Kỹ năng giám sát, kỹ năng giảng dạy và năng lực chuyên môn của giảng viên các trường Cao đẳng nghề tại tỉnh Nghệ An Cơ sở xây dựng chương trình tăng cường

Kỹ năng giám sát, kỹ năng giảng dạy và năng lực chuyên môn của giảng viên các trường Cao đẳng nghề tại tỉnh Nghệ An Cơ sở xây dựng chương trình tăng cường

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 Graduate School Southern Luzon State University, the 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)

April 2014

APPROVAL SHEET

In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational

Management, this research study entitled “Supervisory, Instructional Skills and Professional Performance of Teachers in Vocational Colleges in Nghe An Province: Basis for Developing an Enhancement Program ” has been prepared and submitted by Nguyen Truong Giang and is hereby recommended for oral examination

, 2014 Apolonia A Espinosa, Ed.D

Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam

of Vietnam

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 an opportunity to grow through education;

PROF APOLONIA A ESPINOSA his adviser, for the guidance and endless support for the improvement of this study

PROFESSORS ………… , ………., and ………, who composed the Oral Defense Committee, for their suggestions, comments and corrections to improve this study; 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

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

N.T.G

Instrumentation 59

Chapter IV Presentation, Analysis and Interpretation of Data 62

Chapter V Summary, Conclusions and Recommendations 89

LIST OF TABLES

1 Table 1 The Level of the Supervisory Skills of Teachers as to Technical

4 Table 4 The Level of the Supervisory Skills of Teachers as to Human

5 Table 5 The Level of the Supervisory Skills of Teachers as to

8 Table 8 The Level of the Instructional Skills of Teachers as to

9 Table 9 The Level of the Instructional Skills of Teachers as to

10 Table 10 The Professional Performance of Teachers of Nghe An

11 Table 11 The Professional Performance of Teachers of Viet Duc

12 Table 12 The Professional Performance of Teachers of Viet Han

13 Table 13 Correlation of Supervisory and Instructional Skills of Teachers

LIST OF FIGURES

1 Research paradigm

2 Administrative map of Nghe An Province

Title: SUPERVISORY, INSTRUCTIONAL SKILLS AND

PROFESSIONAL PERFORMANCE OF TEACHERS IN VOCATIONAL COLLEGES IN NGHE AN PROVINCE: BASIS FOR DEVELOPING AN ENHANCEMENT PROGRAM

Degree Doctor of Philosophy in Educational Management

Nam/ Address of the

Institution

Southern Luzon State University Graduate School

Lucban, Quezon Date Completed April, 2014

ABSTRACT

The study was conducted to assess the supervisory skills and instructional skills of the teachers of 3 vocational colleges in Nghe An Province It specifically explored on what enhancement program could be developed to solve the problems encountered by teachers in terms of supervisory skills and instructional skills The study was limited to determine the perception of the respondents on the supervisory skills of the teachers as to Technical skills, Human relation skills, and Conceptual skills and to ascertain the perception of the respondents

on the instructional skills of the teachers as to Pedagogical skills, Counselling skills, Classroom management skills, and Assessment skills

186 selected respondents (college teachers) answered the questionnaire Weighted mean was utilized to describe the perception of the respondents on the supervisory skills and instructional skills of the teachers Multiple linear regression was used to determine the significant relationship between the supervisory and instructional skills and professional performance of the teachers The statistical analysis was done using EXCEL

The level of the supervisory skills of teachers at the three selected vocational colleges in Nghe An province fall in the “satisfactory” category mainly Few gained “very satisfactory” category Meanwhile, that the level of the instructional skills of teachers at the three selected vocational colleges in Nghe An province is of “satisfactory” category mainly Very few fall in

“very satisfactory” category

Moreover, there is low/negligible relationship between the instructional skills and supervisory skills of teachers with that of professional performance

Chapter I INTRODUCTION

Supervision plays an important role in the management of school organization An organization cannot function effectively without a leader to direct its goals The principal and his teachers are the persons responsible for a school to run smoothly They are the ones who make the necessary changes for more effective learning experiences of the students

It is important that the school principal and its teachers possess supervisory and instructional skills that greatly influence pupils' performance

Effective teaching and supervision are very complex processes To be truly successful, a classroom teacher needs to master and employ a wide variety of competencies that both directly and indirectly affect student learning Furthermore, research data indicate that in schools with positive and supportive cultures, students are more likely to reach their full potential and teachers are inspired to grow, take risks, and work in a collegial manner (Peterson, 1999; Urban, 1999.) The supervisory skills and behaviors of the principal and other supervisors of instruction are critical components of a supportive school climate (Bulach, Boothe, & Michael, 1999.)

