Influence of Self-Actualization Needs and Professional Development on the Job Performance among Technology and Livelihood Education (TLE) Teachers (original) (raw)
Related papers
Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development
Journal of Turkish Studies, 2019
The purpose of the research was to deepen the understanding of whether satisfaction with the work that teachers do motivates them to participate in different forms of professional development. Important factors were identified in this context that encourages teachers to participate in professional development. According to selfdetermination theory, SDT (Deci & Ryan, 2000) are two motivational factors that drive an individual to be involved in actions, such as career development. Job satisfaction is an important motivating factor, where in the case of teaching the motivating factor, internal or external, appears to be mixed. Therefore it cannot be ascertained whether satisfaction is the most important motivational factor that influences teacher participation in forms of professional development. If students 'success as a result of quality teaching is considered as a form of teachers' satisfaction with their work then it emerges as an important factor in terms of gender (r= .24).This we have tried to do through quantitative research with a sample of teachers. The degree of job satisfaction and the increased demand / need for participation in various forms of continuous professional development assume that they are not reciprocally linked. Research is quantitative. The data was collected by the questionnaire. The sample consists of 170 teachers belonging to genders, low secondary school, rural and urban school.
This descriptive study was conducted to assess the level of competency and the competency needs of technology and livelihood education teachers which will serve as basis for developing teachers’ enhancement program. The basis of the conceptual framework evolved from the concept Organization-Task-Person (OTP) conception of needs assessment as described by McGehee and Thaye to provide information about where and when training is needed in an organization. It is considered the core framework for needs assessment in the academic literature since most of the models developed have been based on the three-level framework (Holton, E. et al. 2000). This study covered the total population of 76 or 100% of the Technology and Livelihood Education teachers and 5 school administrators from the secondary level in the Division of Imus City for the School Year 2013-2014. Percentage, mean/average, t-test, f-test, and analysis of variance (ANOVA) were used as statistical tools to quantify the data. It utilized the survey form through the use of questionnaire designed by the researcher for the purpose of the study. The instrument was validated by a group of experts determined by the Director of the College of Education Graduate Studies, De La Salle University – Dasmariñas. Their corrections, comments, and suggestions were considered in improving the questionnaire. The findings of the study show that there is no significant difference on the competency level when the teachers are grouped according to demographic profile Findings also imply that there are significant differences identified in all the six components of standard competency and the competency level of the teachers. Three major needs identified are activities that would enhance competency of students in motivation and opportunities to acquire or enhance their skills, renewed professionalism, and rejuvenated teaching advocacy and calling. The study concludes that there exists a significant gap (difference) between the present competency level and the desired standard competency requirements of TLE teaching among the teachers of the Division of Imus City. This study, thereby, recommends enhancement program, projects, and activities to address the competency needs requirement of the TLE teachers in the Division of Imus City. The findings, conclusions, and recommendations of this study can be used as a basis for policy formulation on teachers’ development/enhancement programs.
