Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

College of Teacher Education
GRADUATE PROGRAM
Lucban, Quezon

TITLE PROPOSAL

A Course Requirement Submitted to

LUIS MIGUEL P. SALUDEZ, PHD.
of the Graduate Program
of the Southern Luzon State University
Lucban, Quezon

In Partial Fulfillment of the Requirements

of the Course EdM 700
DISSERTATION WRITING

By

(NAME)
Doctor of Philosophy
Major in Educational Management

September 16, 2021

 TITLE: COMPETENCY OF PUBLIC ELEMENTARY SCHOOL TEACHERS IN
QUEZON PROVINCE: ADHERENCE TO THE GOAL OF
21ST CENTURY TEACHING SKILLS.

Rationale

As a way of enhancing teacher instructional quality, the development of

abilities known as 21st-century skills is growing rapidly. However, one of the

most significant obstacles to achieving the intended results is a lack of context-

specific understanding of teaching practices and relevant approaches to

enhance teacher professional development. The quality of classroom

instruction and its link to learning outcomes may be a powerful lever for

educational transformation. However, much remains to be discovered about

what happens within classrooms, especially in low- and middle-income nations

(LMICs). Many of these observational instruments have typically taken the form

of checklists or time on task measurements, which have been more popular for

intervention studies due to their cost-effectiveness and convenience of use.

Nonetheless, Bruns et al. (2016) found that time on task measurements are too

coarse to be utilized for classroom observations or performance evaluation in a

recent comparative analysis of observational instruments. Additionally, time on

task measurements are unable to identify crucial characteristics of the 21st-

century learning environment, such as student engagement, successful use of

instructional techniques, or emotional variables that enhance child

development (Seidman et al., 2018).

With good cause, there is a rising global interest in how teaching

techniques and classroom procedures impact student learning results and

psychological development. In both Western (Pianta et al., 2009) and

developing nations, instructional quality has been shown to be more strongly

related with child learning than structural elements of schools (Chavan and

Yoshikawa, 2013; Patrinos et al., 2013; Yoshikawa and Kabay, 2015). However,

the wide range of abilities necessary for high-quality student learning and, by

extension, high-quality teaching, necessitates the acquisition of critical

competencies and skills beyond reading and numeracy, also known as 21st-

century skills. Critical thinking, problem solving, creativity, meta-cognition,

communication, digital and technical literacy, civic duty, and global awareness

are all part of the 21st-century skillset (for a review of frameworks, see Dede,

2010). And nowhere is the development of such skills more critical than in

developing countries, where a significant lack of improvement in learning

outcomes has indicated that enhancing instructional quality is a top priority.

The absence of context-specific understanding of teaching techniques, as well

as effective strategies to help teachers in their professional growth, is a

difficulty in achieving the intended results (Seidman et al., 2018; UNESCO,

2016; Wolf et al., 2018). To put it another way, how can we assist teachers

develop 21st-century abilities so that they can generate 21st-century learners?

Regular feedback has been shown to be an effective technique for

improving practice in a variety of settings, ranging from individual conduct to

organizational performance (Butler and Winne, 1995). In LMICs, classroom

observations are increasingly being utilized to improve education quality by

providing information about present teacher/classroom practices or tracking

changes over time (UNESCO, 2016). To truly comprehend how we can best

assist teachers, we must first take a step back and learn to see teachers as

learners, ensuring that the learning we want to see in our students occurs with

our instructors. Though the viewpoint is founded in and is primarily a Western

concept, it has received attention in a number of nations across the world, and

constructivist educational views are still important for instructors all over the

world (OCED, 2009). Constructivist ideas, on the other hand, should not be

presumed to be universal in education. For example, in cultures where verbal

communication is not the major mode of information transmission (Trevio,

2006), we must be aware of how cultural differences and subtleties impact

learning styles.

The idea of teachers as learners forces us to specify what we believe

teachers should know. An increasingly globalized and complex world has

sparked a drive toward a wide range of "21st century" abilities. Most

frameworks (e.g., Dede, 2010; Saavedra and Opfer, 2012; Soulé and Warrick,

2015) emphasize on various types of higher-order abilities such as complex

thinking, communication, cooperation, and creativity (also known as the 4Cs).

These talents are becoming more widely regarded as the gold standard for

student abilities, as well as prerequisites for meeting the demands of job and

life success (Binkley et al., 2012). This necessitates a greater understanding of

how to handle a wide range of learners, as well as more sophisticated

diagnostic abilities to guide their selections (Darling-Hammond, 2006).

Communication in such a complex setting necessitates continual information

flow and modification (Levy and Murnane, 2004), and a competent teacher

should be adept at controlling the rise and fall of classroom discussion (Dede,

2010).

Teachers have long been viewed as facilitators of an individual's learning

experience, according to social contexts frameworks (Cohen et al., 2003; Pianta

and Hamre, 2009; Tseng and Seidman, 2007). Learning and development are a

product of the culture in which the processes take place (Seidman and Tseng,

2011; Tseng and Seidman, 2007; Wolf et al., 2018), as well as the daily

interactions and experiences that take place in the classroom (Seidman and

Tseng, 2011; Tseng and Seidman, 2007; Wolf et al., 2018). (Stigler et al., 2000).

