NCBTS competency level of secondary science teachers of Sabangan, Bauko and Tadian, Mountain Province /
Brent Joseph D. Bangao
- 86p. ; 29 cm
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. It involved 36 secondary science teachers from the different schools of Sabangan, Tadian and Bauko (SABATA) municipalities. 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. 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. 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. 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. 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. 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. 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.