Ncbts

2017-18
“SELF-EFFICACY AND COMPETENCY

LEVEL OF PRE-SERVICE TEACHERS
AMONG HIGHER EDUCATIONAL
INSTITUTIONS IN SAN JOSE CITY,
NEUVA ECIJA”
MANUEL L. HERMOSA
RESEARCHER
CORE GATEWAY COLLEGE, INC
“SELF-EFFICACY AND COMPETENCY LEVEL OF PRE-
SERVICE TEACHERS AMONG HIGHER EDUCATIONAL
INSTITUTIONS IN SAN JOSE CITY, NEUVA ECIJA”
INTRODUCTION
o.Education in the Philippines

INTRODUCTION
o.Education
. in the Philippines
o Learning
INTRODUCTION
.
o Education in the Philippines
o Learning
o Pre-Service Teachers
INTRODUCTION
.
o Learning
o Self-efficacy
INTRODUCTION
.
o Learning
o Self-efficacy
o Competence
INTRODUCTION
.
o Learning
o Self-efficacy
o Competence
o Hon Jesli Lapus
STATEMENT OF THE PROBLEM

.
o Article1, Section 1 of Republic Act 7722

.
o National Competency-Based Teacher Standards (NCBTS)

.
o CHED Memorandum Order (CMO) #30, s 2004

.
o CHED Memorandum Order (CMO) #30, s 2004
OBJECTIVES OF THE STUDY

•1. Determine
. the respondents’ personal attributes in terms of
age, sex, civil status and degree pursued;
•2. Determine the respondents’ self-efficacy in terms of
planning, use of communication, management of student
behavior, teaching English and teaching mathematics
•3. Ascertain pre-service teachers’ competency level in the
different domains of the NCBTS such as:
•3.1. Social Regard for Learning
•3.2. Learning Environment
•3.3. Diversity of Learners
•3.4.Curriculum
•3.5. Planning, Asserting, and Reporting
•3.6. Community Linkages
•3.7.Personal Growth and Professional Development
OBJECTIVES OF THE STUDY
4. .Find out the perceived strengths and

weaknesses of the respondents in the NCBTS;
5. Find out the relationships of the
respondents’ personal attributes and
competency level;
respondents’ personal attributes and
self-efficacy; and
respondents’ self-efficacy and competency
level.
Hypotheses of the Study
•There.
are no significant relationships between
the respondents’ personal attributes and
competency level.
•There are no significant relationships between
the respondents’ personal attributes and self-
efficacy.
•There are no significant relationships between
the respondents’ self-efficacy and competency
level
Significance of the Study
Policy Makers and Stakeholders

 Field Study supervisors
Faculty and Pre-service teachers
 Students.
 Future researchers
 Commission on Higher Education
 (CHED) and the Teacher Education
Council (TEC)
Scope and Delimitation of the Study
The. study will be limited only to Fourth Year

College of Education or senior students pursuing
a Bachelor in Secondary Education (BSED) and
Bachelor in Elementary Education (BEED)
degree. They are the main focus of this inquiry.
No attempt to evaluate the toolkit is made;

instead, the toolkit itself is used to evaluate or
determine the teaching competencies of pre-
service teachers, and the factors that affect
their competencies.
Theoretical Framework
 National
.
Competency-Based Standards (NCBTS)
pursuant to the CMO No. 30. Series 2004.
 National
.
Teacher Education Development Plan (TEDP)

 National
.
Teacher Education Development Plan (TEDP)
 Educational theory of Apprenticeship (Pratt

2008)
Conceptual Framework
. The seven domains of the National

Competency-Based Teacher Standards
composed the totality of a teacher’s
competency. They define effective teaching
in all aspects of a teacher’s professional life
and in all phases of teacher development.
This teacher standard embraces no
unifying theory.
Locale of the Study
.
Research Design
Descriptive correlational method of

research will be used in the study. The data
that will be obtained from the respondents
will be gathered, tabulated, analyzed and
interpreted. Correlation is a statistical
technique that can show whether and how
strongly pairs of variables are related.
Population and Sampling

