CORRELATES OF FOSTERING PEDAGOGICAL COMPETENCE FOR TEACHERS IN THE COLLEGES OF ECONOMICS AT THAI NGUYEN PROVINCE _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By NGUYEN THI MINH THU (AUTUMN) October 2014 i APPROVAL SHEET ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR TERESITA V DE LA CRUZ, her adviser for the guidance,supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR CECILIA N GASCON, president of the Southern Luzon State University in the Philippines, for her incomparable contribution and support to the development of the Doctor of Philosophy in Educational Managementprogram in Thai Nguyen University; DR NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; DR WALBERTO A MACARAAN, DR APOLONIA A ESPINOSA, and DR BELLA R MUELLO, panelists, for constructive criticism and valuable comments and suggestions to improve the study; The DIRECTORSand TEACHERS of College ofEconomicsandEngineering, Thai Nguyen Industrial College, Vietnam-Germany Industrial College, Thai Nguyen College of Economics and Finance, and College ofTradeandTourism for allowing the conduct of study and active involvement and participation; and His FAMILY and FRIENDS, for the love and support in one way or another; and to all who have contributed to make this study a success NTMT iv DEDICATION This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates, all directors and teachers of the respondent credit-based schools for giving the researcher the non-stop guidance and sources of everything NTMT v TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… v TABLE OF CONTENTS ………………………………………………… vi LIST OF TABLES ………………………………………………………… viii LIST OF FIGURES………………………………………………………… x LIST OF APPENDICES ………………………………………………… xi ABSTRACT ………………………………………………………………… xii CHAPTER I II III IV INTRODUCTION ……………………………………….…… Background of the Study ……………………………….… Objectives of the Study ………………………………….… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… Definition of Terms ……………………………………….… REVIEW OF LITERATURE ……………………….……… Conceptual/Theoretical Framework ………………… … 29 Research Paradigm …………………………… ….……… 31 METHODOLOGY …………………………………………… 32 Research Design …………………………….……………… 32 Population and Sampling ………………….… ………… 33 Research Instrumentation……………………… ……… 34 Data Gathering Procedure ………………………………… 34 Statistical Treatment …….………………………………… 35 RESULTS AND DISCUSSIONS ……………………….… 37 vi Teachers-Respondents’ Profile 37 Teacher’s Pedagogical Competence 44 Correlation between Teachers’ Demographic Profile and their Pedagogical Competence Faculty Development Program to Foster Pedagogical Competence Acceptability of the Proposed Faculty Development Program Pedagogy and Performance: A Proposed Faculty Development Program V 51 58 60 65 SUMMARY OFFINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary…………………….…………………………….… 76 Findings ……………………………………………………… 77 Conclusions ……………………………………………….… 79 Recommendations …………………………………… …… 80 REFERENCES …………………………………………………………… 81 APPENDICES …………………………………………………………… 83 CURRICULUM VITAE …………………………………………………… 93 vii LIST OF TABLES TABLE PAGE Frequency Distribution of the Respondents by College …… 33 Frequency and Percentage Distribution of Respondents in terms of Gender………………………………………………… 37 Frequency and Percentage Distribution of Respondents in terms of Civil Status………………………………………… 38 Frequency and Percentage Distribution of Respondents in terms of Age………………………………………………… 39 Frequency and Percentage Distribution of Respondents In terms of Length of Teaching Service……………………… 40 Frequency and Percentage Distribution of Respondents In terms of Educational Attainment …………………………… 41 Frequency and Percentage Distribution of Respondents In terms of Seminars/ Training Attended…………………… 42 Frequency and Percentage Distribution of Respondents In terms of Teachers' Performance Rating …………………… 43 Frequency and Mean Distribution of the Teachers’ Pedagogical Competence in terms of Preparation for Teaching………………………………………………………… 44 Frequency and Mean Distribution of the Teachers’ Pedagogical Competence in terms of Classroom Management …………………………………………………… 46 Frequency and Mean Distribution of the Teachers’ Pedagogical Competence in terms of Lesson Presentation 47 Frequency and Mean Distribution of the Teachers’ Pedagogical Competence in terms of Assessment………… 50 Correlation between Teachers’ Age and their Pedagogical Competence …………………………………………………… 51 Correlation between Teachers’ Gender and their Pedagogical Competence ……………………………………… 52 Correlation between Teachers’ Civil Status and their Pedagogical Competence ……………………………………… 53 10 11 12 13 14 15 viii TABLE 16 17 18 19 20 21 22 PAGE Correlation between Teachers’ Educational Attainment and their Pedagogical Competence ………………………… 54 Correlation between Teachers’ Length of Service and their Pedagogical Competence ……………………………………… 55 Correlation