The study generally aimed to ascertain the plight of the Technology Livelihood Education Teachers in the secondary schools in the Municipality of Naval, Biliran. Employing the qualitative research design, 22 teachers were involved in a preliminary survey and all of them were tapped for the in-depth interview. Most of the teachers who were hired underwent the process of applying as arranged by the Division of Biliran with the guidelines mandated by the Department of Elementary Education (DepEd); selection was based on the merit of documents submitted. All of the TLE teachers were hired by personally applying for their positions, without the intervention of any other person, and selection was based on their personal qualifications. Most of the TLE teachers were assigned based on localization and their specialization or major, with a few assigned to fill in the need of a teacher per recommendations of their supervisors. The teaching environment of the schools was generally advantageous and conducive to learning-classrooms properly constructed, well-ventilated, well-lighted, and functional, except for a few. The school buildings were built on standards which provided safety and protection for the students; although some areas needed minor repairs, repainting and renovation. The TLE teachers were generally satisfied by the support of their school administrators, except for a few who found disappointments with the attitude and behavior of their superior; but they were not satisfied with community support due to the unresponsiveness and lack of cooperation of parents of the students to the needs of their class activities as some parents compelled their children to work at home and earn a living. The overall teaching performance of the TLE teachers was very satisfactory as 77.3 percent of them received above average ratings and none with below average rating. The problems met by the TLE teachers were in line with school facilities and equipment, lack of instructional materials, extra-curricular activities, students' misbehavior, insufficient support from the administration, negative attitudes of school administrators, and insufficient support from the community, instructional materials, and dealing with students. To deal with their problems, they took on a positive approach, a factor which provided them the necessary strength to move on with their teaching job. With their positive outlook, they developed effective strategies to face their predicaments, particularly in terms of personal initiative and resourcefulness. For the improvement of TLE instruction in the secondary schools of Naval, Biliran, major interventions recommended include activation of the utilization of multimedia instructional materials, procurement of adequate equipment and facilities, upgrading of the technical and managerial skills of the TLE teachers, implementation of the Modular Approach to teaching, institutional linkage with funding institutions and agencies. Minor interventions suggested include upgrading of the TLE teachers' qualification through graduate studies, their involvement in the conduct of research, their availability for consultation and upliftment activities with the students, and strengthening of the bond between and among teachers and parents and community.
TEACHERS SELF-DEVELOPMENT AS A CRITERION FOR INCREASING PROFESSIONAL COMPETENCE
This article examines the skill of teachers' self-development as a criterion for increasing professional competence. The article also examines the psychological qualities of a successful teacher, professional competencies that contribute to the achievement of results in pedagogical activities, the sociopsychological aspects of self-development of future teachers, the social activity of the teacher and the ability to effectively organize the educational process.
Professional Self Development Strategies of Basic Education Teachers in Abia State, Nigeria
European Journal of Education Studies, 2019
The study sought to determine the professional self-development activities engaged in by basic education teachers in Abia State of Nigeria. Four research questions and three hypotheses guided the study. The subjects consisted of 345 teachers purposively drawn from a population of about 6500 teachers to reflect the variables of sex, location and experience. A 20-item checklist constructed and validated, with a reliability co-efficient of 0.86 was the instrument for data collection. Analysis of data was done using percentages for the research questions and z-test for the hypotheses. Findings revealed that the basic education teachers were more interested in the government sponsored teacher-professional-development activities than in those that would cost them personal funds. Significant differences existed in the activities engaged in by teachers according to sex, location and experience. Appropriate recommendations were made on ways of encouraging teachers to engage in professional s...
Competence Level of Technology and Livelihood Education (TLE) Teachers and Their Teaching Practices
IJMRAP, 2024
The National Competency-Based Teachers Standards (NCBTS) serves as the standard for all teachers across the Philippines. This tool kit included the basis for what Technology Livelihood Education (TLE) Teachers should be inside the class instruction. These teachers use various practices when teaching the subject while still following the NCBTS. With this information, this descriptive quantitative study determined the relationship and influence of the present competence level of TLE Teachers from the Davao Oriental DepEd Division and their teaching practices with NCBTS, with its seven domains as the independent variable and the teaching practices as the dependent variable. The dependent variable is measured through the teachers' (1) personal and professional competence, (2) competence in using knowledge of student's skills and talents, (3) competence in using teaching techniques, (4) competence in monitoring and evaluation, (5) competence in establishing relationships with family and society, and (6) competence in using knowledge of curriculum and content. It was found that the teachers are highly competent in teaching TLE subjects and are advanced in their teaching practices. When the two variables were analyzed, it was found out that as the competence level of TLE Teachers increases, their teaching practices also increase. Furthermore, the current competence level of TLE Teachers influenced this increase in their teaching practices. The regression model is statistically significant, according to the results. The results of this study recommended (1) the TLE Teachers to continue their postgraduate studies in line with TLE subjects as their major area of study, (2) the school heads to carefully choose the right teacher to handle TLE subjects, specifically in grades nine and ten for junior high, and grade twelve for senior high learners where skills are highly required.
