Supervisory, instructional skills and professional performance of teachers in vocational colleges in nghe an province basic for developing an enhancement program

SUPERVISORY, INSTRUCTIONAL SKILLS AND PROFESSIONAL PERFORMANCE OF TEACHERS IN VOCATIONAL COLLEGES IN NGHE AN PROVINCE: BASIS FOR DEVELOPING AN ENHANCEMENT PROGRAM _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By NGUYEN TRUONG GIANG (RIVER) October 2014 i APPROVAL SHEET ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the researcher However, at the end of the task, one experiences a wonderful feeling of joy, happiness, relief and fulfillment The researcher would like to extend his sincerest gratitude and thanks to the following people who were very instrumental in the fulfillment of this research study 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 thus enabling us to pursue the PhD EdM degree; DR DANG KIM VUI President of Thai Nguyen in the Socialist Republic of Vietnam, for his untiring effort and belief that this collaboration is possible thus enabling us to pursue the PhD EdM degree; DR NGUYEN TUAN ANH, Ph.D., former Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people with an opportunity to grow through education; DR APOLONIA A ESPINOSA his adviser, for the guidance and endless support for the improvement of this study; PROFESSORS Cecilia N Gascon, Walberto A Macaraan, Teresita V de la Cruz, Ricaryl Catherine P Cruz and Bella R Muello who composed the Oral Defense Committee, for their suggestions, comments and corrections to improve this study; iv ITC STAFF, for providing the necessary research materials; HIS FAMILY and FRIENDS, for the love and support in one way or the other; And TO ALL who have contributed to make this study a success NTG v DEDICATION To my Beloved parents, Siblings, Relatives And Most especially To my Loving Wife and Children For their endless support And for being my constant source of inspiration NTG vi TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… xi LIST OF APPENDICES ………………………………………………… xii ABSTRACT ………………………………………………………………… xiii CHAPTER I II III INTRODUCTION …………………………………………… Background of the Study ……………………….………… Objectives of the Study ……………………………….…… Hypotheses ………………………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… 10 Definition of Terms ………………………………………… 10 REVIEW OF LITERATURE ……………………….……… 13 Conceptual Framework ………………… ….……… …… 34 Research Paradigm …………………………… ….……… 35 METHODOLOGY …………………………………………… 37 Locale of the Study ………………………….……………… 37 Research Design …………………………….……………… 38 Population and Sampling ………………….… ………… 38 Instrumentation……………………… ………… …….… 39 Data Gathering Procedure ………………………………… 39 Statistical Treatment …….………………………………… 40 vii IV V RESULTS AND DISCUSSIONS ……………………….… 43 4.1 Perception of the Respondents on the Level of the Supervisory Skills of Teachers 43 4.2 The Professional Performance of Teachers ………… 55 4.3 Perception of the Respondents on the the Level of the Instructional Skills of Teachers 65 4.4The relationship between the Supervisory skills, Instructional skills and the Professional performance of the teachers…………………………………….…… 4.5 Enhancement Program ………………………………… 72 73 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ………………… ………………………………… 79 Findings…………………….……… …………………….… 79 Conclusions ……………………………………………….… 83 Recommendations …………………………………… …… 83 REFERENCES …………………………………………………………… 85 APPENDICES …………………………………………………………… 87 CURRICULUM VITAE …………………………………………………… 97 viii LIST OF TABLES TABLE 10 11 12 PAGE Frequency and Weighted Mean Distribution of the Responses on Supervisory Skills of Teachers as to Technical Skills………………………………………………… 44 Frequency and Weighted Mean Distribution of the Responses on Supervisory Skills of Teachers as to Human Relation Skills 46 Frequency and Weighted Mean Distribution of the Responses on Supervisory Skills of Teachers as to Conceptual Skills……………………………………………… 48 Frequency and Weighted Mean Distribution of the Responses on the Instructional Skills of Teachers as to Pedagogical Skills 50 