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Introduction Section
Rationale
Moreover, students are most satisfied during research teaching and project
work. Pupils who like to learn through games are also more satisfied with the
teaching process. Satisfaction is also expressed by those students who prefer the
traditional teaching methods, who feel that they learn the most when a teacher orally
teaches the teaching contents while they listen. A competent teacher can achieve
greater student satisfaction with the teaching process by combining traditional and
contemporary teaching methods (Sonja, 2017).
An extensive research shows that teachers get success in his teaching only
when they are successful in elaborating content concepts meaning and relating it to
real life situations according to Kentucky Education Department (2015). Teacher
facilitates learning experiences with meaningful and concrete examples,
explanations and elaborations. Teachers link concepts with students’ previous
knowledge, understanding, culture, religion, and with real life situations with the help
of a variety of activities and technology. Also, according to Admiraal et al (2014)
assessment is an integral part of teaching. Teachers use assessment techniques
that assess all the skills (i.e. cognitive, affective, and psychomotor) of student. In his
research conducted in Turkish Secondary Schools the teachers are more successful
who use a variety of evaluation techniques to evaluate students’ performance and
give more weight age to observation, class performance, discussion, etc. than
weekly or monthly test scores. The key objective of the assessment is to explore the
students learning, it is only possible when the teacher assesses all the aspects of
students’ personality (i.e. communication, expression, writing, reading, explaining,
thinking skills etc.).
Therefore, effective education can be achieved through the efforts of well
qualified, competent and effective teachers. Depending on the demands of the era,
the educational aims and objectives change very rapidly. These demands have a
direct influence on the educational system. Every country develops its system of
education to meet the challenges of changing times. Philippines like India being a
developing country, the teachers have the great responsibility of making the students
competent enough to stand with their counterparts in the developed countries and to
make the country economically independent. To retain the enrolled masses in the
classroom, to make real education possible, to increase the level of achievement, to
tap the potentialities of the students and to improve educational standards
remarkably, the teacher should not only be committed and devoted but also be
competent and effective. To mold the students into ideal democratic citizen with
efficiency and skill, the teachers’ should be exemplary, competent and effective and
devoted to the profession with expertise and intellect. (Bella, 2013)
Research Objectives
of TLE teachers that significantly influence the student satisfaction among TLE
teachers of San Vicente National High School, Panabo City, Davao del Norte.
2.1. Teaching
2.2. Assessment
Hypotheses
literatures related to the study are presented in this chapter. The review
includes theories, principles, concepts and views, which have a direct relation to
the variables of the study. The variables of the study were the professional
TLE with the following indicators: teaching, assessment, generic skills and
The term competence is relate by Allan (2011) to the Greek notion of arete,
meaning excellence, in the sense of being the best; also with the Latin term virtus, a
‘what people can do rather than what they know’. The concept applies to individuals,
social groups or institutions, and the words ‘competence’ and ‘competency’, or its
plural form ‘competencies’, are often used interchangeably. This use neglects the
large variety of meanings of ‘competence’, that can be captured by the terms ‘ability’,
generalization, the notion of competence, and its plural ‘competences’, has been
recently.
Basically in the teaching field, teachers play a vital role in the daily lives of
their students considering the fact that their teaching effectiveness is one of the
factors that determine how well the students would do in their journey towards
been said of the professional training of teachers, their virtues and dedication to the
highest ideals of public service. However, the phase of the teacher’s life particularly
significant contribution of TLE subject to their life, the burden of the big task of
educating students placed on their shoulders. They are mandated to develop their
students’ potentials to the fullest, for them to live productive lives. TLE teachers
should themselves also be convinced that TLE subjects are the practical and
effective answers to the needs of an impoverished society like ours, and that
teaching TLE subjects is essential in equipping our youth with knowledge, skills, and
proper attitudes towards work and thus ensure the development and wise utilization
of our country’s resources. Actually, TLE is the answer to improve peoples’ quality of
life. Because of the fact that teaching TLE subjects or the basic technologies is
essential in equipping the youth with knowledge and skills in order to develop
positive rational attitudes towards work and insure the development and wise
seize every opportunity to encourage learning, believing that all students can learn
and learning isn’t limited inside the school (Singteach, 2010). On the one hand,
and process-oriented, and includes the capacity to use and to adapt knowledge.”
