorhees, 2001). Competency-based are the standards or

criteria for characterizing good teaching and are defined in terms of what the teacher

is competent to do. This is in accordance to CHED CMO #30, particularly, so instead

of defining good teaching practice in terms of the teacher’s credentials, LET scores,
grades in graduate school, degrees, personality traits, and so on, we look at what the

teacher can do competently.

Student Satisfaction

There have been a number of national and international clientele satisfaction

models introduced. These models are often used to describe the cause and effect

relationship of different factors. In fact, a research proved that there is a direct

relationship between customer satisfaction and profitability. Celia (2010) explained

that the student satisfaction is the perception of students toward learning

environmental support and it is also likely to concern the role of the instructors and

the role of students. Moreover, Guosheng et al., (2010) concluded that student

satisfaction is the perception and evaluation of every service in school based on their

expectation while, Smimou and Dalh (2012) are based more on teaching quality

analysis and the effect of that variable on students’ satisfaction.

Teaching. Teaching is one of the indicators of student satisfaction. In a

review, the quality of (quality of educational services, student satisfaction and

teaching quality) in research by (Riportella et al., 2001; Farahmandian,

Minavand & Afshardost, 2013; Ko & Chung, 2015). Aziz and Yasin (2013) focus

on examining the relationship between student perception of quality teaching,

learning and satisfaction (Ko & Chung, 2015; Farahmandian, Minavand &

Afshardost, 2013), relationship among teachers self-efficacy and students’

motivation (Pan, 2014), relationship between service quality dimension and

overall student service quality (Ko & Chung, 2015) but none has attempted to

investigate the influence of quality teaching on student satisfaction despite

findings linking student satisfaction with retention. Furthermore, the quality of

teaching-learning process is related with student satisfaction. Learning quality

and students’ perception of the teaching has a relationship to each other.

In addition, if instructors have a better way of teaching, this can help

increase learning satisfaction. To achieve good teaching, teachers may haves

a positive effect on student learning and development through the combination

of content mastery, command of broad set of educational skills and

interpersonal skills or communication (Hightower et al, 2011)

Assessment. Assessment is one of the indicators of student satisfaction.

There have been so many produced general recommendations for quality

assessment to be used in the classroom, some of these are the use of

performance- based assessment, not only in the traditional paper and pencil

testing, but design assessments themselves which match their objectives and

instructional approaches, and use assessment which is formative not just

summative (Frey & Schmitt, 2010). In other words, evaluating the performance

of the students is a direct measure to assess their accomplishments through

effective assessment activities (Dong & Lucey, 2013). As Greenstein (2010) and

Stiggins (2010) suggested, teachers need to develop a solid understanding of

classroom assessment so that they can develop a balanced approach to

assessment for learning and assessment for learning. This allows them to

evaluate not only students’ knowledge levels but also the effectiveness of their

own teaching processes, and perhaps, provide a gauge of student satisfaction (.

Martirosyan, Saxon, & Wanjohi, 2014)

In the published online work of BC College and Institute Student Outcome

on 2002, satisfaction ratings go beyond teaching assessments, which have a

narrow focus, to include broader aspects of the student learning experience. To

grasp the complexity of that learning experience, it is not enough to know the

degree to which students are satisfied, it is important to understand the factors

that contribute to student satisfaction.

A good measure of assessment for learning should have the capacity to

track student progress as well as the capacity to help students recognize areas

for improvement according to Pat-El et al. (2013). Thomas (2012) studied

teachers in Pakistan in terms of their beliefs about classroom assessment. The

study saw the need for more professional development activities inside schools

to expose teachers to contemporary approaches of assessment. Sandvoll

(2014) highlighted the importance for teachers to align their espoused theories

with their teaching practice.

Further, it is important to determine the relationship between student

satisfaction and assessment performance since it attracts much attention

especially in teaching practitioners and academics because it may underpin

powerful collaborations at work in students’ educational experiences (Dong &

Lucey, 2013).

Generic Skills and Learning Experiences. There were arguments on

generic skills in higher education that have been characterized by concerns with

definitions, institutions’ concerns regarding generic skill levels of graduates, and

studies that support as well as try to address those institution concerns

(Cameron et al., 2014). Moreover, student effectiveness has an important

relationship with generic skills. Students may possess these skills but not that

skill when completing a task.

