Instructional Competence Research Articles

A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance

This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.

Action research on interdisciplinary teaching of financial literacy in elementary schools

Although there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.

Improving Minority Education in China in the “Internet Plus” Era: A Case Study of Southwest Guizhou Autonomous Prefecture

Southwest Guizhou Autonomous Prefecture has been at the forefront of developing digital education for China’s ethnic minorities. The prefecture uses the Jinzhou Educational Cloud Platform, which is based on improved digital infrastructure, to improve teachers’ digital instruction competencies, raise school precision management levels, and promote inter-school collaboration and sharing of high-quality educational resources. In this study, we examined the prefecture’s paths to developing internet- and IT-enabled minority education and described their successes to provide insight into the deep integration of information technology and education in minority regions.

Improving Minority Education in China in the “Internet Plus” Era: A Case Study of Southwest Guizhou Autonomous Prefecture

Southwest Guizhou Autonomous Prefecture has been at the forefront of developing digital education for China’s ethnic minorities. The prefecture uses the Jinzhou Educational Cloud Platform, which is based on improved digital infrastructure, to improve teachers’ digital instruction competencies, raise school precision management levels, and promote inter-school collaboration and sharing of high-quality educational resources. In this study, we examined the prefecture’s paths to developing internet- and IT-enabled minority education and described their successes to provide insight into the deep integration of information technology and education in minority regions.

A closer look at neophyte teachers' instructional competence: A phenomenological study

A closer look at neophyte teachers' instructional competence: A phenomenological study

Is One Lecture Enough? Self-Perception of Bias and Cultural Training in Medical Education.

A recognition of the importance of the sociocultural determinants of health and well-being has increased within medical education; yet, there is variability in exposure and evidence of effect. The goal of this project was to assess contact with cultural humility or competency instruction prior to training, evaluate self-perception of bias, and test the effect of a single lecture on this perception. A 17-item survey was administered to participants before and after a lecture "intervention." Analysis revealed that 54% (n = 93) of participants received formal instruction prior to medical/graduate school. Subsequently, significant changes ( p = 0.02) when comparing pretests, immediate posttests, and 8-week posttests were found in only one area, "ability to withhold judgment." While the majority of participants reported having "bias towards certain groups" (chi-square p <0.0001), there was no statistically significant difference in improvement of self-reflection. A single lecture may improve personal awareness of bias but likely does not significantly affect reflection on this bias or improve self-perception of cultural competency.

Teaching Competencies and Coping Mechanisms in the New Normal Education Among Public Elementary Teachers

When COVID-19 became a pandemic, distant learning was adopted. As a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. This study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in Oquendo 1 District, Schools Division of Calbayog City. The study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. The tool was pilot tested and then subjected to a reliability test using Cronbach's alpha. In this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. Based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. Moreover, personal competencies have the highest level, while formative assessment has the lowest level. Problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as 'agree' based on the overall computed mean. Moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. Therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. Moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. One of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve.

Implementation of the Experiential Learning Courses of the College of Teacher Education and Arts and Sciences: An Assessment

The Experiential Learning Courses (ELC) are indispensable components of the New Teacher Education Curriculum per CHED Memorandum Order No. 30 s., 2004. This is pursuant to the National Competency-Based Teacher Standards (NCBTS), core of the Teacher Education and Development (TEDP) of the government. The researcher utilized descriptive research in here with the aid of an instrument on Practice Teaching used by the CTEAS Practice Teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the Experiential Learning Courses (ELC). The instrument used were the accomplished evaluation rating sheets of the Practice Teachers for the first and second shifts during their deployment in the second semester from SY 2010 – 2011 to 2013 – 2014. These were accomplished by the cooperating teachers where the Practice Teachers were assigned. The instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. There were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. It was found out that the student teachers both for BEED and BSED are within the age expected of them to be completing for the tertiary level of education. Mostly were female and have a very satisfactory academic performance. Also, the performance of BEED and BSED student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. And the BEED and BSED student teachers displayed difference in terms of professional and personal characteristics. Therefore, these results could be a baseline for future improvement of experiential learning courses.