Competent teachers apply broad, deep and integrated set of knowledge and
skills as they plan for, implement and revise instruction. Technology proficiency
Moreover, it is expected that education for every country is one of the cores
regarded as their property of life since the earliest days. Nowadays, education in
Myanmar have become formal system at school and institutes of all levels such as
primary, secondary and tertiary since the country is heading toward to a democratic
modern developed nation holding under a new motto which is so called, “ Building a
modern developed nation through Education”. With this matter, the ministry of
responsibility to set up and refer courses for all teachers. But, Myanmar has not
competent and there are not specific teaching standards polices prepared yet.
building the children’s national identity as the nation faces an issue amongst its
children and youths who feel lack of ethnic self-consciousness and identity.(Čiužas,
2013)
On the other hand, writing separate lesson plans for each student in class is
definitely not realistic. So, teachers must design lessons and activities that can
Curriculum), how to teach (the Instructional Methods), and the context for teaching
great importance. Teachers competencies not only affect their values, behaviors,
communication, aims and practices but they also support professional development
and curricular studies (Selvi, 2010). Competencies (Aziz & Akhtar, 2015)
required for effective and quality education at higher education level. These include a
set of teaching skills that a teacher at the tertiary level needs to possess, in order to
become effective teacher and these are pedagogical skills, management and
students is quite difficult, though the evaluation procedure largely depend on ‘output’
Philippines.
professional competencies are lesson planning (Nagro, Fraser & Hooks, 2018);
Biçaku-Çekrezi, 2015); and using modern evaluation methods (Sirbu et al., 2015).
teachers are challenged daily to meet their students’ diverse learning and behavioral
needs. Of major concern is the time many teachers spend managing student
behaviors, which takes time away from instruction. One way to reduce time spent
strategies within their lesson plans to reduce behavior problems and improve
achievement for all students, including students with disabilities. (Nagro, Fraser &
Hooks, 2018)
If you are a teacher, you know that no two students are the same and
that every person has a different learning style. A teacher’s instruction style,
therefore, can greatly impact a student’s ability to learn and comprehend. The
teaching profession has evolved and become one in which expertise from multiple
fields are integrated to support the educational outcomes of all children. Today the
general education classroom is integrated with children of varying abilities. Teachers
must be buttressed to meet the diverse needs of the diverse students, assess the
makeup of their class each year and utilize a variety of teaching methods to
ensure that every student is afforded the same opportunity to learn and engage.
teaching and learning, not only for students but also for teachers, which originally
on 2019, a lesson plan provides you with a general outline of your teaching goals,
A productive lesson is not one in which everything goes exactly as planned, but one
employed. The use of these data for feedback and redesign of teaching, contributes
(2018).
adopts the social character of knowledge (Anderson & Dron, 2011). According to this
theory, pre-existing knowledge of the pupils serves to build the new one, with the
guidance and encouragement of teachers, who creatively apply reflection in their
and classroom management. Loughran (2010) explains that the ideas, information,
beliefs and attitudes that learners bring with them to the classroom are the resulting
aspects from some of elements that comprise what could be termed as their prior
knowledge about activities, and their types. Emmer and Evertson (2009) discuss that
the term activity describes organized behavior that the teacher and students engage
in for a common purpose. The authors explain that typical activities in secondary
Moreover, as students with diverse learning styles fill the classroom, many
teachers don’t always have the time to plan lessons that use differentiated instruction
to suit their distinct aptitudes. This can involve adjusting: Content — The media and
methods teachers use to impart and instruct skills, ideas and information,
content, Products — The materials, such as tests and projects, students complete to
The central theme in managing activities well is the idea of activity flow, the
and manipulates the interactions between those in the classroom – and being a very
arrangements. Ideally, teachers must find effective techniques and refine them for
the students they work with. They can Give better instructions; Vary voice control
when giving instructions: when students get used to the idea of instruction being
given in a very quiet, calm manner, they may quickly learn what is required of them
to make sure they can hear, Try giving instructions as a chant: pens down, turn
around, and look at me!: this give the chance to repeat the instructions until
everyone has followed them. Try giving instructions with minimal teacher talk in one
of two ways: this will really challenge to think about how to get the learners’ attention
and ensure everyone understands what the teachers want them to do. Set better
routines, Group students more efficiently, Get a grip on the whiteboard work;
nominate learners to come up and write answers on the whiteboard from time to time
– there is a degree of unpredictability that will work in your favor, Get your materials
management under control, and lastly, Be the master of managing (not controlling!)