Igwe (2001) noted that supervision involves evaluation, monitoring and quality control for the purpose of curriculum and infrastructural development and improvement In order to achieve this, some specific tasks of the supervisor in a modern school have been identified as helping school head teachers to understand students better; helping teachers and individuals for professional growth; acquiring cooperating spirit for team work; making better use of teaching materials; improving methods of teaching; improving teacher’s appraisal of his standards; acquisition of originality for the teacher within the commodity; and faculty plan for curriculum improvement

One of the philosophical foundations of supervision appears to be based on the premise that all teachers need moral, technical and educational support All teachers need to recognize

problems that need immediate attention and therefore they need to be observed and communicated in terms of their performance, weaknesses and strength in the classroom Given the fact that in particular, young teachers may not be well informed about new techniques, approaches in the complex characteristics of learning and teaching, supervision can serve as a training approach and support service for teachers by means of systematic cycles of planning, observation, and intensive analysis of actual teaching performance (Kayaoglu, M.N (2012) Dictating or facilitating: The Supervisory Process for Language Teachers Australian Journal of Teacher Education, 37 (10).)

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 out of the school, apply, invite students to participate in these activities and maintain positive and creative learning attitudes; communicate with students, parents, and colleagues, demonstrating the ability to maintain and develop the relationship between teachers and students, between students themselves; coordinate with other education forces in society to organize educational activities; and make educational and scientific researches to improve themselves as well the quality of teaching and learning process

Teachers prioritize the education of their students, and are accountable for achieving the highest possible standards in work and conduct They act with honesty and integrity; have strong background knowledge of the subjects they teach, keep their knowledge and skills as teachers up-to-date, create positive professional relationships; and work with parents in the best interests of their students (Teachers' Standards, May 2012, UK Department for Education)

Background of the study

After 20 years of implementing the renovation, industrialization and modernization, our country has gained the important achievements in socio-economic development It is the large

role of enterprises that contribute to those sucesses With the currently opening and integrative trend, an essential requirement for businesses to increase the competitiveness and expand the market is investing in modern technology and equipment, especially improving the quality of the labor force They need to have a team of skilled technicians and workers to meet the developed requirements of the business Starting from these requirements, the training activities keep the most decisive position, not only to meet the needs of the business but also for the export of labor, improving the efficiency of the labor export in our country For the high-quality human resources to meet the requirements of industrialization and modernization, it is the need to develop a training system which is capable of providing the society a large workforce who have necessary qualifications follow an appropriate structure and are able to adapt quickly to any changes of the environment with an increasing globalization At the same time, they are also be able to regularly update the necessary knowledge and skills for the workforce of the country Vocational training is an important part of the human resources training system for industrialization and modernization

In the recent years, due to the care of the Party, the State, the leadership of the Government and the efforts of all levels, the vocational training sectors have gradually been renovated and developed to meet the technical manpower needs directly serve the socio-economic development

Vocational training systems and networks have been innovated and developed, moving from low-level vocational training system with two levels of training into the vocational training system with 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 Until now there are 1328 vocational schools and training centers (including 153 vocational colleges, 307 vocational secondary schools, 868 vocational training centers) The vocational size is quickly increasing, but vocational teachers do not meet the requirements, especially their supervisory skills and

vocational pedagogical training are still weak Currently, there are only 4 technological pedagogical universities in Hung Yen Province, Nam Dinh Province, Vinh City and Ho Chi Minh City; 1 technical college in Vinh Long Province and a number of technical pedagogcal departments in some universities that can train vocational teachers But sectoral structures of these schools also have limitations that do not meet the growing sectors of the society The limitations on capacity and training scale of these schools lead to the situation that doen’t meet the requirements on the number of teachers for vocational schools Many qualified teachers are limited in supervisory and pedagogical skills, especially young teachers So

"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 career and responsibility of all society It is an important content of national human resource development plan and strategy that requires the participation of the Government, Ministries, branches, localities, the vocational training institutions, the centers which use labor and laborers to carry out vocational training on the needs of the labor market

Performing strong and basic innovations of state management in vocational training in order to create the motivation to develop vocational training under the direction of standardization, modernization, socialization, democratization and international integration Improving the quality and developing the size of vocational training is a process which both makes universal training for employees, and at the same time meets the needs of the fields that use domestic high-skilled manpower and labor export

Strengthen and expand international cooperation to develop vocational training, focus

on building high quality vocational schools, with priority ones achieved the international level; or key ones of national, regional and international level

Implement vocational training to raise the rate of trained workers to 40 percent, equivalent to 23.5 million in 2015 (in which secondary and college account for 20%) and

55% in 2020, equivalent to 34.4 million people (in which the secondary and college account for 23%)

In period 2011 - 2015: have new training in vocational secondary and college level, about 2.1 million people, primary and vocational training under 3 months , about 7.5 million people, of which 4.7 million people are supported vocational training due to "vocational training project for rural laborers by 2020 "(Project 1956)