The Relationship among Instructor&amp;apos;s Teaching Competency, Instructor Confidence and Class Satisfaction Perceived by Students in Sports Practical Class in Liberal Arts College

For sports practical classes of universities in Korea, the relationship among the instructor's teaching competency, confidence and class satisfaction are important issues. However, high level competitiveness of liberal arts and sports practical classes are demanded for the complain about long-term education and serious population severe decrease. Accordingly, the relationship among the instructor's teaching competency, confidence and class satisfaction of students are becoming increasingly important issues. The purpose of this study was to investigate the relationship among the instructor's teaching competency, confidence and class satisfaction perceived by students in college liberal arts practical sports class. The results in of this research are as follows; First, instructional competency had a positive(+) effect on faculty confidence. Second, instructional competency had a positive(+) effect on class satisfaction. Third, professor confidence had a positive (+) effect on class satisfaction. In conclusion, university liberal arts and sports practical class instructors should make an effort and practice to enhance their teaching skills and build trust with their students.

초⋅중등학생의 메타버스 활용 교육에 대한 실태 및 인식 분석

Objectives The purpose of this study is to research the status and perception of elementary and secondary school students on the metaverse in education. Methods A survey on 9,523 elementary and middle school students in the Chungcheongbuk-do Province was conducted for the research. As a result analysis method, frequency analysis, descriptive statistics, and T/F test were performed. The survey was composed of questions regarding the personal use of metaverse, the state of the metaverse in educational use, and the recognition of it. Results The main results of the study are as follows. First, of all students who participated in the survey, 28.1% use the metaverse for an average of 1.6 hours at home. The students were having fun creating, exploring, and talking in the metaverse. Second, regarding the state of the metaverse in educational use, 6.1% of all students use the metaverse for an average of 1.48 hours in class. Classes utilizing the metaverse are increasingly becoming integrated to different subjects, mainly consisting of activities such as creation, coding, and lectures. Students suggested pranks from classmates, excessive components of entertainment, and difficulties in handling as challenges of education using the metaverse. Third, a total of 60.8% of students wished to use the metaverse in class, in regards to the recognition of education using the metaverse. Students wanted to incorporate the metaverse in creative experience activities, science, and art, to participate in learning activities of creation, experimentation and practice, and coding. Students had a positive perspective on the educational effects of the metaverse. Conclusions The following endeavors are required to stimulate education using the metaverse. First, educational on knowledge for students is required for education involving the metaverse. Second, developing of instructional design competencies is required of teachers. Third, the establishment of a metaverse platform and environment to support education using the metaverse is required.

The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course

This study aimed to predict the final test scores of teacher candidates through the lesson plan grades, the number of reflections on the discussion board, and the scores obtained from the perception of proficiency in planning the instruction scale in the blended Curriculum Development in Education course and consequently. This study was designed according to a relational survey research design and included 147 teacher candidates. In the study, data were collected through lesson plans, the number of reflections on the discussion board, final test scores, and the perception of proficiency in planning the instruction scale and analyzed using the Multiple Linear Regression analyzes. This study found positive and significant correlations among the final grades of teacher candidates, their lesson plan grades, the number of their reflections on the discussion board, and the perceived proficiency of teacher candidates in the planning the instruction scale. However, only the grades of the teacher candidates obtained from lesson plans significantly predicted the achievement of teacher candidates. It might be inferred that as teacher candidates participated in online discussions, they learned the subjects deeply, prepared better plans, and obtained higher grades in terms of both preparing lesson plans and final test.

Faculty Development Approaches for Life Support Courses: A Scoping Review.