Frequency and Weighted Mean Distribution of the Responses on the Instructional Skills of Teachers as to Counselling……………………………………………………… 51 Frequency and Weighted Mean Distribution of the Responses on the Instructional Skills of Teachers as to Classroom Management Skills 53 Frequency and Weighted Mean Distribution of the Responses on the Instructional Skills of Teachers as to Assessment Skills……………………………………………… 54 Frequency and Percentage Distribution of the Professional Performance of Teachers at Nghe An Vocational College of Trade and Tourism……………………………………………… 55 Frequency and Percentage Distribution of the Professional Performance of Teachers at Viet Duc Vocational College… 56 Frequency and Percentage Distribution of the Professional Performance of Teachers at Viet Han Vocational College… 57 Weighted Mean and Chi-Square Distribution of the Responses of the Three Groups as toTechnical Skills…… 59 Weighted Mean and Chi-Square Distribution of the Responses of the Respondents from the Three Colleges as to Human Relation Skills ……………………………………… 62 ix TABLE 13 14 15 16 17 18 PAGE Weighted Mean and Chi-Square Distribution of the Respondents’ Responses from the Three Colleges as to Conceptual Skills ……………………………………………… 64 Weighted Mean and Chi-Square Distribution of the Responses of the Teachers from the Three Colleges as to Pedagogical Skills 66 Weighted Mean and Chi-Square Distribution of the Teachers’ Responses from the Three Schools as to Counseling Skills ………………………………………………… 67 Weighted Mean and Chi-Square Distribution of the Responses of Teachers from the Three Colleges as to Classroom Management Skills ………………………………… 69 Weighted Mean and Chi-Square Distribution of the Teachers’ Responses from the Three Colleges as to Assessment Skills ……………………………………………… 71 Correlation of Supervisory and Instructional Skills of Teachers to their Professional Performance ………………… 72 x 84 To strengthen more the supervisory and instructional skills of teachers, provisions should be made for supervisory make-up through attending trainings and seminars 85 REFERENCES Australian Institute for Teaching and School Leadership (2014) Australian Professional Standards for Teachers Date retrieved: January 2014 from http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/domain-of-teaching/professional-knowledge Bayani, Enelyn H (2009) Level of Sense of Efficacy and Teaching Performance of Elementary School Teachers: Basis for Enhancement Program Unpublished Master’s Thesis Southern Luzon State University, Lucban, Quezon, Philippines Casareno, Alejandra B (1996) Modern Teacher, Vol XLV, No.3, Manila: Grade School Castilla, Stella M (2003) The Managerial and Supervisory Skills of Public Elementary School Administrators in Selected Districts in the Division of Quezon: An Assessment Unpublished Master's Thesis Southern Luzon Polytechnic College, Lucban, Philippines Cirineo, Tina M (2012) Counseling Skills of Elementary School Teachers: A Proposed Training Model Unpublished Master's Thesis Southern Luzon State University, Lucban, Philippines Christensen, Vickie (2014 March 8) What are Conceptual Skills Retrieved on January 2013 from http://www.wisegeek.org/what-are-conceptualskills.htm Daw, Emily (2014, April) Different Types of Pedagogical Skills Retrieved on Janury 2013 from http://www.wisegeek.com/what-are-the-different-typesof-pedagogical-skills.htm#didyouknowout Decin, Bernardo A (1998) Principal's Power and Authority as Tools for Effective Management Performance, Unpublished Master's Thesis Manuel S Enverga University Foundation, Lucena City, Philippines Elias, M.J & Weissberg, R.P (2000) Primary Prevention: Educational Approaches to Enhance Social & Emotional Learning Journal of School Health, 70(5), 186 – 90 Gallagher, D., Jo (1998) Classroom Assessment for Teachers Upper Saddle River, NJ: Merrill Glickman, Carl D.(1998) Supervision of Instruction USA: A Viscom Company Gronlund, N.E (2006) Assessment of Student Achievement, 8th Ed Boston:Pearson Gunay, Carlito B (2000) Supervisory Skills of Principals and Teachers and their Relationship on Pupils' Performance in Selected Schools in the Second 86 Congressional District of Quezon, Unpublished Master's Thesis, Southern Luzon Polytechnic College, Lucban, Philippines Hidden curriculum (2014, August 26) In S Abbott (Ed.), The glossary of education reform Retrieved from http://edglossary.org/hidden-curriculum Huba and Freed (2000) Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning Kayaoglu, M.N (2012) Dictating or facilitating: The Supervisory Process for Language Teachers Australian Journal of Teacher Education, 37 (10) Kottler, J.A & Kottler E (2007) Counseling Skills for Teachers, 2ndEd Thousand Oaks, CA: Corwin Press Marzano, Robert & Marzano, Jana S (2003 September) Educational Leadership, 61 http://www.schoolimprovement.com/classroommanagement-keys/ Marzano, Robert J & Jana S Marzano and Debra J Pickering (2003) Classroom Management That Works Monoranjan Bhowmik et al (2013) Role of Pedagogy in Effective Teaching Basic Research Journal of Educational Research and Review 2(1) pp 0105 Oakley, Carrie (2010) Classroom Management Skills Every Teacher Must Have Date retrieved: January 2013 from http://www.soyouwanttoteach.com/5-classroom-management-skills-everyteacher-must-have/ Robbins, Stephen P (1997) Managing today New Jersey: Prentice-Hall Sienna Fawn Falk (2009) Counseling skills for teachers Skutley (2006), Teachers’ Perceptions of the Role of a School Counselor, MS Guidance and Counseling USA: University of Wisconsin-Stout Stoner, James A F et al (1997) Management New Jersey: Prentice-Hall The Keys to Classroom Management Retrieved from www.school improvement.com/classroom – management – keys/ July 9, 2014 Teachers' Standards (2012) UK Department for Education Supervision, Evaluation and quality control in Education inNwagwu, N.A Current Issues in educational Management inNigeria, Ambik Press Ltd., Benin city Zhang, Z & Berry – Stock, J.A (2003) Assessment Practices Inventory Tuscallosa, AL: The University of Alabama 87 APPENDICES 88 Appendix A Letter to Respondents Republic of the Philippines Southern Luzon State University GRADUATE SCHOOL Lucban, Quezon Date: _ Dear Respondents The undersigned is currently conducting a study about the “Supervisory, Instructional Skills and Professional Performance of Teachers in Vocational Colleges in Nghe An Province: Basis for Developing an Enhancement Program” Program in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management May he therefore request your full cooperation and support in answering the checklist questionnaire Rest assured that your responses will be treated with strictt confidentiality and will be used solely for the purpose of this study Your kind consideration and completion of the questionnaire will highly be appreciated Thank you very much! Respectfully yours, (Sgd) NGUYEN TRUONG GIANG (River) Researcher 89 Appendix B Questionnaire Please answer the questionnaire checklist by circling the scale that best corresponds to your choice Rest assured that any information will be treated with trust and confidentiality Scale/Điểm Choice Description/Miêu tả Strongly Agree Agree Disagree Strongly Disagree I Supervisory skills TECHNICAL SKILLS 1 Is able to convey verbally to her students exactly what she wants to impart 2 Knows how to explain the lesson well 3 Stimulates students’ interest during lesson presentation 4 Speaks clearly and fluently in front of the students Shows mastery of the language in communicating Accomplishes required reports on time Writes communication legibly and correctly Is skillful in making lesson plans Executes effective methods and techniques in teaching 10 Demonstrates effective method of evaluating students 11 Demonstrates new methods of treating students for more effective teacher-students relationship 12 States her class program plans throughout the year 13 Plans appropriate learning objectives 14 Organizes and arranges the space and materials for effective instruction 15 Defines programs for classroom structure for the satisfaction of her students 16 Knows the