THE INFLUENCE OF TEACHING COMPETENCIES AND SKILLS ON

THE 21ST CENTURY SKILLS IN READING OF LEARNERS

A Thesis Proposal Presented to the Faculty of the

Graduate School of Meycauayan College
City of Meycauayan

In Partial Fulfilment of the Requirements for the

Degree of Master of Arts in Education
Major in Administration and Supervision

Lope Adrian C. Acapulco

February 26, 2022
 TABLE OF CONTENTS
Page

Chapter 1: The Problem and Its Background

Introduction…………………………………………………………….. 1
Review of Related Literature…………………………………………... 2
Theoretical Framework……………………………………………….. 3
Conceptual Framework………………………………………………… 3
Statement of the Problem………………………………………………. 4
Significance of the Study………………………………………………. 5
Scope and Delimitation of the Study…………………………………... 6
Definition of Terms……………………………………………………. 6

Chapter 2: Methods and Procedure

Research Design………………...……...…………................................ 8
Population and Sample ……………...…….…………………………... 9
Instrumentation and Validation………………………………………... 10
Data Gathering ………………………………………………………… 11
Statistical Treatment…………………………………………………… 11
References …………………………………………………………….. 12
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Chapter 1
THE PROBLEM AND ITS LITERATURE
Introduction
Learning is the core of the Department of Education’s (DepEd) mandate.

However, DepEd is not only a learner-centered government institution; it is also an

organization that constantly incorporates the learning process in implementing education

policies and programs consistent with its vision. As teachers play crucial role in nation

building, we can only develop holistic learners who are steeped in values, and equipped

with 21st century skills through quality teachers. This is in consonance with the

Department of Education’s vision of producing “Filipinos who passionately love their

country and whose values and competencies enable them to realize their full potential

and contribute meaningfully to building the nation” (DepEd Order No. 36, s.2013)

Several studies have shown that good teachers are vital to raising learner

achievement, that quality learning is reliant upon quality teaching. Hence, enhancing

teacher quality becomes of paramount importance for long-term and sustainable nation

building.

Covid 19 pandemic has drastically changed the landscape of education in the

Philippines. Because of this, the delivery of class instruction has become an immense

challenge for teachers especially in ensuring quality education and holistic development

of learners. One of the difficulties that teachers experience in this kind of set up is
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enhancing learners’ achievement in early grade literacy. Learning to read is one of the

most important educational outcomes of primary education. Since distance learning is

new both to teachers and learners, teachers struggle to utilize the different strategies they

usually employ during the traditional face to face classes to ensure that learners will

acquire the needed competencies in reading. This study is designed assess the 21st

Century Reading Competencies of primary grade teachers in order to develop an

improvement plan to enhance curriculum delivery.

Review of Related Literature and Studies

This section gives a closer view on the study’s related literature, significant

theoretical underpinnings and a brief survey of related studies on different aspects of

class size and academic performance of learners. This provide the groundwork for the

systematic analyses of data that formed the findings, conclusions and recommendations

of the study.

Teaching Competencies

Before addressing the meaning of teaching competencies, we must first establish

the meaning of competence. Competency is a term used extensively by different people

in different contexts; hence, it is defined in different ways. Teacher education and job

performance are two contexts in which this term is used. Competencies are the

requirements of a “competency-based” teacher education and include the knowledge,

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skills and values a teacher-trainee must demonstrate for successful completion of a

teacher education programme (Houstan, 1987 cited in 2015).

A competency is more than just knowledge and skills; it involves the ability to

meet complex demands by drawing on and mobilizing psychosocial resources (including

skills and attitudes) in a particular context. Competency is essential to an educator’s

pursuit of excellence. Teachers need a wide range of competencies in order to face the

complex challenges of today’s world. Teaching competency is an inherent element of an

effective training process, one that aspires to contribute to the welfare of a particular

country or the world, itself. The central figures in the educational process are teachers.

The success of training and education depends on their preparation, erudition and

performance quality

21st Century Skills in Reading

Literacy in the 21st century is about constructing and validating knowledge.

Digital technologies have enabled the spread of all kinds of information, displacing

traditional formats of usually more carefully curated information such as encyclopedias

and newspapers. First and foremost, teachers must learn strategies to detect biased

information and malicious content like fake news and phishing emails. (OECD, 2021)

Conceptual Framework
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The main objective of this study is to describe the level of 21st century

competencies of teachers, and how an improvement plan be made to enhance curriculum

delivery.

To develop the study, the researcher will follow the conceptual framework

shown below:

INPUT PROCESS OUTPUT

Profile of Teachers Assessment of Teaching

Competencies of Primary
Grade Teachers
1. Age

2. Gender
Assessment of Learners 21st
3. Teaching Position Collaboration Skills

4. Number of Years
Interview
in Teaching
Improved
Teaching Competencies Curriculum Delivery
Questionnaire
1. Mastery of the

Subject Matter

2. Teaching

Skills

3. Classroom

Management

4. ICT Training
Figure 2. Conceptual Model of the Study
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Statement of the Problem

The major problem of this study is “How may the teaching competencies of

public-school teachers in primary grades affect the 21st century skills in reading of

learners?”

Specifically, the study will seek answer to the following questions

1. How may the public-school teachers in primary grades be described in terms of:

a. Age

b. Gender

c. Teaching Position

d. Number of Years in Teaching

2. What are public-school teachers in primary grades’ level of competencies in

terms of the following:

1. Mastery of the Subject Matter

2. Teaching Skills

3. Classroom Management

4. ICT Training

5. Evaluation Skills

3. How may the 21st century skills in reading of learners be described in terms?

a. Collaboration

b. Communication

c. Creativity and Innovations

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d. Critical Thinking and Problem Solving

4. Does teaching competencies of public-school teachers in primary grades

significantly affect the 21st century skills in reading of learners?