The aim of this scoping review initiated by the Education, Implementation and Teams Task Force of the International Liaison Committee on Resuscitation was to identify faculty development approaches to improve instructional competence in accredited life support courses. We searched PubMed, Ovid Embase, Cumulative Index to Nursing and Allied Health Literature, and the Cochrane Central Register of Controlled Trials to identify studies published from January 1, 1966 to December 31, 2021 on approaches to improve faculty development for life support courses. Data on participant characteristics, interventions, design, and outcomes of included studies were extracted. Of the initially identified 10 310 studies, we included 20 studies (5 conference abstracts, 1 short communication, 14 full‐length articles). Among them, 12 studies aimed to improve instructors/candidates’ teaching ability in basic life support courses. A wide variety of interventions were identified. The interventions were categorized into 4 themes: instructor qualification/training (n=9), assessment tools (n=3), teaching skills enhancement (n=3), and additional courses for instructors (n=5). Most studies showed that these interventions improved specific teaching ability or confidence of the instructors and learning outcomes in different kinds of life support courses. However, no studies addressed clinical outcomes of patients. In conclusion, the faculty development approaches for instructors are generally associated with improved learning outcomes for participants, and also improved teaching ability and self‐confidence of the instructors. It is encouraged that local organizations implement faculty development programs for their teaching staff of their accredited resuscitation courses. Further studies should explore the best ways to strengthen and maintain instructor competency, and define the cost‐effectiveness of various different faculty development strategies.

Instructional Management of School Principals in Implementing New Normal Learning Modality Related to Teachers Competence and school Achievement Goals: Locus of Quality Education amidst COVID-19

The researcher who have examined education leadership agree that effective principals are responsible for establishing a school wide vision of commitment to high standards and the success of all pupils, also the study highlighted that the school principal has the final decision to include the teachers in the decision-making considering teacher competence and the school achievement goals. The results of the study disclosed the optimal factors of instructional management of school principal in implementing new normal learning modality related to teacher’s competence and school achievement goals were considered the indicators such as: instructional leadership skills framing the school goals, supervising &amp; evaluating instruction, coordinating the curriculum, monitoring students’ academic performance, protecting instructional time, and providing incentives for teachers and for learning, for the extent of teacher’s competence in terms of performance of teachers, instructional competence, instructional design, assessment strategy, and job commitment while for the extent of school achievement goals in terms of teacher participation standard, personnel satisfaction standards, succession planning, and new normal modalities implementation. However, this study is relative to society’s current situation because teacher competence and school achievement goals in academe more demanding and important to look forwards now a day also provides teachers and all school stakeholders’ opportunities to practice and further develop what they have learned in school. Furthermore, this study will give an idea to the higher positions to understand the situation of the determining instructional management of school principals in implementing new normal learning modality related to teachers competence and school achievement goals, considered other factors of academic involvement conveys to all school stakeholders that teacher are interested and invested in their development for school achievement goal. This will guide the school administrators in evaluating what improvement can be introduced to enhance the present managerial practices teachers’ competence. And school achievement goals amidst new normal learning modalities; provide school principals with reliable bases for improving their supervisory services especially in the prevalent change modes of the teaching-learning process and the learning environment. Also will help to implement relevant policies and sharpen the system and activity plan of the private-school will make them aware and which will encourage them to exert extra effort and devote quality time in improving self-competency to provide them with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed that would be used for any modalities amidst any pandemic.

INSTRUCTIONAL COMPETENCIES OF NON-SPECIALIZED PHYSICAL EDUCATION TEACHERS IN TEACHING PERFORMING ARTS IN STA. CRUZ DISTRICT, LAGUNA

This study determined the instructional competencies of the non-specialized Physical Education teachers in teaching Performing Arts in Sta. Cruz District, Laguna. Specifically, the study sought answers to the following questions: What is the demographic profile of the non-specialized teachers in terms of age, gender, educational attainment, years in service, and specialization? What are the pedagogical skills of the non-specialized teachers in terms of time management, academic advice and mentoring, appraisal focused; emotional-focused; occupation- focused? What is the level of competency of the non-specialized teachers in teaching Performing Arts in terms of classroom management, coaching, and training, teaching strategies? Is there a significant relationship between the demographic profile on the instructional competency of non-specialized Physical Education teachers in teaching Performing Arts? Is there a significant relationship between the pedagogical skills on the instructional competency of non-specialized Physical Education teachers in teaching Performing Arts? The descriptive method was utilized in this study since it yields valid and reliable results for a manageable number of respondents and can be accomplished with limited resources. The research also used the survey questionnaire to obtain data from the selected respondents. The process of descriptive survey research went beyond mere gathering and tabulation of data. It involved an element of interpretation of the meaning or significance of the result since the investigation is concerned with determining the instructional competencies among non-specialized Physical Education teachers in teaching Performing Arts in selected public junior high schools in Santa Cruz, Laguna. The majority of the respondents belong to the age bracket of 31-35. It could be noted that out of fifty (50) respondents, 44% were males, and 56% were females. Half of the respondents, or 50%, were 6 to 10 years in teaching, and all of them were non-specialized teachers of Physical Education. The study revealed that the pedagogical skills in terms of time management, academic advice and mentoring, appraisal focused, emotion-focused, and occupation focused were frequently performed actively and intelligently by the non-specialized teachers in Physical Education. In terms of the instructional competencies of non-specialized Physical Education teachers in Sta. Cruz District in Laguna, as classroom managers/advisers, coaches and trainers, and handlers of the ancillary task, the result from the data gathered revealed that most of these were very frequently performed by the teachers.

