NCBTS competency level of secondary science teachers of Sabangan, Bauko and Tadian, Mountain Province / (Record no. 12510)

MARC details
000 -LEADER
fixed length control field 04286nam a2200181Ia 4500
003 - CONTROL NUMBER IDENTIFIER
control field PH-BoMPS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250312091815.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 220525s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Transcribing agency MPSPC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number Th MAED B224 2012
099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC)
Classification number NCBTS competency level of secondary science teachers of Sabangan, Bauko and Tadian, Mountain Province.
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Bangao, Brent Joseph D.
9 (RLIN) 13552
245 10 - TITLE STATEMENT
Title NCBTS competency level of secondary science teachers of Sabangan, Bauko and Tadian, Mountain Province /
Statement of responsibility, etc. Brent Joseph D. Bangao
300 ## - PHYSICAL DESCRIPTION
Extent 86p. ;
Dimensions 29 cm
520 ## - SUMMARY, ETC.
Summary, etc. The study looked into the National Competency Based Training Standard (NCBTS) competency level of secondary science teachers in Sabangan, Bauko and Tadian District, Mountalin Province for the year 2011-2012.<br/>It involved 36 secondary science teachers from the different schools of Sabangan, Tadian and Bauko (SABATA) municipalities.<br/>Using a descriptive research, the study particularly focused on the competency level of SABATA secondary school teachers in terms of the following domains in the NCBTS: a. Social regard for learning; b. Curriculum, Learning; c. Environment, Planning, assessing and reporting; d. Diversity of Learners; e. Community linkage; and f. Personal and professional development. It also looked into the Professional Index of Teachers' Individual Plan for Professional Development (TIPPD) of SABATA Secondary Science Teachers.<br/>The study found out that the competency level of SABATA Secondary Science teachers was "satisfactory" as reflected by the mean 3.13. Statistical analysis using Friedman's two-way ANOVA reveal that there is no significant difference on the NCBTS competency level of SABATA Secondary science teachers according to Work Experience and number of training attended. However, based on statistical analysis using Sandler's A test, there is a significant difference on the competency level of the teachers according to qualification.<br/>In terms of the Professional Index of Teacher's Individual Plan for Professional Development (TIPPD) of SABATA Secondary Science Teachers, 50% belongs to Experience; 41.67 % are developing and 8.33 % are experts.<br/>Statistical analysis pointed out that there is no significant difference on the Professional Index of Teachers Individual Plan for Professional Development (TIPPD) of the SABATA teachers according to work experience, number of training attended and qualification.<br/>The study concludes that the competency level of SABATA Secondary Science teachers is generally satisfactory. Their strength is on Social Regard for learning but their weaknesses lie on Diversity of Learning and Community Linkages.<br/>The length of service and the number of training attended are not significantly associated to the competency level of the SABATA secondary science teachers. There is however, a marked difference on the competency level of the teachers in terms of their qualifications. in terms of the Professional Index of Teachers Individual Plan for Professional development of SABATA Secondary Teachers, majority are experienced. The work experience, the number of trainings attended and the qualification of teachers do not have a bearing to the Professional Index of Teachers individual Plan tor Professional Development of SABATA Secondary Teachers.<br/>The study forwards the recommendation that to improve the competency level of teachers from satisfactory to high, professional development needs to be addressed such as offering multi-intelligence and learning styles seminars. Teachers should diversify their learning approaches to take into account the different needs of the learners. Community linkages need to be strengthened. This could be done by inviting professionals and experts from the community to serve as additional sources of information through lectures and special interviews. School heads and teachers should also be familiar with local government officials and security groups by inviting them to be the guest speakers in school functions. Finally, the continuing education for teachers should be supported by the school heads. As such, the program on staff development as contained in the School Improvement Plan should be fully implemented.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element NCBTS COMPETENCY LEVEL
9 (RLIN) 22413
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type GRADUATE THESES
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection Home library Current library Shelving location Date acquired Full call number Barcode Date last seen Price effective from Koha item type
    Dewey Decimal Classification     Thesis-MAED Tadian Campus Library Tadian Campus Library MPSU Tadian Campus Library 2nd Floor - PERIODICALS 05/26/2022 Th MAED B224 2012 TTH0183 05/26/2022 05/26/2022 GRADUATE THESES