scholarly journals Assessing the Teachers’ Competence in Diocesan Catholic Schools Relative to the Philippine Professional Standards for Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. 71-79
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Catholic Schools ◽  
Teaching Quality ◽  
Professional Standards ◽  
Professional Status ◽  
Qualified Teachers ◽  
Correlational Design ◽  
Teaching Competence

Competent teachers are essential in successful Catholic education. However, Catholic schools are confronted with the exodus of qualified teachers, which compromises the quality of instruction. Through a descriptive-correlational design, this paper assessed the teaching competence of Antique diocesan schools relative to Philippine Professional Standards for Teachers (PPST). Likewise, it investigated the relationship between the teachers’ demographics and their competence. Utilizing a standardized PPST questionnaire, 102 administrators and teachers responded using the scale: 1-beginning, 2-proficient, 3-highly proficient, and 4-distinguished. In analyzing the data, Mean, Standard Deviation, and Pearson r were administered. Generally, the teaching competence is highly proficient with personal growth and professional development as the highest and diversity of learners as the lowest. The result showed a correlation of competence with age and employment status while sex and professional status do not. In ensuring the teaching quality, the retention of qualified teachers and continuous professional development are necessary.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

scholarly journals Appraising the Quality of Diocesan Catholic Education in accordance with Philippine Catholic Schools Standards

2021 ◽  
Vol 4 (2) ◽  
pp. 80-89
Author(s):  
Rita O. Banusing ◽  
Joel M. Bual
Keyword(s):  
Quality Assessment ◽  
Catholic Education ◽  
Catholic Schools ◽  
Teacher Turnover ◽  
School Personnel ◽  
Catholic School ◽  
The Philippines ◽  
Length Of Service ◽  
Correlational Design

Catholic education is linked to the Church's evangelical mission. However, Catholic schools are confronted with the deterioration of values, teacher turnover, and decline in enrolment, posing threats to their mission and operation (Catholic Educational Association of the Philippines [CEAP], 2016). Hence, this assessed the quality of Catholic education of Antique diocesan schools using the Philippine Catholic Schools Standards (PCSS). Further, it identified areas for continuous improvement in the Catholic school operation. It also correlated the respondents’ age, sex, length of service, and designation with the quality assessment. With the descriptive-correlational design, the 120 school personnel responded through a standardized PCSS questionnaire. Generally, the assessment was rated “fully meets benchmark” with Catholic identity and mission as the highest and operational vitality as the lowest. The correlation showed no relationship between the age, sex, and length of service with the quality assessment while little if any relationship with the designation. Accordingly, the quality of Catholic education is attained through continuous adherence to the standards. With this, stakeholders’ collaboration is necessary.

scholarly journals Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

2021 ◽  
Author(s):  
Lucy Spowart ◽  
Rebecca Turner
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Survey Data ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Institutional Accreditation ◽  
League Tables ◽  
The Uk ◽  
The Impact

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

scholarly journals PERFORMANCE BASED PROFESSIONAL DEVELOPMENT OF IN-SERVICE TEACHERS

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Sidra Rizwan
Keyword(s):  
Secondary Level ◽  
Teaching Quality ◽  
Professional Standards ◽  
Three Dimensions ◽  
Quality Of Education ◽  
Instructional Planning ◽  
Transfer Of Knowledge ◽  
Low Literacy ◽  
The Government