Professional development and job satisfaction on teaching performance
Linguistics and Culture Review, 2021
This study aimed to determine teacher professional development, job satisfaction and teaching performance and to determine the influence of teacher professional development and teacher satisfaction on teaching performance. The research method used was a quantitative method with descriptive correlational techniques. Data collection techniques conducted in this study was a questionnaire. Respondents in this study were 60 junior high school teachers in Gowa Regency. The data analysis technique used product moment and regression analysis which was analyzed using the SPSS program. The results showed that teacher professional development and job satisfaction had a positive and significant influence on teacher performance. The implication of this research was to improve teacher performance through teacher professional development by providing training and increasing job satisfaction through leadership.
Psychology and Education: A Multidisciplinary Journal , 2023
This action research aimed to determine the instructional competencies of Technology and Livelihood Education (TLE) teachers in Sta. Cruz District and the significant relationships in the level of instructional competencies of these teachers with their profile. The total population sampling method was used to identify the forty-nine TLE teachers of Sta. Cruz District, Sta, Cruz, Zambales as respondents of this study. The study utilized a descriptive survey method. The statistical tools used were frequency and average count, weighted mean, and Chi-Square Test. The findings of the study show that the level of competency of teachers in exploratory courses of Home Economics (HE) and Agri-Fishery Arts (AFA) is "Intermediate." In contrast, exploratory courses in Industrial Arts (IA) and Information and Communication Technology (ICT) are "Basic" levels. In the specialization courses of HE, AFA, and ICT, a "Basic" competency level was computed, while specialization courses of IA obtained a "Developing" level of competency. There is no significant relationship between the profile and instructional competencies in the four areas of TLE in exploratory and specialization courses, except for the field of specialization, which has a significant relationship with the level of competency of teachers in specialization courses of IA and ICT. These findings proved that the field of specialization of teachers influences their level of competency in teaching TLE specialization courses, specifically in the areas of IA and ICT. There is a need to enhance the competencies of secondary TLE teachers in teaching specialization courses of IA and ICT.
Psychology and Education: A Multidisciplinary Journal, 2023
The general objective of this study was to determine the level of teachers' ascribed competencies in the Municipality of Aleosan. It looked into their demographic profile, professional development programs attended, motivation in pursuing professional development, and level of ascribed competencies in the aspect of knowledge of subject matter, dedication to teaching, classroom organization and management, instructional organization, instructional implementation, and monitoring of pupil's progress and potential. Majority of the teachers were in the age bracket of 36-41, most are female with master's units, teaching for more than 13 years, and designated as Teacher-1. In addition, they had attended seminars related to computer literacy to enhance their teaching skills and strategies, and these teachers pursue professional development to support their overall growth. Moreover, teachers were highly competent when it comes to their level of ascribed competencies as assessed by the respondents. However, no significant difference was found between the level of teacher's ascribed competencies when grouped according to educational attainment and position. Lastly, findings revealed that pursuing professional development influences all teachers' ascribed competencies. The more motivated teachers are, the more competent they are.
On Becoming Technology and Livelihood Education Teachers
2021
Becoming a teacher begins with an intention. Anchored on the theory of planned behavior, this study describes the intention of pre-service teachers to become teachers of Technology and Livelihood Education (TLE) after their studies. Three antecedents of intention were explored such as attitude, subjective norm and perceived behavioral control. Participants were selected purposively based on the presence of intention to perform the behavior in question. Data collection was done through interview. The recorded interviews were transcribed, coded and interpreted using interpretative phenomenological analysis. The findings of this study revealed that the intention to become teachers of TLE is based on three beliefs. The favorable attitude is based on the belief that practical knowledge and skills, including life skills, will be developed once become a teacher in TLE. The favorable subjective norm is based on the belief that family, teachers and friends play an important role in decision-...