In addition, generic skills are also known by many other terms such as

soft skills, key skills, common skills, essential skills, employability skills, basic
skills, necessary skills, competencies skills, and transferable skills (Gibb &

Coffey, 2004). Further, these skills are important in virtually every profession

especially when one has reached the level of sales manager or agency owner,

working with and through the years. Generic skills are identified to be most

critical skill in the current global market especially in this fast moving era of

technology (Aziz & Yasin, 2013).

Research revealed that students are the most appropriate qualified

sources in determining the extent to which the learning experience was

productive, informative, satisfying, or meaningful (Long, et al., 2013). In the

study conducted by Elliott and Healy (2001), they determined numerous

dimensions which contribute to student satisfaction. One of these dimensions is

the educational experience. Educational experiences may not only be found

inside the classroom but may also include experiences outside the classroom.

These experiences were important in student satisfaction (Peters, 2012; Billups,

2011). Student satisfaction refers to the attraction, pride, or positive feeling that

the students develop toward the program or institution (Danielson, 2013).

Furthermore, the level of students’ positive feeling or satisfaction is

related to how students use adequate resources to cope with their academic

and social interests (Strike, 1984), the ability of students to project and

implement their self-concepts (Sedlacek, 1987) and their academic and social

experiences obtained at the particular institution (Danielson, 2013).

In addition, students must understand the worth of their education and be

satisfied with their general experience in order to stimulate and support their

educational institution as a student and as an alumnus. Thus, satisfied students

are likely to exert more effort in their educational studies by taking actions such
as regularly attending their classes and becoming more involved in their

coursework and institution (Bryant, 2009).

Lastly, one of the dimensions and sources of student satisfaction is

educational experience (Long et al., 2013). In the study conducted by Siming et

al. (2015), student experiences fall in the range of 5-3 on the measurement

scale, which means that these experiences are very good and satisfactory.

Therefore the better the experiences of the students, the higher will be their

satisfaction (Siming et al., 2015).

Correlation of the Variables

This section discusses the relationship between professional competencies of

TLE teachers and student satisfaction. The students’ satisfaction level is an

important indication to determine how successful of the education institution to

provide services to the market (Gee, 2018).

Teaching and learning highly depend on both lecturers and students.

Students’ satisfaction has seldom been taken into consideration as an important

factor to determine the success of an organization. Secondary students will seek

advice from their peers before selecting their favorable tertiary institutions. Hence,

students’ satisfaction at higher education institutions is vital, especially for private

institutions in this competitive environment. To increase students’ satisfaction, one of

the important criteria is the lecturers. The teaching quality and the effectiveness of

lecturers in interaction with the students will contribute to the students’ satisfaction.

Satisfied students tend to achieve good academic performance as the result of the

quality lecturers. Therefore, a high performing lecturer will produce a high quality

student when they deliver an effective teaching (Dey et al., 2015).

 Akiri (2013) conducted research in Nigeria and reveal the finding that effective

teacher can generate higher student performance. Other research in South Africa by

Muzenda (2013) found that dimensions of lecturer competence; lecturer teaching

skills, subject knowledge, lecturer attitude and lecturer attendance have positive

significant influence on students’ academic performances. The findings from Wamala

and Seruwagi (2013) in Uganda suggest that higher teacher competency alone may

not directly translate into better academic achievement by students. Long et al.

(2016) also found positive relation between lecturer competencies and student

performance. Student performance will increase if lecturer's competencies on

knowledge, creativity, discipline, communication, preparation are maintained.

Another withstanding viewpoint in the correlation of professional competency

and student satisfaction is the relationship between lecturers and students which

was also contributed to the students’ satisfaction level. Lecturers need to be

competent, friendly, helpful and efficient in performing their duties as motivators,

guiders, facilitators and educators. The researcher suggested that students

perceived their lecturer quality based on the amount of knowledge, learning

experience and satisfaction regardless of gender issue. Students’ perception on the

teaching quality will influence their satisfaction. (Suarman, 2015)

Because students are one of the main customers of the higher education

system (Woodall, Hiller & Resnick, 2014), the researchers examine how faculty

members’ prior teaching and research achievements are shaping students’

satisfaction. They posit that prior teaching experience positively influences students’

satisfaction.

