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

CANDIDATE: NGUYEN DINH YEN CORRELATES OF TEACHERS’ PERFORMANCE: BASIS FOR ENHANCEMENT PROGRAM AT THAI NGUYEN UNIVERSITY Speciality: Educational Management Ph.D THESIS SUMARY OF EDUC

Southern luzon State University

Republic of Philippines

Thai Nguyen University

Socialist Republic of Vietnam

DEM CANDIDATE: NGUYEN DINH YEN

CORRELATES OF TEACHERS’ PERFORMANCE:

BASIS FOR ENHANCEMENT PROGRAM

AT THAI NGUYEN UNIVERSITY

Speciality: Educational Management

Ph.D THESIS SUMARY OF EDUCATIONNAL MANAGEMENT

THAI NGUYEN, 2014

Research has been conducted in:

INTERNATIONAL TRAINING CENTER (ITC),

THAI NGUYEN UNIVERSITY

Academic supervisor: Prof Apolonia A Espinosa, PhD

Time period (dd/mm/yy): ………

The dissertation has been stored in:

- Vietnam national library;

- Learning resource center, Thai Nguyen University;

- Library at Interntional Training Center;

- Library at Southern Luzon University, Phillipines

CHAPTER I INTRODUCTION

As teaching is considered to be a complex activity, the scholars and researchers in the field of education have since embarked on exploring in to and analyzing the teaching phenomenon These studies mostly found out that the performance of the teacher whether she is effective or not effective is not usually measured by the quality

of the students she has produced More often the teacher is blamed if the students failed to manifest the expected behavior and the kind of learning they gained during the period of schooling This quality learning refers to the performance of the students in the academic and their chosen field of specialization in the school and even outside Moreover, if the students were able to land a good job and become successful, then they were given quality teaching and learned with laurels from her mentors with patience for years This is common baseline of teachers' effectiveness in the world of education According to Lardizabal, Bustos, Bucu, & Tangco, (1991), teaching

is effective to the extent that a competent teacher acts in ways that are favorable to the development of a desirable personality This competency of the teachers will create a long lasting impact on the part of students And to the teachers, they are effective if they are capable of bringing about a desired behavioral change in the students TNU is implementing the guiding ideology of the party expressed through resolutions of the eighth National Party Congress, which is to build training centers for research education and high-quality technology transferring in the region Little research appears

to have been carried out on factors that improve teachers’ job performance, especially at Thai Nguyen University The present

study was thus carried out to judge teachers’ performance on the factors of personal characteristics and professional characteristics The present study will address the urgent need for base information

to improve the teaching learning process It is believed that if the factors that influence teachers’ performance at higher education level are controlled, the quality of education and teaching learning process

as a whole would become more effective

3.2 Knowledge of the subject,

3.3 Teaching for independent learning,

Significance of the Study

This study was conducted in hope that the findings will be useful for students, teachers, deans and educational planners of Thai Nguyen University, and future researchers who wish to embark on the same topic

Students of TNU: the students are taught by teachers who are

qualified in their respective fields Eventually, they will be confident that they will graduate with the appropriate skills and competencies

in their professions because the teachers who taught them have been holistically conditioned to be excellent in their fields

Teachers at TNU: Studies such as this one will not only let

them keep track on what seems to be affecting/ influencing their

performance as teachers, it will likewise give them opportunities to explore possibilities to enhance themselves with the aid of the TNU administration

Deans and Educational Planners: studies such as this one will

enable them to keep track on the performance of the people – the teaching staff - who have the collective power of making a difference

in the University’s profile Through this study, they will be enlightened on how improvements can be done to ensure the upward movement of the TNU community not only in Vietnam, but also the world

Future Researchers: This study can serve as inspiration for

researchers who wish to conduct a similar study in their respective institutions They may use the results of the study as baseline information, or could be guided by its methodologies and strategies

to pursue a similar path in studying about their teaching force

Scope and Limitation of the Study

This correlational study is primarily focused on finding the predictors of teachers’ performance at TNU with an end view of developing an enhancement program out of the results gathered The study was limited only at TNU as locale since respondents were chosen purposively to include the total population of teachers and administrators of TNU, and randomly selected students from the different colleges of TNU, who were asked to answer a researcher-constructed questionnaire In case of analytical tools, the study has used arithmetic mean, regression analysis to examine the correlates

of teacher’s performance at Thai Nguyen University

CHAPTER II REVIEW OF LITERATURE AND STUDIES

Personal Characteristics of Teachers

Physical Aspects

Sex, strength, beauty, and ugliness contribute to personality for they suggest social standards and attitudes as explained by Sanchez (1998) She further stated that grace or awkwardness of movement, sturdiness of hearing, the sharp or velvet voice, grooming, the ready smile and the gift of silence are items that enter into the total composition of someone’s personality

