ABSTRACT
(Purpose) The initial purpose of the study was to propose training and development for teachers that aimed to enhance quality teaching for SY 2023-2024. The researcher intended to identify the level of teaching performance of the proficient teachers of Taysan Sub-office on the Quality indicator during the year-end assessment and relate it to the profile variables. Additionally, it assessed the level of priority for quality teaching development for SY 2023-2024. (Methods) Qualitative and quantitative analyses of the data were undertaken on the gathered data elicited from data gathering tools. (Results) Based on the evaluation of teachers; they have a very outstanding rating of teaching performance in terms of quality indicator. The profile variables of the teacher-respondents have no significant relationship with their level of teaching performance. They set highest priority on the objectives of RPMS for SY 2023-2024 relative to the enhancement of learner achievement in literacy and numeracy skills; Integration of knowledge of content within and across curriculum teaching areas and establishing a learner-centered culture and building relationship in the educative process. (Value)A training and development plan is proposed to help teachers to teach better that would lead to improved learning outcomes and achieve quality teaching performance.
I. Acknowledgement
The researcher is grateful to the following people, for it had not been for them, this piece of academic undertaking would not have been possible.
Dr. Marites A. Ibanes, Schools Division Superintendent, for her unending aspiration and inspiration to increase the level of excellence in the whole division.
Taysan Sub-Office school heads for giving their support to engage in research and fulfill this work;
Taysan Sub-Office proficient teachers for their permission, cooperation and engagement as respondents to the study that provides relevant data, which added provides an essential foundation of this study;
Dr. Christian Africa, the research statistician, for treating the gathered data efficiently. His effort made the research finished within the target period.
And above all, to the Living God for giving the researcher His saving power, strength, gift of knowledge and wisdom in this work. For without Him,she is nothing.
-Doc Emie
INTRODUCTION
Quality teaching is the bedrock upon which successful education systems are built. It is a dynamic and multifaceted process that goes beyond the mere transmission of information. Quality teaching involves a harmonious blend of expertise, passion, and effective communication that inspires and guides students on their academic journey. In this introduction, we will delve into the essential elements that define quality teaching and explore its profound impact on students, fostering a love for learning and preparing them for a future characterized by intellectual curiosity and critical thinking. As we navigate through the facets of quality teaching, it becomes evident that it is not just a profession; it is a transformative force that shapes the minds and lives of those it touches.
It is impossible to exaggerate the critical influence that educators play in influencing students' and society's futures. Good teacher performance is essential to a successful educational system; it is not only a goal. Effective teaching entails more than just teaching; it also involves motivating and fostering students' intellectual, emotional, and social growth. We will examine the essential elements of high-quality teacher performance in this essay, as well as the significant effects it has on learners, classrooms, and the larger educational environment.
Teacher quality matters in building quality education. It is defined as the teachers’ increasing levels of knowledge, practice, and professional engagement (Philippine Professional Standards for Teachers, 2017). It is further described as what teachers need to know, value and be able to do in their practice. Thus, it is considered as an important factor influencing school quality, which in turn affects student performance (Maret, 2023).
The aim of the Philippine educational system relies on achieving an improved learning outcome. On this target, the Department of Education (DepEd) placed its trust in teachers to provide meaningful learning experiences for every Filipino child to contribute to realizing quality education. This expectation echoes the role of the school leaders in supporting teachers, and taking cognizance of clear evidence that good teachers are vital to raising student achievement. Hence, enhancing teacher quality becomes of utmost importance in resolving basic education challenges.
However, the educational landscape has been confronted by vast challenges in the past years that affected teacher quality and performance at present. The shift of educational platforms when pandemic hit brought mental health issues among teachers. They bend over their instructional delivery, teaching strategies and practices. When in-person classes resumed, they needed to refresh, recall, and redo their teaching practices. As a result, they performed a litter far to the standard of teaching that is expected of them.
Additionally, teachers claimed their chronically overworked state (Esguerra 2018). The workload of public-school teachers is not only limited to teaching, but also to other non-teaching tasks. This means that the teachers are doing the administrative work—a situation that while hidden from view of the normal metrics can erode teaching quality.
This scenario is parallel to the results of focus group discussions with the proficient teachers which revealed that their scope of the work created impacts on student outcomes. For instance, they accomplish paperwork on seminars and trainings they are tasked to attend and additional designations in line with student guidance, disaster response, and health. Teachers are likewise expected to participate in the implementation of various government programs, such as mass immunizations, community mapping, deworming, feeding, antidrug campaign, election, among others instead of fully recovering the perennial problem happening inside the classroom such as low literacy and numeracy level of learners which continuously occurs.
As a result, teacher quality hampered. This scenario implies the need for every teacher to focus on their essential role as learning facilitators who could raise the level of learning outcomes. In fact, they need to spend more time with students and innovate on classroom instruction, and to provide more focused individualized attention to students. Also, it is opportune to review the standards set for them and ensure that they are properly equipped to effectively facilitate learning.
In this regard, the researcher, being the public schools district supervisor, intends to respond to the aim of fulfilling the MATATAG agenda- to increase learning outcomes and to help teachers to teach better. Through this research, which assessed the level of teacher quality and their level of priority for teaching development could help them refine practice and respond to the complexities of teaching and learning standards. The end point of this research is a training and development plan that would serve as technical assistance to achieve quality teaching, development, and progress.
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