Competencies Teachers in English of Northern Isabela and Selected Variables
Title
Competencies Teachers in English of Northern Isabela and Selected Variables
Competencies Teachers in English of Northern Isabela and Selected Variables
Keywords: Qualifications, Instructional Competencies, Personal and Social Competencies and Resource
Authors
John N. Cabansag
Isabela State University, Echague, Isabela Philippines
John N. Cabansag
Isabela State University, Echague, Isabela Philippines
Bio Data
John N. Cabansag is a graduate of AB English (Cum Laude), and holds an LLB, MA in English and Ph.D. in Institutional Development and Management. He has taught English courses for sixteen years. He is the former Chairperson, Languages Department and Director for Academics and at present is the University Director, Office of Student Services, Isabela State University, Echague, Isabela, Philippines.
Abstract
The study determined the relationship of teaching competencies among educational qualifications, demographic variables and problems of secondary school teachers of English in Northern Isabela. It utilized the descriptive correlational method of research. The subjects comprised 34 English teachers, 13 immediate supervisors (principals, head teachers and Chairmen of English Program) and 506 secondary school students.
The analysis of the data generated the following results: (1) English teacher-respondents instructional competencies have no relation with their socio demographic characteristics such as age, gender, civil status and number of children; (2) the degree earned, specialization, years of teaching experience in English, training, conferences and seminar-workshops, and in-service training attended by the English teacher-respondents have no association to their instructional competencies; (3) the problems the respondents encountered in teaching English are not associated to their instructional competencies.
Based on the findings of the study, the following recommendations are made with the end of strengthening the approaches which enhance the teachers instructional competencies: (1) A periodic teachers demonstration should be encouraged as part of the evaluation to maintain teaching effectiveness; (2) English teachers should be actively involved in the planning, organizing and implementing the teachers instructional competency program; (3) career development program should be instituted for English teachers to optimize their effectiveness as teachers; and (4) team teaching should be encouraged and instituted involving all English educators to share experiences in the teaching of the subject.
The study determined the relationship of teaching competencies among educational qualifications, demographic variables and problems of secondary school teachers of English in Northern Isabela. It utilized the descriptive correlational method of research. The subjects comprised 34 English teachers, 13 immediate supervisors (principals, head teachers and Chairmen of English Program) and 506 secondary school students.
The analysis of the data generated the following results: (1) English teacher-respondents instructional competencies have no relation with their socio demographic characteristics such as age, gender, civil status and number of children; (2) the degree earned, specialization, years of teaching experience in English, training, conferences and seminar-workshops, and in-service training attended by the English teacher-respondents have no association to their instructional competencies; (3) the problems the respondents encountered in teaching English are not associated to their instructional competencies.
Based on the findings of the study, the following recommendations are made with the end of strengthening the approaches which enhance the teachers instructional competencies: (1) A periodic teachers demonstration should be encouraged as part of the evaluation to maintain teaching effectiveness; (2) English teachers should be actively involved in the planning, organizing and implementing the teachers instructional competency program; (3) career development program should be instituted for English teachers to optimize their effectiveness as teachers; and (4) team teaching should be encouraged and instituted involving all English educators to share experiences in the teaching of the subject.
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Category: Monthly Editions, Volume 60