between Teachers’ Seminars/Trainings Attended and their Pedagogical Competence ………………………… 56 Correlation between Teachers’ Teachers’ Performance Ratingand their Pedagogical Competence………………… 57 Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Faculty Development Program as to Contents …………………………………………………… 60 Frequency and Weighted Mean Distribution on the Acceptability of Proposed Faculty Development Program as to Strategies ……………………………………………………… 61 Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Faculty Development Program as to Economy …………………………………………………… 63 ix LIST OF FIGURE FIGURE PAGE Schematic Diagram of Independent and Dependent Variables on the Correlates of Teachers’ Pedagogical Competence …………………………………………………… x 31 82 The faculty development program to improve the pedagogical competence of the teachers is ready for initial implementation The faculty development program is commendable to improve pedagogical competence of the teachers Recommendations In the light of the findings and conclusions of the study, the following recommendations are offered: Other parameters could be used to measure the pedagogical competence of the teachers The instrument used on this study could still be subjected for validation The faculty development program might be enhanced to further suit the needs of the teachers The faculty development program may be implemented by the respondent college The faculty development program may be adopted by other colleges with the same pedagogical needs REFERENCES Decision on“Fostering competenceprogramsforteachersofuniversities 61/2007/QD-BGDDTHanoi, October 16, 2007 pedagogical andcolleges”No Diaconu,M andJinga,I.(2004).Pedagogie.Bucureşti:EdituraAcademiadeStudiiEcono mice Dictionary.com from http://dictionary.reference.com/browse/objective Do Ngoc Thong (2010) Key Competence and Pedagogical Competence in Training Teachers Hanoi: Vietnam institute of educational sciences 83 EducationalDevelopment2011 - 2020(Attached to Decision No.711/QDTTgJune 13, 2012ofthe Prime Minister).Eggen P and Kauchak, D (2010) Educational Psychology: Windows on Classrooms New Jersey: Pearson Evertson, C M and Carol, W (2006) Handbook of Classroom Management: Research, Practice, and Contemporary Issues Mahwah, New Jersey: Lawrence Erlbaum Associates Giertz,B.(2003).Attbedömapedagogiskskicklighetgårdet?Uppsala:RapportseriefrånAvdelningenförutvecklingavpedagogik ochinteraktivtlärande,Uppsalauniv.UPI:2 Gliga, L (2002).Standarde profesionale pentru profesia didactică Bucureşti: M.E.C Madhavaram,S andLaverie,D.A.(2010).DevelopingPedagogicalCompetence:Issuesand ImplicationsforMarketingEducation.JournalofMarketingEducation,vol.XX ,no X, pp 2-10.ProjectVietnam-Belgium (1999-2000) Nguyen Duc Tri (2001) Theoreticalteaching Hanoi: The Vietnam institute of educational sciences NguyenHuuDung(2005) theissues aboutreformtraining and fostering teachers in the countries around theworld Hanoi: Vietnam institute of educational sciences Nguyen Thị My Loc (2003) University pedagogics Hanoi: Hanoi National University Press Pham MinhHac(2001) studies humanandhuman resource Hanoi: The State Politics Publishing House Pink, D (2005) A whole new mind: Moving from the Information Age Oxford: Oxford University Press Ratchakorn Kulsawet and Rachel McCarthy retrieved October 27, 2012 from http://www.unescobkk.org/education/news/article/no-education-systemis-better-than-its-teachers Robert J.,S Marzanoand J Pickering (2011) Classroom management that Works: research-based strategies for every teacher.Hanoi Vietnamese Educational Publisher Ryegård,Å.W (2008).Ennykarriärvägförhögskolanslärare.Västerås:Mälardalenshögsk ola 84 Ryegard,A.,Orisson,T.,Apelgren,and K.,Eriksson,R.(2010).ASwedishperspectivesonpedagogicalcompetence ,UppsalaUniversity,DivisionofDevelopmentofTeachingandLearning,Swe den Sevilla, C et al (2004) Research Methods Manila: Rex Book Store SrutirupaP (2012) MappingPedagogicalCompetencyofSecondarySchoolScienceTeachers: AnAttempt and Analysis InternationalEducationalE-Journal,{Quarterly}, ISSN 2277-2456,Volume-I,Issue-IV, July-Aug-Sept2012 US Census Bureau Glossary (2006) Retrieved from http://en.wikipedia org/wiki/Educational_attainment-US_Census_Bureau_glossary-1 85 APPENDICES Appendix A Communications Thai Nguyen, September 28th 2013 The Board of Thai Nguyen Industrial College Thai Nguyen City Socialist Republic of Vietnam Dear Sir/Madam: 86 My name is Nguyen Thi Minh Thu- I work in Thai Nguyen College of Economics and Finance I have the honor to request permission from your good office to administer questionnaire to your administrators, teachers and students as my respondents The title of my dissertation is “Correlates of Teachers’ Pedagogical Competence in the Colleges of Economics at Thai Nguyen Province.” Likewise, I would like to request for some brief information about your college I hope