ensure student academic and social success (Mitchell, Hirn & Lewis, 2017). It aims
teacher and student behavior are directly linked with the concept of classroom
lessons, they would be less likely to misbehave. Other theorist who believed this
were Glasser, Curwin and Medler, if students are busy concentrating in the lessons
and focusing on learning, they would not engaged less likely to improper demeanor
quality relationship between the teacher and the students in the classroom. Marzano
and Pickering (2003), in a meta-analysis of more than 100 studies, reported that
teachers who had high-quality relationships with students had 31% fewer discipline
problems, rule violations, and other related problems over a year's time than did
teachers who did not. This significant statistic justifies further investigation into
developing relationships.
understanding the learner. Teachers must take steps to learn and understand the
unique qualities of middle grades students, who are at a crucial time in their
development. Although they are good at disguising their feelings, they have been
described as actually craving positive social interaction with peers and adults; limits
teaching. Here, the students learn through group participation in helping children
progress from one level to another in a more sociable interactive environment and to
get the approach right to get students to be independent learners. For effective
teaching to take place, a good modern evaluation method must be adopted by a
teacher. A teacher has many options when choosing a style by which to teach. When
background, knowledge, environment, and learning goals. Teachers are aware that
students learn in different ways, but almost all children will respond well to praise.
knowledge. Teachers often use techniques which cater to multiple learning styles to
strategies and methods are used to ensure that all students have equal opportunities
to learn. A lesson plan may be carried out in several ways: questioning, explaining,
what students have learned and what needs to be taught. Testing is another method
of questioning. A teacher tests the student on what was previously taught in order to
subject that is opened to the public. It is usually given in the classroom. This can also
to learning. Students can visualize an object or problem, then use reasoning and
are another way a teacher can enforce a lesson plan. Collaborating allows students
to talk among each other and listen to all viewpoints of discussion or assignment. It
helps students think in an unbiased way. When this lesson plan is carried out, the
teacher may be trying to assess the lesson of working as a team, leadership skills or
mentioned study of Jim Scrivener, the teacher’s main role is to “help learning to
happen,” which includes “involving” students in what is going on “by enabling them to
work at their own speed, by not giving long explanations, by encouraging them to
participate, talk, interact, do things, etc.” (Akbarov, 2014). Broughton adds that “the
truly communicative, that it is appropriate to its context, that his teacher’s skills are
2002). Briefly put, the students are the most active element in this process. The
teacher is here not to explain but to encourage and help students to explore, try out,
Research Council, revealed that the most effective evaluation in a teaching and
practices on the basis of student learning outcomes (Doherty et al., 2002; Shapiro
and Levine, 1999). Assessment of student learning at its best enables students to
identify their own strengths and weaknesses and to determine the kinds of
using visual processing; jingles, songs and raps, Mnemonic strategies; writing
2015)
teachers to have different ways of assessing students as they do with teaching them.
In addition to state and national standardized tests given at the end of a unit or
There are different types of ways that teachers can use to assess student progress
in an inclusive class: Change Weighting Scale; when calculating a final grade for
report cards, teachers use student assignments, tests, quizzes, and exams collected
over the semester. Each type of assessment holds a certain “weight” in the overall
grade. Exam results might be worth 50% of the entire grade, while daily assignments
are worth 20%. For students with instructional accommodations and modifications,
teachers can adjust the importance or weight of an assessment activity, Use Informal
Observation; observing students throughout the school day can give important
insight into their learning needs and progress. Collecting data through notes,
checklists, sticky notes, and audio notes can help teachers keep track of student
issues and information that one can’t provide on a written test, Allow for Self-
Assessment; give students an opportunity to assess their own learning and reflect on
the progress they are making. They can identify their own gaps in skills or
knowledge, revise their work, and set realistic goals. This process also helps
students stay motivated and interested in their own learning, and Provide Multiple
Test Formats; tests do not need to be restricted to pencil and paper formats.
