Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên
i Southern luzon State University Thai Nguyen University Republic of Philippines Socialist Republic of Vietnam CORRELATES OF TEACHERS’ PERFORMANCE: BASIS FOR ENHANCEMENT PROGRAM AT THAI NGUYEN UNIVERSITY A Dissertation Presented to The Faculty of Graduate School Southern Luzon State University, Lucban, Quezon, Philippines In collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfilment of the Requirements for the Degree Doctor of Philosophy in Educational Management by NGUYEN DINH YEN (KAKA) March 2014 ii ACKNOWLEDGEMENT With sincere thanks for the encouragement, guidance and unselfish sharing of their knowledge, time, effort and skills, and for untiring motivation that led to the completion of this study, the researcher acknowledges the following: Dr Cecilia N Gascon, President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible; Dr Dang Kim Vui, President of Thai Nguyen University for allowance the training for dotor of philosophy in educotinal managenent in international training center Thai Nguyen University; Dr.Apolonia A Espinosa, her adviser, for her generous assistance, invaluable advice, guidance, constructive comments thereby making this paper a scholarly work; Panel of experts whose constructive criticisms led the researcher to making this effort a true scholarly work; Mr.Nicanor L Guinto, for extending his assistance in ensuring consistency and comprehensibility of this study; The respondents for their patience and cooperation in answering the questionnaire The researcher‘s family, colleagues, and friends for the love and support in one way or another, and To those who have contributed to make this study a success iii TABLE OF CONTENTS TABLE OF CONTENTS iii LIST OF TABLES v LIST OF FIGURES vii ABSTRACT viii Chapter I INTRODUCTION Background of the study Objectives of Study Null Hypothesis Significance of the Study Scope and Limitations Definitions of Terms Chapter II REVIEW OF LITERATURE AND STUDIES 10 Personal Characteristics of Teachers 10 Professional Characteristics 15 Teaching Performance 21 Conceptual Framework 23 Research Paradigm 24 Chapter III METHODOLOGY 26 Locale of the Study 26 Research Design 26 Population and Sampling 27 Instrumentation 27 Data Gathering Procedure 28 Statistical Treatment 28 Chapter IV RESULTS AND DISCUSSION 31 Part I Profile of respondents 32 Part II Personal Characteristics and Professional Characteristics of Teachers 34 Part III Teaching Performance 43 Table 14 44 Part IV: Correlates of teachers‘ performance 47 PROPOSED ENHANCEMENT PROGRAM TO ENHANCE TEACHERS‘ PERFORMANCE 59 OF THAI NGUYEN UNIVERSITY SCHOOL YEAR 2014-2015 59 iv Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 64 Summary 64 Findings 65 Conclusions 68 Recommendations 68 REFERENCES 69 v LIST OF TABLES Table Respondents‘ frequency distribution by colleges 27 Table Frequency and percentage distribution of the respondents as to school 31 Table Profile of Students - Respondents 32 Table Profile of Teachers – Respondents 33 Table Weighted mean distribution of the personal characteristics of teachers as to physical aspects 34 Table Weighted mean distribution of the personal characteristics ofteachers as to mental aspects 35 Table Weighted mean distribution of the personal characteristics of teachers as to emotional aspects 36 Table Weighted mean distribution of the personal characteristics of teachers as to social aspects 37 Table Weighted mean distribution of the professional characteristics of teachers as to teaching skills 38 Table 10 Weighted mean distribution of the professional characteristics of teachers as to management skills 40 Table 11 Weighted mean distribution of the professional characteristics of teachers as to evaluation skills 41 Table 12 Weighted mean distribution of the professional characteristics of teachers as to guidance skills 42 Table 13 Weighted mean distribution of the teaching performance of teachers as to commitment 43 Table 14 Weighted mean distribution of the teaching performance of teachers as to knowledge of subject 44 Table 15 Weighted mean distribution of the teaching performance of teachers as to teaching for independent learning 45 Table 16 Weighted mean distribution of the teaching performance of teachers as to 46 management of learning 46 Table 17 Students‘ regression analysis of the demographic, personal and professional characteristics of teachers as to commitment 47 Table 18 Students‘ regression analysis of the demographic, personal and professional characteristicsof teachers as to knowledge of subject 48 vi Table 19 Students‘ regression analysis of the demographic, personal and professional characteristics of teachers as to teaching for independent learning 50 Table 20 Students‘ regression analysis of the demographic, personal and professional characteristics of teachers as