Abstract
Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception, and their success in school. Empathy, which refers to the ability to recognize another person’s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explore the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.
Highlights
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives from pre-service to in-service training
The study utilized a survey questionnaire adopted from the domains and indicators of the Philippine Professional Standards for Teachers (PPST) to identify the key result area performance of a proficient to a distinguished teacher in the field of work
The result of this study intends to come up with a proposal for a performance enhancement plan that aims to improve the teaching performance and capabilities of teachers above the standards expected of them
Summary
It is undeniable that the teachers are instrumental in the success of the teaching-learning process because they propel and hone the skills of the learners entrusted to them to develop holistic learners steeped in values and equipped with 21st-century skills which would guarantee global competitiveness. It articulates what constitutes the K to 12 reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement This set of standards makes explicit what teachers should know, be able to do and value, to achieve competence and improved student learning outcomes
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