A COMPETENCY- BASED TRAINING MODEL FOR SECONDARY SCHOOLS IN THE MUNICIPALITY OF TUPI MARIA FE E. CANTOR, Ph.,D. School Principal II Researcher

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STATEMENT OF PROBLEM What were the levels of competency of teachers? What were the levels of teaching performance of teachers ? What Teacher Competency- Based Training Model for three public Secondary Schools in Tupi could be developed?

Tupi Cluster Secondary NAT Result 2013-2014 SCOPE OF STUDY Tupi Cluster Secondary NAT Result 2013-2014 Name of School MPS Kablon 64.91 Tupi 63.33 Emeliano P. Bacquial 62.13 Jose Escobillo 59.95 Cebuano 57.89 Polonuling 52.19 Teodoro Prudente 52.17

Conceptual Framework Curriculum Teaching Performance Diversity of Learners Curriculum Planning, Assessing and Reporting Community Linkages Personal Growth & Professional Development Learning Environment Instructional Competence Teachers’ Personal and Professional Development Teaching Competency Social Regard for Learning Teaching Performance Personal and Professional Characteristics Punctuality and Attendance Conceptual Framework

METHODOLOGY and RESEARCH DESIGN Descriptive Quantitative method Respondents 59 National Item Teachers Instruments NCBTS-TSNA PAST Statistical Tools Mean SD

Level of Competencies of Teachers RESULT and DISCUSSION Level of Competencies of Teachers

Level of Teaching Performance (PAST) PAST Rating with Lowest Mean Performance Indicator Mean SD Descriptive Rating I. Instructional Competencies 7.96 1.05 Very Satisfactory II. Professional and Personal Characteristics 8.34 0.93 III. PUNCTUALITY AND ATTENDANCE (including meetings and required school activities) 8.08 1.20 OVERALL 8.15 0.78 PAST Rating with Lowest Mean Performance Indicator Mean SD Descriptive Rating Learner’s Achievement 7.85 1.35 Very Satisfactory Punctuality – number of times tardy during the rating period 7.86 1.82 School Home and Community Involvement 7.95 1.06

CONCLUSION The proposed Teacher Competency- Based Training Model for Secondary School in Municipality of Tupi was formulated emphasizing the three strands in the seven domains of NCBTS and three indicators in the PAST with the lowest mean value were prioritized to be included in the conceptualization of the Teachers’ Competency – Based Training Model. Based on the findings of the study it is safe to conclude that the levels of competencies of teachers in all domains and strands of NCBTS are described as Experienced. It implies the need for continuous teachers’ training to improve the competency level from experienced to expert level; the teachers’ teaching performance in all indicators of PAST were Very Satisfactory except in indicator 2.10 proper attire/good grooming which is Outstanding. Result suggests the need for an ongoing follow-up training of teachers as administrative mechanism that will motivate teachers to work outstanding teaching performance.

RECOMMENDATIONS That the proposed training model be utilized by Secondary School Heads in the formulation of plans and conduct of School Plan for Professional Development (SPPD). That the same study be conducted with pre-assessment at the beginning of the school year and post assessment at the end of the same school year

Learner’s Achievement School Home and Community Involvement TRAINING MODEL I. ANALYSIS Result implies that majority of the teachers has priority need training on the ff: NCBTS PAST Domain 4 Strand 4.7 Learner’s Achievement Domain 5 Strand 5.1 Punctuality Domain 4 Strand 4.4. School Home and Community Involvement

II. THE DESIGN THE ADDIE MODEL

The training design is good for three days to cover six topics. III. THE PROPOSED TRAININGS The training design is good for three days to cover six topics. IV. SCHEME OF IMPLEMENTATION Teacher’s Participation Logistical Support

V. EVALUATION The training will be evaluated every end of the day and at the closing program. The High School Principals will be tasked to have a periodic evaluation of teachers based on the domains. . Annual general evaluation of the teachers and the model by the principals and division supervisors Analysis of the results of the evaluation Repeat the cycle. .

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