The respondents of the study will be composed of
all Fourth Year Education Students from two privat
e Higher Education Institutions in San Jose City,
Nueva Ecija, this 2nd semester of School Year 2017
– 2018.
Purposive sampling will be used because the study

will focus only to the Fourth Year Education Students
from two private Higher Education Institutions in San
Jose City, Nueva Ecija
Development of Research Instruments
 The. first part will focus on the personal

attributes of the respondents.
 Part II will focus on perception on self-efficacy

on the following areas of planning, use of comm
unication, management of student behavior,
teaching English and teaching Mathematics.
 Part III of the questionnaire will focus on the

respondents’ competency that is based on
NCBTS.
Pre-testing of the Instrument
 Part
. II of the instrument is researcher
made, this part will undergo pre-testing to
verify its reliability and validity. Part II of the
survey questionnaire will be validated by
teachers who are currently in the academe
and pursued graduate studies in the field of
education.
 Cronbach’s alpha will be utilized in

determining the reliability of the instrument.
Data Gathering Procedures
 After approvals are given from the

concerned authorities, the researcher
will personally distribute the survey
questionnaires to field study students
 The completed questionnaires that

will be collected, will be tailed with
the help of a statistician for
interpretation and analysis.
Methods of Data Analysis
 Percentage,
.
frequency counts,
standard deviations and mean will be
used to describe the personal attributes
of the respondents.
 To test the relationship between the

independent variables such as personal
attributes of the respondents and self-
efficacy; and the dependent variable –
competency level, correlations will be
use.
TABLE 2: PERSONNAL ATTRIBUTES OF THE RESPONDENTS




TABLE 3: Self-Efficacy of the Respondents

.

.
.
.
TABLE 4: Respondents’ Competency Level in the

Seven Domains of the NCBTS
.

.

.

.

.

.

.

.
.
.
.
.
.
.
.
.
.
Summary: Personal Attributes of the Respondents
 The respondents’ age range was 19 – 24

years with a mean of 20.22 and a standard
deviation of 4.50. Based on this finding,
heterogeneity in the age of the teacher-
respondents was observed because their
age was widely scattered. The dominant age
was 20 years old composing more than fifty
percent of the respondents with (54.05%).
Majority of the respondents (55 or 74.32%)
were female. Majority (94.59%) are single
during the conduct of the study. More than
one-half (54.05%) took BSED course.
Summary: Personal Attributes of the Respondents
 The respondents’ age range was 19 – 24 years

with a mean of 20.22 and a standard deviation of
4.50. Based on this finding, heterogeneity in the
age of the teacher-respondents was observed
because their age was widely scattered. The
dominant age was 20 years old composing more
than fifty percent of the respondents with (54.05%
). Majority of the respondents (55 or 74.32%)
were female. Majority (94.59%) are single during
the conduct of the study. More than one-half
(54.05%) took BSED course.
Summary: Self-Efficacy of the Respondents

 The pooled mean on perception towards
planning was 3.98 with standard deviation of 0.63
and described as Agree. The pooled mean on perce
ption towards use of communication was 4.02 with
standard deviation of 0.60 and described as Agree.
The pooled mean on perception towards ability to
management student behavior was 4.13 with st
andard deviation of 0.55 and described as Agree.
The pooled mean on perception towards
teaching English was 3.86 with standard deviation
of 0.66 and described as Agree. The pooled mean
on perception towards teaching Mathematics was
4.21 with standard deviation of 0.55 and described
as Agree.
Summary: Respondents’ Competency Level in the