Teachers' Perception of Instructional Technology Application and Integration Competence to the Teaching-Learning Process

Teachers' instructional technology competence is necessary for this information age. With this, teachers need to equip themselves with the knowledge, skills, and competence to apply instructional technologies to deliver the teaching-learning process. This study investigated the teachers’ perception of instructional technology application and integration competence in the teaching-learning process of a selected high school in Candaba, Pampanga, Philippines. This study used descriptive survey research wherein 19 high school teachers participated voluntarily. The researchers also prepared and validated a questionnaire specifically for this study. Data analysis includes the following statistical treatments like frequency, percentage, mean, and Chi-Square. Results of the study showed that the ICT competence of the teachers is on the average level. All the selected teachers integrated technology into teaching. They were highly competent in using MS Word and MS PowerPoint and, on average competent in MS Excel and the Internet. In addition, teachers also encountered problems in using ICT in teaching. Furthermore, teachers perceived that technology in teaching significantly impacts students' learning. It made the students interested and focused, enhanced their teaching activities, and helped them deliver the lesson/s effectively. The study recommended that teachers have training on ICT to equip them with the knowledge and skills to use new programs/applications. The administration should also design a long-term plan for ICT and continue encouraging and training teachers to integrate ICT into teaching.

Teachers Performance Appraisal and Development and Instructional Competence

The quality of teaching shapes the future of students and prepares them to be a responsible citizen. Therefore, all efforts to improve the quality of education are dependent on the instructional competence of teachers and their capacity to undertake the various important roles and functions. These endorses the need for teachers to embrace concrete mechanisms of enhancing their instructional competences to constantly innovate and adapt to dynamic student needs for their Competency-based mastery. In this regard interrelation of instructional competency with teachers’ performance appraisal and development is of interest because of its relevance and vitality in endorsing a pedagogical culture which resonates with education quality despite the teacher’s negative perception. However, there is a dearth of literature explaining whether the two major approaches to teacher evaluation namely value-added measures and standards-based evaluations affect their instructional competence providing a gap for the current review. From the review value-added measures and standards-based evaluations significantly affects instructional competence despite their various limitations. Value added measures can enhance the instructional competence of the teacher courtesy of the synergy amongst collaborative learning communities can assess the evidence of student learning based on the test scores for effective teaching.The headteachers within the policy frameworks should cooperate with the teachers in determination of standards which should be realistic, viable and reliable in addressing instructional competence. However, performance appraisal, might have catastrophic consequences if it is carried out without clear objectives.

THE CORRELATION OF TEACHING BEHAVIOR AND EDUCATIONAL COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS

This study determined the correlation of teaching behavior and instructional competence of public elementary school teachers in the District of Talisayan, Division of Misamis Oriental during the school year 2020-2021. It focused on the different areas of teaching behavior namely: instructional, socio-emotional, and organizational. Instructional competence focused on different domains such as: mastery of the subject matter, teachings skills, classroom management, and evaluation skills. The relationship of the abovementioned dimensions were also determined as to the public school teachers’ teaching performance. This study used the descriptive correlational method of research and data were analyzed using mean, standard deviation, and Pearson-r moment correlation. The participants of the study were the 89 randomly chosen public school teachers of Talisayan District. The research instrument used to conduct the study on the aspect of teaching behavior was adopted from Connor et al. (2009); while the instructional competence facet was adopted from Barnuevo et al. (2012). Generally, the public elementary school teachers Always exhibit all the dimensions of teaching behaviors. Further, their level of instructional competence is very high. In general, there was a significant relationship between the teaching behavior and instructional competence of the teachers. However, among the dimensions, it was specifically revealed that there was a high significant relationship between organizational teaching behavior and evaluation skills.

