TEACHING COMPETENCIES AND STUDENTS’ LEARNING SKILLS

This study was conducted to determine the teaching competencies, Individual Performance Commitment and Review Form (IPCRF) performance of teachers and students’ learning skills. Specifically, it described the teaching competencies in terms of facilitating skills, classroom management, evaluation skills, mastery of the subject matter, and communication skills; performance rating of teachers and students’ learning skills in terms of preparedness for class, completing homework, class participation and application skills. Further, it determined the significant influence of teaching competencies on students’ learning skills and relationship between the performance rating of teachers and the students’ learning skills, and the teaching competencies and teachers’ IPCRF from the six (6) selected Secondary Schools in President Roxas, North Cotabato. Stratified sampling method with equal allocation was employed to obtain two hundred forty (240) students and twenty four (24) teachers as respondents. The survey questionnaires were adopted, modified and validated with Cronbach’s reliability test and gained an alpha value of 0.786. The test was conducted with 20 respondents or 8.33% of the total samples of the study. Moreover, descriptive method of research was utilized with mean and weighted mean to determine the level of teaching competencies and students’ learning skills; regression analysis was used to determine the influence of the teachers’ teaching competencies on students' learning skills and Pearson r analysis was used to determine the relationship between the performance rating of teachers and students’ learning skills, and the teaching competencies and teachers’ IPCRF. Findings revealed thatthe teachers’ teaching competencies particularly facilitating skills is the only predictor that significantly influenced the learning skills of the students such as preparedness for class, completing homework, class participation and application skills. On the basis of the result, it could be derived that competent teachers play an important role in enhancing the students’ learning skills to the extent that the students develop self – learning skills as they practice their gained knowledge from their teachers.

本研究旨在探究教师的教学胜任力、个人绩效承诺与评审表（Individual Performance Commitment and Review Form，IPCRF）表现，以及学生的学习技能。具体而言，本研究从课堂促进技能、课堂管理、评价技能、学科内容掌握程度与沟通技能五个维度，系统阐述教师的教学胜任力；从课堂准备情况、作业完成质量、课堂参与度与应用技能四个维度，评估教师绩效评级与学生学习技能水平。进一步地，本研究针对北哥打巴托省罗哈斯总统市六所选定中学，探究了教学胜任力对学生学习技能的显著影响，以及教师绩效评级与学生学习技能、教学胜任力与教师IPCRF之间的关联。本研究采用均等分配分层抽样法，最终选取240名学生与24名教师作为研究对象。调研问卷经过改编、修正与信度检验，采用克朗巴哈信度检验（Cronbach’s reliability test），最终得到α系数为0.786。本次研究选取总样本量的8.33%（即20名受访者）开展预测试。此外，本研究采用描述性研究法，通过均值与加权均值测算教学胜任力与学生学习技能的水平；采用回归分析明确教师教学胜任力对学生学习技能的影响效应，采用皮尔逊相关分析（Pearson r analysis）探究教师绩效评级与学生学习技能、教学胜任力与教师IPCRF之间的关联。研究结果表明，教师的教学胜任力中，唯有课堂促进技能这一维度可显著影响学生的学习技能，具体包括课堂准备、作业完成、课堂参与与应用技能。基于上述研究结果，可得出结论：具备高胜任力的教师对提升学生学习技能具有关键作用，可促使学生在运用所学知识的过程中逐步培养自主学习技能。