for your favorable consideration and approval Respectfully yours, (Sgd.) NGUYEN THI MINH THU Thai Nguyen, September 28th 2013 The Board of College ofVietnam- Germany Industrial College Thai Nguyen City Socialist Republic of Vietnam Dear Sir/Madam 87 My name is Nguyen Thi Minh Thu- I work in Thai Nguyen College of Economics and Finance I have the honor to request permission from your good office to administer questionnaire to your administrators, teachers and students as my respondents The title of my dissertation is “Correlates of Teachers’ Pedagogical Competencein the Colleges of Economics at Thai Nguyen Province.” Likewise, I would like to request for some brief information about your college I hope for your favorable consideration and approval Respectfully yours, (Sgd.) NGUYEN THI MINH THU Ph.D Student November 21st, 2013 Dr Nguyen Dinh Man Principal of Thai Nguyen Technology and Economic College Thinh Dan Ward, Thai Nguyen City, Thai Nguyen Province Dear Dr Nguyen Dinh Man Greetings of peace! I have the honor to request permission from your good office to administer questionnaire to your administrators, teachers and students as my 88 respondents The title of my dissertation is “Correlates of Teachers’ Pedagogical Competencein the Colleges of Economics at Thai Nguyen Province.” Likewise, I would like to request for some brief information about your college Rest assured that the administration of the questionnaires will not affect the smooth flow of their activities and the information that will be gathered shall be treated with utmost confidentiality I hope for your favorable consideration and approval Respectfully yours, (Sgd.)NGUYEN THI MINH THU Ph.D Student Approved: (Sgd.) DR NGUYEN DINH MAN Principal of Thai Nguyen Technology and Economic College November 21st, 2013 Mr Nguyen Cong Duong Principal of Thai Nguyen College of Economics and Finance Thinh Dan Ward, Thai Nguyen City, Thai Nguyen Province Dear Mr Nguyen Cong Duong, Greetings of peace! 89 I have the honor to request permission from your good office to administer questionnaire to your administrators, teachers and students as my respondents The title of my dissertation is “Correlates of Teachers’ Pedagogical Competencein the Colleges of Economics at Thai Nguyen Province.” Likewise, I would like to request for some brief information about your college Rest assured that the administration of the questionnaires will not affect the smooth flow of their activities and the information that will be gathered shall be treated with utmost confidentiality I hope for your favorable consideration and approval Respectfully yours, (Sgd.)NGUYEN THI MINH THU Ph.D Student Approved: (Sgd.)Mr NGUYEN CONG DUONG Principal of Thai Nguyen College of Economics and Finance Appendix B Instrument QUESTIONNAIRE ON PEDAGOGICAL COMPETENCE OF TEACHERS Name (optional) _ Part I Personal Profile Direction: Kindly provide the necessary data by checking the appropriate box that describe you Gender: Male [ ] Female [ ] 90 Civil Status: Age: Single [ ] 21 to 30 31 to 40 41 to 50 51 and above [ [ [ [ ] ] ] ] Length of Teaching Service: to yrs to 10 yrs 11 to 20 yrs 21 to 25 yrs 26 to 30 yrs 31 to 35 yrs 36 and above [ [ [ [ [ [ [ ] ] ] ] ] ] ] Married [ ] Educational Background ` Baccalaureate Degree With MS/MA units With MS/MA Degree With PhD/ EdD Units With PhD/ EdD Degree [ [ [ [ [ ] ] ] ] ] Seminars/ Training Attended (Please indicate the number of training/seminars attended for years) No of Trainings No of Seminars PART II - Questionnaire on Pedagogical Competence of Teachers Directions: Kindly answer the following statements below which refer to your pedagogical competence by checking ( ) the appropriate column There is no right or wrong answer Rest assured that your answer will be kept confidential For clearer understanding on how you will answer this questionnaire, you may refer to the scale below; Point Scale Descriptive Rating Highly competent (HC) Competent (C) Less Competent (LC) Not Competent (NC) A Preparation for Teaching Uses curriculum, textbooks and teacher's guide for effective teaching Uses appropriate teaching and instructional techniques to achieve curriculum objectives 91 Decides what to teach, how much to teach, and why to teach Formulates behavioral objectives for teaching the lessons Prepares daily lesson plans considering the student's characteristics, needs, and interest by developmental stage Prepares unit and annual plans Plans for independent study, group/team works to bring variedness in teaching Plans and selects appropriate instructional materials from local sources as appropriate to the lesson B Classroom Management 4 1 Arranges seating arrangement of students so that the teacher can reach each student Uses wall space in the classroom for displaying learning materials prepared by students Maintains reasonable level of