to management of learning 51 Table 21 Teachers‘ regression analysis of the demographic, personal and professional characteristics of teachers as to commitment 52 Table 22 Regression analysis of the demographic, personal and professional characteristics of teachers as to knowledge of subject 53 Table 23 Regression analysis of the demographic, personal and professional characteristics of teachers as to teaching for independent learning 55 Table 24 Regression analysis of the demographic, personal and professional characteristics of teachers as to management of learning 57 vii LIST OF FIGURES Fig.1 Variables in the study on correlates of teachers‘ performance, basis for an enhancement program 24 Fig 2.Location of respondent colleges in TNU, Thai Nguyen City, Thai Nguyen Province, Viet Nam 26 viii ABSTRACT TITLE OF RESEARCH Correlates of Teachers’ Performance: Basis for enhancement program at Thai Nguyen University RESEARCHER NGUYEN DINH YEN (KAKA) DEGREE CONFERRED Doctor of Educational Management NAME/ADDRESS OF Southern Luzon State University INSTITUTION and Thai Nguyen University ADVISER Dr Apolonia A Espinosa YEAR WRITTEN 2013-2014 This study generally attempted to determine the correlates of teaching performance with a viewpoint of developing an enhancement program at College of Thai Nguyen University (TNU) for school year 2013, 2014 Specifically, it sought to find out the demographic profile of the respondents as to age, gender, civil status, educational attainment, position; determine the factors that affect teachers‘ performance as to personal characteristics (physical, mental, emotional, and social) and professional characteristics (teaching skills, guidance skills, classroom management skills, and assessment skills); determine teachers‘ performance as to commitment, knowledge of the subject, teaching for independent learning, and management of learning; ascertain which of the above-mentioned factors predict teachers‘ performance; and develop an enhancement program based from the result of the study This research is a descriptive correlational study which was limited only at TNU as locale since respondents were chosen purposively to include the total population of 145 teachers and administrators of TNU, and 738 randomly selected students from the different colleges of TNU, who were asked to answer a researcher-constructed questionnaire The study used arithmetic mean and regression analysis to examine the correlates of teacher‘s performance at Thai Nguyen University In the light of the finding, the following conclusions are drawn: The student-respondents in the study, which comprised the greatest number, were single, college students whose age ranged from 18-25 years old, and who equally represented both genders The teacher-respondents in this study were mostly married, female teachers whose age ranged from 23 to 53 years old and who mostly possess MA/MS degrees The personal and ix professional characteristics of teachers were generally viewed by respondents to affect teaching performance Respondents viewed the performance of teachers as very satisfactory The factors that predict teachers‘ performance as to commitment were mostly attributed to their professional characteristics; knowledge of subject matter, mostly relate in their personal and professional skills and their demographic profile; teaching for independent learning, mostly relate in their professional characteristics and demographic profile; and management of learning, mostly relate in their personal and professional characteristics Finally, the enhancement program is ready for implementation In light of the findings and conclusions, it was recommended that teachers should consider making personal and professional development a top priority to ensure quality in their teaching The Thai Nguyen University administration should adapt or adopt the enhancement program developed in this study for its teaching safeguard the students‘ and the community‘s right to quality education Likewise, Teachers and administrators, not only in TNU, should help one another to periodically assess teaching performance and its correlates to keep track of potential influencing factors that may induce or discourage quality teaching As a final point, future researchers may pursue a similar study, following or modifying the methodologies of this study in their own areas or Universities to aid teachers in reflecting on how they can improve personally and professionally Chapter I INTRODUCTION Education is the sector that plays a big role in shaping the destiny of people in the future It serves as a social instrument that provides knowledge to people in schools and colleges not merely for the sake of facilitating continuity of culture butalso rationally change the material foundations of civilization Education should help in improving the studentsand introduce