If a lecturer is committed with teaching excellence, his/her work will be highly

valued by students (Xiao and Wilkins, 2015). The underlying rationale behind this
argument is that irrespectively of the teaching experience, those lecturers who are

good communicators, motivated and feel what they teach, are concerned with an

effective student learning, consequently, they are interested in improving their

teaching skills and can obtain high records in students’ evaluations and satisfaction

of students is obtained. According to Naz (2016) if students have a high-performing

teacher one year, they will enjoy the advantage of that good teaching in future years.

Conversely, if students have a low-performing teacher, they simply will not outgrow

the negative effects of lost learning opportunities for years to come.

Wilkins & Balakrishnan (2013) identified quality of lecturers, quality of

physical facilities and effective use of technology as key determinant factors of

student satisfaction. As well as, student satisfaction in universities is greatly

influenced by quality of class room, quality of feedback, lecturer-student relationship,

interaction with fellow students, course content, available learning equipment, library

facilities and learning materials.

Malik, et al. (2010) explored the impact of service quality on students’

satisfaction in higher education and it was found that cooperation, kindness of

administrative staff, responsiveness of the educational system play a vital role in

determining students’ satisfaction.

Furthermore, lecturers’ absenteeism will demotivate the students in their

learning process. The commitment of students will decrease when their teacher

absenteeism was very frequent (Stoica and Wamsiedel, 2012). According to Sezgin

et al (2014), when teacher absenteeism has been too often, students will start to

miss the lecture by taking their teachers as the role model.

In summary, the cited literature and studies which include readings, research

results and findings related to professional competencies of TLE teachers and

student satisfaction and how these two variables are related with each other were

very helpful as these relate to this study. Indicators of competencies of TLE teachers

include lesson planning, implementation of lesson plans and use of modern

evaluation methods. Student satisfaction includes teaching, assessment, generic

skills and learning experiences. These materials helped in further understanding how

competencies of TLE teachers correlate and influence student satisfaction. These

will be used as guide and sources in the presentation of the results and discussion of

the study.

The end target of this paper is an input to the students’ satisfaction; therefore,

there was a need to identify the required competencies to be able to achieve the

goals set for an effective TLE learning. After the needs were established and the

required competencies laid-out, the existing competency levels of the TLE teachers

in the Division Panabo City were determined.

Theoretical Framework

This study is anchored on Matzler and Woessmann (2010), who discovered

that teaching quality is directly related to student satisfaction. The performance of the

lecturers will decrease the level of satisfaction when students feel that they are not

being given enough information on how to pass the subject, but this will only

increase their satisfaction when teachers’ instructional practices encourage students

well beyond personal, arbitrary standards of interesting teaching. In addition, the

quality of academic aspects positively influenced student satisfaction. Therefore, if

there is an increase in curriculum design, instructional delivery, and assessment,

there will also be increases in student satisfaction (Kayastha, 2011). According to

Akiri & Ugborugbo (2009) lecturer competence in learning process will drive and
help the student to achieve better performance. Other study from Sultan & Shafi

(2014) supports the ideas regarding the relation of teacher competence and

academic performance.

Moreover, this study raises framework of Guerrerio and Revai (2017) about

teachers’ professional competence represented with indicators and its relationship to

students outcome. First, the teachers’ prior topic and pedagogical knowledge which

more likely contribute to students rich-knowledge acquisition in the subject. Second

indicator is the affective-motivational competencies and beliefs of teachers

presenting the ways on how they persuade their students toward effective learning.

Moreover, lecturer regarded as the most imperative school-based factor that

influences students’ achievement levels (Muzenda, 2013). They can help change

student attitude and help them to accomplish better performance. Generally, the

framework is about teacher learning and teaching approach (Guerrerio & Revai,

2017).

Thus, establishing good relationship between lecturer and students is very

important in teaching and learning for the students and lecturers to have a close

emotional relationship, which later establish a two-way communication between

students and lecturers. Lecturers should be effective and competent in performing

his/her job demands. Lecturers should be competent and naturally master is/her

learning contents, pedagogical knowledge, teaching medium, teaching methods and

others. Each student has his/her own expectation, which normally expecting the

lecturers to be good and efficient in teaching. Roediger, Thorsten and Isabelle (2007)

had conducted a study on a number of students in Europe. The study found that

students wanted their lecturers to be knowledgeable, enthusiastic, approachable and

friendly. According to Hill et al. (2003) the quality of the lecturers is the most

important factor in providing high quality of education.