Developing countries all over the world are struggling to improve their education system to achieve sustainable development standards. Pakistan being a developing country is no different; the two major issues related to education are quality and quantity and both are imperative in our current situation where we are up against the challenges of low literacy and poor quality of education. The government has taken up the challenge of low quality of education by investing in teacher education in the form of various reforms which are designed to enhance the teaching quality and provide standards of acceptability across the country. In this regard professional standards in 2009 were launched across the country for teachers. The latest concept of teaching is no more transfer of knowledge rather it is the transformation of knowledge in an organized manner. This organized knowledge transformation requires detailed planning and multiple strategies of delivery; this concept took the fourth place in the professional standards as “Instructional Planning and Strategies”. This standard has three dimensions one of which is “Performance” with eight indicators that can be used to measure this dimension. This article focuses on the performance of in-service teachers teaching at secondary level gauged on the defined indicators of performance in instructional planning & strategies stated in the professional standards. The population was teachers already teaching at secondary level from all the four provinces and Islamabad, according to multistage sampling technique 400 teachers were selected and further their 80 head teachers were also included for the purpose of triangulation. The findings showed that currently in-service teachers required training at varying degree on all the indicators of performance which provided the basis for priority wise training recommendations according to the defined indicators. The challenge of quality teaching in the country can be addressed if the teachers perform according to the prescribed standards.

scholarly journals Counselling competences from the perspective of school pedagogues

2019 ◽  
Vol 51 (1) ◽  
pp. 198-237 ◽  
Author(s):  
Sladjana Zukovic ◽  
Senka Slijepcevic
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Structured Interview ◽  
Point Of View ◽  
School Teachers ◽  
School Work ◽  
Qualitative Thematic Analysis ◽  
Personal Qualities ◽  
Continuous Support

The paper starts from the point of view on the necessity and importance of continuous improvement of the school counsellor competences for the effective counselling in schools. In this framework, a survey was conducted aimed at examining the opinions of school teachers on their own advisory competencies and resources for their improvement. By using the semi-structured interview, 81 elementary school pedagogues were examined, and the obtained results were analysed using a qualitative thematic analysis. It was found that respondents recognised the necessity and the importance of a continuous development of competences for the effective counselling. Competences that were recognised as sufficiently developed by the respondents were predominantly personal qualities and social-communication competences, and as underdeveloped they emphasised professional competences related to the application of modern methods and techniques of counselling. The respondents perceive the possibility of improving of the counselling competences through the prism of raising the quality of different aspects - from initial education to the conditions of school work and adequate professional development, with special emphasis on the quality of professional development programmes in this field. It was concluded that the development of counselling competences implies systematically based and continuous support, both in the process of improving professional competencies, as well as in the process of personal growth and the development of experts/counsellors.

scholarly journals Når skolens behov blir viktigere enn formell kompetanse: Hvordan veilede nyutdannede lærere til å undervise i skolefag de ikke har?

2016 ◽  
Vol 10 (2) ◽  
pp. 290-310 ◽  
Author(s):  
Merete Føinum
Keyword(s):  
Work Conditions ◽  
Professional Support ◽  
First Year ◽  
Qualified Teachers ◽  
School Subjects ◽  
Teaching Competence ◽  
Teachers Professional Development ◽  
Mentoring Support ◽  
Newly Qualified Teachers