ideas and values that will arm them with capabilities and skillsneeded in their work Higher education has several purposes - and one of the most important is to promote citizenship The second purpose is preparing people to be good human beings, to be good members of families, to be the kind of parents that create responsible families and communities The other purpose involves educating people with world-competitive skills Having said these, the teacher is the most important factor in the field of education Teachers develop performance style characteristic to their ways of relating to the world, perceptually as well as cognitively A person is, therefore, likely to act in a way that maximizes the use of his aptitudes Similarly, teacher‘s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments An effective teacher development design should have an exhaustive measure of these factors so as to foster necessary skills and attitudes amongst prospective teachers The exclusive weight age to knowledge alone should be dispensed in favor of more activity oriented programs which have direct bearing on actual classroom situation (UNESCO, 2002) Teaching is the conscious planning and management of a situation in which a learner tries to overcome the learning problems It should comprise a series of actions intended to facilitate learning as teachingfor itis a multifaceted set of activities The teachers, therefore, need to be a master of the subject matter as well as an expert in the way content isdelivered across a potentially diverse set of students Thus knowing the ‗how‘ of teaching is as important as the what of teaching As teaching is considered to be a complex activity, the scholars and researchers in the field of education have since embarked on exploring into and analyzing the teaching phenomenon However it is universally recognized that teachers‘ instructional performance plays a key role in students‘ (Usop, Askandar, Kadtong, and Usop, 2013) learning and academic achievement 66 29to 41 years old; 2,1% were from 42 to44 years old; 1,4% were from 41 to 53 years old and there was no respondent was from 48 to 50 years old Table showed that 61 out of 145 teachers or 42.1 percent were male and 84 respondents or 57.9 percent were female, 24 respondents or 16.6% were single; 121 or 83.4 percent were married Most of respondents or 59.3 % were MA‘s degree holders; 30 respondents or 20.7% take doctoral units; 18% were PhDs/EdDs holders; 6% were BS takers and the rest of the respondents, were MA/MS unit takers The factors in relation to personal characteristics that affect teaching performance as viewed by student- and teacher- respondents resulted in the following: As to physical aspects, average weighted mean (AWM) of teachers‘ responses and students‘ responses were 3.37 and 3.36 respectively, or strongly agree; As to mental aspects, AWM of teachers‘ responses and students‘ responses were 3.44 and 3.35respectively, or strongly agree; As to emotional aspects, AWM of teachers‘ responses and students‘ responses were 3.51 and 3.40 respectively, or strongly agree; and As to social aspects, AWM of teachers‘ responses and students‘ responses were 3.30 and 3.36 respectively, or strongly agree The factors in relation to professional characteristics that affect teaching performance as viewed by student- and teacher- respondents resulted in the following: As to teaching skills, average weighted mean (AWM) of teachers‘ responses and students‘ responses were 3.43 and 3.37 respectively, or strongly agree; As to management skills, AWM of teachers‘ responses and students‘ responses were 3.26 and 3.34 respectively, or strongly agree; As to evaluation skills, AWM of teachers‘ responses and students‘ responses were 3.19 and 3.31, or agree and strongly agreerespectively; and As to evaluation skills, AWM of teachers‘ responses and students‘ responses were 3.16 and 3.26, or agree and strongly agree respectively Teaching performance as viewed by student- and teacher- respondents resulted in the following: As to commitment, average weighted mean (AWM) of teachers‘ responses and students‘ responses were 3.90 and 3.69 respectively, or very satisfactory; 67 As to knowledge of subject, AWM of teachers‘ responses and students‘ responses were 4.13 and 3.75 respectively, or very satisfactory; As to teaching for independent learning, AWM of teachers‘ responses and students‘ responses were 3.80 and 3.67 respectively, or very satisfactory; and As to management of learning, AWM of teachers‘ responses and students‘ responses were 3.79 and 3.56 respectively, or very satisfactory Correlates of teaching performance as to commitment resulted in a regression analysis of R= 0.463 and R2= 0.214 or medium correlationof student responses for evaluation skills, guidance skills, emotional aspects, management skills, teaching skills, and R= 0.3≤R