Competency Level
LEVEL OF COMPETENCIES OF TEACHERS: INPUT TO
A PROFESSIONAL DEVELOPMENT PROGRAM
____________________
A Thesis Presented to
DR. ERLINDA P. VILLAMORAN, PH.D.
Colegio De Calumpit Institute
___________________
In Partial Fulfillment of the Requirements for the Course
Methodology of Research
___________________
by
MARK ANTHONY R. DEL ROSARIO
October 2013
CHAPTER II
THEORITICAL FRAMEWORK
This chapter comprises relevant related theories, literature and studies concerning the competency level of teachers and professional development which were explored and presented foe investigation. It also covers the conceptual framework that illustrates the paradigm which represents the detailed process of the research topic. Definition of terms also included for some uncommon or technical words used in the study.
Relevant Theories
Motivation-Hygiene Theory (Frederick Herzbergs, 1950) hypothesizes that there are two types of motivators: one type is satisfaction with job (motivators) and the other which merely prevents dissatisfaction (hygiene). Motivators are those things that allows for psychological growth and development on the job. They are closely related to the concept of self-actualization involving challenge, an opportunity to extend oneself to the fullest to taste the pleasure of accomplishments, and be recognized us having done something worthwhile. Hygiene is motivating factors that describe the condition of work rather than the work itself. Herzbergs point out that if you want to motivate people, you have to be concerned with the job itself not only with the surroundings. This theory justifies the deep commitment of teachers to their students.
Four stages of Competence (Noel Burch, 1970) 1. Unconscious Incompetence. The individual does not recognize or know how to do something and does not necessarily understand the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence,
A PROFESSIONAL DEVELOPMENT PROGRAM
____________________
A Thesis Presented to
DR. ERLINDA P. VILLAMORAN, PH.D.
Colegio De Calumpit Institute
___________________
In Partial Fulfillment of the Requirements for the Course
Methodology of Research
___________________
by
MARK ANTHONY R. DEL ROSARIO
October 2013
CHAPTER II
THEORITICAL FRAMEWORK
This chapter comprises relevant related theories, literature and studies concerning the competency level of teachers and professional development which were explored and presented foe investigation. It also covers the conceptual framework that illustrates the paradigm which represents the detailed process of the research topic. Definition of terms also included for some uncommon or technical words used in the study.
Relevant Theories
Motivation-Hygiene Theory (Frederick Herzbergs, 1950) hypothesizes that there are two types of motivators: one type is satisfaction with job (motivators) and the other which merely prevents dissatisfaction (hygiene). Motivators are those things that allows for psychological growth and development on the job. They are closely related to the concept of self-actualization involving challenge, an opportunity to extend oneself to the fullest to taste the pleasure of accomplishments, and be recognized us having done something worthwhile. Hygiene is motivating factors that describe the condition of work rather than the work itself. Herzbergs point out that if you want to motivate people, you have to be concerned with the job itself not only with the surroundings. This theory justifies the deep commitment of teachers to their students.
Four stages of Competence (Noel Burch, 1970) 1. Unconscious Incompetence. The individual does not recognize or know how to do something and does not necessarily understand the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence,