Correlates of teachers’ performance basis for enhancement program at thai nguyen university 1

i Southern luzon State University Republic of Philippines Thai Nguyen University Socialist Republic of Vietnam DEM CANDIDATE: NGUYEN DINH YEN CORRELATES OF TEACHERS’ PERFORMANCE: BASIS FOR ENHANCEMENT PROGRAM AT THAI NGUYEN UNIVERSITY Speciality: Educational Management Ph.D THESIS SUMARY OF EDUCATIONNAL MANAGEMENT THAI NGUYEN, 2014 ii Research has been conducted in: INTERNATIONAL TRAINING CENTER (ITC), THAI NGUYEN UNIVERSITY Academic supervisor: Prof Apolonia A Espinosa, PhD Reviewer 1:…………………………………………… Reviewer 2:…………………………………………… Reviewer 3:…………………………………………… The PhD dessertation was defended at Thai Nguyen University Academic Assessment Board Venue: …………………………………………… Time period (dd/mm/yy): ……………………… The dissertation has been stored in: - Vietnam national library; - Learning resource center, Thai Nguyen University; - Library at Interntional Training Center; - Library at Southern Luzon University, Phillipines CHAPTER I INTRODUCTION As teaching is considered to be a complex activity, the scholars and researchers in the field of education have since embarked on exploring in to and analyzing the teaching phenomenon These studies mostly found out that the performance of the teacher whether she is effective or not effective is not usually measured by the quality of the students she has produced More often the teacher is blamed if the students failed to manifest the expected behavior and the kind of learning they gained during the period of schooling This quality learning refers to the performance of the students in the academic and their chosen field of specialization in the school and even outside Moreover, if the students were able to land a good job and become successful, then they were given quality teaching and learned with laurels from her mentors with patience for years This is common baseline of teachers' effectiveness in the world of education According to Lardizabal, Bustos, Bucu, & Tangco, (1991), teaching is effective to the extent that a competent teacher acts in ways that are favorable to the development of a desirable personality This competency of the teachers will create a long lasting impact on the part of students And to the teachers, they are effective if they are capable of bringing about a desired behavioral change in the students TNU is implementing the guiding ideology of the party expressed through resolutions of the eighth National Party Congress, which is to build training centers for research education and highquality technology transferring in the region Little research appears to have been carried out on factors that improve teachers’ job performance, especially at Thai Nguyen University The present study was thus carried out to judge teachers’ performance on the factors of personal characteristics and professional characteristics The present study will address the urgent need for base information to improve the teaching learning process It is believed that if the factors that influence teachers’ performance at higher education level are controlled, the quality of education and teaching learning process as a whole would become more effective Objectives of Study This study determined 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 address the following: Find out the demographic profile of the respondents as to 1.1 Age 1.2 Gender 1.3 Civil status 1.4 Educational attainment 1.5 Position; Determine the factors that affect teachers’ performance as to: 2.1 Personal characteristics: 2.1.1 Physical 2.1.2 Mental 2.1.3 Emotional 2.1.4 Social 2.2 Professional characteristics: 2.2.1 Teaching skills, 2.2.2 Guidance skills, 2.2.3 Classroom Management skills, 2.2.4 Assessment skills Determine teachers’ performance as to: 3.1 Commitment, 3.2 Knowledge of the subject, 3.3 Teaching for independent learning, 3.4 Management of learning; Ascertain which of the above-mentioned factors predict teachers’ performance Develop an enhancement program based from the result of the study Null Hypothesis None of the above mentioned factors predict teachers’ performance Significance of the Study This study was conducted in hope that the findings will be useful for students, teachers, deans and educational planners of Thai Nguyen University, and future researchers who wish to embark on the same topic Students of TNU: the students are taught by teachers who are qualified in their respective fields Eventually, they will be confident that they will graduate with the appropriate skills and competencies in their professions because the teachers who taught them have been holistically conditioned to be excellent in their fields Teachers at TNU: Studies such as this one will not only let them keep track on what seems to be affecting/ influencing their performance as teachers, it will likewise give them opportunities to explore possibilities to enhance themselves with the aid of the TNU administration Deans and Educational Planners: studies such as this one will enable them to keep track on the performance of the people – the teaching staff - who have the collective power of making a difference in the University’s profile Through this study, they will be enlightened on how improvements can be done to ensure the upward movement of the TNU community not only in Vietnam, but also the world Future Researchers: This study can serve as inspiration for researchers who wish to conduct a similar study in their respective institutions They may use the results of the study as baseline information, or could be guided by its methodologies and strategies to pursue a similar path in studying about their teaching force Scope and Limitation of