Whereas the landscape construct embraces those that reflect a student's

natural search for meaning on the college campus, the geography construct

incorporates student attitudes about the concrete educational process that is the

operating core of every university. For these students, attitudes about the operating

core of the metropolitan university, and therefore the geography of the educational

process, included the importance of a caring, competent faculty and quality teaching.

Furthermore, their attitudes included the importance of an expanding knowledge

base, a comprehensive curriculum, successful career preparation, and obtaining

timely and accurate information about the operating core. (Franklin, 1999)

A sense of belonging refers to feeling a part of the campus community and a

commitment toward the institution. Strayhorn (2012) claimed that college students’

sense of belonging came from their perceptions regarding social support, a feeling of

connectedness, and a feeling of being accepted, respected, and valued by others

(group or campus community). Hurtado and Carter (1997) claimed that the sense of

belonging measure differed from social integration as it was related to an attachment

to the campus community as a whole. Research has tended to confirm that a sense

of belonging is strongly related to overall satisfaction with the college experience

(Fleming, Oertle, Plotner, & Hakun, 2017).

Conceptual Framework

The independent variable of the study is the competencies of TLE teachers.

According to the professional competencies of TLE teachers’ survey which was

developed by Alqiawi and Ezzeldin (2015) there are three indicators for this variable
which includes lesson planning, implementation of lessons and classroom

management and using modern evaluation methods. Planning lesson determines

what is expected to be known and performed by learners. Implementation of lessons

and classroom management is defined how teachers apply suitable teaching

strategies according to content and students’ characteristic. Lastly, using modern

evaluation methods is subtly explained to as the utilization of varied evaluation

methods suitable to behavioral objectives of the subject.

The dependent variable of the study in Figure 1, is the level of student

satisfaction. The indicators are the following; teaching, assessment, and generic

skills and learning experiences (Fieger, 2012). Teaching is defined as the perception

of the students on how teachers teach the subject content. Assessment is defined as

the perception of the students of the assessment tool used by the teacher. Generic

Skills and Learning Experiences is defined as the perception of the students on the

different skills learned and the different learning experiences used by the teacher to

master the skills needed.

Variables

Independent Dependent

Professional Competencies

of TLE Teachers
Students Satisfaction
 Lesson planning
 Teaching
 Implementation of
 Assessment
lessons and
 Generic Skills and
classroom
Learning
management
Experiences
 Using modern

evaluation methods
 Figure 1. Conceptual Paradigm of the Study

Significance of the Study

This study aims to assist educators in understanding the professional

competencies of TLE teachers and how it affects the students’ satisfaction

towards learning. Student satisfaction assessment can help educational

institutions to improve offerings and services, remain accountable to student

customers and remain competitive in the educational market.

This study also hopes to benefit the future researchers through this

quantitative investigation which will serve as a mainstream of presenting new

data on the relationships that can suggest specific and relevant answers for

future researchers of such existing professional competencies of TLE teachers,

thus, it will also serve as research evidence with an assumption to provide

adequate information on the professional development of teachers, wherein

teachers would become more competent and have more quality teaching

specifically in teaching TLE subjects in the country and established theories on

students’ satisfaction.

In addition, the result will identify the existing professional competencies

of the TLE teachers as basis for formulating programs for gap between the

present and the standard competency skills, and the needed skills for

improvement among the TLE subject teachers that will satisfy student

experiences and needs. The result of this study will help in understanding the

experiences and needs of the students. This will also serve as their basis in

coaching and mentoring TLE teachers to satisfy their students.

 Furthermore, the researcher hopes to gather enough information to help

educators, especially for TLE teachers, recognize the important relationship

between professional competencies of TLE teachers (e.g lesson planning,

implementation of lesson and classroom management, and using modern

evaluation methods) that they perform and the pedagogical satisfaction their

students may experience. If indeed significant relationships are exposed,

further credibility will afford the theory that professional competencies of TLE

teachers play an important role on how well students achieve satisfaction

socially and academically.

