Attainment Of Quality Education Research Articles

English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education - Basis for Policy and Advancement Program

This study explored the English Language Teaching appraisal of teachers in the trifocal Philippine education system in the Bicol Region as a basis for policy and advancement programs. This study used the descriptive-comparative-associational method using a content-validated and reliability-tested questionnaire. The frequency and percentage technique, weighted mean, Chi-Square, and Anova Test of Variance were used in the data treatment. Findings revealed that ELT teachers were predominantly females with 73.97%, CHED, 80.21%, DepEd, and 71.43% TESDA along age groups of early and mid-30s and 46 years above. They served the agencies for less than 10 years, mostly married. Professionally, these teachers were still pursuing post-graduate education and attending training. Along with appraisals on their professional and work responsibility, ELT Trifocal teachers very evidently performed their professional and work responsibilities; on the delivery system, respondents conveyed the mastery and application of theoretical and pedagogical knowledge; on their communicative competencies, they were classified as experts. Meanwhile, there was no significant difference among ELT teachers’ appraisal in the three systems (F–value 2.21< t-value 3.35; 5% level of significance). It follows that Philippine education has maintained an undeviating quality of ELT teachers regardless of which system of education they belong. The result showed no variations in ELT competencies despite differences in modalities, urgencies, and the attainment of quality education. Findings also unveiled that the ELT teachers’ appraisal and integration of ICT to language teaching are directly associated with their age, sex and civil status, and educational attainment. The higher the educational attainment, the higher the integration of ICT in language teaching. With these results, a policy development for the Professional Advancement Program in ELT was crafted.

Australian housing market: a descriptive study on key issues around housing affordability relevance to international university students in Melbourne, Australia

Accommodation plays a crucial role in the attainment of quality education. International students are not eligible for housing benefits in most developed countries, including Australia. This, coupled with most Australian universities’ non-residential student accommodation policy, increases the housing affordability implications to international students. This study looks at the housing affordability experience of international students studying at three major public universities in Melbourne, including the University of Melbourne, Victoria University, and Monash University, to examine issues surrounding housing affordability relevance to international university students and their future prospects. This descriptive cross-sectional study employed a semi-structured survey questionnaire consisting of close and open-ended questions to collect data. The data was gathered from 100 international students. The responses to open-ended questions were quantified using content analysis and data were analysed using descriptive statistics. The study found the majority of international students experience housing affordability issues in Melbourne. To cope with high accommodation costs, the international students share rooms with other students at the expense of diminished privacy and accommodation congestion. Also, the evidence suggests financial stress and having to live in substandard accommodation has a detrimental effect on international students’ personal development. The data gathered from open-ended questions further observed that most of the student’s expectations of living in individual rentals changed after arriving in Australia to shared-room accommodation due to lower housing affordability. Most international university students feel insecure about their outlook in Australia due to lower housing affordability, and accommodation costs will be a top consideration in their future decisions involving settlement in foreign countries.

Critical skills for deputy principals in South African secondary schools

The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.

Instructional Leadership Framework in the New Normal Education

Leadership, in general, is about influencing other people towards the actualizing of the organizational goals and objectives. In this paper, it emphasized the situational leadership and how could be applied in a more realistic sense and vital in any educational institutions. This paper used qualitative-hermeneutical approach in the sense that it extends various instructional leadership framework or model in the new normal education. Results revealed that: (1) A Situational Leader is a very flexible leadership. In this sense, this leader could be able to manage a diverse environment, community, and individuals; (2) Path-goal theory of leadership maximizes the capabilities and potentials of each members in order to achieve the organizational goals which means to say that the leader of this kind might have a very healthy environment where all its members work together and open for collaborations until the end; (3) Leadership and culture are two important elements in every organization because a leader must be sensitive enough to respect the relativity of each culture in the organization and yet leading it towards schools’ excellence; (4) Leadership and ethics also play a vital role in the organization in the sense that a leader must possess integrity and truth. This leader also has a heart for its members where he or she is able to care for its members. He or she also preserves the dignity of the whole organization. It was recommended that leaders in the new normal should be flexible and willing to accept changes, leaders should maximize potentials, sensitive to one’s culture, and ethical in term of their commitment towards the attainment of quality education despite pandemic.