.
 Domain 1. Social Regard for Learning was
described as “Very High Extent” with 5.50 as
overall mean.
Domain 2. Learning Environment was rated
“Very High Extent” with a mean of 5.54.
Domain 3. Diversity of Learners got an overall
mean of 5.41, the respondents’ competency in
this domain and described as “Very High Extent”.
Domain 4. Curriculum got an overall mean of
5.88, the respondents’ competency in this domain
and described as “Very High Extent”.
Summary: Respondents’ Competency Level in the

.
 Domain 5. Planning, Assessing, and Reporting, in this

domain, the respondents’ overall competency was rated
“Very High Extent” with a mean of 5.77.
Domain 6. Community Linkages got with an overall

mean of 5.92, the respondents’ competency in Domain 6
was as “Very High Extent”.
 Domain 7. Personal Growth and Professional

Development, in this domain, the respondents’ overall
competency was rated “Very High Extent” with a mean of
5.92.
Summary: Relationship between the Personal Attrib

utes of the Respondents
and their Self-Efficacy
. Age was significantly but negatively
correlated with management of student
behavior (r = -0.481). Respondents’ sex, on
one hand, was significant with teaching
English (r = 0.773) and negatively significant
to teaching Mathematics (r = -0.821). While
degree pursued by the respondents was
negatively correlated with perception towards
planning (r = -0.562) and management of
student behavior (r = -0.825).
Summary: Relationship between Respondents’

Personal Attributes and their Competency Level
based on NCBTS
 Age was
. significant but negatively correlated with
Domain 3 – Diversity of Learners (r = -0.612) and
Domain 5 – Planning, Assessing, Reporting (r = -0.235).
 Respondents’ sex was significantly correlated with D
omain 2 – Learning Environment (r = 0.510), Domain 4
– Curriculum (r = 0.553) and Domain 7 – Personal
Growth and Development (r = 0.334 the other hand,
sex of the respondents was negatively significant with
Domain 5 – Planning, Assessing and Reporting
(r = -0.654) and Domain 6 – Community Linkages
(r = -0.142).
Summary: Relationship between Respondents’

Personal Attributes and their Competency Level
based on NCBTS
 With . regards to the degree pursued of the

respondents, they were negatively correlated with the
following NCBTS domains: Domain 1 – Social Regards
for Learning (r = -0.672), Domain 3 – Diversity of
Learners (r = -0.712), Domain 5 – Planning, Assessing
and Reporting (r = -0.125) and Domain 7 – Personal
Growth and Development (r = -0.398). With these
findings, the null hypothesis of no significant
relationships is between the respondents’ personal
attributes and their competency level based on NCBTS
was rejected.
Summary : Relationship between the Respondents’

Self-Efficacy and their Competency Level based on
NCBTS
.
 Respondents’ self-efficacy in terms of perception towar
ds planning was significantly correlated with Domain 7 –
Personal Growth and Development (r = 0.572).
Respondents’ self-efficacy in terms of perception towar

ds use of communication was significantly correlated with
Domain 3 – Diversity of Learners (r = 0.256).
Respondents’ self-efficacy in terms of perception towar

ds management of students behavior was significantly co
rrelated with Domain 3 – Diversity of Learners (r = 0.813).
Summary : Relationship between the Respondents’

Self-Efficacy and their Competency Level based on
NCBTS
.
 Respondents’ self-efficacy in terms of perception
towards teaching English were significantly correlated
with Domain 1 –Social Regard for Learning (r = 0.812)
and Domain 4 – Curriculum (r = 0.123).
 Respondents’ self-efficacy in terms of perception towards

teaching Mathematics were significantly correlated with
Domain 1 –Social Regard for Learning (r = 0.712), Domain 3 –
Diversity of Learners (r = 0.490) and Domain 4 – Curriculum (r
= 0.871). With these findings, the null hypothesis of no
significant relationships is between the respondents’ self-
efficacy and their competency level based on NCBTS was
rejected.
Conclusions:
1. The dominant age of the respondents

was 20 years old. Majority of the them
were female and single. and more than
one-half (54.05%) took BSED course.
2. The over-all pooled mean of self-efficacy

