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Peer Reviewed , Open Access and Indexed Academic Journal ( www.journalresearchijf.com) Page I 32
Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
The Philippines has embarked to finally adopt the globally Teachers are called to master the profession they are
renowned K to 12 Curriculum also known as Enhanced Basic into. Currently labeled as facilitators of learning, they are tasked
Education Act of 2013 (Republic Act No. 10533). One of the to emerge as excellent front liners in fulfilling their daily tasks
salient features of the curriculum is to integrate Technical with their respective students. Their competencies speak of who
Vocational skills, competencies and qualifications in Technology and what they are when they deliver their duties and
and Livelihood Education (TLE) in Junior High School and responsi ilities. Nessip ayeva (2012) upholds that the
Technical Vocational Livelihood (TVL) in Senior High School. competencies of the teacher for realization of educational
This is also to ensure that any Grade 10 completer and all Grade activity represent the content and function of its professional
12 TVL graduates are eligible for Technical Education and Skills obligations. In determining the competencies of teachers, it must
Development Authority (TESDA) competency or qualification be well based on laws, what they do, what are their skills and
assessment such as Certificate of Competency (COC), the National talents and most importantly the general landscape of the
Certificate I (NC I) or National Certificate II (NC II). This allows institution where they are in.
the graduates to be eligible for employment locally and
internationally should they choose not to pursue tertiary education. The Basic Education Sector Reform Agenda
(BESRA), an initiative of the Department of Education launched
In the school year 2016, the curriculum was implemented in 2001 was meant to strengthen basic foundational principles of
in its full cycle. Thus, currently, academic scholars find it the country’s asic education. Of the many initiatives taken, this
Peer Reviewed , Open Access and Indexed Academic Journal ( www.journalresearchijf.com) Page I 33
Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
Input, process and output were used. According to The performance and competency level of TLE
Hackman, inputs are the raw materials available to a group or teachers were described. The seven domains of NCBTS were
team, and include team members, raw materials, equipment, etc. the bases in describing both the level of competency and
Processes are the procedures or systems team members use to do performance of the TLE teachers. The strengths and weaknesses
work, and outputs are the end products. This NCBTS-TSNA were also identified based on the performance of the TLE
identifies both the competency strengths and needs as a result in teachers.
determining the difference between the expected and the current
competencies of teachers. The study was conducted in eight public secondary
schools in the Division of Gapan City. These are Juan R.
The seven domains of good teaching namely: Social Liwag Memorial High School, Kapalangan National High
Regard for Learning, Learning Environment, Diversity of Learners, School, Maruhat National High School, Sta. Cruz National
Curriculum, Planning, Assessing and Reporting, Community High School, Pambuan National High School, San Nicolas
Linkages and Personal Growth and Professional Development are High School, San Roque National High School and Herminio
bases in determining the strengths and weaknesses of the teachers. G. Nicolas High School. These schools are located in
ADVANCE RESEARCH JOURNAL OF MULTIDISCIPLINARY DISCOVERIES
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Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
V. RESULT AND DISCUSSION gender),their skill in maintaining a learning environment that
promotes and show courtesy and respect for all learners
5.1 Level of Competencies of the TLE teachers based on the regardless of their culture, family background and gender at all
seven domains of NCBTS. times. In the classroom environment where all students have
been treated equally and that all students are provided equal
The competency level of all the TLE teachers in all opportunity.
domains of NCBTS is “satisfactory”. This implies that the level
of competency of the teachers as regards their knowledge, skills Majority of the TLE teachers are “experienced” in
and attitudes on the subject taught is adequate and sufficient. The terms of their performance as seven schools obtained mean
result signifies that the respondents believed that they are scores of 3.17, 2.89, 3.22, 3.12, 3.11, 3.02, and 3.21
competent in all aspects of the teaching and learning processes for respectively, whereas one school attained the performance of
reasons that they were able to effectively transfer skills to their “expert” with a weighted mean of 5.53. The over-all
students as being surveyed individually based on the performance of the TLE teachers is “experienced” which
questionnaire and based on their self-reflection. It was observed achieved an average score of 3.16.
