Amoroso, Ma. Lyda P. 4 0
NCBTS-TSNA teacher competencies of private high school educators : basis for professional educational training / 6 6 Ma. Lyda P. Amoroso. - - - xiv, 128 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A)-- Pamantasan ng Lungsod ng Maynila, 2017.;A thesis presented to the faculty of the College of Education- Graduate Programs in partial fulfillment of the requirements for the degree Master of Arts in Education, major in Educational Administration.
5
ABSTRACT: This Study, using the descriptive design and SPSS for data analysis was conducted to determine the level of NCBTS-TSNA teachers competencies of seventy-five (75) private high school educators in San Mateo, Rizal in terms of its seven (7) domains: Social Regard for Learning (SRFL), Learning Environment (LE), Diversity of Learners (DOL) Curriculum (CURR), Planning, Assessment and Reporting (PAR), Community Linkages (CL), and Personal Growth and Professional Development (PGPD). For Profile out of 75 teacher-respondents, there were 55 or 74.3% female teachers and 19 or 25.7% male teachers; 44 or 59.5% single/solo parent/widow and 30 or 40.5% married; 48 or 64.9% belong to age bracket 20-30, 16 or 21.6% to age bracket, 31-40, and 10 or 13.5% for ages and above; for educational attainment, 52 or 70.3% were B.S. holders while 22 or 29.3% were M.A. degree holders/M.A./PhD with earning units; for length of service, 57 or 76% had been teaching from 1-10 years, 12 or 16% from 11-20 years, and 6 or 8% had been teaching for 21 and above; PBET/LET eligible were 52 or 70.3% while non-eligible were 22 or 29.7% for seminars and trainings attended in terms of number of days, 1-5 days, 33 or 44.6%, 6-10 days, 12 or 16.2% days, 11 or 14%, 11-15 days, 3 or 4.1%, 16-20 days, and 15 or 20.3%, 211 and above days. Salient findings of the study showed that these variables in Profile had a significant bearing on teachers competencies when grouped : (1) Gender on Domains 3 and 4 (2) Civil Status, the married teachers obtaining higher means than singles, on Domains 1,2,4 and 7, all satisfactory; (3) Educational attainment was significant in Domains 4 and 1; (4) The number of attended seminar days had significant bearing on Domains 1 and 7; (5) Findings between specific pairs on competencies in Domains 1 and after Post Hoc Test and Tukey HSD proved significant ; (6) Gender had significant; (6) Gender had significant bearing across all NCBTS domains that need to be addressed by including gender-differential activities in the proposed professional educational training (7) Age and PBET/LET eligibility had no significant bearings on NCBTS competencies; (8) Top 3 Bottom Domains 3, 5, and 6 need strengthening while more satisfactory level of competencies on Domains 1,2,4 and 7 need further enhancement. Proposed educational training that focuses on the enhancement of the NCBTS competencies on community linkages, planning assessing, and reporting as well as diversity of learners through meaningful lectures, workshops and stimulating gender-fair and differentiated activities to meet diverse needs of teachers is recommended for private secondary teachers in San Mateo, Rizal. Needless to say, all quality teachers professional educational trainings geared towards enhanced, competent, empowered mentors will cascade to maximized and holistic learning of the primary focus of the entire educative process - the learners.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/
NCBTS-TSNA teacher competencies of private high school educators : basis for professional educational training / 6 6 Ma. Lyda P. Amoroso. - - - xiv, 128 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A)-- Pamantasan ng Lungsod ng Maynila, 2017.;A thesis presented to the faculty of the College of Education- Graduate Programs in partial fulfillment of the requirements for the degree Master of Arts in Education, major in Educational Administration.
5
ABSTRACT: This Study, using the descriptive design and SPSS for data analysis was conducted to determine the level of NCBTS-TSNA teachers competencies of seventy-five (75) private high school educators in San Mateo, Rizal in terms of its seven (7) domains: Social Regard for Learning (SRFL), Learning Environment (LE), Diversity of Learners (DOL) Curriculum (CURR), Planning, Assessment and Reporting (PAR), Community Linkages (CL), and Personal Growth and Professional Development (PGPD). For Profile out of 75 teacher-respondents, there were 55 or 74.3% female teachers and 19 or 25.7% male teachers; 44 or 59.5% single/solo parent/widow and 30 or 40.5% married; 48 or 64.9% belong to age bracket 20-30, 16 or 21.6% to age bracket, 31-40, and 10 or 13.5% for ages and above; for educational attainment, 52 or 70.3% were B.S. holders while 22 or 29.3% were M.A. degree holders/M.A./PhD with earning units; for length of service, 57 or 76% had been teaching from 1-10 years, 12 or 16% from 11-20 years, and 6 or 8% had been teaching for 21 and above; PBET/LET eligible were 52 or 70.3% while non-eligible were 22 or 29.7% for seminars and trainings attended in terms of number of days, 1-5 days, 33 or 44.6%, 6-10 days, 12 or 16.2% days, 11 or 14%, 11-15 days, 3 or 4.1%, 16-20 days, and 15 or 20.3%, 211 and above days. Salient findings of the study showed that these variables in Profile had a significant bearing on teachers competencies when grouped : (1) Gender on Domains 3 and 4 (2) Civil Status, the married teachers obtaining higher means than singles, on Domains 1,2,4 and 7, all satisfactory; (3) Educational attainment was significant in Domains 4 and 1; (4) The number of attended seminar days had significant bearing on Domains 1 and 7; (5) Findings between specific pairs on competencies in Domains 1 and after Post Hoc Test and Tukey HSD proved significant ; (6) Gender had significant; (6) Gender had significant bearing across all NCBTS domains that need to be addressed by including gender-differential activities in the proposed professional educational training (7) Age and PBET/LET eligibility had no significant bearings on NCBTS competencies; (8) Top 3 Bottom Domains 3, 5, and 6 need strengthening while more satisfactory level of competencies on Domains 1,2,4 and 7 need further enhancement. Proposed educational training that focuses on the enhancement of the NCBTS competencies on community linkages, planning assessing, and reporting as well as diversity of learners through meaningful lectures, workshops and stimulating gender-fair and differentiated activities to meet diverse needs of teachers is recommended for private secondary teachers in San Mateo, Rizal. Needless to say, all quality teachers professional educational trainings geared towards enhanced, competent, empowered mentors will cascade to maximized and holistic learning of the primary focus of the entire educative process - the learners.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/