In period 2016 - 2020: have new training in vocational junior and college level, about 2.9 million people (in which 10% get national, ASEAN and international level,) primary and vocational training under 3 months, about 10 million people, of which 5.5 million people are supported vocational training due to Project 1956

By 2015, there will be about 190 vocational colleges (60 non-public schools, cover 31.5%), including 26 high-quality schools; 300 vocational secondary schools (100 non-public schools, cover 33%), and 920 vocational training centers (320 non-public centers, cover 34.8%) Each province / city which belongs to the Central Government has at least one vocational college and one model vocational training center; each county / district / town has

a vocational training center or vocational secondary schools By 2020, there will be about 230 vocational colleges (80 non-public schools, cover 34.8%), including 40 high-quality schools;

310 vocational secondary schools (120 non-public schools, cover 38.8%), and 1050 vocational training centers (350 non-public centers, cover 33.3%) in which 150 model centers

By 2015, there will be 51,000 vocational teachers (of which about 17,000 teachers in the non-public vocational training institutions), in which teaching in vocational training colleges will be 13,000, secondary 24,000 people, primary and training less than three months will be 14,000 people By 2020, there will be 77,000 vocational teachers (of which about 25,000 teachers in the non-public vocational training institutions), in which teaching in vocational training colleges will be 28,000, secondary 31,000 people, primary and training less than three months will be 18,000 people

By 2015, 130 programs and curriculums for the national key fields will be issued Using

49 programs in regional level, and 26 curriculums in international level Building 300 programs of primary curriculum vocational training and less than 3 months for rural laborers

By 2020, 150 programs and curriculums for the national key fields will be added, edited and issued Using 70 programs in regional level, and 35 curriculums in international level Building 200 programs of primary curriculum vocational training and less than 3 months for rural laborers (No 630/QD-TTg, May 29, 2012 Decision of the Prime Minister "Strategy for developing vocational training, period 2012 -2020"

To achieve this goal, there should be a sufficient number of trained vocational teachers

in accordance with the structure of each different level Teachers need to have supervisory skills and pedagogical skills Necessary programs to achieve this should be designed on a modular basis, with the goal of providing integrated teacher training program and being compatible with the national, regional and international proficiency

For the above reasons, the researcher has tried to study supervisory skills and instructional skills of teachers of vocational training colleges in Nghe An province With the ultimate aspiration is to create an enhancement program

Objectives of the study

The main purpose of this research was to find out the supervisory and instructional skills in relation to the professional performance of teachers in vocational training colleges in Nghe An Province, with an end view of developing an enhancement program

Specifically, the research was finding answers to the following objectives

1 Determine the level of the supervisory skills of teachers as to:

2.1 pedagogical skills;

2.2 counselling skills;

2.3 classroom management skills; and 2.4 assessment skills

3 Determine the professional performance of teachers;

4 Find out the significant relationship between the supervisory and instructional skills and professional performance of the teachers;

5 Develop an enhancement program based on the results

Null Hypothesis

There is no significant relationship between supervisory and instructional skills and the professional performance of the teachers in the vocational colleges

Significance of the study

This study is beneficial to the following group of people

Administrators It is hoped that the study may contribute in giving a new dimension in

the administration and supervision of vocational colleges in Nghe An province

Teachers The outcome of the study is of great help to teachers because they will be

made aware of the different types of leadership that would affect changes and improvements

of the school The researcher may contribute to a new avenue in her search for better ways to improve oneself and her work environment In this way, it would ultimately lead to a better quality performance in the teaching force

Students They will be benefited by this study since they are the main concerns of

educators and any wholesome environment and relationship could create positive effect on the teaching and learning process

Future Researchers This study could provide references for future proponents who

wish to venture a study similar to the nature of this ongoing research

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 College (1996) A total of 186 teachers were selected to be the respondents of the study It specifically explored on what enhancement program could be developed to solve the problems encountered by teachers in terms of supervisory skills and instructional skills The study was limited to determine the perception of the respondents on the supervisory skills of the teachers as to Technical skills, Human relation skills, and Conceptual skills and to ascertain the perception of the respondents on the instructional skills of the teachers as to Pedagogical skills, Counselling skills, Classroom management skills, and Assessment skills The 186 selected respondents (college teachers) were given a questionnaire designed by the researcher and complete the questionnaires after being explained and instructed by the researcher The researcher floated the questionnaire to the respondents after it had been validated by his advisor in September 2013