of the respondents was 4.04, had a stan
dard deviation of 0.59 and described as
Agree.
Conclusions:
3. The respondents’ extent or level of field student c

ourses that respondents’ competency level had
been developed in the seven domains of NCBTS wa
s Very High Extent with an over-all pooled mean of
5.70 and standard deviation of 0.59.
4. Age, sex and degree pursued by the respondents
was related to their self-efficacy.
5. Age, sex and degree pursued was related to their
competency level based on NCBTS.
6. Respondents’ self-efficacy is related to their
competency level based on NCBTS.
Recommendations:
.
1. To continue with most of the present approaches to

teaching field study courses both in BEED and BSED
courses. This includes using strategies that the pre-
service teachers perceive increase their instructional
self-efficacy. Professional Development classes should
demonstrate cutting-edge pedagogy as knowledge of
how to teach and the ability to put it into practice will
largely determine the success of graduating teachers.
Recommendations:
2. The. current practice of including immersion

throughout the semester before the actual student
teaching and following up with professional experience
where pre-service teachers intentionally seek
opportunities to hone their skills in the classroom should
be continued, and furthermore, a series of ready-
reference booklets could be developed to complement
in-semester learning and assist in making the transition
from learning to the workplace.
Recommendations:
.
3. Similar studies are advised to be conducted in

state colleges and universities offering education
courses.
4. Furthermore, other means of assessing

competencies of the pre-service teachers aside from
the NCBTS toolkit should be used

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2017-18

“SELF-EFFICACY AND COMPETENCY

o.Education in the Philippines

STATEMENT OF THE PROBLEM

STATEMENT OF THE PROBLEM

STATEMENT OF THE PROBLEM

STATEMENT OF THE PROBLEM

OBJECTIVES OF THE STUDY

OBJECTIVES OF THE STUDY

4. .Find out the perceived strengths and

Hypotheses of the Study

Significance of the Study

Policy Makers and Stakeholders

Scope and Delimitation of the Study

The. study will be limited only to Fourth Year

No attempt to evaluate the toolkit is made;

Teacher Education Development Plan (TEDP)

Teacher Education Development Plan (TEDP)

 Educational theory of Apprenticeship (Pratt

. The seven domains of the National

Locale of the Study

Descriptive correlational method of

Population and Sampling

Purposive sampling will be used because the study

Development of Research Instruments

 The. first part will focus on the personal

 Part II will focus on perception on self-efficacy

 Part III of the questionnaire will focus on the

Pre-testing of the Instrument

 Cronbach’s alpha will be utilized in

Data Gathering Procedures

 After approvals are given from the

 The completed questionnaires that

Methods of Data Analysis

 To test the relationship between the

TABLE 2: PERSONNAL ATTRIBUTES OF THE RESPONDENTS

TABLE 2: PERSONNAL ATTRIBUTES OF THE RESPONDENTS

TABLE 2: PERSONNAL ATTRIBUTES OF THE RESPONDENTS

TABLE 2: PERSONNAL ATTRIBUTES OF THE RESPONDENTS

TABLE 3: Self-Efficacy of the Respondents

TABLE 3: Self-Efficacy of the Respondents

TABLE 3: Self-Efficacy of the Respondents

TABLE 3: Self-Efficacy of the Respondents

TABLE 3: Self-Efficacy of the Respondents

TABLE 3: Self-Efficacy of the Respondents

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

TABLE 4: Respondents’ Competency Level in the

Summary: Personal Attributes of the Respondents

 The respondents’ age range was 19 – 24

Summary: Personal Attributes of the Respondents

 The respondents’ age range was 19 – 24 years

Summary: Self-Efficacy of the Respondents

Summary: Respondents’ Competency Level in the

Summary: Respondents’ Competency Level in the

 Domain 5. Planning, Assessing, and Reporting, in this

Domain 6. Community Linkages got with an overall

 Domain 7. Personal Growth and Professional