The basic processes and practices are in full swing in every given classroom.

However, from the perspective of classroom observations, it is necessary to be

able to distinguish between contemporaneous actions in order to better identify

how these behaviors relate to important classroom environment aspects that

enhance student learning. In the classroom, emphasis is placed on procedures

and practices, rather than only on what is being taught, resulting in a shift in

emphasis from what is being taught to how something is being taught. It won't

be simple, but this method is conceptually and programmatically matched to

allow rigorous review.

Having said that, the primary objective of this research study is to unfold

the level of competency of Public Elementary teachers in Quezon Province and

how they hone and utilized their competency to adhere with the goal of

teaching the students the skills needed for the 21st century.
Objectives of the study.

This research aims to determine the level of competency of Public

Elementary teachers in Quezon Province and how they utilized it to adhere

with the goal of teaching the students the skills needed for the 21 st century.

Specifically, this research is geared towards the attainment of the

following objectives:

1. To determine the profile of the respondents in terms of;

A. Age;

B. Gender;

C. Highest Educational Attainment;

D. Length of service in teaching profession?

2. To analyze the level of competency of the respondents in terms of;

A. Teaching Techniques / Strategies;

B. Delivering Learning / Knowledge;

C. Teaching Pedagogy;

D. Acquiring Critical Competencies?

3. To assess how the respondents utilizes his/her competencies in

delivering skills needed for the 21st century in terms of;

A. Students’ Reciprocal Learning;

B. Students’ Cooperative Learning;

C. Students’ Collaborative Learning; and

D. Peer Instruction?
4. To discuss the level of competency of Public Elementary teachers in

Quezon Province and how they utilized it to adhere with the goal of

teaching the students the skills needed for the 21st century.
Research Paradigm

Profile of the respondents in terms of:

A. Age;
B. Gender;
C. Highest Educational Attainment;
D. Length of service in teaching
profession.

Respondents’ utilization of his/her

Level of competency of the
competencies in delivering skills
respondents in terms of;
needed for the 21st century in terms
A. Teaching Techniques /
of;
Strategies;
A. Students’ Reciprocal
B. Delivering Learning / Learning;
Knowledge; B. Students’ Cooperative
C. Teaching Pedagogy; Learning;
D. Acquiring Critical C. Students’ Collaborative
Competencies Learning; and
D. Peer Instruction.

Adherence of Public Elementary

teachers of Quezon Province to the
goal of 21st century teaching skills by
means of utilizing their competencies.

Figure #1: The Research Paradigm.

Here, the researcher will need the profile of the respondents in terms of

Age, Gender, Highest Educational Attainment; and Length of service in

teaching profession which is very important so that the respondents can be

group according to demographic profile. Aside from that, their level of

competency in terms of Teaching Techniques/Strategies, Delivering

Learning/Knowledge, Teaching Pedagogy, and Acquiring Critical Competencies

will also be needed as well as the ways of utilizing it in delivering skills needed

for the 21st century in terms of Students’ Reciprocal Learning, Cooperative

Learning, Collaborative Learning and Peer Instruction will be needed in order

to come up with an in-depth analysis of how the respondents adheres to the

goal of 21st century teaching skills by means of utilizing their competencies.

METHODOLOGY

Locale of the Study

This research will be conducted in the Schools Division of Quezon. The

Division of Quezon is considered as one of the four very large schools divisions

in the Philippines. DepEd Quezon encompassing of 953 schools; 771

Elementary and 182 Secondary Schools. 166 out of 182 are offering Senior

High School Program. These schools are distributed in four congressional

districts of Quezon. Quezon Province is composed of 1,543 barangays.

Research Design

The study will utilize the descriptive-correlational research design to

analyze the data and information provided by the respondents.

Population

The study will focus on the Senior High School Teachers. The total

number of SHS teachers to be subjected as respondents of the study will be

based on the data from the Division office. Furthermore, the researcher will

utilize Random Sampling Design in choosing the number of respondents per

school so that a greater number of the population has an equal opportunity to

participate in the study.

Research Instrumentation

The researcher will utilize online survey questionnaire to gather data and

information from the respondents, the questionnaire will be made by the

researcher so that only necessary data and information will be collected from

the respondents. Also, the research instrument will undergo pilot testing to

determine the reliability of the survey tool and will be conducted to a group of

thirty (30) teachers. The modified questionnaire shall have a Cronbach Alpha

result of .5 to be labelled as excellent. Laerd Statistics (2018) stated that

Cronbach’s alpha is the most common measure of internal consistency It is

most commonly used when you have multiple Likert questions in a

survey/questionnaire that form a scale and you wish to determine if the scale

is reliable.

Statistical Treatment

In analyzing the data provided by the respondents, mean and standard

deviation, P-value and One-Way ANOVA will be utilized. Furthermore, no data

in the study will be falsified and fabricated. Any form of deceit will be avoided.

To assure originality of work.