discipline in the classroom so that the atmosphere for learning does not get disturbed Develops friendly relation with the students Creates a learning environment which is stimulating and enjoyable C Lesson Presentation Communicates and issues instructions in a clear, simple, pleasant manner, and understandable language Linksprevious lesson to new teaching Demonstrates sound knowledge in teaching the subject Uses varied teaching technologies effectively Asks questions properly and encourages students to answer Demonstrates sound knowledge of various studentfriendly and student-centered teaching techniques that addresses students’ needs, interests and characteristics Uses basic principles of teaching from concrete to abstract, simple to complex, known to unknown, parts to whole, etc Uses variety of instructional strategies that encourage students’ development of critical thinking and problem solving Treats all students equally and impartially 10 Provides opportunities for each student to learn individually and in groups 11 Uses rewards (intrinsic/extrinsic) for good works of the 92 C Lesson Presentation 4 students; and various techniques for motivating students towards learning 12 Creates appropriate learning environment by providing meaningful learning experiences related to the lessons 13 Receives and provides feedback during teachinglearning activities D Assessment Uses formative and summative evaluations Uses other forms of evaluation like authentic, process and performance-based assessments Uses portfolio assessment to measure students’ outputs Keeps students’ individual records of performance and monitor their progress Uses feedback from assessments to improve the teaching-learning process Uses various methods to assess/evaluate the success of teaching (ex Students/parents opinions and students’ results, superior/peer evaluations) Plans remedial teaching for below average students Assesses/finds out whether the planned lesson objectives were achieved or not Thank you for your cooperation! Acceptability of the Proposed Faculty Development Program Dear Evaluator, Please indicate the degree of acceptability with each of the following statements by writing the number that corresponds to the codes below: Highly Acceptable (HA) Acceptable Fairly Acceptable (FA) Not Acceptable (NC) (A) Acceptability Questionnaire of Faculty Development Program 93 Contents 1 Is appropriate to the improvement of the teachers’ pedagogical competencies Supplies enough activities that provide everyone’s participation Clearly expresses goals and objectives Provides information which is sufficient for understanding Contains simple and easy to understand instructions Includes useful and organized activities Fosters development of attitudes and behaviors Helps teachers develop students’ behavior in an interesting way Has comprehensible contents and concepts of framework 10 Shows well-organized events for the activities Strategies 1 Contains attractive, readable, and easy to understand concepts Presents activities that motivate and sustain students’ interest Has attractive and informative activities Presents clearly organized features Stimulates to develop the interest of the respondents Has clear presentations of objectives Provides sequence of understanding through well-arranged activities Is appropriate to the maturity and experience of the respondents Has well-expressed ideas and concepts in the program of activities 10 Includes easily attainable objectives of the program Economy Indicates practices that can be carried out easily Is suitable to improve collaboration without spending too much fund from school 94 Serves as a new learning source for the teachers Is worth the time, effort and expenses Is a means to increase school’s educational achievement without spending too much financial resources CURRICULUM VITAE A Personal Data Name Nguyen Thi Minh Thu Nickname( English name) Autumn Address No16 Thinh Dan St Thai Nguyen, Vietnam Place of birth Thai Nguyen, Vietnam Nationality Vietnamese Religion Buddhism 95 Civil Status Married B Educational Attainment Degree School Year Graduated Graduate Studies Southern Luzon State University MA Laguna State Polytechnic University (Siniloan, Laguna) 2009 Tertiary (Bachelor of Arts in Teaching English) Hanoi Open University 1995 Ngo Quyen High School, Thai Nguyen, Vietnam 1987 X.L.L.K Secondary School, T.N., Vietnam 1984 X.L.L.K Secondary School, T.N., Vietnam 1981 Secondary Elementary C Eligibilities Licensure for Teachers D Work Experiences 19941996 Thai Nguyen Industrial College Son Cam Commune, Phu Luong District, Thai Nguyen Province 19962014 Thai Nguyen College of Economics and Finance Group 16, Thinh Dan Ward, Thai Nguyen city, Thai Nguyen Province E Positions Held 96 Head of Foreign Department Foreign Department, Thai Nguyen College of Economics and Finance 2008-2009 Vice- Dean Basic Faculty, Thai Nguyen College of Economics and Finance 2010-2014 [...]