Students with written output issues can be given oral-response tests. Teachers can
use multiple choice, long answer, short answer, diagrams, charts, fill-in-the-blank,
and other graphic organizers to have students answer questions about material.
date on new research, on how children learn, on emerging technology tools for the
enables educators to develop the competencies, such as the knowledge and skills
needs.
criteria for characterizing good teaching and are defined in terms of what the teacher
of defining good teaching practice in terms of the teacher’s credentials, LET scores,
grades in graduate school, degrees, personality traits, and so on, we look at what the
Student Satisfaction
models introduced. These models are often used to describe the cause and effect
environmental support and it is also likely to concern the role of the instructors and
the role of students. Moreover, Guosheng et al., (2010) concluded that student
satisfaction is the perception and evaluation of every service in school based on their
expectation while, Smimou and Dalh (2012) are based more on teaching quality
Minavand & Afshardost, 2013; Ko & Chung, 2015). Aziz and Yasin (2013) focus
learning and satisfaction (Ko & Chung, 2015; Farahmandian, Minavand &
overall student service quality (Ko & Chung, 2015) but none has attempted to
performance- based assessment, not only in the traditional paper and pencil
testing, but design assessments themselves which match their objectives and
summative (Frey & Schmitt, 2010). In other words, evaluating the performance
effective assessment activities (Dong & Lucey, 2013). As Greenstein (2010) and
assessment for learning and assessment for learning. This allows them to
evaluate not only students’ knowledge levels but also the effectiveness of their
track student progress as well as the capacity to help students recognize areas
study saw the need for more professional development activities inside schools
(2014) highlighted the importance for teachers to align their espoused theories
Lucey, 2013).
generic skills in higher education that have been characterized by concerns with
relationship with generic skills. Students may possess these skills but not that
In addition, generic skills are also known by many other terms such as
soft skills, key skills, common skills, essential skills, employability skills, basic
skills, necessary skills, competencies skills, and transferable skills (Gibb &
Coffey, 2004). Further, these skills are important in virtually every profession
especially when one has reached the level of sales manager or agency owner,
working with and through the years. Generic skills are identified to be most
critical skill in the current global market especially in this fast moving era of
inside the classroom but may also include experiences outside the classroom.
2011). Student satisfaction refers to the attraction, pride, or positive feeling that
related to how students use adequate resources to cope with their academic
and social interests (Strike, 1984), the ability of students to project and
implement their self-concepts (Sedlacek, 1987) and their academic and social
satisfied with their general experience in order to stimulate and support their
are likely to exert more effort in their educational studies by taking actions such
as regularly attending their classes and becoming more involved in their
al. (2015), student experiences fall in the range of 5-3 on the measurement
scale, which means that these experiences are very good and satisfactory.
Therefore the better the experiences of the students, the higher will be their
advice from their peers before selecting their favorable tertiary institutions. Hence,
the important criteria is the lecturers. The teaching quality and the effectiveness of
lecturers in interaction with the students will contribute to the students’ satisfaction.
Satisfied students tend to achieve good academic performance as the result of the
quality lecturers. Therefore, a high performing lecturer will produce a high quality
teacher can generate higher student performance. Other research in South Africa by
skills, subject knowledge, lecturer attitude and lecturer attendance have positive
and Seruwagi (2013) in Uganda suggest that higher teacher competency alone may
not directly translate into better academic achievement by students. Long et al.
(2016) also found positive relation between lecturer competencies and student
and student satisfaction is the relationship between lecturers and students which
Because students are one of the main customers of the higher education
system (Woodall, Hiller & Resnick, 2014), the researchers examine how faculty
satisfaction. They posit that prior teaching experience positively influences students’
satisfaction.
valued by students (Xiao and Wilkins, 2015). The underlying rationale behind this
argument is that irrespectively of the teaching experience, those lecturers who are
good communicators, motivated and feel what they teach, are concerned with an
teaching skills and can obtain high records in students’ evaluations and satisfaction
teacher one year, they will enjoy the advantage of that good teaching in future years.