Studien undersøker veiledning av nyutdannede lærere ved en norsk ungdomsskole. Artikkelen problematiserer de ekstra krevende arbeidsbetingelsene som disse nye lærerne møtte i sitt første år, da de ble satt til å undervise i skolefag de ikke hadde studert. Forskningsspørsmålet er: Hvordan fremstiller nyutdannede ungdomsskolelærere sine opplevelser med å undervise i skolefag de ikke selv er formelt kvalifisert i, og på hvilke måter kan veiledning bidra med støtte? Artikkelen presenterer utdrag fra veiledningssamtaler som eksemplifiserer to nye læreres fremstilling av eget arbeid med elevvurdering når de mangler formell kvalifikasjon i faget. De nyutdannedes perspektiv, og mentorens, fremheves som et samspill gjennom inter­aksjonsanalyse. Artikkelens teoretiske bidrag er analysebegrepene – «psykologisk-emosjonell mentorstøtte» og «faglig-profesjonell mentorstøtte» – som brukes for å identifisere ulike varianter av mentorstøtte i veiledningssamtaler. Innenfor hovedtypen «faglig-profesjonell mentorstøtte» utdypes distinksjonen videre når det skilles analytisk mellom mentor-bidrag som vektlegger spisset drøfting av skolefag (faglig) og mentor-innspill av pedagogisk eller mer generell didaktisk karakter (profesjonell). Dermed bidrar studien til å vise hvordan ulike kvaliteter i faglig-profesjonell lærerveiledning kan gjenkjennes i praksis. Funnene viser hvor avgjørende det er at mentor har kompetanse i det skolefaget det skal veiledes i, såfremt skoler ønsker å tilby nyutdannede lærere spisset veiledning i skolefag. Funnene har implikasjoner for skolelederes/-eieres tilrettelegging av arbeidsforhold og organiseringen av veilednings­støtte for nyutdannede lærere.Nøkkelord: nyutdannede (førsteårs)lærere, mentor(ing), veiledning, undervisningskompe­tanse, skolefag, ungdomsskolen, lærerutdanningAbstract Research on teachers’ professional development establishes the first year of teaching as a vulnerable phase for many newly qualified teachers (NQTs). While existing studies shed light on various challenges of NQTs, few studies pay attention to the strains created when NQTs are put in positions of teaching subjects they are not formally qualified for. This study problematizes implications of such work conditions, asking: How do NQTs bring up and discuss issues of teaching school subjects without formal qualifications, and how can mentors support them? Mentoring of NQTs at a lower secondary school in Norway was observed. The NQTs’ perspectives on this matter are displayed by presenting conversation excerpts from mentoring situations. The study demonstrates that while NQTs need both subject specific professional support and psychological-emotional support, the quality of the professional support depends on the mentors’ subject qualifications. Knowledge from the study bears implications for choices relating to the work conditions of NQTs and mentor-mentee matching when school leaders and administrators facilitate mentoring support for NQTs.Keywords: newly qualified teachers (NQTs), mentoring quality, teaching competence, school subjects, teacher education

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

Potato, Pot-Ar-To. Tomato, Tom-Ar-To

2017 ◽  
pp. 337-355
Author(s):  
Donna M. Velliaris
Keyword(s):  
Professional Development ◽  
International Student ◽  
School Effectiveness ◽  
Teaching Quality ◽  
Institutional Advancement ◽  
Academic Challenges ◽  
Collective Effort ◽  
Scholastic Success ◽  
The Difference

Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall scholastic success.

scholarly journals Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

2016 ◽  
Vol 23 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Andrew Miller ◽  
Narelle Eather ◽  
Shirley Gray ◽  
John Sproule ◽  
Cheryl Williams ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Primary School ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quality Of Teaching ◽  
Information Session

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.

Mentoring. A Quality Assurance Tool for Dentists Part 6: Outcomes: Patient Care, Professional Development and Personal Growth Authentic Happiness for Dentists

2010 ◽  
Vol os17 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Vernon P Holt ◽  
Russ Ladwa
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Personal Growth ◽  
Dental Practice ◽  
Professional Relationship ◽  
Authentic Happiness ◽  
Personal Skills ◽  
The Impact ◽  
The Way

This paper is the last in a series of six papers that have described different aspects of mentoring. It considers the impact of mentoring when it is used in general dental practice, applying the technique of learning through positive psychology. The first part of the paper considers this approach from a patient's perspective, the second from the perspective of a dentist. Because the impact on the quality of care for the patient is largely mediated through the personality of the dentist, the quality of the dentist's own performance, during his/her professional relationship with the patient, is a critical ingredient. The way that this critical ingredient impacts on quality of care is considered and parallels are drawn between roles assumed in dental practice and those found in industry. The paper also considers the way in which mentoring, as a part of a professional development programme, can enhance dentists’ personal skills and performance. It is an opportunity for great personal growth, with increased levels of job and life satisfaction, leading to greater levels of authentic happiness for all those involved, not least for dentists and the dental team.

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