Undergraduate Thesis

The main purpose of this study is to determine the competency requirements for new entrant teachers in the public and private secondary schools in the Divisions of Parañaque City. This study is conducted among the public and private secondary schools in the Divisions of Parañaque City. The Division consists of 29 secondary schools, nine (9) and twenty (20) private secondary schools with DepEd accredited pres schools. The elementary schools both public and private sectors were not included in the study because the researchers deemed that the competency requirements for new entrant teachers in these levels have almost the same guidelines and criteria as the secondary portion. The respondents for this study cover the officials, and personnel of the Divisions Office of Parañaque City, who are in charge of the selection and/or recruitment of new entrant teachers. This study also captures the personnel, administrators and/or directors of the public and private secondary schools who are involved in the recruitment, evaluation and selection of new entrant teachers. STATEMENT OF THE PROBLEM Specifically, this study envisions to answer the following questions; 1. What is the profile of the respondents in terms of: 1.1. Age 1.2. Gender 1.3. Educational Attainment 1.4. Years of Working / Teaching 2. What are the competencies requirements adopted by the public and private secondary schools for new entrant teachers in the Division of Parañaque City in terms of: 2.1. professional competencies 2.2. personal/social traits 2.3. various ethical conduct and relationship SCOPE AND COVERAGE This study is conducted among the public and private secondary schools in the Division of Parañaque City. The Division consists of forty seven (47) secondary schools, nine (9) public and thirty eight (38) private secondary schools. The elementary schools for both public and private sectors were not included the study because the researchers deemed that the competency requirements for new entrant teachers in these levels have almost the same guidelines and criteria as the secondary portion. Also excluded and/or which this study did not cover are the "Guidelines on Requirement, evaluation, Selection and appointment of Teachers in Public Schools', an enclosure to DepEd Order No. 16 series 2005 (Appendix C). The competency requirements for new entrant teachers that this study focuses on are only on the professional qualities, the personal and social traits and the various ethical relationships of prospective teachers or those would be molders of youth who fall under the pre-service education category. METHODOLOGY The researchers employed the descriptive-survey method in the gathering of data for this study. It has been said and proven that the descriptive method is usually used to study trends. (Sevilla, et al.1992) Descriptive research is case studies, surveys, developmental studies follow-up studies, documentary analysis, trend analysis, and co-relational studies. According to Erlinda G. Tejeros (2000), descriptive studies aim to provide an accurate description of a situation or of an association between variable from which one can then make some statement about a certain group or population, accuracy and reliability in their, findings, descriptive studies often require quantitative measure for variables under investigation, as well as sufficient number of cases or units for data collection and analysis. FINDINGS In the light of the data gathered, the study revealed the following. 1). On the demographic profile of the respondents 1.1. Sixteen (16) respondents or 32% belonged to the 21 - 25 age bracket; there were seven (7) respondents or 14% belong to the age of 26-30, the same is true with the 14% belong to 31-35 age bracket, 10% belong to the age of 36-40, 12% belong to the age of 41 45, 4% belong to 46-50 age bracket, 8% belong to 51 -55 age bracket, and 6% belong to 56-60 age bracket. 1.2. There were 30% male respondents and the majority of 70% of respondents are females. 1.3. There were thirty two (32) respondents or 64% with Bachelors degree and fourteen respondents or 28% with masters degree and 4 respondents or 8% have doctoral degree in Education or Philosophy. 1.4. There were 44% belong to 1-4 years of teaching, 18% belong to 10 - 14 years of teaching, 16% are from 15 19 years of teaching, 14% belong to 25 years of teaching and 8% belong to 5-9 years of teaching. 2). On the competency requirements adopted by the public and private schools. 2.1. Quality number 2 gathered the highest weighted mean of 4.68 interpreted as strongly agreed, quality number 6 is the second highest quality which is obtained a weigthed mean of 4.63, quality number 5 is the trend quality gathered a weighted mean of 4.62, quality number 1 is te fourth quality gathered a weighted mean of 4.52, quality number 3 is the fifth quality gathered a weighted mean of 4.46 and quality number 4 is the sixth quality gathered a weighted mean of 4.38. The general perceptions of the taechers on their professional competencies is strongly agreed which has an average weighted mean of 4.54. 2.2. Quality number 6 gathered the highest weighted mean of 4.78. Quality number 2 is the second quality which obtained a weighted mean of 4.76. Quality number 5 is the third quality which has a weighted mean of 4.72, quality number 4 is the fourth quality which gathered a weighted mean of 4.66, quality number 3 is the fifth quality which obtained a weighted mean of 4.58, quality number 1 gathered a weighted mean of 4.56. The general perception of the respondents on their personal and social traits are all strongly agreed. 2.3. Quality number 6 gathered the highest weighted mean of 4.78, quality number 2 is the second quality which obtained of weighted mean of 4.76, quality number 5 is the third quality which has a weighted mean of 4.72, quality number 4 is the fourth quality which obtained a weighted mean of 4.66, quality number 3 is the fifth quality which obtained 4.58, quality number 1 is the six quality gathered a weighted mean of 4.56. The results of various ethical conduct and relationship of the respondents are all strongly agreed. CONCLUSIONS The following conclusions were made in the light of the findings: 1. Majority of the respondents were between the ages of 21-25 since most fresh graduate belong to this age bracket. 2. Also majority of the respondents are females, since there are more female teacher graduates than males and majority has bachelor's degree because this is the minimum requirements as far as educational attainment is concerned 3. With regards to teaching experience, majority of the respondents belong to the 1-4 year teaching experience which could be attributed to the continuing growth of population, where schools needed new teachers every year. 4. On the competency requirements adopted by the public and private secondary schools for new entrant teachers in the Divisions of Parañaque City, the respondents strongly agreed on all the factors for. This due to the fact that both public and private sectors were convinced that the requirements adopted are necessary to promote competitiveness for all new entrant teachers to make sure that new entrant teachers are professionally and academically competent. 5. The new entrant teachers should focus to the highest quality of professional competencies which is know and understand the nature, needs, and motivations of their pupils/students as well as the nature, needs, and problems of the materials, methods, and techniques in teaching and preparing a learning environment. 6. Teachers must practice and believe in the principles of human rights as a foundation for sound citizenship participation. 7. Teacher should actively participate in as well as initiative community movements for moral, social, educational, economic, and civic betterment. 8. The teacher relationship with the administrator should be a partnership characterized by mutual cooperation and sharing, imbued with frankness. honesty, loyalty, and professionalism.