ABSTRACT
This correlation study assessed the level of efficacy of the novice teachers in terms of planning, instructions, classroom management and interpersonal skills. This also encompassed the teaching performance of the novice teachers in the City Schools Division of Cabuyao as assessed by their school heads and themselves.
The results revealed as assessed by school heads and novice teachers that the level of efficacy was Efficacious. Moreover, the result shows that there was significant relationship between the level of efficacy and the teaching performance of novice teachers except for punctuality. On the other hand, there was no significant relationship between the level of efficacy and the teaching performance of novice teachers in terms of punctuality. The probability values were greater than the level of significance. It implied that teaching performance of novice teachers did not affect their level of efficacy as assessed by themselves and observed by their school heads during their first stint in the public school system. Meanwhile, aside from the level of efficacy of novice teachers, there might have been other factors that contributed to the teaching performance of the novice teachers; and that whether the level of efficacy was low, still school heads and novice teachers were expected to continuously communicate and set appropriate actions to maintain a high level of performance in their teaching practice.
As an output of the study, a compilation was created to help and guide the novice teachers when dealing with problems relative to teaching.
Keywords: Novice Teachers, Teacher’s Efficacy, Teaching Performance
1.0 INTRODUCTION
Today’s educational system calls for the teachers to be more adaptable and be able to focus on the real needs of the learners and the society. The needs of the society are apparently shown on the ever-changing curriculum. Therefore, teachers in this 21st century must determinedly understand the need of the learners to be able to become productive individuals in the society.
The teaching Education in 21st century focuses on the level of teaching which explain what teachers and school leaders must be able to do. In addition, in teaching standards, teachers are placed at the middle of it. Furthermore, teaching efficacy and quality is generally recognized as the main factor affecting student achievements. Therefore, the attributes of highly effective teaching should aim to produce effective and quality teachers for the learners.
However, based on the Article on European Journal of Social Sciences Education and Research (2017), as novice teachers the first year of teaching is one of the hardest parts of the teacher’s actual teaching task. In the recent years there have been a number of studies carried out which show that the first years of work for teachers are critical and may determine their further professional career as well as the quality of their work.
The researcher has been a teacher for four (4) years. She upskill herself first in a preparatory school for a year; and, transferred to the public school in her second year of teaching. Thus, she has become anxious about her pre-service teaching training. She usually thinks if her class observers also wonder about her pre-service teaching experiences based on how they saw me perform. The researcher also thinks how far her pre-service teaching has contributed to her performance in the private school where she first taught and when she transferred to the public school system.
The presented collection of ideas enabled the researcher to conceptualize her study zeroed-in to determine the level of efficacy of novice teachers. Further, the researcher is also desirous to determine the teaching performance of the novice teachers. Moreover, the researcher is looking forward to being able to craft a handbook to help novice teachers with the possible problem they encounter and how they resolve it.
This study is supported by theories of the following well-known scholars which are related to the researcher’s study. This study is chiefly anchored on Bandura’s Self-Efficacy Theory (1977), Bronfenbrenner's Ecological Model (1979), and Theory of Constructivism by Jean Piaget and Lev Vygotsky (1896). The significance of in-service teacher training has always been accentuated in the literature. The theory also explained that the nature of teaching which calls for specific focus with regards to actual practicum teaching; from practicum experience, to evaluate, durability and fragility, these studies are evidence that in-service training research has become more interesting in the field of teacher education. These theories help to understand the experience of practicum teaching to the novice teacher.
First, the Bandura Self Efficacy Theory (1977), explained the needs of teachers to absorb the knowledge and skills needed in their profession even during their practice teaching phase. It is the phase of their profession which offers them the opportunities to properly explore its nature and to acquire the necessary information and techniques that can be used in the future. The essence of self-efficacy also deals with the ability of the teachers to collect the essentials of teachings and make themselves more effective and efficient when they get into the field.
Second, Bronfenbrenner’s Ecological Model (1979), The Bronfenbrenner Ecological Model clearly stated how each system is a vital for every child’s development and from that, real life events can be related back to a certain system, and it also provided links to why children each develop differently and what aspects of development are in child’s control, and which are not. This theory is important for educators, especially novice teachers to know and appreciate because it helps teachers to form fundamental relationships with their students and create communications rich classrooms that involve parents.
The Theory of Constructivism of Piaget and Vygotsky provided a clearer understanding as to the worth of enriching one’s capabilities and potentials through learning from themselves and by their experiences. The novice teachers could have improved their performance through exploring the nature of their profession and through helping themselves acquire the necessary knowledge and skills worthy of teaching.
This study desired to find out the level of efficacy and the performance of the novice teachers who underwent practice teaching in the City Schools Division of Cabuyao. Eventually, this study aimed to compile different strategies and techniques that may be used to serve as a guideand help for the novice teachers to be aware of possible problem that may encounter. Specifically, this study stressed the level of efficacy of the novice teachers in the City Schools Division of Cabuyao as assessed by their school heads and themselves in terms of planning, instruction, classroom management and interpersonal skills? Additionally, this highlighted the significant difference between the assessments of the two groups of respondents on the level of efficacy of novice teacher’s relative for the cited variables. Also, this emphasized the teaching performance of the novice teachers as reflected in their first rating period. And the significant relationship between the level of efficacy and the teaching performance of the novice teachers. Significantly, this study aimed to discover different strategies and techniques that can be proposed to serve as a guide for the novice teachers to be aware of possible problems that they may encounter and how to resolve it.
Furthermore, based on the result of the first null hypotheses revealed that there is no significant difference between the assessments of the two group of respondents on the following variables namely, planning, instructions, and classroom management. On the other hand, there is no significant difference between the assessment of the two group of respondents on the variable of interpersonal skills of novice teachers.
Likewise, the second hypotheses show that there is no significant relationship between the assessment of the two groups of respondents on the level of efficacy and the teaching performance of the novice teachers. However, there is no significant relationship between the level of efficacy and the teaching performance of the novice teachers in terms of punctuality.
see PDF attachment for more information