Conversely, if students have a low-performing teacher, they simply will not outgrow
interaction with fellow students, course content, available learning equipment, library
learning process. The commitment of students will decrease when their teacher
absenteeism was very frequent (Stoica and Wamsiedel, 2012). According to Sezgin
et al (2014), when teacher absenteeism has been too often, students will start to
In summary, the cited literature and studies which include readings, research
very helpful as these relate to this study. Indicators of competencies of TLE teachers
skills and learning experiences. These materials helped in further understanding how
will be used as guide and sources in the presentation of the results and discussion of
the study.
The end target of this paper is an input to the students’ satisfaction; therefore,
there was a need to identify the required competencies to be able to achieve the
goals set for an effective TLE learning. After the needs were established and the
required competencies laid-out, the existing competency levels of the TLE teachers
Theoretical Framework
that teaching quality is directly related to student satisfaction. The performance of the
lecturers will decrease the level of satisfaction when students feel that they are not
being given enough information on how to pass the subject, but this will only
Akiri & Ugborugbo (2009) lecturer competence in learning process will drive and
help the student to achieve better performance. Other study from Sultan & Shafi
(2014) supports the ideas regarding the relation of teacher competence and
academic performance.
Moreover, this study raises framework of Guerrerio and Revai (2017) about
students outcome. First, the teachers’ prior topic and pedagogical knowledge which
presenting the ways on how they persuade their students toward effective learning.
influences students’ achievement levels (Muzenda, 2013). They can help change
student attitude and help them to accomplish better performance. Generally, the
framework is about teacher learning and teaching approach (Guerrerio & Revai,
2017).
important in teaching and learning for the students and lecturers to have a close
his/her job demands. Lecturers should be competent and naturally master is/her
others. Each student has his/her own expectation, which normally expecting the
lecturers to be good and efficient in teaching. Roediger, Thorsten and Isabelle (2007)
had conducted a study on a number of students in Europe. The study found that
natural search for meaning on the college campus, the geography construct
incorporates student attitudes about the concrete educational process that is the
operating core of every university. For these students, attitudes about the operating
core of the metropolitan university, and therefore the geography of the educational
process, included the importance of a caring, competent faculty and quality teaching.
timely and accurate information about the operating core. (Franklin, 1999)
commitment toward the institution. Strayhorn (2012) claimed that college students’
sense of belonging came from their perceptions regarding social support, a feeling of
(group or campus community). Hurtado and Carter (1997) claimed that the sense of
to the campus community as a whole. Research has tended to confirm that a sense
Conceptual Framework
developed by Alqiawi and Ezzeldin (2015) there are three indicators for this variable
which includes lesson planning, implementation of lessons and classroom
satisfaction. The indicators are the following; teaching, assessment, and generic
skills and learning experiences (Fieger, 2012). Teaching is defined as the perception
of the students on how teachers teach the subject content. Assessment is defined as
the perception of the students of the assessment tool used by the teacher. Generic
Skills and Learning Experiences is defined as the perception of the students on the
different skills learned and the different learning experiences used by the teacher to
Variables
Independent Dependent
Professional Competencies
of TLE Teachers
Students Satisfaction
Lesson planning
Teaching
Implementation of
Assessment
lessons and
Generic Skills and
classroom
Learning
management
Experiences
Using modern
evaluation methods
Figure 1. Conceptual Paradigm of the Study
This study also hopes to benefit the future researchers through this
data on the relationships that can suggest specific and relevant answers for
teachers would become more competent and have more quality teaching
students’ satisfaction.
of the TLE teachers as basis for formulating programs for gap between the
present and the standard competency skills, and the needed skills for
improvement among the TLE subject teachers that will satisfy student
experiences and needs. The result of this study will help in understanding the
experiences and needs of the students. This will also serve as their basis in
evaluation methods) that they perform and the pedagogical satisfaction their
further credibility will afford the theory that professional competencies of TLE
The data will more likely to improve the students’ experience and identify
competency into actual practice. The result on the student satisfaction can be
Definition of Terms
The following terms are defined for the better understanding of the study.