Definition of terms

The Definition of terms is aimed to define clearly all the terms used in this study The used terms are as follows:

assessment skills refer to the systematic collection, review and use of information about

educational programs to improve student learning Assessment focuses on what students know, what they are able to do, and what values they have when they graduate Assessment is concerned with the collective impact of a program on student learning In another way, Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve

subsequent learning (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)

classroom management skills refer to the process of ensuring that classroom lessons run

smoothly despite disruptive behavior by students The term also implies the prevention

of disruptive behavior It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether

conceptual skills refer to the abilities of the teachers associated with knowledge and how this

knowledge could be applied to enable to analyze the role of the ducational in relation to its environment (Gunay, 2000)

counselling skills refer to a helping approach that highlights the emotional and intellectual

experiences of students, how students are feeling and what they think about the problem they have sought help for Counselling is the process that occurs when a client and counsellor set aside time in order to explore difficulties which may include the stressful

or emotional feelings of the client; the act of helping the client to see things more clearly, possibly from a different view-, and a relationship of trust In another way, counselling is a form of psychological or talking therapy that offers people a chance to change how they feel and to live better, whereas counselling skills are the skills that are needed for counselling, or the skills that a counsellor should possess or have so as to be able to work effectively Some of these counselling skills are using active listening and responding skills, allowing participants to work at their own pace, and also letting people find out what works best for them

human relation skills refer to skills that provide a way for teachers to work together

effectively within their organization A teacher needs to have an understanding of the skills that are necessary to succeed in the work world Also necessary is being able to cope and deal with communicating with others like colleagues, students… Human

relation skills will help a person to deal with conflict, constructive criticism, persuasion, and problem solving

instructional skills refer to the most specific category of teaching behaviors They are

necessary for procedural purposes and for structuring appropriate learning experiences for students

pedagogical skills can be referred to as the ability or expertise used by teachers as their

method of teahing This may include practically explaining theory to students or being able to apply the subject in real life for easy unerstanding (http://www:ask com/question) It refers to the teaching skills of the teachers

supervisory skills refer to to the technical skills, human relation skills and conceptual skills

of teachers in supevision of the classroom instruction

technical skills refer to skills that include Speaking, Writing, Demonstrating

Outlining/Planning, Computing, Listening, Chairing a Meeting skills

Chapter II REVIEW OF LITERATURE AND STUDIES

This chapter presents in summary the review of literature and related studies, which the researcher found closely related to the study being conducted These are incorporated in order

to present background with regards to the supervisory skills and instructional skills of the teachers at difference vocational colleges in Nghe An Province

SUPERVISORY SKILLS

Effective teaching and supervision are very complex processes To be truly successful, a classroom teacher needs to master and employ a wide variety of competencies that both directly and indirectly affect student learning Furthermore, research data indicate that in schools with positive and supportive cultures, students are more likely to reach their full potential and teachers are inspired to grow, take risks, and work in a collegial manner (Peterson, 1999; Urban, 1999.) The supervisory skills and behaviors of the principal and other supervisors of instruction are critical components of a supportive school climate (Bulach, Boothe, & Michael, 1999.)

Igwe (2001) noted that supervision involves evaluation, monitoring and quality control for the purpose of curriculum and infrastructural development and improvement In order to achieve this, some specific tasks of the supervisor in a modern school have been identified as a) Helping school head teachers to understand students better; b) Helping teachers and individuals for professional growth; c) Acquiring cooperating spirit for team work; d) Making better use of teaching materials; e) Improving methods of teaching; f) Improving teacher’s appraisal of his standards; g) Acquisition of originality for the teacher within the commodity; and h) Faculty plan for curriculum improvement

The common denominator in the objectives of supervision as outlined above is to help teachers become more effective in planning their class work in terms of utilizing maximally,

textbooks and other basic materials and curricular aids as well as helping teachers with guidance and evaluation (Supervision, Evaluation and quality control in Education in Nwagwu, N.A Current Issues in educational Management in Nigeria, Ambik Press Ltd., Benin city)

Organizing strategies include planning, lesson design, time use (time management, time

on task, and pacing, for example), advance work, and classroom management

New teachers usually find organizing strategies the most difficult to master From planning to classroom management, organizing strategies are hidden from most classroom observations Consequently, the student teacher, intern, or new teacher who observes a master teacher's classroom in the middle of the year often misses the advance work and classroom management strategies that the master teacher used during the first few days of school to set the tone for a positive learning environment The novice teacher observing a veteran teacher's classroom sees the outcome of effective planning - a smoothly functioning lesson - but is not privy to the veteran teacher's lesson planning processes Organizing strategies help create the necessary conditions for learning - and teachers can acquire these skills systematically rather than depending on trial and error

Planning New teachers spend much more time planning instruction than their veteran

counterparts do, often staying up late at night to plan the next day's lesson Mentors can help new teachers with instructional planning - particularly unit planning, which allows the novice

to see the bigger picture and plan backward from the end of the unit During instructional planning, veteran teachers make decisions on the basis of learner, content, and context: Who are my learners? What information, ideas, and concepts do I want my students to grasp? Under what conditions will instruction occur?

