Having a 21st century learners, teachers needs 21st century teaching skills to address the demands of this type of learners. In this new generation of learners, teachers need to upgrade their teaching competencies so that they can provide the 21st century skills needed by the learners.
In 2012, the Philippine government mandated the Department of Education (DepEd) to implement the K-12 curriculum under the leadership of the Bro. Armin Luistro as the Department Sectary of Education. This new curriculum is aimed to provide the 2 years of backlog of Filipino working class to complete the 12 years of education in the other countries.
This curriculum is also aimed to provide the working class the skills that they need to make them a globally competitive labor force. But, how about teachers who do not undergo 12 years of schooling, are they prepared to provide the 21st century skills to the 21st century learners?
This study adheres to one of the 7 CID projects of the Division of Cavite Province the HI-TEACH which aims to strengthen the Instructional Support of School Heads and Educational Supervisors to teachers to strengthen their teaching skills for the 21st century learners.
Table of Contents
I. Introduction
II. Review of Related Literature
III. Research Questions
IV. Scope and Limitation
V. Ethical Issues
VI. Methodology
VII. Sampling and Population
VIII. Data Collection
IX. Data Analysis
X. Results and Discussion
XI. Conclusion
XII. Plans for Dissemination
Research Objectives and Themes
The primary objective of this study is to evaluate the effectiveness of technical assistance provided by school heads to teachers within the XY district, specifically focusing on its impact on instructional support and professional development aligned with the RPMS-PPST framework. The research seeks to identify common practices, measure the extent of support across core pedagogical domains, and propose a professional development plan to enhance teacher competencies for 21st-century learners.
- Analysis of technical assistance in Content Knowledge and Pedagogy.
- Evaluation of support regarding Learning Environment and Diversity of Learners.
- Assessment of instructional guidance in Curriculum and Planning.
- Review of oversight in Assessment and Reporting.
- Development of a sustainable Professional Development Plan.
Excerpt from the Publication
I. Introduction
Having a 21st century learners, teachers needs 21st century teaching skills to address the demands of this type of learners. In this new generation of learners, teachers need to upgrade their teaching competencies so that they can provide the 21st century skills needed by the learners.
In 2012, the Philippine government mandated the Department of Education (DepEd) to implement the K-12 curriculum under the leadership of the Bro. Armin Luistro as the Department Sectary of Education. This new curriculum is aimed to provide the 2 years of backlog of Filipino working class to complete the 12 years of education in the other countries.
This curriculum is also aimed to provide the working class the skills that they need to make them a globally competitive labor force. But, how about teachers who do not undergo 12 years of schooling, are they prepared to provide the 21st century skills to the 21st century learners?
This study adheres to one of the 7 CID projects of the Division of Cavite Province the HI-TEACH which aims to strengthen the Instructional Support of School Heads and Educational Supervisors to teachers to strengthen their teaching skills for the 21st century learners .
Summary of Chapters
I. Introduction: Outlines the necessity for teachers to upgrade their competencies to meet the demands of 21st-century learners under the K-12 curriculum.
II. Review of Related Literature: Examines previous studies on teacher performance, the importance of ICT integration, and the necessity for effective monitoring and evaluation.
III. Research Questions: Defines the specific inquiries regarding technical assistance provided by school heads across four key pedagogical domains.
IV. Scope and Limitation: Specifies the participants as school heads and teachers from elementary and secondary levels in XY with at least one year of service.
V. Ethical Issues: Details the protocols followed, including obtaining permissions and ensuring the confidentiality of participant responses.
VI. Methodology: Describes the use of mixed methods and statistical tools to analyze data, utilizing purposive sampling for school heads.
VII. Sampling and Population: Clarifies that the study includes 28 school heads and 1200 teachers, excluding those with less than one year of experience.
VIII. Data Collection: Explains the use of Likert-scale questionnaires and interviews, validated by academic professionals.
IX. Data Analysis: Outlines the statistical approach, including percentage, weighted means, and ranking to interpret participant responses.
X. Results and Discussion: Presents the findings regarding the technical assistance provided, categorized by pedagogical domains.
XI. Conclusion: Synthesizes the results, confirming a high level of agreement between teachers and school heads regarding the assistance provided.
XII. Plans for Dissemination: Proposes how these findings will be utilized to guide future programs and projects for teacher development.
Keywords
Technical assistance, School heads, Teachers, RPMS-PPST, Professional development, 21st-century skills, K-12 curriculum, Instructional support, Content knowledge, Pedagogy, Curriculum planning, Assessment, Performance management, Educational leadership, Teaching competencies
Frequently Asked Questions
What is the core focus of this research study?
The study focuses on the technical assistance provided by school heads to teachers to strengthen instructional support and teaching competencies in alignment with the RPMS-PPST standards.
What are the primary thematic areas covered in this work?
The study covers four main domains: Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, and Assessment and Reporting.
What is the main objective of the researchers?
The primary goal is to determine the effectiveness of current technical assistance and to propose a structured Professional Development Plan to sustain best practices for teachers.
Which scientific methodology was employed?
The researchers utilized a mixed-method approach, involving Likert-scale surveys and unstructured interviews, analyzed through statistical tools like weighted means and ranking.
What does the main body of the work address?
The main body presents the analysis of survey data collected from school heads and teachers, providing a detailed breakdown of how different pedagogical domains are supported in the workplace.
Which keywords best characterize this publication?
Key terms include RPMS-PPST, instructional support, professional development, technical assistance, school leadership, and teaching competencies.
How do the findings compare between school heads and teachers?
Both groups rated the assistance as "Very Evident," showing strong alignment in their perception that school heads are effectively providing the necessary technical support.
What role does the "Assessment and Reporting" domain play in the findings?
In the combined analysis, "Assessment and Reporting" ranked highest among the four domains, indicating that it is the area where the most significant technical assistance is currently observed.
What is the recommended next step according to the authors?
The authors recommend sustaining these best practices and conducting further studies to empower more master teachers to provide specialized technical assistance.
- Quote paper
- Joefel Horca (Author), Helen Aure (Author), Anna Marie Aranzanzo (Author), Herminia Diloy (Author), 2019, Project Teach. An Instructional Support to the Teachers, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/491924
