Competence and Competency-Based Performance of Teachers in Special Education Program Among Selected Public Elementary Schools in Region III : Basis for Teacher Development Program /
Competence and Competency-Based Performance of Teachers in Special Education Program Among Selected Public Elementary Schools in Region III : Basis for Teacher Development Program / Pagsolingan, Lani C. - 232p. ; 27 cm.
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The Study focused on the teachers competence and competency-based performance in special education program among selected public elementary schools in Region III as basis for teacher development School Year 2015-2016, This profile of special education teachers was describe through age, sex, civil status, highest educational attainment, relevant trainings and seminars, and length of teaching experience as SPED teacher. The level of competency of teachers in special education teacher (SPET), teaching strategies, use of teaching aids and instructional materials, classroom management and discipline, leading the self, leading to others special education pupil's assessment, educational needs, designed instruction, learning experience, and educational institution. The study also described the different competency -based performance of special education teachers. The study also discussed if there is any significant difference in the teaching competencies on special education (SPED) program when their profile where grouped accordingly and discussed the significant relationship between the teaching competencies and competency -based performance on special education program for teachers. Specifically, the respondents were the 220 special education teachers and their administrators in nine divisions involving selected public elementary school offering special education classes in Region III. The questionnaire was the main instrument used by the researcher in data in data gathering. The following hypotheses in this study were tested that there is no significant differences in the teaching competencies on special education program with regards to their profile when grouped accordingly. There is no significant difference in the competency-based performance of special education teachers with regards to their profiles when grouped accordingly. There is no significant relationship between the teaching competencies and competency-based performance of teachers with regards to special education program for teachers The findings showed that majority of SPED teachers in Region III were at the age of forty and above. Few of them were in their thirties. Most of the SPED teachers were generally female, very few were male, and more of the married status than single, and majority were with master's degree units. Few were doctorate and had masters' degree, others were baccalaureate degree holders with units in M.A, attended very few local and national level trainings and seminars. The competency of special education teachers in terms of knowledge of the subject matter, functions as special education teachers (SPET), teaching strategies, use of teaching aids and instructional materials, classroom management and discipline were considered highly observed as rated by their school principals. Leading the self, leading to others, and SPED pupil's assessment were also generally highly observed as rated by their school administrators. Generally, the SPED teachers' competency with regards to educational needs, designed instruction, learning experiences and educational institution was highly observed as rated by their respective schools heads. Majority of SPED teachers have a competency-based performance with an overall rating of very satisfactory. There was a significant difference between the ratings in terms of teaching strategies when the teacher were grouped based on age, and educational attainment. There was a significant difference between the ratings in terms of using teachings aids and instructional materials when the teachers were grouped based on age, and educational attainment. It was also established that there was a significant difference between the ratings in terms of classroom management and discipline when the teachers were grouped based on sex, and educational attainment. There was a significant difference between the ratings in terms of leading the self when the teachers were grouped based on age, and educational attainment. There was a significant difference between the ratings in terms of leading to others when the teachers were grouped based on educational attainment, and length of service. There was a significant difference between the ratings in terms of SPED pupils assessment when the teachers were grouped based on, educational attainment, and length of service. There was also a significant difference between the ratings in terms of educational needs when the teachers were grouped based on civil status educational attainment length of service. There was a significant difference between the ratings in terms of designed instruction when the teachers were grouped based on age, civil status, educational, training and length of service. The table shows that there was a significant difference between the ratings in terms of learning experiences when the teachers were grouped based on age, sex, educational attainment, training and length of service. There was a significant difference between the obtained competency ratings when the teachers were grouped based on age, sex, educational attainment, training and length of service. Relative to the findings conclusions were drawn contained within the limit and scope of the study. The null hypothesis of no significant difference in the teaching competencies on special education program when the teachers are grouped according to profile was rejected. The null hypothesis of no significant difference in the competency-based performance of the respondents when grouped according to profile was not accepted. The null hypothesis of no significant relationship between the teaching competencies and competency-based performance with regards to special education program for teachers was rejected. It is recommended that the administrators encourage special education teachers to pursue post graduate education, attend trainings and seminars, conferences to gain propelling competencies in special education. The administrators should always conduct evaluation students. Teaching strategies using technologies should be used in teaching special education pupils to improve their academic performance and improve skills. Computer literacy program should be given consideration to help special education teacher to cope with the modern technologies of data management and record of special education pupils. Training needs of SPED teachers must be assessed extensively so that special education training program will be planned tailored to their needs. Consider the possibilities of using the same research design to be utilized for special education.
