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

ix 1 Frequency and Weighted Mean Distribution of the Responses on Supervisory Skills of Teachers as to Technical Skills……… 44 2 Frequency and Weighted Mean Distribution of the Responses

in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

ii

iii

iv

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;

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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

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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 INTRODUCTION ……… 1

Background of the Study ……….………… 3

Objectives of the Study ……….…… 8

Hypotheses ……… 8

Significance of the Study ……… 9

Scope and Limitation of the Study ……….… 10

Definition of Terms ……… 10

II REVIEW OF LITERATURE ……….……… 13

Conceptual Framework ……… ….……… …… 34

Research Paradigm ……… ….……… 35

III METHODOLOGY ……… 37

Locale of the Study ……….……… 37

Research Design ……….……… 38

Population and Sampling ……….… ………… 38

Instrumentation……… ………… …….… 39

Data Gathering Procedure ……… 39

Statistical Treatment …….……… 40

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IV 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……….…… 72

4.5 Enhancement Program ……… 73

V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ……… ……… 79

Findings……….……… ……….… 79

Conclusions ……….… 83

Recommendations ……… …… 83

REFERENCES ……… 85

APPENDICES ……… 87

CURRICULUM VITAE ……… 97

ix

1 Frequency and Weighted Mean Distribution of the

Responses on Supervisory Skills of Teachers as to

Technical Skills……… 44

2 Frequency and Weighted Mean Distribution of the

Responses on Supervisory Skills of Teachers as to Human

Relation Skills 46

3 Frequency and Weighted Mean Distribution of the

Responses on Supervisory Skills of Teachers as to

Conceptual Skills……… 48

4 Frequency and Weighted Mean Distribution of the

Responses on the Instructional Skills of Teachers as to

Pedagogical Skills 50

5 Frequency and Weighted Mean Distribution of the

Responses on the Instructional Skills of Teachers as to

6 Frequency and Weighted Mean Distribution of the

Responses on the Instructional Skills of Teachers as to

Classroom Management Skills 53

7 Frequency and Weighted Mean Distribution of the

Responses on the Instructional Skills of Teachers as to

Assessment Skills……… 54

8 Frequency and Percentage Distribution of the Professional

Performance of Teachers at Nghe An Vocational College of

Trade and Tourism……… 55

9 Frequency and Percentage Distribution of the Professional

Performance of Teachers at Viet Duc Vocational College… 56

10 Frequency and Percentage Distribution of the Professional

Performance of Teachers at Viet Han Vocational College… 57

11 Weighted Mean and Chi-Square Distribution of the

Responses of the Three Groups as toTechnical Skills…… 59

12 Weighted Mean and Chi-Square Distribution of the

Responses of the Respondents from the Three Colleges as

to Human Relation Skills ……… 62

x

13 Weighted Mean and Chi-Square Distribution of the

Respondents’ Responses from the Three Colleges as to

Conceptual Skills ……… 64

14 Weighted Mean and Chi-Square Distribution of the

Responses of the Teachers from the Three Colleges as to

Pedagogical Skills 66

15 Weighted Mean and Chi-Square Distribution of the

Teachers’ Responses from the Three Schools as to

Counseling Skills ……… 67

16 Weighted Mean and Chi-Square Distribution of the

Responses of Teachers from the Three Colleges as to

Classroom Management Skills ……… 69

17 Weighted Mean and Chi-Square Distribution of the

Teachers’ Responses from the Three Colleges as to

Assessment Skills ……… 71

18 Correlation of Supervisory and Instructional Skills of

Teachers to their Professional Performance ……… 72

xi

1 Relationship of the Independent Variables with the

Dependent Variables wth an Endview of Developing an

Enhancement Program 35

2 Map Showing the Location of the Colleges ……… 37

xii

A Letter to Respondents ……… 88

B Questionnaire ……… 89

C Professional Performance of Teachers of Nghe An

Vocational College of Trade and Tourism ……… 94

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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, Quezon, Philippines and Thai Nguyen University, Socialist Republic of Vietnam

Adviser : Dr Apolonia A Espinosa

Year Written : 2014

The study was conducted to assess the supervisory skills and instructional skills of the teachers of 3 vocational colleges in NgheAn 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 determining 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 One hundred and eighty six (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 Spearman rho was used to determine the significant relationship between the supervisory and

xiv

statistical analysis was done using Microsoft Excel The level of the supervisory skills of teachers at the three selected vocational colleges in NgheAn province fall in the “satisfactory” category Few gained “very satisfactory” category Meanwhile, the level of the instructional skills of teachers at the three selected vocational colleges in NgheAn province is of

“satisfactory” category Very few fall in the “very satisfactory” category Moreover, there is low/negligible relationship between the instructional skills and supervisory skills of teachers with that of professional performance Hence, the enhancement program is ready for implementation Based on the findings and conclusions, it is hereby recommended that the developed enhancement program be adopted and that other parameters associated to supervisory and instructional skills of teachers may be considered in similar and parallel studies in the future

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, monitoringand quality control for the purpose of curriculum and infrastructuraldevelopment and improvement In order to achieve this, some specifictasks 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, 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 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, 2012)

