Expected and actual teaching performance of neophyte teachers and its correlates

• Main Author: Pelobello, Phoebe Alay
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Teachers; Teaching; Performance; Teachers > Job satisfaction; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/102; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1101&context=etd_doctoral
• Institution: De La Salle University

The study aimed at identifying the expected and actual teaching performances of the neophyte teachers as reported by their principals / supervisors. The study covered 100 neophyte teachers in 15 private and public schools in Lucena City for both elementary and high school levels. Interviews were conducted among 15 principals, one assistant principal, one department head, and three teachers-in-charge. Data were gathered through interviews, the use of five standardized instruments, a two self-administered questionnaires. The study determined the expected and actual teaching performances of neophytes through the use of a standardized classroom observation instrument and it was hypothesized that the two have significant differences. The seven dimensions of teaching performance covered in this study are: communication skills, instructional skills, teachers task orientation, lesson clarity, student engagement, command of subject matter and learning climate. Also, the actual teaching performance of the neophytes was correlated with teacher-related factors (brain dominance, educational background, licensure status, length of teaching experience, spirituality, teaching efficacy) and school-related factors (instructional supervision, salaries and merit pay, professional development). The study hypothesized that there were significant relationships between the actual teaching performance of the neophytes and the above-mentioned teacher and school-related factors. Lastly, the study tried to draw the implications of the findings for both the professional development of the neophytes and the teacher education trainings that neophytes underwent during their college. The results of the study showed that there are significant differences between the expected and actual teaching performances of the neophytes in all the seven dimensions of teaching. These results point to the need to improve the teaching skills of the neophytes in all the seven dimensions of teaching. The study also shows that the teacher-related factors which have meaningful association with the neophytes teaching performance are (a) the divinity part of spirituality and (b) the Personal Teaching Efficacy (PTE), a component of Teaching Efficacy. On the other hand, the school related factors that have significant relationship with the neophytes teaching performance are (c) the mentor / coach system under instructional supervision, (d) basic salary, and (e) additional / fringe benefits. Results of the study suggest that the principals / supervisors play an important role in making the neophytes aware of the quality of their teaching. Also, the role of mentors / coaches in the continuing development of the teaching skills of the neophytes should be an important consideration. In addition, attractive compensation schemes should also be developed among schools so as to motivate neophytes to teach at their best. PTE as well as the divinity factor of spirituality of neophytes should be strengthened to take advantage of their positive significant relationship with teaching performance. Results of this study further imply that there is a need to thoroughly review BS Education programs so that specific teaching skills in the seven dimensions of teaching performance can be adequately developed among future teachers.