the Study This correlational study is primarily focused on finding the predictors of teachers’ performance at TNU with an end view of developing an enhancement program out of the results gathered The study was limited only at TNU as locale since respondents were chosen purposively to include the total population of teachers and administrators of TNU, and randomly selected students from the different colleges of TNU, who were asked to answer a researcherconstructed questionnaire In case of analytical tools, the study has used arithmetic mean, regression analysis to examine the correlates of teacher’s performance at Thai Nguyen University CHAPTER II REVIEW OF LITERATURE AND STUDIES Personal Characteristics of Teachers Physical Aspects Sex, strength, beauty, and ugliness contribute to personality for they suggest social standards and attitudes as explained by Sanchez (1998) She further stated that grace or awkwardness of movement, sturdiness of hearing, the sharp or velvet voice, grooming, the ready smile and the gift of silence are items that enter into the total composition of someone’s personality Mental Aspects Among other things, the teacher’s mental capacity to teach the subject he/she is teaching is perhaps the characteristic that should be most basic of the teacher As such, he/she should be able to manage the cognitive demands of the curriculum and the learning needs of the students This is why Lardizabal, et al (1991) noted that before a teacher becomes one, he/she must undergo several years of preservice training to master his/her subject matter, be adept with professional education, and revitalize his/her understanding of basic knowledge Emotional Aspect Teaching is a profession that not only requires overall mental and physical well-being As teachers deal with students and other stakeholders in the community, they are similarly expected to possess positive emotional health that is essential in confronting everyday challenges that goes with it Social Aspects The social aspect of teaching is an interactive process that happens among students and other stakeholders because teachers deal with students, colleagues, parents and some members of the community Professional Characteristics Teaching skills In the case of teaching skills, Charles County Public Schools [CCPS] (2013) in the United States evaluate teaching skills of teachers in their country through three criteria: (1) selection and organization of subject matter; (2) motivation; and (3) lesson development and implementation Guidance Skills “Every educator must realize his responsibility as a Guidance Counselor by right, commission and function Guidance is an integral part of being a teacher, a guardian and custodian charged with the overseer of a classroom full of educable minds” (Batara, 1995: 1) Management Skills Another significant skill expected from a teacher is classroom management skill Prior to any form of teaching activity, the teacher must routinely perform activities that invite order in class and eventually motivate learners to study and interact in classroom discussion Evaluation skills Finally, another significant skill that a teacher should be well acquainted in is his/her skill in evaluating student learning Skills of teacher evaluation and accountability in education must, according to Eckard and McElhinney (1977), be given increased attention by all educators They added that evaluation and accountability are more widely practiced with teachers than at other levels in school organization Teaching Performance Teacher’s performance in teaching has been a widely popular research area among educators and scholars It is a common belief among educators that the skills that teachers possess tell a lot about how much intellectual development a child may receive under his/her tutelage The succeeding paragraphs summarize notable studies related to teacher performance evaluation in hope of aiding essential explanations on possible findings in this study Research Paradigm Independent variables Demographic Profile Dependent variable Teachers’ performance: Personal characteristics: - Commitment Physical Mental Emotional Social Professional characteristics: Teaching skills Guidance skills Management skills Evaluation skills - Knowledge of the subject - Teaching for Independent Learning - Management of Learning ENHANCEMENT PROGRAM AT THAINGUYEN UNIVERSITY CHAPTER III RESEARCH METHODOLOGY Locale of the Study This study was conducted in four (04) units of ThaiNguyen University (TNU) at Thai Nguyen province in Vietnam The colleges include Thai Nguyen University of Technology, Thai Nguyen University of Education, Thai Nguyen University of Medicine And Pharmacy, Thai Nguyen University of Agriculture And Forestry Research Design This study used the descriptive correlation design in analyzing the investigated variables According to Sevilla, et al (2004), it is designed to help determine the extent to which different variables are related to each other in the population of interest This study was conducted to correlate research factors namely: Personal characteristics and Professional characteristics of teacher to teaching performance Population and Sampling Teachers and students of colleges at TNU served as the population of this study The sample of the study consisted of 145 teachers and 728 students of ten (04) colleges at TNU who were randomly selected Table indicates the number of respondents taken from the colleges of TNU that became part of this study 17 Table 18 represented the students’ regression analysis of the demographic, personal and professional characteristics of teachers as to knowledge of subject R value belonged to the interval R= 0.3≤R