Elementary Education-Teacher Dev--2016--Philippines--hardbound.
Include bibliographical references.
The Study focused on the teachers competence and competency-based performance in special education program among selected public elementary schools in Region III as basis for teacher development School Year 2015-2016, This profile of special education teachers was describe through age, sex, civil status, highest educational attainment, relevant trainings and seminars, and length of teaching experience as SPED teacher. The level of competency of teachers in special education teacher (SPET), teaching strategies, use of teaching aids and instructional materials, classroom management and discipline, leading the self, leading to others special education pupil's assessment, educational needs, designed instruction, learning experience, and educational institution. The study also described the different competency -based performance of special education teachers. The study also discussed if there is any significant difference in the teaching competencies on special education (SPED) program when their profile where grouped accordingly and discussed the significant relationship between the teaching competencies and competency -based performance on special education program for teachers. Specifically, the respondents were the 220 special education teachers and their administrators in nine divisions involving selected public elementary school offering special education classes in Region III. The questionnaire was the main instrument used by the researcher in data in data gathering. The following hypotheses in this study were tested that there is no significant differences in the teaching competencies on special education program with regards to their profile when grouped accordingly. There is no significant difference in the competency-based performance of special education teachers with regards to their profiles when grouped accordingly. There is no significant relationship between the teaching competencies and competency-based performance of teachers with regards to special education program for teachers The findings showed that majority of SPED teachers in Region III were at the age of forty and above. Few of them were in their thirties. Most of the SPED teachers were generally female, very few were male, and more of the married status than single, and majority were with master's degree units. Few were doctorate and had masters' degree, others were baccalaureate degree holders with units in M.A, attended very few local and national level trainings and seminars. The competency of special education teachers in terms of knowledge of the subject matter, functions as special education teachers (SPET), teaching strategies, use of teaching aids and instructional materials, classroom management and discipline were considered highly observed as rated by their school principals. Leading the self, leading to others, and SPED pupil's assessment were also generally highly observed as rated by their school administrators. Generally, the SPED teachers' competency with regards to educational needs, designed instruction, learning experiences and educational institution was highly observed as rated by their respective schools heads. Majority of SPED teachers have a competency-based performance with an overall rating of very satisfactory. There was a significant difference between the ratings in terms of teaching strategies when the teacher were grouped based on age, and educational attainment. There was a significant difference between the ratings in terms of using teachings aids and instructional materials when the teachers were grouped based on age, and educational attainment. It was also established that there was a significant difference between the ratings in terms of classroom management and discipline when the teachers were grouped based on sex, and educational attainment. There was a significant difference between the ratings in terms of leading the self when the teachers were grouped based on age, and educational attainment. There was a significant difference between the ratings in terms of leading to others when the teachers were grouped based on educational attainment, and length of service. There was a significant difference between the ratings in terms of SPED pupils assessment when the teachers were grouped based on, educational attainment, and length of service. There was also a significant difference between the ratings in terms of educational needs when the teachers were grouped based on civil status educational attainment length of service. There was a significant difference between the ratings in terms of designed instruction when the teachers were grouped based on age, civil status, educational, training and length of service. The table shows that there was a significant difference between the ratings in terms of learning experiences when the teachers were grouped based on age, sex, educational attainment, training and length of service. There was a significant difference between the obtained competency ratings when the teachers were grouped based on age, sex, educational attainment, training and length of service. Relative to the findings conclusions were drawn contained within the limit and scope of the study. The null hypothesis of no significant difference in the teaching competencies on special education program when the teachers are grouped according to profile was rejected. The null hypothesis of no significant difference in the competency-based performance of the respondents when grouped according to profile was not accepted. The null hypothesis of no significant relationship between the teaching competencies and competency-based performance with regards to special education program for teachers was rejected. It is recommended that the administrators encourage special education teachers to pursue post graduate education, attend trainings and seminars, conferences to gain propelling competencies in special education. The administrators should always conduct evaluation students. Teaching strategies using technologies should be used in teaching special education pupils to improve their academic performance and improve skills. Computer literacy program should be given consideration to help special education teacher to cope with the modern technologies of data management and record of special education pupils. Training needs of SPED teachers must be assessed extensively so that special education training program will be planned tailored to their needs. Consider the possibilities of using the same research design to be utilized for special education.
Elementary Education-Teacher Dev--2016--Philippines--hardbound.