... dilemmas, the researcher was prompted to determine the correlates of the teachers pedagogical competence in the Colleges of Economics at Thai Nguyen Province with an endview of proposing faculty development programtoimprovepedagogical competence of teachers andmeettherequirementsofthe education inparticular nationaleducation ingeneraland higher 4 Objectives of the Study This study aimed to find out the correlates. .. (except for pedagogical universities and colleges) Before they become teachers, they participate in the standardizedpedagogical competence course, but time is not enough for them to enhance their pedagogical competence Thus, teachershaveanumber of limitationsin terms ofdeveloping theirpedagogical competence. Someteachers are not that interested in 3 innovating their teaching methods and presentation method... the correlates of pedagogical competence in Colleges of Economics as basis forproposingfaculty development program at Thai Nguyen Province for the school year 2013-2014 Specifically, it sought answer to the following objectives: 1 Determine the profile of the teachers in terms of; 1.1 Gender, 1.2 Civil status, 1.3 Age, 1.4 Length of service, 1.5 Educational attainment, 1.6 Seminars/ trainings attended,... collaborative environment Teachers accompany students in their learning methods and show themthe way they must follow throughoutthe entire process For Suciu and Mâţă (2011), preparation for teaching includes stages of transmission/ insertion/ teaching; including information in network of meaning; applying knowledge in context; combining ability with an attitude; and attaining competence It involves the. .. for teaching,goals/objectives, instructional materials, strategy/method, and assessment to be used Seminars/ Trainings Attended refer to the conferences, lecture courses, or other meetings for discussion/training related to teacher’s professional advancement It is one of the correlates to pedagogical competence Teachers Performance Rating refers totherating given by the immediate head at the end of. .. theformationofnewworkersamongthe younger generation, sothe teachermust havethe educational andprofessionalcapacitythatis reflectedinthe ability to students Teachers mustknowthe psychologyof an individual studentto havethe educational methodsappropriate to each In the light of the organizational competence, Pham MinhHac(2001) opined that teaching shoulddemonstratecoordinationwith students duringthe theoreticallectures,... provide references for future proponents who wish to venture a study similar to the nature of this ongoing research Moreover, they could use the information and results of the study to substantiate their parallel and future researches Scope and Limitation of the Study 6 This study focused on thepedagogical competence of teachers in the Colleges of Economics at the Thai Nguyen Provincefor the school year... capacitytomonitorand inspect, assesslearning outcomesandstudents’ training, organizational capacityand capabilityforself-improvement These are some of the elementslinkedtogether to form structure ofpedagogicalcompetence Nguyen MinhHac (2001)determinedthe structureofthe pedagogicalcapacitiesincluding the teaching, educational, and organizational capacities.Teachingcapacityisan importantfactorcreatingpedagogicalcompetenceofteachersbecausethe... capacity, teachers have the necessary capacityas the following: Capacityto uselanguage: Language is themedium of communicationofthe teachers; teachersmay conveyinformationtostudentsin a language Communicative politebehavior, competenceofteachersalsoexpressedina whichisthemodel, the reasonablenessofthedemandexpressedforstudentsandthe choiceof theform ofits expression.Courtesyofpedagogicalbehaviorisconsideratetowardsthe... learning of the students It shall take place in accordance with the goals that are being aimed at and the existing framework and presupposes continuous development of the teacher’s own competence and course design Background of the Study MostoftheteachersintheCollegesofEconomicsgraduatedfromtheUniversit yofEconomics In Vietnam, the universities and colleges do not train pedagogical competence for students ... method Aware of the aforementioned dilemmas, the researcher was prompted to determine the correlates of the teachers pedagogical competence in the Colleges of Economics at Thai Nguyen Province with... for them to enhance their pedagogical competence Thus, teachershaveanumber of limitationsin terms ofdeveloping theirpedagogical competence. Someteachers are not that interested in innovating their... Limitation of the Study This study focused on thepedagogical competence of teachers in the Colleges of Economics at the Thai Nguyen Provincefor the school year 20132014 It was limited to 136teachers