Complete lesson planning comprises four components: initial, 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 reflects changes in the day, such as a fire drill

or a last-minute adjustment in the school schedule In-flight planning also involves being able

to change the lesson on the fly for more substantive reasons - when students aren't engaged in the activity, for example Experienced teachers recognize the need for in-flight lesson corrections and can draw from a repertoire of strategies to make such modifications During follow-up planning, teachers reflect on the lesson and write down what went well and what changes they need to make Follow-up planning is crucial for new teachers to build an instructional repertoire for future lessons

Advancework It is difficult to teach those you don't know or work in an environment in which you are an outsider Freiberg and Driscoll (2000) use the term advancework to describe

what teachers do to get to know their students, the school, and the community in which they

teach (H Jerome Freiberg, Redesigning Professional Development, Volume 59, Number 6,

March 2002)

It’s one of the most underrated professions in the world – most people assume that you don’t need any special skills to be a teacher, yet few realize that it takes a great deal of effort and ability to handle a classroom full of students You not only have to be thoroughly knowledgeable in the subject you’re handling, you also need to know how to control a class and maintain discipline and order in it In short, to be a good teacher, you also need the following classroom management skills:

The first one is Authority Some teachers command authority through the way they look

- their very appearance makes students give them the respect they deserve Others invite sniggers and giggles because they look frumpy and are dressed badly In order to be taken seriously by your class, you must be presentable and have an authoritative air about you

When you’re sure of yourself and adopt a positive attitude, it becomes easy to command authority just by the way you look

The second one is Knowledge There’s no use looking the part without knowing what it’s all about, so when you set out to be a teacher, ensure that you know your subject thoroughly It’s not just enough to be prepared for each class; if you want to be taken seriously by your students and earn their respect, you must be thoroughly knowledgeable in your subject and know more than a little in most others as well In short, you need to be a jack

of all subjects and a master of one in order to impress and command

The third one is Individualization Good teachers know how to tailor their lessons based

on the students they teach - a class of achievers would be bored to death with simplified explanations while one with average students would find difficult theories hard to comprehend unless they’re brought down to their level of understanding Most classes are a mix of average and brilliant students, so it’s best to prepare lessons that cater to the average student As a teacher who wants to manage your class effectively, you must know how to assess each class you handle and customize your lessons accordingly

The next one is Time-management The best teachers I’ve had are those who made a class both entertaining and educative - they were able to teach me about the subject and make the class entertaining as well When a class is interesting, there’s no difficulty in managing its students It’s only when they get bored and listless that they start to act up and behave badly Good teachers know how to manage the time in their classes so that their students don’t realize its passage or keep watching the clock

The last one is Patience And finally, teachers who manage their classrooms well have immense patience They don’t lose their cool when their students start acting up; they don’t shout and yell for any reason; and they don’t lose control of the situation at any point of time

It takes a great deal of patience to cope with a classroom full of students, some of who are bent on causing trouble with their mischievous antics However, if you manage to adopt a

cool attitude and show no frustration, it’s easy to regain control and continue with the lesson (http://www.soyouwanttoteach.com/5-classroom-management-skills-every-teacher-must-have/) (Carrie Oakley, 5 Classroom Management Skills Every Teacher Must Have, November

In a study conducted by Gunay (2000), he found out that the supervisory skills of principals and teachers are almost the same, the level of the supervisory skills of principals is not a great determinant of the level of supervisory skills of teachers and the performance of pupils is not greatly attributed to the level of the supervisory skills of teachers

In a similar study conducted by Castilla (2003), she was able to discern that the assessed managerial and supervisory skills of school administrators that need further enhancement are: assessing technical feasibility for alternative course of actions; making decision promptly, knowing statistical treatment needed for interpretation of school data; extending assistance in analyzing and interpreting test results, and ensuring that work is enjoyable to the staff

Technical Skills

Donnelly (1987) as cited by Gunay (2000) defined technical skills as the ability to use

the tools, procedures or techniques of a specialized field A teacher must possess sufficient technical skills to accomplish the jobs for which they are responsible On the other hand, Yulk (1994) as cited by Gunay defined technical skills as knowledge about methods, processes,

procedures and techniques for conducting a specialized activity, and the ability to use the tools and equipment relevant to that activity

Glickman (1998) suggested some supervisory skills that an effective administrator should possess The principal should clearly define and state the organizational plans throughout the year He can conduct case studies/action research for the improvement of the organization An effective principal should know how to guide teachers in the selection and development of curriculum materials He possesses integrity to discipline his teachers and the students He can stimulate learners' interest during classroom discussion He further cited that

an administrator should know how to guide teachers in organizing and arranging the classroom and materials for instruction He should use the recent evaluation as basis in construction of more effective tentative plan for the entire organization He should be skilled

in interpreting and using test scores from standardized tests The administrator should suggest some effective methods and techniques in teaching through proper demonstration and execution of the lessons He can clarify classroom rules and procedures for students He can assist the teachers on presentation of a combination of instructional techniques