Professional Competencies of TLE teacher refers as being used in this study and
the teaching field (e.g. lesson planning, implementation of lesson plans and
evaluation methods
Chapter 2
Methodological Section
This chapter presents the methods used in conducting the research which
includes the research design, research subject, research instrument, data gathering
Research Design
research design. This approach involves variables that are not manipulated by the
researcher and instead are studied as they exist (O'Dwyer & Bernauer, 2013). This
research will also be utilizing a survey to gather data that will determine the existing
association or relationship between two or more variables or sets of scores. This will
be used in the study with the data on the competencies of TLE teachers correlated
to the data on the level of satisfaction of the students in the existing competencies
of TLE teachers.
Research Locale
This study will be conducted at San Vicente National High School, a public
secondary school situated at Barangay San Vicente, Panabo City, Davao del Norte.
The call to serve Barangay San Vicente and its neighboring barangays reverberated
since the early 70’s when most of the residents had to hike several kilometers to the
Poblacion to seek High School education. Fortunately, on June 02, 2005 with just the
Barangay Gym as its first home for the one hundred seventy-three (173) first year
students and three (3) teachers, San Vicente National High School Annex came into
existence.
institution which proves to be a cradle of servant leaders and a blessing for others.
The academe has thirty-two (32) classrooms not to mention laboratories and other
offices with a total student population of 1,526. Up to these days, the school still lives
on its reputation as a performing and one of the top schools in the city with a primary
students of San Vicente National High School, Panabo City Division for the S.Y.
2018-2019. There are 243 Grade 10 student-respondents (113 males and 130
researcher with the help of the Cookery teachers handling Technology and
Table 1.Total number of Grade 10 Students of San Vicente National High School,
Panabo City, Davao del Norte
National
High School
Research Instrument
utilize two adapted questionnaires, which will be simplified and contextualized by the
Panabo City. The questionnaire will be modified to contextualize the school setting
administered by the researcher who will explain the objectives in conducting the
study. The instrument is foreseen to provide sufficient-rich data and ideas from
Grade 10 students. Shown below is the range of means used in the competencies
of TLE instructors.
(2012). The indicators were teaching, assessment, and generic skills and
the school setting and the questions will be simplified and translated to Filipino
provide sufficient-rich data and ideas from Grade 10 students. Below is the
The five-point Likert Scale was used in determining the level of student
much satisfied.
satisfied.
satisfied.
satisfied.
submitted to the validators for their comments and recommendations. A pilot testing
will be conducted to test the reliability of the instrument. After the pilot testing is
done, the data will be submitted to the statistician to test the reliability of the
questionnaire.
Data Collection
Data collection for this study will be done through the following steps. First,
send a letter of permission to conduct the study to the office of SDS Dee D. Silva
permission from the office of the School In-Charge, Arlen A. Jumamoy, of San
Vicente National High School to conduct the study to grade nine to Grade 10
students. Then, the researcher will personally conduct the giving and retrieving of the
researcher will tally all the data gathered from the respondents with the guidance of
the statistician. Lastly, the results will be analyzed and interpreted based on the
Statistical Tools
Mean. This was used to measure the central tendency and to determine the
Pearson-r. This was used to measure the linear correlation between two
Ethical Considerations
This is the reason why due consideration must be taken on how to deal and relate
with them in this noble exercise. It is the responsibility of the researcher to design a
project which will not infringe on the rights and safety of the interviewees or
(Blumberg et al, 2005). The risks related to the research must be well explained to
not identifying the ethnic or cultural background of respondents, and shall maintain
the anonymity of the respondents through pseudonyms (Nanda, 2015). This is why,
during research the researcher will protect the information given in confidence by the
respondent. But, if any information has to be revealed, then consent must be sought
from the respondent. This enhances honesty towards the research subject by
protecting them from physical and psychological harm thereby ensuring that the
researcher does not ask embarrassing questions which can disguise or even shock
are followed.
Chapter 3
RESULTS
Presented in this chapter are the results of the study in tabular and textual forms.
students of the TLE teachers is shown in Table 1. The results revealed that the
overall mean was 4.04 with a descriptive equivalent of high. This meant that the
Table 1
Level of Professional Competence of T.L.E. Teachers
The result further revealed that the lesson planning obtained the highest
with a mean of 4.04 and 4.01 respectively, both with a descriptive equivalent of high.
