Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 10 no. 2 (2023)

The Developmental Needs of Quezon District 3 Teachers: Basis for a Proposed Intervention Program

Wella Mallory Armenta

Discipline: Education

 

Abstract:

The main purpose of this is to determine to current status of developmental needs and the level of competencies of the Quezon District 3 elementary teachers in terms of professional and instructional development. It also sought to determine the significant difference and the correlation between the two. It further determined the barriers and other suggestions on the competencies. Quantitative research was employed using the descriptive-evaluative method which utilized a validated survey questionnaire among the participants which were chosen via cluster random sampling. Data were treated using standard statistical analysis techniques such as frequency distribution, percentage, weighted value, weighted mean, ranking, t-test and Pearson-r correlation of coefficient. This study revealed that the QD3 elementary teachers gave more weight to the level of professional development which garnered a weighted mean of 3.11 than their instructional competence that has a weighted mean of 3.05. Thus, according to its computed t-value which is 0.0182, it showed that there is no significant difference between these competencies. It has further shown that the two competencies are directly proportional to each other, thereby gaining a correlation of coefficient value of 0.9005 interpreted as a strong positive relationship. Out of the current research, recommendations for a proposed interventions were made.



References:

  1. Aronowitz, S. (2010, April). 21st century skills: Evidence, relevance, and effectiveness. Retrieved from http://thejournal.com/articles/2010/04/08/21st-century-skills-evidence-relevance-and-effectiveness.aspx
  2. Bell, B. & Gilbert, J. (1996) Teacher Development: A model from Science Education. London: Falmer Press
  3. Caena, F. (2011) Literature review: Quality in teachers’ continuing professional development.
  4. Caras, et al. (2009). Statistics and probability: A simplified approach. National bookstore: Mandaluyong City, Philippines.
  5. Casey, T. (2003). School grounds literature review: Phase one of the Scottish school grounds research project: grounds for learning, sportscotland and Play Scotland. 29.
  6. Cesunias, A. (2012). Recognizing the learning styles of students and teachers in the application of 21st century learning. Fort Farnces, ON, Northwest Catholic District School Board. Retrieved from http://www.tncdsb.on.ca/new/resources/BRD%2021ST%20Learning%201213.pdf
  7. Chang, L. (1994, September).  A psychometric evaluation of 4-point and 6-point likert-type scales in relation to reliability and validity.18(3) Central Florida: Applied Psychological Measurement Inc.
  8. Darling-Hammond, L. (2000, January). Teacher quality ad student achievement: A review of state policy evidence. Educational Policy Analysis Archives 8(1). Retrieved: http://epaa.asu.eddu/epaa/v8nl
  9. Darling-Hammond, L. & Bransford, J. (2005). How teachers develop, Preparing teachers for a changing world: What teachers should learn and be able to do 66(5) http://blog.lib.umn.edu/cehd/teri/Chapter%2010.pdf
  10. David, L. et al (2012). Introduction to statistics: Online edition.
  11. Davidson, J.W. (2005). The necessary components of a staff development program to prepare teachers to teach secondary online classes: A delphi study. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-04222005-075111/unrestricted/davidjoh1.pdf
  12. Diaz, V, et al. (2009) Creative Commons Attribution. Retrieved from http://creativecommons.org/licenses/by-nc-sa/3.0/
  13. Dunne, K. A. (2002, August) Teachers as learners: Elements of effective professional development. Retrieved from http://images.pearsonassessments.com/images/NES_Publications/2002_08Dunne_475_1.pdf
  14. Evans, L (2002). Oxford review of education. What is teacher development? 28 (1). Carfax Publishing Taylor & Francis Group. Retrieved from http://www.education.leeds.ac.uk/assets/files/staff/papers/What-is-teacher-development.pdf
  15. GDC Team (2014, June).  The benefits of using social media in the classroom. Global Digital Citizen Foundation. Retrieved from https://globaldigitalcitizen.org/the-benefits-of-using-social-media-in-the-classroom
  16. Goldhaber, D., & Brewer D. (2000). Does teacher certification matter? High school teacher status and student achievement. Educational Evaluation and Policy Analysis 22 (2).
  17. Greenberg, E., Rhodes, D., Ye, X., & Stancavage, F. (2004, April). Prepared to teach: Teacher preparation and student achievement in eighth-grade mathematics. American Institute for Research, 2004 Annual meeting, San Diego, CA.
  18. Kellog, S. (2008). A survey of elementary school technology needs: A need assessment. Western Michigan University. Western Michigan University, Michigan. Retrieved from http://askellogg.com/newblog/wp-content/uploads/2008/11/kellogg-thesis.pdf
  19. Kulkarni, P. (2013). A literature review on training & development and quality of worklife. International Refereed Research Journal (6) 2. (136).
  20. Mahlaela, K. (2012). Teachers’ assessment for professional development. Stellenbosch University.
  21. McRobbie, J. (2000). Career-long teacher development: Policies that make sense. WestEd Publications: San Francisco, California.
  22. Moeini, H. (2003). A need analysis study for faculty development programs in metu and structural equation modeling of faculty needs. Middle East Technical University. Retrieved from http://etd.lib.metu.edu.tr/upload/445320/index.pdf
  23. National Institute of Education (2009). A teacher education model for the 21st Century. National Institution of Education. Nanyung Technologiical University, Singapore.
  24. OECD (2005). TALIS 2005: Teachers matter. OECD Publishing. Paris
  25. OECD (2014). TALIS 2013 Results: An international perspective on teaching and learning, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264196261-en
  26. OECD (2009). Creating effective teaching and learning environments: First results from TALIS-ISBN 978-92-64-05605-3, OECD Publishing. Retrieved from http://www.oecd.org/dataoecd/17/51/43023605.pdf
  27. Philippine Education for All-EFA 12 (d). Retrieved from http://planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf
  28. Presidential Decree No. 6-A (1972) Retrieved from http://www.lawphil.net/statutes/presdecs/pd1972/pd_6_a_1972.html
  29. PTV News (2014). TESDA-12 pushes certification of k to 12 teachers. Retrieved from http://ptvnews.ph/bottom-news-life2/13-13-regional/40664-tesda-12-pushes-certification-of-k-to-12-teachers
  30. Rivers, J.C. & Sanders, W.L. (2002). Teacher quality and equity in educational opportunity: Findings and policy implications. Hoover Press: Stanford, CA.
  31. Schwarz, R. (2005). Using facilitative skills in different roles. In R. Schwarz & A. Davidson (Eds.), The skilled facilitator fieldbook: Tips, tools, and tested methods for consultants, facilitators, managers, trainers, and coaches (pp. 27-32). San Francisco: Jossey-Bass.
  32. Timperley, H., et. Al. (2007). Teacher professional learning and development: Best evidence synthesis. Wellington, New Zealand: Ministry of Education. Retrieved from http://edducationcounts.edcentre.gool.n2/goto/BES
  33. Wayne, A. J., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic