THE EFFECTIVENESS OF CLASSROOM TEACHERS PEDAGOGICAL AND BEHAVIOURAL COMPETENCE ON THE TEACHING-LEARNING PROCESS
ABSTRACT
The purpose of this research was to determine the extent to which classroom teachers’ pedagogical and behavioral competence influenced the teaching-learning process in Lagos State Education District V. The study used a descriptive research design. This study included 150 students (70 males and 80 females) and 100 teachers (45 males and 55 females) drawn at random from ten primary schools in Lagos State Education District V.
To collect the necessary information, two self-made instruments were used. T-test, Pearson’s Product Moment Correlation Coefficient, and One-way Analysis of Variance were the statistical tools used to test the hypotheses (ANOVA).
This study included 150 students (70 males and 80 females) and 100 teachers (45 males and 55 females) drawn at random from ten primary schools in Lagos State Education District V. The findings revealed a significant relationship between pedagogical competence and teaching effectiveness; a significant difference between teachers’ behavioral competence and pupils’ academic performance;
a significant difference between the academic performance of pupils taught by teachers displaying incompetent, moderately competent, and highly competent teaching pedagogy; and a significant gender difference in teaching activities. These findings were discussed in general, and recommendations were made based on them.
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Context
In general, education experts agree that three factors influence the success of the teaching and learning process. The society, school, and family environments are all interconnected. Miguel and Barsaga (1997) conducted a study that investigated the variables of teacher, students, parents, and community, and concluded that teachers were the most important factor influencing students’ achievement.
Teachers are charged with the primary goal of ensuring that students learn effectively and efficiently, and in order to accomplish this goal, teachers must engage in a variety of activities such as planning, providing effective instruction, and evaluating learning activities using appropriate methods and techniques.
Thus, the quality of the teaching-learning process is dependent on the efficiency and quality of the teacher, which is especially important in the early stages of education when the students are young.
As a result, for the teaching-learning process to be effective, the teacher must be endowed with teaching competency. Teaching competence is defined as “the proper way of conveying to students the duties of knowledge application and skills.” Knowledge of content, processes, methods, and means of conveying content are all part of the right way in this case. Donald (1982) defines teacher competency as “the knowledge, abilities, and beliefs that a teacher possesses and brings to the teaching-learning situation.”
A competent teacher would create classroom conditions and a climate conducive to student learning; being competent affects his performance and makes the learning process effective. The quality of education is typically measured by pupil performance on tests, and pupil performance is related to teacher competence and classroom performance.
As a result, three conceptual dimensions of teacher quality that are commonly used in making judgments about a teacher’s work are teacher competence, teacher performance, and teacher effectiveness. Because “competent performance presumes competence,” teacher competence is thought to be a causal factor for success (Westera, 2007).
Teacher competency is distinct from teacher performance and teacher effectiveness in that it is a consistent characteristic of the teacher that does not change significantly when the teacher moves from one situation to another.
According to the research so far, there is no single set of competencies that all effective teachers possess or that all ineffective teachers lack. This is due to the fact that the concept of teacher competence is highly situational and involves value judgment when a single absolute set of competencies is effective in relation to all types of learner groups.
There are various ways to classify teacher competence, which can be in terms of teacher function. Teachers essentially play two roles in the classroom. I to create an environment conducive to learning, i.e. the social side of teaching; and (ii) to impart “knowledge” to their students through a variety of means, i.e. the task-oriented side of teaching.
The social aspect of teaching could be referred to as “enabling” or “management functions,” whereas the task-oriented aspect of teaching could be referred to as “instructional functions.” In practice, it is difficult to separate these functions because they complement each other. Various organizations have attempted to classify teaching competence based on this premise.
The British general, for example, has identified promoting learner autonomy, subject knowledge, course and session preparation and planning, teamwork, flexibility, assessment, and evaluation of learning as necessary teaching competencies to be possessed by a teacher in order to make the teaching-learning process efficient and effective. While the Scottish General Teaching Council defines teaching competence as professional knowledge and understanding, professional skills and abilities, professional value, and personal commitment.
Teaching competence for prospective teachers, as required by the department of education at Montana State University, will be used for the purposes of this research. Communication competence, intellectual competencies (conceptual, integrative, and quantitative),
problem-solving and effective teaching abilities, professional competencies, pedagogical competencies, behavioral competencies, and social competence are examples. The emphasis will be on pedagogical and behavioral competence and how it affects the teacher’s effectiveness in the classroom.
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