theoretical, conceptual and psychological aspects of students’ performance evaluation 90 17 Knows the interpretation of classroom test scores and other standardized tests given to students 18 Knows the appropriate statistical treatment needed in the interpretation of students’ performance 19 Accepts feedbacks of the students 20 Listens to praises, comments and recommendations from her superiors, co-teachers and parents intelligently 21 Follows rule of order in conducting meeting with the students 22 Holds meeting with students, parents and other stakeholders systematically and orderly 4 Human Relation Skills Knows the style of accepting and rejecting suggestions, criticisms or diversity 2 Is sensitive to the needs of her students 3 Shows respect and dignity to her students 4 Controls her emotions in times of disagreement Applies positive approaches to problem situations Provides students with corrective feedbacks and praises Shows genuine concern for students Is supportive and helpful to her students Is honest and compassionate in dealing with her students 10 Gives due credit to the achievement of her students 11 Radiates a spirit of encouragement to build leadership and responsibility among her students 12 Has the ability to get the teachers and students cooperation 13 Is fair in rating the achievements of her students 14 Possesses integrity in disciplining the students 15 Has sufficient time for research 16 Prefers working with her co-workers in the acquisition of instructional materials 17 Has the ability to adjust to the different personalities such as her superiors, peers, students and co-workers 18 Enjoys working with students 19 Shows active support on structured learning 91 opportunities such as workshops, in-service activities and staff development programs 20 Acts as guidance counselor to students 21 Promotes pupil’s satisfaction 22 Acts as parents to students 23 Provides a permissive atmosphere so that students and teachers can work harmoniously 24 Solves students problems by talking to their parents 25 Talks and counsels students about their misconduct in the classroom 4 Conceptual Skills Is aware of the current educational problems and issues and their implications 2 Is aware and receptive to innovations and changes in the educational system 3 Includes activities that present information and skills that are known to be effective 4 Knows the talents and potentialities of her students Innovative in using effective teaching techniques and approaches Leads in trying new practices suited to her students Knows how to develop strategies for group learning Knows how to select and develop effective curriculum materials Is skillfull in decision making and in solving conflicts 10 Knows how to increase and sustain students’ academic engagement time 11 Has analytical mind 12 Designs appropriate instructional activities needed in the solution of common learning problems 13 Knows how to develop enrichment activities 14 Knows how to solve instructional problems and concerns in the classroom 15 Encourages students to open-up problems existing in the classroom 16 Searches for more effective teaching techniques, methods and approaches for the solution of teaching problems 92 II Instructional skills Pedagogical Skills 1 has professional knowledge and extensive pedagogical understanding 2 uses a variety of instructional strategies 3 demonstrates problem-solving skills 4 modifies instructional activities identified learner’s needs manages the use of time to facilitate student learning uses varied resources and materials provides learning experiences which enable students to transfer principles and generalizations to situations outside of school provides assignments/learning opportunities interesting and appropriate to different ability levels of students motivates students to ask questions 10 adjusts techniques to different learning styles 11 adapts his/her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps 12 integrates information and communication technologies in the preparation and delivery of