Mental Aspects

Among other things, the teacher’s mental capacity to teach the subject he/she is teaching is perhaps the characteristic that should be most basic of the teacher As such, he/she should be able to manage the cognitive demands of the curriculum and the learning needs of the students This is why Lardizabal, et al (1991) noted that before a teacher becomes one, he/she must undergo several years of pre-service training to master his/her subject matter, be adept with professional education, and revitalize his/her understanding of basic knowledge

Emotional Aspect

Teaching is a profession that not only requires overall mental and physical well-being As teachers deal with students and other stakeholders in the community, they are similarly expected to possess positive emotional health that is essential in confronting everyday challenges that goes with it

Social Aspects

The social aspect of teaching is an interactive process that happens among students and other stakeholders because teachers deal

with students, colleagues, parents and some members of the

development and implementation

Guidance Skills

“Every educator must realize his responsibility as a Guidance Counselor by right, commission and function Guidance is an integral part of being a teacher, a guardian and custodian charged with the

overseer of a classroom full of educable minds” (Batara, 1995: 1) Management Skills

Another significant skill expected from a teacher is classroom management skill Prior to any form of teaching activity, the teacher must routinely perform activities that invite order in class and eventually motivate learners to study and interact in classroom

discussion

Evaluation skills

Finally, another significant skill that a teacher should be well acquainted in is his/her skill in evaluating student learning Skills of teacher evaluation and accountability in education must, according to Eckard and McElhinney (1977), be given increased attention by all educators They added that evaluation and accountability are more widely practiced with teachers than at other levels in school

organization

Teaching Performance

Teacher’s performance in teaching has been a widely popular research area among educators and scholars It is a common belief among educators that the skills that teachers possess tell a lot about how much intellectual development a child may receive under his/her tutelage The succeeding paragraphs summarize notable studies related to teacher performance evaluation in hope of aiding essential explanations on possible findings in this study

- Teaching for Independent Learning

- Management of

Learning

ENHANCEMENT PROGRAM AT THAINGUYEN UNIVERSITY

CHAPTER III RESEARCH METHODOLOGY Locale of the Study

This study was conducted in four (04) units of ThaiNguyen University (TNU) at Thai Nguyen province in Vietnam The colleges include Thai Nguyen University of Technology, Thai Nguyen University of Education, Thai Nguyen University of Medicine And

Pharmacy, Thai Nguyen University of Agriculture And Forestry Research Design

This study used the descriptive correlation design in analyzing the investigated variables According to Sevilla, et al (2004), it is designed to help determine the extent to which different variables are related to each other in the population of interest This study was conducted to correlate research factors namely: Personal characteristics and Professional characteristics of teacher to teaching

performance

Population and Sampling

Teachers and students of colleges at TNU served as the population of this study The sample of the study consisted of 145 teachers and 728 students of ten (04) colleges at TNU who were randomly selected Table 1 indicates the number of respondents taken from the colleges of TNU that became part of this study

Table 1 Respondents’ frequency distribution by colleges

Instrumentation

In this study, the researcher used questionnaires to gather data The self-constructed questionnaire was composed of items that pertain to teachers’ performance as to commitment, knowledge of the subject, teaching for independent learning, and management of learning among demographic profile of the respondents as to age, gender, civil status, educational attainment, and position, factors that affect teachers’ performance as to personal characteristics (physical, mental, emotional, social), and professional characteristics (teaching

skills, guidance skills, classroom management skills, evaluation skills)

Sets of questionnaire were administered to the respondents They were asked to supply the demographic information first before

putting a check on the response scale that correspond to their choice Data Gathering Procedure

The study was first proposed to a panel of experts in educational management from Southern Luzon State University and Thai Nguyen University, which was eventually approved with minor revisions After thorough reading of pertinent information on the topic of concern, the researcher constructed a questionnaire The

respondents Teachers Students

3 College of Medicine and Pharmacy 32 121

questionnaire was validated by the adviser and was further validated

by three experts from Southern Luzon State University and Thai

Nguyen University

Upon approval of the questionnaire, it was administered to groups of lecturers during their lecture times All staff members in the Scientific Research Management Department of the college assisted in administering the questionnaires to different groups of lecturers Prior to answering the questionnaire, lecturers were briefed

to ensure that the questionnaires were filled out correctly Questionnaires were collected immediately after completion Group administration of the questionnaire also helped to save data collection costs Lecturers were also allowed not to include a name on the survey