In a study conducted by Sanvictores (1989) as cited by Gunay (2000) found out that teachers prefer highest degree of performance and competency if their administrators practiced the Ideal Style Administrator, who displays the highest possible dedication both to people and to production It was revealed that teacher performance were greatly influenced

by proper communication with their superiors, initiating seminars/trainings, rewards and 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) as cited by Gunay (2000), pointed out the important role of principal's empowerment in bringing out the teachers' competence and a

better opportunity for the organization to succeed He found out that management was proven

to be effective if the principal model desirable traits in supervising teachers like honesty, integrity, friendliness, compassion, patience, fairness and justice in dealing with them

Casareno (1996) pointed out that for technical skills, a principal should know the forte, talents and potentialities of his personnel so that he could assign them where they are best suited for their maximum productivity He should have the skills in supervising classroom instruction He should be knowledgeable in the different methods of teaching so that he could demonstrate them to his teachers as the need arises He should have the expertise in giving feedbacks on teaching which could be used as basis for improving future performances He should have plenty of time for classroom observation in order to guide and help them to be more competent An effective administrator should be aware and receptive to innovations and changes

In addition, a principal should be quick to retool himself as his knowledge and skills become obsolete He should have sufficient time for curriculum research A school principal should know how to communicate , promote, sell, demonstrate or explain his plan or program

in writing and orally to eliminate doubt and confusion An effective principal should be well versed in evaluating teacher performance and students' achievement

Human Relation Skills

Yulk (1994) as cited by Gunay (2000) defined human relation skills as knowledge about human behavior and interpersonal processes, ability to understand the feelings, attitudes and motives of others from what they say and do (social sensitivity), ability to communicate clearly and effectively and ability to establish effective and cooperative relationships

Glickman (1998) suggested some human relation skills where the principals and teachers can support pupils in increasing and maintaining learning effectiveness A successful principal should promote job satisfaction of teachers to build competence He performs the task of being a guidance counselor to teachers and students He has the ability to adjust to the

different personalities such as his superiors, peers and subordinates He also provides the teachers and students with corrective feedbacks and praises The principal should provide consultation on instructional problems and concerns He should have the ability to invoke teachers' and students' cooperation It is also very important that he can control his emotions

in times of disagreement

Human relation skills according to Casareno (1996) encompass interpersonal relationship The ability to work with people is also included in these skills He cited that human relation skills involve knowledge of the principles of getting along with people and coordinating their efforts along the approved procedures and techniques He should radiate a spirit of encouragement so as to build leadership and responsibility among his staff He should also know how to accept or reject suggestions, criticisms or diversity of views by encouraging a dialogue with them A successful principal in human relation skills has a grasp

of knowledge of human behavior, is emotionally stable, is understanding and sensitive to the needs of his co-workers

Conceptual Skills

Stoner (1997) defined conceptual skill as the mental ability to coordinate and integrate all of the organization's interest and activities It involves the managers' ability to understand how a change in any give part can affect the whole organization A manager needs enough conceptual skill to recognize how the various factors in a given situation are interrelated so that the actions he or she takes will be in the best interests of the total organization Conceptual skill is the most important at the top management which is responsible for the whole organization Conceptual skills refer to the aptitude that people have to formulate ideas These include thinking creatively, formulating abstractions, analyzing complex situations, understanding issues and solving problems (www.wisegeek.org/what-are-conceptual-skills.htm)

There are specific skills in conceptual skills of school administrators that should be developed for the organization's success First, he should skillfully discuss and analyze the lesson observed through conferences after observation He should stimulate to think consciously about teaching skills Another is that he can design appropriate instructional activities He can assist the teachers on developing remedial and enrichment activities The principal can also assist teachers on developing strategies for group learning

INSTRUCTIONAL SKILLS

Teachers must have instructional skills including teaching skills, educational skills, organizational skills, coordination skills with parents and other educational forces in society They need to have preparation skills: Identify the purpose, requirements and the basic content

of the lesson, expected methods, teaching facilities that will be used during school hours, allocate time due to the stages, steps of lesson and compose lesson plans in a rational, scientific way The teachers in the teaching process always keep the active role, manage classroom reasonably, monitor, guide learning activities according to the scientific process; use clear and coherent language, consistent with the level of awareness of students Teachers must learn to ask questions and maintain the air of excitement among students; use variety of methods of teaching applying information technology, make teaching aids by themselves, test and assess students' learning, file their own teaching records and accumulate teaching materials, build their own teaching portfolio to keep track on student learning process so as to inform students and parents accurately and completely

In addition, teachers must also possess the following skills: manage classroom and organize student activities in and out of the school, apply, invite students to participate in these activities and maintain positive and creative learning attitudes; communicate with students, parents, and colleagues, demonstrating the ability to maintain and develop the relationship between teachers and students, between students themselves; coordinate with other education forces in society to organize educational activities; and make educational and

scientific researches to improve themselves as well the quality of teaching and learning process