teaching/learning activities 4 to accommodate Counselling Skills attends quickly to inappropriate behaviour to prevent influencing others 2 provides extra help before and after the start of the class 3 develops peer tutoring program 4 helps students build self-esteem, responsibility and self-respect listens to what students say permits students to get to know one another has clear understanding of all students’ needs 4 sense of Classroom Management Skills has clear rules and routines for behavior in the classrooms 93 creates a learning environment that encourages positive social interaction, active engagement in learning and self-motivation 3 exercises appropriate authority and acts decisively when necessary 4 moves around the room, monitoring students’ seatwork shows enthusiasm and commitment for the subject taught maintains an environment in which students are actively involved, working at tasks implements an effective classroom system for positive student behavior uses positive reinforcement patterns with students has appropriate control in difficult situations 10 demonstrates flexibility 4 fairness, acceptance, management respect and Assessment Skills evaluates pertinent information about students for effective instruction 2 identifies and evaluates learning problems of students in content areas being taught 3 uses criteria and effective procedures for determining students’ achievement of learning objectives 4 selects/develops appropriate assessment techniques and instruments for instructional activities collects, quantifies and interprets data from appropriate assessment instruments maintains evaluation records of students develops students’ feedback evaluation and students’ self-evaluation makes use of formative and summative assessment to ensure students’ progress gives students regular feedback, both orally and through accurate marking 10 interprets and uses students’ assessment to diagnose learning barriers THANK YOU SO MUCH! 94 Appendix C Professional Performance of Teachers of Nghe An Vocational College of Trade and Tourism List of teachers Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher 10 Teacher 11 Teacher 12 Teacher 13 Teacher 14 Teacher 15 Teacher 16 Teacher 17 Teacher 18 Teacher 19 Teacher 20 Teacher 21 Teacher 22 Teacher 23 Teacher 24 Teacher 25 Teacher 26 Teacher 27 Teacher 28 Teacher 29 AY 20102011 4 3 4 3 4 4 4 4 AY 20112012 4 4 3 4 4 4 4 AY 20122013 4 4 4 4 4 4 4 3 4 4 Av’ge score 4.3 4.0 3.3 3.3 4.0 3.7 4.0 3.3 3.3 4.0 5.0 3.3 4.0 3.7 3.3 4.0 5.0 3.3 4.0 3.3 3.7 3.0 4.3 4.0 3.7 4.0 3.0 4.0 5.0 List of teachers Teacher 30 Teacher 31 Teacher 32 Teacher 33 Teacher 34 Teacher 35 Teacher 36 Teacher 37 Teacher 38 Teacher 39 Teacher 40 Teacher 41 Teacher 42 Teacher 43 Teacher 44 Teacher 45 Teacher 46 Teacher 47 Teacher 48 Teacher 49 Teacher 50 Teacher 51 Teacher 52 Teacher 53 Teacher 54 Teacher 55 Teacher 56 Teacher 57 AY 20102011 4 4 4 4 4 4 3 4 AY 20112012 4 4 5 4 4 4 4 4 3 Legends: Excellent: 5, Good: 4, Satisfactory: 3, Poor: 2, Very poor: AY 20122013 4 4 5 4 4 4 3 4 Av’ge score 4.0 4.0 3.0 4.0 4.0 3.0 4.0 5.0 4.0 4.7 4.0 3.0 4.0 4.0 3.0 4.0 4.0 3.3 5.0 4.0 4.0 3.3 3.3 4.0 3.7 3.0 4.0 5.0 95 Professional Performance of Teachers of Viet Duc Vocational College List of teachers AY 20102011 AY 20112012 AY 20122013 Av’ge score Teacher 5 5.0 Teacher 4 Teacher 3 Teacher Teacher List of teachers AY 20102011 AY 20112012 AY 20122013 Av’ge score Teacher 27 3 3.0 4.0 Teacher 28 4 4.0 3.3 Teacher 29 4.3 3.3 Teacher 30 4 4.0 4 4.0 Teacher 31 4 4.0 Teacher 4 3.7 Teacher 32 3 3.0 Teacher 4 4.0 Teacher 33 4 4.0 Teacher 3 3.3 Teacher 34 4 4.0 Teacher 4 4.3 Teacher 35 3 3.0 Teacher 10 4 4.0 Teacher 36 4 4.0 Teacher 11 5 5.0 Teacher 37 5 5.0 Teacher 12 3 3.3 Teacher 38 4 3.7 Teacher 13 4 4.0 Teacher 39 5 4.7 Teacher 14 4 3.7 Teacher 40 4 4.0 Teacher 15 3 3.3 Teacher 41 3 3.0 Teacher 16 4 4.0 Teacher 42 4 4.0 Teacher 17 5 4.7 Teacher 43 4 4.0 Teacher 18 3 3.3 Teacher 44 3 3.0 Teacher 19 4 4.0 Teacher 45 4 4.0 Teacher 20 4.0 Teacher 46 4 4.0 Teacher 21 4 3.7 Teacher 47 3.3 Teacher 