The data will more likely to improve the students’ experience and identify

the difference between present professional competency and desired (standard)

professional competency and to recommend strategies for bringing the desired

competency into actual practice. The result on the student satisfaction can be

useful to institutions to help them pinpoint their strengths as well as to identify

areas for improvement.

Definition of Terms

The following terms are defined for the better understanding of the study.

Professional Competencies of TLE teacher refers as being used in this study and

operationally defined as the professional competencies of teachers they perform in

the teaching field (e.g. lesson planning, implementation of lesson plans and

classroom management, and use of modern evaluation methods) specifically in

Technology and Livelihood Education (TLE).

Student Satisfaction this is operationally refers to the satisfaction of the students

with the professional competencies of TLE teachers specifically in lesson planning,

implementation of lesson plans and classroom management, and use of modern

evaluation methods
 Chapter 2

Methodological Section

This chapter presents the methods used in conducting the research which

includes the research design, research subject, research instrument, data gathering

procedure, and statistical tools.

Research Design

The research will employ the quantitative non-experimental descriptive

research design. This approach involves variables that are not manipulated by the

researcher and instead are studied as they exist (O'Dwyer & Bernauer, 2013). This

research will also be utilizing a survey to gather data that will determine the existing

competencies of TLE teachers’ on teaching T.L.E. and the level of student

satisfaction of secondary schools in Panabo City, Davao del Norte. A complete

enumeration to an entire population of TLE teachers is appropriate to describe the

attitudes, opinions, behaviors, or characteristics of the population (Creswell, 2014).

Additionally, the research will employ Correlational Research Design, which

according to Cherry (2019) is use to describe and measure the degree of

association or relationship between two or more variables or sets of scores. This will

be used in the study with the data on the competencies of TLE teachers correlated

to the data on the level of satisfaction of the students in the existing competencies

of TLE teachers.

Research Locale

This study will be conducted at San Vicente National High School, a public

secondary school situated at Barangay San Vicente, Panabo City, Davao del Norte.
The call to serve Barangay San Vicente and its neighboring barangays reverberated

since the early 70’s when most of the residents had to hike several kilometers to the

Poblacion to seek High School education. Fortunately, on June 02, 2005 with just the

Barangay Gym as its first home for the one hundred seventy-three (173) first year

students and three (3) teachers, San Vicente National High School Annex came into

existence.

Later, the school is established as San Vicente National High School, an

institution which proves to be a cradle of servant leaders and a blessing for others.

The academe has thirty-two (32) classrooms not to mention laboratories and other

offices with a total student population of 1,526. Up to these days, the school still lives

on its reputation as a performing and one of the top schools in the city with a primary

goal to cultivate globally competent learners.

Figure2: Map of the Panabo City highlighting Barangay San Vicente

Population and Sample

The respondents of this study will be the whole population of Grade 10

students of San Vicente National High School, Panabo City Division for the S.Y.

2018-2019. There are 243 Grade 10 student-respondents (113 males and 130

females) which will be chosen through random sampling technique. The

researcher’s-made questionnaires on the assessment of Students Satisfaction will

be administered to the 243 respondents in order to gather data. In addition, the

distribution of researcher’s-made questionnaire will be personally managed by the

researcher with the help of the Cookery teachers handling Technology and

Livelihood Education subjects.

Table 1.Total number of Grade 10 Students of San Vicente National High School,
Panabo City, Davao del Norte

School Population Male Female Total Sample Sample

(Grade 10) Sample Sample Population Percentage

Population Population (Male + Female) (%)

San Vicente 243 113 130 243 100

National

High School

Research Instrument

This study on competencies of TLE teachers and student satisfaction will

utilize two adapted questionnaires, which will be simplified and contextualized by the

researcher. The questionnaire for Professional Competencies of TLE teachers will

be based from Alqiawi & Ezzeldin (2015). Professional Competencies of Technology

and Livelihood Education (TLE) instructors: Input to a training module in industrial

arts, and the indicators are lesson planning, implementation of lesson plan and

classroom management and use of modern evaluation methods of TLE teachers in

Panabo City. The questionnaire will be modified to contextualize the school setting

while the questions will be simplified and translated to Filipino to be easily

understood by the respondents. The research instrument will be personally

administered by the researcher who will explain the objectives in conducting the

study. The instrument is foreseen to provide sufficient-rich data and ideas from

Grade 10 students. Shown below is the range of means used in the competencies

of TLE instructors.