Students’ Housing in Private Universities in Nigeria: Influencing Factors and Effect on Academic Performance

Student housing plays an essential role in the attainment of quality education. However, there has been significant evidence as regards the inadequacy of this essential facility among public universities in Nigeria. It was further observed that there is a paucity of information as regards this situation within the private institutions in the country. Based on this background this research was conducted to assess the students’ housing in private institutions, by determining the factors influencing students’ choice of residence and its effect on their academic performance. The study adopted a survey approach, with 216 students sampled through a structured questionnaire. Data gathered were analyzed using frequency, mean item score, and Mann-Whitney U-Test. Results revealed that although gender has no relationship with students’ choice of residence, age and academic level does. The major factors influencing students’ choice of residence are: accommodation fee, quality of the environment, need for privacy, influence of friends/desire to be close to friends, and number of students within the building. The study also revealed that students’ on-campus rarely miss classes due to distance of their residence from their lecture halls, unlike their mates staying off-campus. However, they tend to miss classes as a result of inadequacy of needed facilities; a situation that is uncommon among those staying off-campus. As regards students Cumulative Grade Point Average (CGPA) as a measure of their performance, the residence of students does not have any statistical relationship with their academic grades.

Learning Styles of Selected Education Students of the University of Northern Philippines

The attainment of quality education has become a fundamental goal of all institutions of learning. Hence, research is instrumental in addressing problems that can hinder its realization. The study aimed to analyze the learning styles of education students of the University of Northern Philippines. It particularly gave premium to the factors that may have a bearing on the choice of students learning styles. One hundred eight students were randomly sampled from both Bachelor of Secondary Education and Bachelor of Elementary Education. A descriptive correlation research, the study was made use of Kolb’s Learning Styles Checklist. Results revealed that most of the respondents learning style are assimilating, and the least is accommodating. The results are supported by the mean scores equivalent to 43 and 13 students respectively. Further 30 of them are diverging while 22 are converging. It can be posited that most respondents are attracted to sound theories than approaches based on practical value logically. They considered themselves important for effectiveness in information and science career. It was also found out that the course is significantly related to the students’ preference for learning the style. It is recommended that teachers should give the high level of tolerance in the preferences of student learning a style and be more flexible and innovative in diversifying the use of strategies that will address the diversity of styles. Keywords - Education, students’ learning styles, descriptive and correlational design, Philippines

Predictors of Outstanding Performance of Basic Education Teachers

Basic education teachers play a vital role in the attainment of quality education in the country; they build the educational foundation of young minds. This study determined the teaching performance of basic education teachers in the Division of Nueva Vizcaya using the NCBTS framework as an evaluation tool. The descriptive-inferential design was employed in this study. Data were statistically analyzed through frequency counts, means, t-test, f-test, post hoc test, correlation procedures and multiple regressions. Teachers with family responsibilities manifest a higher teaching performance in dealing with diverse learners, the community and their own personal and professional advancements. Teachers with higher teaching position demonstrate a higher teaching performance in providing a safe learning environment, addressing individual differences, communicating learning goals, and evaluating learning outcomes. Teachers with higher salary grade reflect a higher teaching performance by serving as a role model to their pupils, establishing standards of learner's behavior, designing instructional activities for diverse learners to attain high standards of learning, and maximizing learning through appropriate evaluation procedures. The remarkable teaching performance of teachers in domains of social regard for learning, learning environment, diversity of learners, curriculum, and planning, assessing and reporting was strongly predicted by their high salary grade. Teachers ' gender predicted their excellent performance in dealing with the multiplicity of learners.

Achieving quality and standards in the management of Nigerian secondary schools: Policy goals, current practice, trends, challenges, and opportunities

This paper highlights the objectives of secondary education and the principals’ supervisory roles in the attainment of quality education in secondary schools. It also examines the effectiveness of instructional management in ensuring quality inputs, process and outputs, together with the constraints to the performance of instructional tasks and students’ learning outcomes. The paper concluded that challenges that principals and teachers faced require effective application of systemic model and goal-oriented partnership between the school and other stakeholders as means of improving the quality of teaching and learning for the attainment of the set goals in secondary schools.

Improving school and community partnership for sustainable quality assurance in secondary schools in Nigeria

The paper highlights the objectives of secondary education, principal’s, teacher’s and student’s tasks in the attainment of quality education in secondary schools. It also examines the effectiveness of school-community partnership in ensuring quality instructional management, resource inputs, process and students’ learning outcomes. The paper concluded that the challenges that principals and teachers faced require effective application of a goal-oriented school and community partnership model as means of improving the quality of teaching and learning for the attainment of the set goals in secondary schools.