22 3 3.0 Teacher 48 5 5.0 Teacher 23 4 4.3 Teacher 49 4 4.0 Teacher 24 4 4.0 Teacher 50 4 4.0 Teacher 25 4 3.7 Teacher 51 3.3 Teacher 26 4 4.0 Legends: Excellent: 5, Good: 4, Satisfactory: 3, Poor: 2, Very poor: 96 Professional Performance of Teachers of Viet Han Vocational College List of teachers AY 20102011 AY 20112012 AY 20122013 Av’ge score List of teachers AY 20102011 Teacher 4 4.3 Teacher 40 Teacher 4 4.0 Teacher 41 Teacher 4 3.7 Teacher 42 Teacher 4 3.3 Teacher 43 Teacher 4 4.0 Teacher 44 Teacher 4 3.7 Teacher 45 Teacher 4 4 4.0 Teacher 46 Teacher 4 3.7 Teacher 47 Teacher 4 Teacher 48 3.7 Teacher 10 4 4 4.0 Teacher 49 Teacher 11 5 4.7 Teacher 50 Teacher 12 3 3.3 Teacher 51 Teacher 13 4 4 4.0 Teacher 52 Teacher 14 4 3 3.7 Teacher 53 Teacher 15 3 4 3.3 Teacher 54 Teacher 16 4 3.7 Teacher 55 Teacher 17 5 4.7 Teacher 56 Teacher 18 4 3.7 Teacher 57 Teacher 19 4 3.7 Teacher 58 Teacher 20 4 3.7 Teacher 59 Teacher 21 4 3 3.7 Teacher 60 Teacher 22 3 3.3 Teacher 61 Teacher 23 4 4.3 Teacher 62 Teacher 24 4 3.7 Teacher 63 Teacher 25 4 3.7 Teacher 64 Teacher 26 4 4.0 Teacher 65 Teacher 27 4 3.3 Teacher 66 Teacher 28 4 4.0 Teacher 67 Teacher 29 4 4.3 Teacher 68 Teacher 30 5 4.7 Teacher 69 Teacher 31 4 4 4.0 Teacher 70 Teacher 32 3 3.3 Teacher 71 Teacher 33 4 4 4.0 Teacher 72 Teacher 34 4 4.0 Teacher 73 Teacher 35 3 3.3 Teacher 74 Teacher 36 4 4 4.0 Teacher 75 Teacher 37 5 5.0 Teacher 76 Teacher 38 4 3.7 Teacher 77 Teacher 39 5 5.0 Teacher 78 Legends: Excellent: 5, Good: 4, Satisfactory: 3, Poor: 2, Very poor: AY 20112012 AY 20122013 Av’ge score 4 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 3 4 4 4 5 4 4 4 4 4.0 3.3 4.0 4.0 3.3 4.0 4.0 3.3 5.0 4.0 3.7 3.3 3.7 3.7 4.0 3.3 4.0 5.0 4.0 4.0 3.0 4.0 3.7 3.7 5.0 3.7 3.3 5.0 3.3 3.7 4.0 3.3 4.0 3.3 3.3 4.0 3.3 4.7 3.7 97 CURRICULUM VITAE I PERSONAL INFORMATION Full name: Nguyen Truong Giang Sex: Male Date of Birth:November 11, 1977 Birthplace: Nghe An Province, Vietnam Civil status: Married Spouse and Children: - Wife: Le Thi Hong Nhung, Sep 25, 1981 - Son: Nguyen Le Anh Quan, Mar 11, 2006 - Daughter: Nguyen Le Anh Chi, May 25, 0032009 Address: Current residence: Nghi Thu Ward, Cua Lo Town, Nghe An Province, Vietnam Phone:0983812509 Email address:truonggiang.dltm@yahoo.com.vn Ii Educational Qualification Institution Duration Degree(s) or Diploma(s) obtained Ho Chi Minh National Academy of Politics and Public Administration 2013 - present Diploma on Politics and Public Administration Southern Luzon State University 2010 - May 2014 PhD in Educational Management (on-going) Vinh University 2007 - 2009 MA in Management Educational Hanoi Open University 1998 - 2002 BS in Business Administration Hanoi University of Natural Science 1996 - 2002 BS in Computer Science 98 III WORKING HISTORY Duration Organization Position Mar 2009 present Nghe An Trading and Tourism Vocational College Vice Rector Apr 2005 Feb 2009 Nghe An Trading and Tourism Vocational College Head, Department of Academic Affairs Apr 2004 Mar 2005 Nghe An Trading and Tourism Vocational College Deputy Head, Department of Academic Affairs Mar 2002 Mar 2004 Nghe An Trading and Tourism Vocational College Teacher and management staff, Department of Academic Affairs I, the undersigned, certify that to the best of my knowledge and belief, this data correctly describes me, my qualifications and my experience Nguyen Truong Giang [...]... supervisory skills and instructional skills of teachers of vocational training colleges in Nghe An province with the ultimate aspiration to create an enhancement program 8 Objectives of the Study The main purpose of this research is to find out the supervisory and instructional skills in relation to the professional performance of teachers in vocational training colleges in Nghe An Province during SY 2013-... rewards and 20 recognition, conducting periodic performance evaluation among teachers, participation of teachers in formulating school policies, organizing programs and activities and there is necessity for proper adjustment, and having punctuality and attendance