Range of Mean Descriptive Level Interpretation

4.20-5.00 Very High When the professional

competencies of
TLE Instructors are
always manifested.

3.40- 4.19 High When the professional

competencies of
TLE Instructors are
oftentimes manifested.

2.60- 3.39 Moderate When the professional

competencies of
TLE Instructors are
sometimes manifested.

1.80- 2.59 Low When the professional

competencies of
TLE Instructors are
rarely manifested.

1.00-1.79 Very Low When the professional

competencies of
TLE Instructors are
never manifested.
 The questionnaire for the student satisfaction will be taken from

Measuring Student Satisfaction from the Student Outcomes Survey by Feiger

(2012). The indicators were teaching, assessment, and generic skills and

learning experiences. Also, the questionnaire will be modified to contextualize

the school setting and the questions will be simplified and translated to Filipino

for better understanding of the respondents. The instrument is foreseen to

provide sufficient-rich data and ideas from Grade 10 students. Below is the

range of means used in the student satisfaction in this study.

The five-point Likert Scale was used in determining the level of student

satisfaction in this study.

Range of Mean Descriptive Level Interpretation

4.20-5.00 Very High When the student is very

much satisfied.

3.40- 4.19 High When the student is very

satisfied.

2.60- 3.39 Moderate When the student is

satisfied.

1.80- 2.59 Low When the student is less

satisfied.

When the student is not

1.00-1.79 Very Low satisfied.

The first draft of the simplified and contextualized questionnaire will be

submitted to the validators for their comments and recommendations. A pilot testing
will be conducted to test the reliability of the instrument. After the pilot testing is

done, the data will be submitted to the statistician to test the reliability of the

questionnaire.

Data Collection

Data collection for this study will be done through the following steps. First,

send a letter of permission to conduct the study to the office of SDS Dee D. Silva

CESO V, Schools Division Superintendent of Panabo City Division. Second, ask

permission from the office of the School In-Charge, Arlen A. Jumamoy, of San

Vicente National High School to conduct the study to grade nine to Grade 10

students. Then, the researcher will personally conduct the giving and retrieving of the

questionnaire to ensure 100% collection of the respondents’ responses. Next, the

researcher will tally all the data gathered from the respondents with the guidance of

the statistician. Lastly, the results will be analyzed and interpreted based on the

statement of the problem of the study.

Statistical Tools

The following statistical tools were used:

Mean. This was used to measure the central tendency and to determine the

level of professional competencies of T.L.E teachers and to determine the students’

satisfaction on beginning teachers’ practices.

Pearson-r. This was used to measure the linear correlation between two

variables and to determine the significant relationship between the professional

competencies of TLE teachers and the level of student satisfaction among

Secondary schools in Panabo City, Davao del Norte.

 Regression. Is the process of estimating relationship among variables;

this test was used to determine which domains professional competencies of

TLE teachers significantly influenced the level of satisfaction of the students of

Secondary schools in Panabo City, Davao del Norte.

Ethical Considerations

In most research studies, human subjects participate in the research process.

This is the reason why due consideration must be taken on how to deal and relate

with them in this noble exercise. It is the responsibility of the researcher to design a

project which will not infringe on the rights and safety of the interviewees or

respondents. This is important in advocating, promoting and protecting their rights

(Blumberg et al, 2005). The risks related to the research must be well explained to

the respondents while conducting the research.

Personal profiles of the respondents will be dealt with utmost confidentiality by

not identifying the ethnic or cultural background of respondents, and shall maintain

the anonymity of the respondents through pseudonyms (Nanda, 2015). This is why,

during research the researcher will protect the information given in confidence by the

respondent. But, if any information has to be revealed, then consent must be sought

from the respondent. This enhances honesty towards the research subject by

protecting them from physical and psychological harm thereby ensuring that the

researcher does not ask embarrassing questions which can disguise or even shock

the respondent. (Akaranya & Makau, 2016 ).

Also, the researcher will submit a letter of permission to the University of

Mindanao Research Ethics Committee (UMREC) through The University of

Mindanao, Panabo City to ensure that the codes of ethical guidelines for research

are followed.
 Chapter 3

RESULTS

Presented in this chapter are the results of the study in tabular and textual forms.