Teachers prioritize the education of their students, and are accountable for achieving the highest possible standards in work and conduct They act with honesty and integrity; have strong background knowledge of the subjects they teach, keep their knowledge and skills as teachers up-to-date, create positive professional relationships; and work with parents in the best interests of their students (Teachers' Standards, May 2012, UK Department for Education)

Pedagogical Skills

Pedagogy is the art (and science) of teaching Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations Different strategies used in different combinations with different groups of students to improve their learning outcomes Some teaching strategies are better suited to teaching certain skills and fields of knowledge that are others Some strategies are better suited to certain student backgrounds, learning styles and abilities Pedagogy, incorporating an array of teaching strategies that support intellectual engagement, connectedness to wider world, supportive classroom environment and recognition of difference should be implemented across all key learning, and subject areas Pedagogical practice promotes the wellbeing of students, teachers and the school community – it improves students’ and teachers’ confidence and contributes to their sense of purpose for being at school; it builds community confidence in the quality of learning and teaching in the school (Monoranjan Bhowmik et al, Role of Pedagogy in Effective Teaching, Basic Research Journal of Educationa Research and Review ISSN 2315-

6872 Vol 2(1) pp 01-05 Jan 2013)

Any good teacher knows that a class full of out-of-control students is unlikely to learn much A teacher's first major task, then, is to learn to manage behavior in his or her classroom This set of pedagogical skills involves establishing clear rules and expectations,

because students who do not know what is expected of them are more likely to misbehave Establishing expectations upfront keeps many problems from arising When behavioral problems do arise in the classroom, however, a skilled teacher is able to handle them with a minimum amount of disruption to the learning environment

The other major area of pedagogical skills is that of teaching content effectively These skills vary with the subject matter and level of instruction, as those skills needed to teach kindergarteners to read are significantly different from those needed to teach secondary students to build sets for a theater production Regardless of the content, however, a good teacher will present information in ways that actively engage the students in the material that they are learning Good pedagogy involves not only imparting information, but also providing opportunities to apply that information

A teacher must also be able to tailor content to the needs of his or her students In any given classroom, no two students will have exactly the same knowledge or skills about the subject matter A skilled teacher will be able to anticipate and respond to individual students' learning needs and challenges He or she will also present tasks that are appropriate to the students' level of cognitive development

These two types of pedagogical skills work together to create a good learning environment Engaging and appropriate teaching methods help to reduce behavioral problems

in the classroom Students who are actively learning are less likely to be disruptive If the material is too easy or not presented in interesting enough ways, students are likely to get bored On the other hand, material that is too difficult may cause students to become frustrated (http://www.wisegeek.com/what-are-the-different-types-of-pedagogical-

skills.htm#didyouknowout)

Classroom Management Skills

Teachers play various roles in a typical classroom, but surely one of the most important

is that of classroom manager Effective teaching and learning cannot take place in a poorly

managed classroom If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm In these situations, both teachers and students suffer Teachers struggle to teach, and students most likely learn much less than they should In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish But a well-managed classroom doesn't just appear out of nowhere It takes a good deal of effort to create - and the person who is most responsible for creating it is the teacher (Robert J Marzano, Jana S Marzano and Debra J Pickering, Classroom Management That Works, 2003)

Counseling Skills

Counseling as stated by Hall (2003) is the skilled and principled use of a relationship to facilitate self-knowledge, emotional acceptance and growth, and the optimal development of personal resources The overall aim is to provide an opportunity to work towards living more satisfyingly and resourcefully It is a consultation, mutual exchange of opinions and or deliberating together It may occur during a heart to heart talk between teachers and students The process itself, involves a personal relationship between two individuals, one of them is older, more experienced than the other; and together they approach the problem of the younger, less experienced with mutual respect and consideration for each other

Historically, Skutley (2006) stated that teachers were the providers of guidance in the school Through this, despite the changing times, teachers still hold great interest in ensuring that effective guidance programs exist in our schools

It is stated in the MAEd thesis entitled “Counseling skills for teachers” of Sienna Fawn Falk (December, 2009) that “professional counseling is defined by the American Counseling Association as “the application of mental health, psychological, or human development principles, through cognitive, affective, behavioral or systematic intervention strategies, that address wellness, personal growth, or career development, as well as pathology” Counseling works towards establishing a trusting relationship that facilitates one’s self-discovery,

understanding, and actualization, and offers guidance for exercising appropriate replacement behaviors (Thompson, 2006) Teachers are given the unique opportunity to be influential and

significant people in students’ lives”

Assessment Skills

Assessment skills refer to the systematic collection, review and use of information about educational programs to improve student learning Assessment focuses on what students know, what they are able to do, and what values they have when they graduate Assessment is concerned with the collective impact of a program on student learning In another way, Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can

do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and

Freed 2000)

PROFESSIONAL PERFORMANCE OF TEACHERS

A teacher must:

1 Set high expectations which inspire, motivate and challenge pupils

- establish a safe and stimulating environment for pupils, rooted in mutual respect;

- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; and

- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2 Promote good progress and outcomes by pupils

- be accountable for pupils’ attainment, progress and outcomes;

- be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these;

- guide pupils to reflect on the progress they have made and their emerging needs;

- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; and

- encourage pupils to take a responsible and conscientious attitude to their own work and study

3 Demonstrate good subject and curriculum knowledge

- have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

- demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

- if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics; and

- if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4 Plan and teach well-structured lessons

- impart knowledge and develop understanding through effective use of lesson time;

- promote a love of learning and children’s intellectual curiosity;

- set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired;

- reflect systematically on the effectiveness of lessons and approaches to teaching; and

- contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5 Adapt teaching to respond to the strengths and needs of all pupils

- know when and how to differentiate appropriately, using approaches which enable pupils to

- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

6 Make accurate and productive use of assessment

- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

- make use of formative and summative assessment to secure pupils’ progress;

- use relevant data to monitor progress, set targets, and plan subsequent lessons; and

- give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

7 Manage behaviour effectively to ensure a good and safe learning environment

- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;

- have high expectations of behaviour, and establish a framework for discipline with a range

of strategies, using praise, sanctions and rewards consistently and fairly;

- manage classes effectively, using approaches which are appropriate to pupils’ needs in order

to involve and motivate them; and

- maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

8 Fulfil wider professional responsibilities

- make a positive contribution to the wider life and ethos of the school;

- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;

- deploy support staff effectively;

- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues; and

- communicate effectively with parents with regard to pupils’ achievements and well-being

In terms of personal and professional conduct, the Department for Education of the UK (May 2012) states that a teacher is expected to demonstrate consistently high standards of personal and professional conduct The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career

- Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

+ treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;

+ having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

+ showing tolerance of and respect for the rights of others; and

+ not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability

or might lead them to break the law

- Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality

- Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

The Australian Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do The Standards are interconnected, interdependent and overlapping The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement In practice, teaching draws on aspects of all three domains

Professional Knowledge

Teachers draw on a body of professional knowledge and research to respond to the needs of their students within their educational contexts Teachers know their students well, including their diverse linguistic, cultural and religious backgrounds They know how the experiences that students bring to their classroom affect their continued learning They know how to structure their lessons to meet the physical, social and intellectual development and characteristics of their students Teachers know the content of their subjects and curriculum They know and understand the fundamental concepts, structure and enquiry processes relevant to the programs they teach Teachers understand what constitutes effective, developmentally appropriate strategies in their learning and teaching programs and use this knowledge to make the content meaningful to students Through their teaching practice, teachers develop students' literacy and numeracy within their subject areas They are also able

to use information and communication technology to contextualise and expand their students'

(http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalKnowledge)

Professional Practice

Teachers are able to make learning engaging and valued They are able to create and maintain safe, inclusive and challenging learning environments and implement fair and equitable behaviour management plans They use sophisticated communication techniques Teachers have a repertoire of effective teaching strategies and use them to implement well-designed teaching programs and lessons They regularly evaluate all aspects of their teaching practice to ensure they are meeting the learning needs of their students They interpret and use student assessment data to diagnose barriers to learning and to challenge students to improve their performance They operate effectively at all stages of the teaching and learning cycle, including planning for learning and assessment, developing learning programs, teaching, assessing, providing feedback on student learning and reporting to parents/carers (http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalPractice)

Professional Engagement

Teachers model effective learning They identify their own learning needs and analyse, evaluate and expand their professional learning, both collegially and individually Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents/carers and the community They are sensitive to the needs of parents/carers and can communicate effectively with them about their children's learning Teachers value opportunities to engage with their school communities within and beyond the classroom to enrich the educational context for students They understand the links between school, home and community in the social and intellectual development of their students.(http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalEngagement)

The ten teacher standards for teacher development and licensure are:

1 Teachers know the subjects they are teaching

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects

of subject matter meaningful for pupils

2 Teachers know how children grow

The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development

3 Teachers understand that children learn differently

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities

4 Teachers know how to teach

The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills

5 Teachers know how to manage a classroom

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation

6 Teachers communicate well

The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom

7 Teachers are able to plan different kinds of lessons

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals

8 Teachers know how to test for student progress

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil

9 Teachers are able to evaluate themselves

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally

10 Teachers are connected with other teachers and the community

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner (http://tepdl.dpi.wi.gov/resources/teacher-standards)

Interstate New Teachers Assessment and Support Consortium, a project of the Council

of Chief State School Officers sets the following standards for teachers

Standard No l: The teacher understands the central concepts, tools of inquiry, and structures

of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students

Knowledge

- The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches;

- The teacher understands how students 'conceptual frameworks and their misconceptions for

an area of knowledge can influence their learning; and

- The teacher relates his/her disciplinary knowledge to other subject areas

Dispositions