as to top reference in measuring the performance of teachers, and human relation and personality of teachers Another study done by Decin (1998)... Trade and Tourism ……………… 94 xii ABSTRACT Title of Research : SUPERVISORY, INSTRUCTIONAL SKILLS AND PROFESSIONAL PERFORMANCE OF TEACHERS IN VOCATIONAL COLLEGES IN NGHE AN PROVINCE: BASIS FOR DEVELOPING AN ENHANCEMENT PROGRAM Researcher : NGUYEN TRUONG GIANG (RIVER) Degree Conferred : DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT Name and Address of Institution : Southern Luzon State University Lucban,... cycles of planning, observation, and intensive analysis of actual teaching performance (Kayaoglu, 2012) Teachers must have instructional skills including teaching skills, educational skills, organizational skills, coordination skills with parents and other educational forces in society In addition, teachers must also possess the following skills: manage classroom and organize student activities in and. .. classroom management skills; and 2.4 assessment skills 3 Determine the professional performance of teachers; 4 Determine if there is a significant difference among the responses of the respondents from the three colleges; 5 Find out the significant relationship between the supervisory, instructional skills and professional performance of the teachers; and 6 Develop an enhancement program based on the results... active, in- flight, and follow-up planning During initial planning, teachers visualize the lesson - that is, they think through the lesson, anticipating their teaching and the students' responses Active planning involves pulling together materials and resources for the lesson Whereas initial and active planning occur before teachers present the lesson, in- flight planning occurs during the lesson and usually... especially young teachers Therefore, improving supervisory skills and instructional skills for teachers in vocational schools in terms of quantity and quality is an urgent and necessary demand Developing vocational teaching is the responsibility of everybody It is an important content of national human resource development plan because it requires the participation of the Government, Ministries, branches, localities,... subject in real life for easy unerstanding (http://www:ask com/question) It refers to one of the variablesunder teaching skills of the teachers Professional Performance of Teachers refers to their performance which measures the general teaching practices such as teaching methods and strategies, classroom management, planning and organization of teaching (Bayani,2009) In this study, it refers to the ratings... three levels of training: primary, junior and vocational colleges Vocational training centers have been developed under planning spread all over the country They are rich of ownership forms and types of training There are 1,328 vocational schools and training centers (including 153 vocational colleges, 307 vocational secondary schools, 868 vocational training centers) in Vietnam The size of vocational. .. references for future proponents who wish to venture a study similar to the nature of this ongoing research 10 Scope and Limitation of the Study The study was conducted to assess the supervisory skills and instructional skills of the teachers of 3 vocational colleges in Nghe An Province, including Viet Duc Vocational College (1972), Viet Han Vocational College (1998), and Nghe An Trading and Tourism Vocational ... skills and instructional skills of the teachers of vocational colleges in Nghe An Province, including Viet Duc Vocational College (1972), Viet Han Vocational College (1998), and Nghe An Trading and. .. to find out the supervisory and instructional skills in relation to the professional performance of teachers in vocational training colleges in Nghe An Province during SY 2013- 2014, with an end... Professional Performance of Teachers of Nghe An Vocational College of Trade and Tourism ……………… 94 xii ABSTRACT Title of Research : SUPERVISORY, INSTRUCTIONAL SKILLS AND PROFESSIONAL PERFORMANCE