Level of Professional Competencies of T.L.E. Teachers

The level of professional competencies of T.L.E. teachers as perceived by the

students of the TLE teachers is shown in Table 1. The results revealed that the

overall mean was 4.04 with a descriptive equivalent of high. This meant that the

instructional practices of beginning TLE teachers are oftentimes manifested.

Table 1
Level of Professional Competence of T.L.E. Teachers

Indicator SD Mean Descriptive Level

Lesson planning 0.80 4.16 High
Implementation of lesson and classroom
0.89 4.01
management High
Using modern evaluation methods 0.84 4.04 High
Overall 0.86 4.04 High

The result further revealed that the lesson planning obtained the highest

mean of 4.16, with a descriptive equivalent of high. Using modern evaluation

methods and implementation of lesson and classroom management followed next

with a mean of 4.04 and 4.01 respectively, both with a descriptive equivalent of high.

As shown in Table 1.1 specifying lesson planning, T.L.E. teachers being able

to determine what is known and performed by learners is the highest item with the

highest mean of 4.22, and a descriptive equivalent of very high, which meant that the

T.L.E. teachers were able to come up with lessons which the learners needed the
most in their specified skills. This was equally followed by planning lessons

according to behavioral objectives and selecting teaching strategies suitable for

content and students characteristics, both with mean of 4.12 and a descriptive

equivalent of high.

In Table 1.2, is shown the level of professional competencies of T.L.E.

teachers in terms of implementation of lesson and classroom management. Applying

strategies of cooperative learning to encourage team work is the item with the

highest mean of 4.28 and a descriptive value of very high which meant that students

see their T.L.E. teachers more professionally competent if they employ group

activities, brainstorming, and interpersonal approaches in the class. This was

followed by applying strategies of discovery, survey, and active learning which

encourage thinking and creativity with 4.23 mean and a descriptive equivalent of

very high. Using modern learning methods to motivate continuous learning, using

technological and educational techniques to strengthen one's teaching skills and

facilitate the process of learning, applying suitable teaching strategies according to

content and student's characteristics, organizing and arranging classroom using

suitable teaching strategies, organizes the learning environment in the classroom in

a way that reassures tranquility and induces feelings of security among students,

using suitable teaching strategies that take into account individual differences,

leading seminar, presenting activities that are suitable to different levels (gifted,

normal, learning difficulty student), and using suitable reinforcement methods

according to different abilities of students followed with the mean of 4.11, 4.08, 4.06,

3.99, 3.91, 3.91, 3.87, 3.86, and 3.74 respectively, all with descriptive equivalent of

high.
 Further, the study also revealed that use of modern evaluation methods

manifest professional competencies of T.L.E. teachers. Using self-evaluation method

to improve one's skill has the highest mean with 4.35 and a descriptive equivalent of

very high. This is followed by evaluating students through meaningful and authentic

situations, using pre-evaluation of information related to new knowledge, using

varied evaluation methods suitable to behavioral objectives, contributes to evaluation

of the educational process and its elements, using varied evaluation methods

suitable to behavioral objectives, applying diagnostic and summative evaluation,

assigning suitable and enough time for evaluation with mean of 4.14, 4.11, 4.01,

3.94, 3.86, 3.85 respectively all with descriptive equivalent of high.

Level of Student Satisfaction

In Table 2 is shown the level of student satisfaction in terms of teaching,

assessment, and generic skills and learning experiences. The results revealed that

the overall mean was 4.24, with a descriptive equivalent of very high. This meant

that the students are very much satisfied with the teaching, assessment, and generic

skills and learning experiences they got from the TLE teachers.

Table 2
Level of Student Satisfaction

Descriptive
Indicators SD Mean Level
Teaching 0.67 4.37 Very High
Assessment 0.71 4.07 High
Generic skills and learning
experiences 0.72 4.26 Very High
Overall 0.71 4.24 Very High
 The result further revealed that teaching posted the highest mean of 4.37 with

a descriptive equivalent of very high. This was followed by generic skills and learning

experiences with a mean of 4.26, or very high. Lastly, assessment had a mean of

4.06, or high.