Background of the Study

After 20 years of implementing the renovation, industrialization and modernization, Vietnam 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 Vietnam

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 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 efforts of the Vietnamese Communist Party, 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 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 schools 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; one technical college in Vinh Long Province and a number of technical pedagogical departments in some universities that can provide training to 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 doesn’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 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, 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 is a much needed development

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.Strengthening and expanding international cooperation to develop vocational training, are keys to achieving the international, national, regional and local workforce demands.Implementing vocational training will 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 the period of 2011 – 2015,in the new training in vocational secondary and college level, about 2.1 million people took primary and

vocational training under 3 months , about 7.5 million people, of which 4.7 million people have been supported under the "vocational training project for rural laborers by 2020 "(Project 1956)

In the period of 2016 - 2020 new training in vocational junior and college level have been established where about 2.9 million people (in which 10% get national, ASEAN and international level,) took primary and vocational training under 3 months, about 10 million people, of which 5.5 million people have been supported by vocational training under Project 1956

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

By 2015, there will be 51,000 vocational teachers (about 17,000 are working in the non-public vocational training institutions) among those 13,000 teachers are teaching in vocational training colleges which provide 3-year programs, 24,000 teachers are working at vocational schools which provide 2-year programs and about 14,000 teachers are working at other kinds of

vocational institutions which provide less-than-3-month courses Moreover, by

2020, there will be 77,000 vocational teachers (about 25,000 are working in the non-public vocational training institutions) among those 28,000 teachers are teaching in vocational training colleges, 31,000 teachers are working at vocational schools and about 18,000 teachers are working at other kind of vocational institutions

By 2015, 130 programs for the national key fields will be designed and launched, among those 49 programs are of regional level and 26 programs are of international level, and 300 less-than-3-month courses are built to provide training to rural laborers Moreover, by 2020, 150 programs for the national key fields will be designed and launched, among those 70 programs are of regional level and 35 programs are of international level, and 200 less-than-3-month courses are built to provide training to rural laborers (Decision

No 630/QD-TTg dated May 29, 2012 by the Prime Minister regarding the

"Strategy for developing vocational training, period 2012 -2020")

To achieve these goals, 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 to create an enhancement program

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- 2014, with

an end view of developing an enhancement program

Specifically, the research sought answers to the following objectives:

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

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

Hypotheses

1 The level of supervisory skills of teachers from the three colleges has

no significant difference

2 No significant difference exists between the levels of instructional skills of teachers from the three colleges

3 There is no significant relationship between supervisory, instructional skills and professional performance of 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 determinethe 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 toPedagogical, Counselling,Classroom Management, and Assessment skills

The one hundred and eighty six (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 administered the questionnaire to the respondents after it had been checked and validated by his adviser in September 2013

Definition of Terms

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

Assessment skills refer to the systematic collection, review and use of

information about educational programs to improve student learning (Huba and Freed, 2000)

Classroom Management Skillsrefer 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 Skillsrefer to the abilities of the teachers associated with

knowledge and how this knowledge could be applied to enable them in analyzing the role of education in relation to its environment (Gunay, 2000)

Counseling Skillsrefer 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

Enhancement Program refers to the program that demonstrates success in

raising the teachers’ supervisory and instructional skills in relation to performance

Human Relation Skillsrefer 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 and students

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 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 given to the teachers at the end of the rating period

Supervisory Skills refer to to the technical skills, human relation skills and

conceptual skills of teachers in supevising classroom instruction

Technical Skillsrefer to skills that include Speaking, Writing, Demonstrating

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

Chapter II

REVIEW OF LITERATURE

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, monitoringand quality control for the purpose of curriculum and infrastructuraldevelopment and improvement In order to achieve this, some specifictasks 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 asoutlined above is to help teachers become more effective in planning theirclass work in terms of utilizing maximally, textbooks and other basicmaterials and curricular aids as well as helping teachers with guidanceand evaluation(Supervision, Evaluation and quality control in Education inNwagwu, N.A Current Issues in educational Management inNigeria, 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

Advancedwork 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 (Freiberg,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 (Oakley, 2010)

Robbins (1997) cited that a successful manager must possess four competencies namely technical, human relation, conceptual and political

skills Technical competencies require one to use tools, procedures and techniques of a specialized field Human relation competencies address the managers' ability to work with, understand and motivate other people Conceptual competencies refer to one's mental ability to coordinate all of the organization's interest and activities Finally, political competencies refer to one's ability to enhance one's power, build a power base and establish the right connections

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

Yulk (1994) as cited by Gunay (2000) 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 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, 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 given 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 most important at the top management which

is responsible for the whole organization According to Christensen (2015), 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

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, 2012)

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 are 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 (Bhowmik, 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(Daw, 2015)

Counselling 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 Teachers are responsible for creating a safe, respectful and caring school climate in which the students can be academically and socially successful (Elias & Weissberg, 2000) Their roles also entail the ability to effectively mediate classroom disputes, misbehaviors and daily life stresses of the students, all the while meeting the needs of all students within the classroom (Kottler & Kottler, 2007)