As shown in Table 1.1 specifying lesson planning, T.L.E. teachers being able
to determine what is known and performed by learners is the highest item with the
highest mean of 4.22, and a descriptive equivalent of very high, which meant that the
T.L.E. teachers were able to come up with lessons which the learners needed the
most in their specified skills. This was equally followed by planning lessons
content and students characteristics, both with mean of 4.12 and a descriptive
equivalent of high.
strategies of cooperative learning to encourage team work is the item with the
highest mean of 4.28 and a descriptive value of very high which meant that students
see their T.L.E. teachers more professionally competent if they employ group
encourage thinking and creativity with 4.23 mean and a descriptive equivalent of
very high. Using modern learning methods to motivate continuous learning, using
a way that reassures tranquility and induces feelings of security among students,
using suitable teaching strategies that take into account individual differences,
leading seminar, presenting activities that are suitable to different levels (gifted,
according to different abilities of students followed with the mean of 4.11, 4.08, 4.06,
3.99, 3.91, 3.91, 3.87, 3.86, and 3.74 respectively, all with descriptive equivalent of
high.
Further, the study also revealed that use of modern evaluation methods
to improve one's skill has the highest mean with 4.35 and a descriptive equivalent of
very high. This is followed by evaluating students through meaningful and authentic
of the educational process and its elements, using varied evaluation methods
assigning suitable and enough time for evaluation with mean of 4.14, 4.11, 4.01,
assessment, and generic skills and learning experiences. The results revealed that
the overall mean was 4.24, with a descriptive equivalent of very high. This meant
that the students are very much satisfied with the teaching, assessment, and generic
skills and learning experiences they got from the TLE teachers.
Table 2
Level of Student Satisfaction
Descriptive
Indicators SD Mean Level
Teaching 0.67 4.37 Very High
Assessment 0.71 4.07 High
Generic skills and learning
experiences 0.72 4.26 Very High
Overall 0.71 4.24 Very High
The result further revealed that teaching posted the highest mean of 4.37 with
a descriptive equivalent of very high. This was followed by generic skills and learning
experiences with a mean of 4.26, or very high. Lastly, assessment had a mean of
4.06, or high.
In Table 2.1 is shown the level of student satisfaction in terms of teaching; the
result revealed that treating me with respect posted the highest mean, followed by
questions, and communicates the subject content effectively with means of 4.64,
4.41, 4.33, 4.31, 4.29, and 4.20 respectively; all had descriptive equivalent of very
high.
assessment, revealed that the assessment was a good test of what I was taught has
the highest mean with 4.17, followed by the way I was assessed was a fair test of my
assessed, and I was assessed at appropriate intervals with 4.09, 4.09, 4.02, and
Shown in Table 2.3 is the level of student satisfaction in terms of generic skills
and learning experiences. The item that posted the highest mean of 4.43 is as a
overall, I was satisfied with the quality of this training, my training helped me to
develop the ability to plan my own work, my training has made me more confident
communication; how do I rate, on average, your satisfaction with the overall quality
means of 4.11, 4.08, and 4.05, all with descriptive equivalent of high.
Student Satisfaction
T.L.E. teachers and the student satisfaction among Grade 10 students of San
Vicente National High School, Panabo City, Davao del Norte is shown in Table 3
below. Results revealed that the overall r-value was .012 with a p-value of .878. It
was revealed further that the p-value of .878 was greater than the 0.05 level of
significance. This meant that the null hypothesis of no significance in the relationship
among Grade 10 students of San Vicente National High School, Panabo City, Davao
Table 3
Significance of the Relationship of Professional Competencies of T.L.E. Teachers and Student
Satisfaction
Student Satisfaction
relationship with student satisfaction with an r-value of.012, a p-value of .878 and
an r-value of .030 with p-value of .706. Using modern evaluation methods had no
significant relationship with student satisfaction since the p>0.996 is greater than
generic skills and learning experiences since the p-values 0.415, 0.978, and 0.857
respectively are greater than 0.05 level of significance with r-values of 0.064, -0.002,
and -0.014.
this indicator was not significantly related to teaching since r-value is 0.038 with p-
value of 0.629. There was also no significant relationship revealed between the said
relationship was found between it and generic skills and learning experiences with r-
Lastly, the study also revealed that using of modern evaluation methods had
no relationship to teaching with r-value of -0.034, p-value of .668. It was also not
significantly related to assessment even to generic skills and learning experiences
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