In Table 2.1 is shown the level of student satisfaction in terms of teaching; the

result revealed that treating me with respect posted the highest mean, followed by

understands my learning needs, has a thorough knowledge of the subject content,

makes the subject as interesting as possible, provides opportunities to ask

questions, and communicates the subject content effectively with means of 4.64,

4.41, 4.33, 4.31, 4.29, and 4.20 respectively; all had descriptive equivalent of very

high.

As shown in Table 2.2, the level of student satisfaction in terms of

assessment, revealed that the assessment was a good test of what I was taught has

the highest mean with 4.17, followed by the way I was assessed was a fair test of my

skills, I received useful feedback on my assessment, I knew how I was going to be

assessed, and I was assessed at appropriate intervals with 4.09, 4.09, 4.02, and

3.98 mean respectively; all have descriptive equivalents of high.

Shown in Table 2.3 is the level of student satisfaction in terms of generic skills

and learning experiences. The item that posted the highest mean of 4.43 is as a

result of my training, I am more positive about achieving my goals; followed by

overall, I was satisfied with the quality of this training, my training helped me to

develop the ability to plan my own work, my training has made me more confident

about my ability to learn, my training helped me develop my ability to work as a team

member, and as a result of my training, I feel more confident about tackling

 unfamiliar problems with means of 4.37, 4.37, 4.34, 4.31, 4.23 respectively, all with

descriptive equivalent of very high. My training improved my skills in written

communication; how do I rate, on average, your satisfaction with the overall quality

of the training, and my training developed my problem-solving skills followed with

means of 4.11, 4.08, and 4.05, all with descriptive equivalent of high.

Significant Relationship of Professional Competencies of T.L.E. Teachers and

Student Satisfaction

The significance of the relationship between professional competencies of

T.L.E. teachers and the student satisfaction among Grade 10 students of San

Vicente National High School, Panabo City, Davao del Norte is shown in Table 3

below. Results revealed that the overall r-value was .012 with a p-value of .878. It

was revealed further that the p-value of .878 was greater than the 0.05 level of

significance. This meant that the null hypothesis of no significance in the relationship

between the professional competencies of T.L.E. teachers and student satisfaction

among Grade 10 students of San Vicente National High School, Panabo City, Davao

del Norte, is accepted.

Table 3
Significance of the Relationship of Professional Competencies of T.L.E. Teachers and Student
Satisfaction

Student Satisfaction

Professional Competencies Generic skills

Overall
of T.L.E. Teachers Teaching Assessment and learning
experiences

Lesson planning 0.064 -0.002 -0.014 0.012

(0.415) (0.978) (0.857) (0.878)
Implementation of lesson
and classroom
management 0.038 0.038 0.010 0.030
 (0.629) (0.630) (0.895) (0.706)

Using modern evaluation

methods -0.034 0.029 0.003 0.000
(0.668) (0.715) (0.970) (0.996)
Overall
0.021 0.033 0.005 0.020
(0.788) (0.681) (0.954) (0.804)

The result further revealed that, lesson planning had no significant

relationship with student satisfaction with an r-value of.012, a p-value of .878 and

instructional strategies had no significant relationship with student satisfaction with

an r-value of .030 with p-value of .706. Using modern evaluation methods had no

significant relationship with student satisfaction since the p>0.996 is greater than

0.05 level of significance with 0.000 r-value.

As to relationship between each indicator, the study revealed that lesson

planning had no significant relationship to teaching, neither to assessment nor

generic skills and learning experiences since the p-values 0.415, 0.978, and 0.857

respectively are greater than 0.05 level of significance with r-values of 0.064, -0.002,

and -0.014.

Further, in terms of implementation of lesson and classroom management,

this indicator was not significantly related to teaching since r-value is 0.038 with p-

value of 0.629. There was also no significant relationship revealed between the said

indicator and assessment with r-value of 0.038, p-value of .630. Moreover, no

relationship was found between it and generic skills and learning experiences with r-

value of 0.010 and a p-value of 0.895.

Lastly, the study also revealed that using of modern evaluation methods had

no relationship to teaching with r-value of -0.034, p-value of .668. It was also not
significantly related to assessment even to generic skills and learning experiences

with 0.029 (0.715), 0.003 (0.970) r-values and p-values respectively.

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