A survey of virtual instructional competence among tourism teachers in secondary schools, Calabar South local Government Area, Nigeria.

This single variable research was carried out to survey virtual instructional competence among tourism teachers in secondary schools in Calabar South Local Government Area, Nigeria. Five research questions and one hypothesis were posed to assess virtual instructional competence variables. Descriptive Survey design was adopted for the study. Stratified Simple random and purposive sampling techniques were used to select sixty (60) tourism teachers in both public and private secondary schools. The instrument for data collection was a well-structured questionnaire. Mean, simple percentage and independent t-test analysis were considered most appropriate for data analysis. The result of the analysis showed that professional competence has the highest status, followed by knowledge of subject matter and interpersonal skills. Male teachers were more competent with virtual instructional competence than their female tourism counterparts. The teachers with 1-5 years teaching experience and those with above 15 years of teaching experience readily embraced virtual competence. One challenge of virtual instruction is that tourism teachers found it difficult to cope with virtual instructional delivery but prefer the traditional face to face interaction. It was recommended that tourism teachers in secondary schools in Calabar South Local Government Area should be encouraged to adapt to the trending issue of virtual instruction delivery.

Teachers’ Instructional Competences as Influenced by School-Based Management Practices of School Heads

The administrator plays a complex role in an organization, and each role has its corresponding responsibilities. This study aimed to determine the influence of school- based management practices on school heads to the level of teachers’ instructional competencies. The study used the descriptive-correlation research design to describe the level of school-based management practices of school heads and their influence on the teachers’ instructional competencies. Based on the findings, the five dimensions of SBM, such as school leadership, stakeholder participation, school improvement process, school-based resources, and school performance accountability, were Highly Observed among school heads in Kiamba District, Province of Sarangani. Moreover, teachers Often manifest instructional competence relative to their instructional skills, motivational skills, methods/strategies utilization skills, and evaluation utilization skills.&#x0D; &#x0D; &#x0D; Regression results show that teachers; instructional competence is Significantly related to the school heads’ performance accountability. The Regional Office, particularly the Division Office, should enhance SBM practices specifically on school leadership, stakeholders’ participation, school improvement process, and school-based resources by providing principals and teachers with professional development such as leadership training on effective SBM practices; upgrading the knowledge and increase the authority of school committee members on effective SBM practices; involve parents and other local people in the affairs of the school such as putting up school-based management projects and broaden school autonomy specifically on school’s operational, budgetary, programmatic, and instructional decisions.

METHODOLOGICAL COMPETENCE OF THE FUTURE PRIMARY SCHOOL TEACHER: ESSENCE AND STRUCTURE

Based on the analysis of psychological, pedagogical, methodological and scientific sources and empirical analysis of the main concepts of the study, the article highlights the relevance of updating the system of professional training of future primary school teachers, emphasizes the importance of forming their instructional competence. The opinions of domestic researchers on the structure and components of the methodological competence of the teacher are analyzed. It is established that scientists define the methodological competence of the teacher as a set of interconnected components in the form of special knowledge, skills, experience; sometimes didactic and creative abilities, professional qualities of personality or different types of competencies are involved. It is noted that the methodological competence of the future primary school teacher is a multifold phenomenon, it develops in professional activities, requires established components and is based on mastery of teaching methods of primary education subjects. The article offers its own interpretation of the methodological competence of future primary school teachers, which we are considering as a complex multifunctional system of professional skills and personal abilities of the teacher, which determine his ability to effectively organize the educational process in primary school in accordance with educational objectives. The article identifies the components of the methodological competence of the future primary school teacher (stimulating-motivational, cognitive, activity-creative, personal-reflexive) and reveals their content. They act as a holistic system consisting a set of interconnected structural components that outline the range of methodological capacity of future professionals and are necessary for the effective organization and conduction of professional practice.&#x0D; Keywords: teacher; future primary school teacher; methodological competence; methodological competence of future primary school teacher; structure of methodological competence; methodological competence’s structure of future primary school teacher.