A COMPETENCY- BASED
TRAINING MODEL FOR
SECONDARY
SCHOOLS IN THE
MUNICIPALITY OF TUPI
MARIA FE E. CANTOR, Ph.,D.
School Principal II
Researcher
DepEd is committed to
provide quality system of
public education.
What were the levels of competency of teachers?
What were the levels of teaching performance of teachers ?
What Teacher Competency- Based Training Model for
three public Secondary Schools in Tupi could be
developed?
Tupi Cluster Secondary NAT Result
2013-2014
Name of School
MPS
Kablon
Tupi
64.91
63.33
Emeliano P. Bacquial
62.13
Jose Escobillo
Cebuano
Polonuling
Teodoro Prudente
59.95
57.89
52.19
52.17
Teaching Performance
Teaching Competency
Social Regard for Learning
Instructional Competence
Learning Environment
Personal and Professional
Characteristics
Diversity of Learners
Punctuality and Attendance
Curriculum
Planning, Assessing and
Reporting
Community Linkages
Personal Growth &
Professional Development
Teachers’ Personal and Professional
Development
Conceptual Framework
Research
Design
Descriptive
Quantitative
method
Respondents
Instruments
59 National
Item Teachers
NCBTS-TSNA
PAST
Statistical
Tools
Mean
SD
3.1
3.03
3.01
3.02
3
2.87
2.9
2.82
Mean
2.8
2.69
2.7
2.6
2.5
D2.S2.2
D2.S 2.1
D7.S 7.3
D4.S 4.4
D4. S 4.7
D5. S 5.1
Mean
SD
Descriptive
Rating
I. Instructional Competencies
7.96
1.05
Very Satisfactory
II. Professional and Personal Characteristics
8.34
0.93
Very Satisfactory
III. PUNCTUALITY AND ATTENDANCE
(including meetings and required school
activities)
8.08
1.20
Very Satisfactory
8.15
0.78
Very Satisfactory
Performance Indicator
OVERALL
Performance Indicator
Mean
SD
Descriptive Rating
Learner’s Achievement
7.85
1.35
Very Satisfactory
Punctuality – number of times tardy during the rating
period
7.86
1.82
Very Satisfactory
School Home and Community Involvement
7.95
1.06
Very Satisfactory
Based on the findings of the study it is
safe to conclude that the levels of
competencies of teachers in all domains
and strands of NCBTS are described as
Experienced.
It implies the need for
continuous teachers’ training to improve
the competency level from experienced to
expert level; the teachers’ teaching
performance in all indicators of PAST
were Very Satisfactory except in indicator
2.10 proper attire/good grooming which is
Outstanding. Result suggests the need for
an ongoing follow-up training of teachers
as administrative mechanism that will
motivate teachers to work outstanding
teaching performance.
The
proposed
Teacher CompetencyBased Training Model
for Secondary School in
Municipality of Tupi
was
formulated
emphasizing the three
strands in the seven
domains of NCBTS and
three indicators in the
PAST with the lowest
mean value
were
prioritized
to
be
included
in
the
conceptualization of the
Teachers’ Competency –
Based Training Model.
That the proposed training model be utilized
by Secondary School Heads in the formulation
of plans and conduct of School Plan for
Professional Development (SPPD).
That the same study be conducted with
pre-assessment at the beginning of the
school year and post assessment at the end
of the same school year
I. ANALYSIS
Result implies that majority of the teachers has priority need training on the ff:
NCBTS
PAST
Domain 4 Strand 4.7
Learner’s Achievement
Domain 5 Strand 5.1
Punctuality
Domain 4 Strand 4.4.
School Home and
Community Involvement
II. THE DESIGN
THE ADDIE MODEL
III. THE PROPOSED TRAININGS
The training design is good for three
days to cover six topics.
IV. SCHEME OF IMPLEMENTATION
Teacher’s Participation
Logistical Support
V. EVALUATION
The training will be evaluated every end of the day and at
the closing program.
The High School Principals will be tasked to have a
periodic evaluation of teachers based on the domains.
.
Annual general evaluation of the teachers and the model
by the principals and division supervisors
Analysis of the results of the evaluation
.
Repeat the cycle.