that when a teacher is able to transfer skills to his/her students
based on their performances, it speaks for proficiency as well in This connotes that teachers have majority of the
the knowledge and attitude of the teachers towards their teaching. competencies at high level for effective teaching. The bases for
Teachers have managed effectively the resources available in this high level of competence are as follows: teachers
school. understand the theories and concepts of multiple intelligences
Good utilization of school resources, insufficient it may and learning styles; they can identify learning styles and
be in the case of the respondents who happen to be public school multiple intelligences of learners; they provide appropriate
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Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
This signifies that the TLE teachers have majority of knowledge, skills and attitudes on the pedagogy in teaching the
the competencies at high levels for effective teaching. This is subject TLE. On the aspect of knowledge of the content,
evident on the lesson plan for this is where they document their teachers have updated knowledge in content and teaching
activities with which they indicate what are the topics to be strategies. Evidences are the training and seminars attended by
tackled and achieved, activities to be performed, assessment to be the teachers in content and in teaching strategies.
conducted, management of time and feed acks on students’
performance. Through these seminars and training, teachers were
able to properly manage the resources in the teaching and
In reporting feedback to students and parents, teachers learning process, from the planning and delivering the lessons to
make sure to record all assessment results and these are reflected preparing instructional plans, materials, activities, interventions
in their class record that is always updated and accurate. Test and evaluation that are appropriate to the different learning
papers are also returned to students to e filed in their students’ styles and multiple intelligences and varied types of learners.
portfolio for future reference of the students and to show progress These capabilities of teachers are clearly reflected on their
in the subject. Accurate standard computation of grades is also a lesson plans or logs.
clear manifestation of the high performance of the teachers when
it comes to reporting. TLE teachers follow a standardized Also, however diverse the students are in culture,
grading system and compute grades based on the records of the intelligence, and in learning styles, teachers were able to adjust
students. The students’ progress and performance is then and utilize varied activities that would fit to these different types
communicated to students and parents through their report cards of learners. Concrete examples that would substantiate this
and is usually done every quarter during Parent-Teacher description are the materials used by the teachers in classrooms
Conference. and the different teaching methods and approaches applied that
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Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
In “Creates an environment that promotes fairness” is the of the weakness: “Develops and utilizes creative and
last strand that teachers assessed to be of strength got a score of 21 appropriate instructional plan”, some interventions were
or 36.21 percent. This is also a strand of the domain, learning conceptualized to improve competence are In-Service Training
environment. The teachers portray equality to all students. They on Lesson planning using creative instructional materials and
know that students have different learning styles and need different Collaborative Designing of assessment tool by learning areas.
teaching strategies and approaches. They perform their duties to The fourth strand that needs attention for improvement is
answer to the needs of the students by designing and formulating “Esta lishes learning environment that respond to the
instructional materials appropriate for the students. aspiration of the community and the different activities
prepared as intervention for increasing competency level and
The strengths of the teachers are all interrelated. It projects to performance” are: revitalized Homeroom Guidance Program,
have only one goal and that is to provide a healthy learning Home Visitations, Parent-Teacher Conferences, Faculty
environment where students can be developed, educated and can Meetings, Consultative Meetings and Linkage with the LGU.
become the person they want to be, ready to face the challenges The last identified weakness of the respondents is the strand,
ahead of them. “promotes purposive study and the interventions made to
develop the knowledge, skills and attitudes of the respondents”
In “Demonstrates skills in the use of ICT” in teaching and are In-Service Training on How to Facilitate Competency-
learning got 32 or 55.17 percent. One of the factors of this Based education and In-Service Training on How to conduct
weakness is many of the teachers’ age are a ove 40 years which Different Strategies of Collaborative Learning.
means they were not equipped with the necessary skills in the use
of ICT for it is not part of their curricula in college. Aside from VI. CONCLUSIONS
age, the lack of interest of older teachers in using the technology
tends to hinder them from using this technology. Another reason The level of competencies of all the TLE teachers in
for the weakness is the scarcity of the ICT equipment in schools
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Advance Research Journal of Multi-Disciplinary Discoveries I Vol. 31.0 I Issue – I ISSN NO : 2456-1045
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