Afterwards, the questionnaire was administered to groups of students during their learning times All staff members in the Student Affair Department of the college assisted in administering the questionnaires to different groups of students Instructions were given to the students to ensure that the questionnaires were filled in correctly Questionnaires were collected immediately after completion Group administration of the questionnaire also helped to save data collection costs The students were also not required to

include a name on the survey

Statistical Treatment

To answer the problems in this study, the following statistical

tools were applied on the data collected

To determine the status of teacher's performance the weighted mean was used The formula is:

f f f f



E E O X

2 2

Where: X2 = chi-square value

O = observed frequencies

E = expected frequencies The researcher used the rating scale below and its descriptive ratings for the questionnaire used in the survey:

Scale Range Scale Descriptive Rating

Scale Descriptive Rating Qualitative Description

5 Outstanding

The performance almost always exceeds the job requirements The faculty is an exceptional role model

4 Very Satisfactory The performance meets and often

exceeds the job requirements

3 Satisfactory

The performance meets job requirements The faculty is an exceptional role model

2 Fair

The performance needs some developments to meet the job requirements

1 Poor The faculty fails to meet the job

R < 0.3 & R2 < 0.1 small or weak correlation

0.3 ≤R< 0.5 & 0.1 ≤ R2

< 0.5 medium correlation 0.5 ≤R<0.7&0.25≤R2

<0.5 rather large or strong correlation 0.7 ≤ R < 0.9& 0.5 ≤ R < 0.8 large or strong correlation 0.9 ≤ R & 0.8 ≤ R2

perfect correlation

CHAPTER IV RESULTS AND DISCUSSION Part I: Profile of respondents

In the case of student-respondents, one hundred and forty six (146) or 20.1 percent were 18 years old; 24 percent were 19 years old and also were 22 years old Seventeen respondents belong to 20years old while 151 respondents belong to 21years old There were 43 respondents who were 23 years old, 19 students who were 24 and only 2 students who were 25 year old In addition, 363 out of 728 students or 49.9 percent were male and 365 respondents or 50.1 percent were female All of the students were single (100 percent) Among 728 students, 242 were first year students; 202 were forth year students; 166 were third year students; 98 were second year students and only 20 were fifth ones

In the case of the teacher-respondents, among 145 respondents, 32.3% respondents were from 26 to 28 years old, and a lower number

of respondents were from 33 to 35 years old 14.5% respondents belong to 29 to 32 years old and also between 36 to 38 years old There were only 9% of the respondents who were 23 to 25 years old; 0,7% were from 29 to 41 years old; 2,1% were from 42 to44 years old; 1,4% were from 41 to 53 years old and there was no respondent was from 48 to 50 years old Table 4 showed that 61 out of 145 teachers or 42.1 percent were male and 84 respondents or 57.9 percent were female, 24 respondents or 16.6% were single; 121 or 83.4 percent were married Most of respondents or 59.3% were MA’s degree holders; 30 respondents or 20.7% take doctoral units; 18% were PhDs/EdDs holders; 6% were BS takers and the rest of the

respondents, 5 were MA/MS unit takers

Part II: Personal characteristics and professional characteristics

of teachers

The AWM 3.47 and 3.36 showed that both the teachers and students strongly agreed and agreed with the characteristics of teachers as to physical aspects

The AWM, 3.44 and 3.35, displayed that the teachers and students agreed and strongly agreed with the characteristics of teachers as to mental aspects

The AWM, 3.51 and 3.40, of the teachers and the students explained that they strongly agreed with the characteristics of teachers as to emotional aspects

The AWM, 3,30 and 3,36, indicated that both the teachers and students agreed with the characteristics of teachers as to social aspects

The AWM, 3.43 and 3.37, represented that the teachers and students agreed and strongly agreed with the characteristics of teachers as to teaching skills

The AWM, 3.26 and 3.34, explained that both the teachers and students agreed with the characteristics as to management skills The AWM, 3.19 and 3.31, confirmed that both the teacher and student respondents agreed with the characteristics as to evaluation skills

The AWM, 3.16 and 3.26, showed that both the teachers and students agreed with the characteristics as to guidance skills