Teacher competence and teacher quality are concepts that are often referred to and frequently applied in different educational contexts. Whitty (1996) identifies professional competence, which includes knowledge and understanding of children and their learning, subject knowledge, curriculum, the education system and the teacher’s role. Professional competence also necessitates skills such as subject application, classroom methodology, classroom management, assessment and recording and undertaking a wider role.
In America, the teaching competencies of under- certified school teachers were compared to the teaching competencies of regularly certified school teachers. Results indicate that the student’s academic performance of under-certified teachers did not perform significantly well compared with the student’s academic performance of the certified teachers.
According to the professional standards of teaching profession in Quezon City, the teacher competence was set for the professional guideline, consists of nine areas of competence: language and technology for teachers, curriculum development, and psychology for teachers, educational measurement and evaluation, classroom management, educational research, educational innovation and information technology and leadership. The researchers believe that the nine competencies could generate the competent teachers individually and student learning and achievement.
It is meaningful to conduct a research study to promote the teacher competence for professional development, student learning and the achievement of the school goals and objectives. This needs to be done in Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST). Teacher with high competence is one of the most significant factors manipulate the student learning as well as serving the schools to meet its objectives and missions.
The researcher conducted this research study with expectations to provide evidence, indicate necessity and develop understanding of the importance of teacher competence as well as to improve the students’ academic performance. The study investigates how to show administrators, policymakers, educators, as well as instructors a manner to enhance and promote teacher competence and accepted performance with appropriate strategies. These appropriate strategies are for developing teaching competencies for improving teacher performance and contribution to achievement. The researchers aim to open this field of study teacher competence in SPAMAST-CAS in relation to students’ academic performance and to enhance educational management.
Statement of the problem
The study will be conducted to determine the relationship between teaching competencies and student academic performance in SPASACT-CAS Institution.
Specifically, it aimed to answer the following:
1. What is the profile of the respondents in terms of:
a. Educational attainment
b. Length of service
2. What is the level of teaching competency in relation to student academic performance according to:
a. Educational variables of teachers
b. Teaching efficiency
c. competencies and standards of teachers in teaching-learning process
d. Level of study habits of the students
e. The role of teachers in learning
3. Is there a significant relationship between the level of teaching competencies and student academic performance?
Significance of the study
The study will be conducted as a guide for the administration to set up criteria that will essentially establish what learning competencies is needed for the teacher to be effective in improving student academic performances. It further implies as an aid in determining teaching competencies for student’s academic development in the institution.
The study may serve as an aid in improving the level of teaching-learning competencies as well as the...