5. What pedagogical implications may be derived from the result of the study?

6. What program or project may be developed for the improvement of curriculum

delivery?

Significance of the Study

This study is believed to be beneficial to the following:

Learners. The learners, in general, may benefit from this study as great emphasis has

been laid as when teachers use effective teaching strategies, learners achieve better.

( and method for improved learning by many researchers and educationists. The teachers

who are willing for professional development in this area are able to deliver even

complex and complicated content effectively, helping the students generate their interest

and eagerness for more opportunities of learning in a conducive environment, making all

the individuals feel that they are being taught in their own unique way being unique

themselves.

Teachers. Teachers are the corner stone of school activities. As UNESCO (2005) noted

that “without the participation of teachers, changes in education are impossible”.

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School Heads. The results of this study may help educational leaders understand the

importance of providing proactive trainings to teachers to improve their level of

competence, and eventually improve school’s performance.

Future Researchers. The study can be a reference to a related research hence, may give

some clues for further study.

Scope and Delimitation

This paper aims to study the competency level of primary grade teachers in

public elementary schools in the City Schools Division of Meycauayan, who are in

service for SY 2021-2022.

One of the limitations of this is study is the use of an online survey limited the

ability of the researcher to clarify any questions the participants may have had and

meant that the participants had to respond to the best of their abilities.

Definition of Terms

For better understanding of the study, the following terms are defined

operationally and conceptually:

Classroom Management. Classroom management refers to the wide variety of

skills and techniques that teachers use to keep students organized, orderly, focused,

attentive, on task, and academically productive during a class

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Collaboration. For the purpose of this paper, collaboration is the practice of

working together to achieve a common goal.

Communication. Communication is the practice of conveying ideas quickly and

clearly.

Creativity and Innovation. Is operationally defined as the practice of thinking

outside the box.

Primary Grade Teachers. In this study, primary grade teachers refer to teachers

who are in service for SY 2021-2022.

Teaching Competencies. These are set of skills or abilities to meet complex

demands by drawing on and mobilizing psychosocial resources (including skills and

attitudes) in a particular context

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Chapter 2
METHODS AND PROCEDURE

This chapter includes the research method and design of the study, the

respondents and setting, sample of the study, the research instruments, the data

collection procedure, and the data processing and statistical treatment.

Research Method and Design

To undertake this study and provide a better understanding of the research

problem, the researcher will employ mixed methods for data gathering purposes. Mixed

methods research is a methodology for conducting research that involves collecting,

analyzing and integrating quantitative and qualitative research. Quantitative data will be

gathered using closed-ended survey or questionnaire. Qualitative data, on the other hand,

will be collected using open-ended questions thru focus groups and interviews. In this

design, the qualitative and quantitative data will be collected simultaneously, analyzed

independently, and then will be combined for meaningful interpretation (Creswell &

Plano Clark, 2011)

For this study, quantitative research questions will identify the demographic

profile of teachers and their experiences. By including the qualitative data regarding

teachers’ perceptions about how teaching competencies influence their instructional

practices and classroom management techniques, possible explanations for the

relationship will be identified.

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Population and Sample

The research will be conducted in the public elementary schools in the City

Schools Division of Meycauyan, with the primary grade teachers who are in servicefor

SY 2021-2022 and learners enrolled for SY 2021-2022 as primary respondents.

To identify the respondents in this group, sampling will be made. Sampling is a

method that allows researchers to infer information about a population based on a subset

of population (Taherdoost, 2016). For the purpose of this study, random sampling will

be employed. This type of probability sampling method improves the accuracy and

representativeness of the results by reducing sample bias. In this case, the researcher

decided to apply what Bartlett et al. (2001) has suggested to use 50% as an estimation of

variance of the population, with 5% margin of error at 95% confidence level. According

to them, this will result in the maximization of variance and produce the maximum

sample size (Bartlett, et al 2001). The table below presents the sample size that would be

necessary for given combinations of precision, level of confidence and variance:

Population Size Variance of the Population (P=50%)

Confidence Level (95%)

Margin of Error (5%)

50 44

75 63

100 79
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150 108

200 132

250 151

300 168

Table 1: Sample Size Based on Desired Accuracy

Instrumentation and Validation

This study will use the second grading scores for reading to measure academic

performance. In addition, a questionnaire adopted from the study of Vandenberg, 2012,

containing constructed response items, will be used by the researcher to gain

information regarding teachers’ perceptions about their teaching competencies as it

pertains to their instructional practices and classroom management. Previous literature

regarding how teachers’ perceive class size as affecting their instructional practices and

classroom management techniques was used as the basis for the questions.

Data Gathering Procedure. In this study, necessary data will be gathered

through the following procedures:

A letter of communication will be given to the Schools Division Superintendent

and to the principal of the participating schools for their approval. Then , data regarding

academic performance as measured by the student scores on the reading sections of

second grading will be collected by obtaining permission from district-level

administrators to access class summary data for each school in the study. Data collection
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included class size, academic achievement on the reading sections of the second grading.

Data regarding teachers’ profile and perceptions about their teaching competencies as it

pertains to their instructional practices and classroom management will be collected

through an electronic questionnaire.

Statistical Treatment of Data

The following procedures shall be done to treat the data in this study:

Multiple regression analysis will be used to examine the relationship of the

dependent variable of academic performance and the independent variable of class size.

Quantitative data will be analyzed using the Statistical Package for Social Sciences

(SPSS). Qualitative data, in the form of teacher responses on a questionnaire, will also

be collected and analyzed. Analysis of teacher responses from the items involved the

researcher breaking down the data into segments of information and then assigning the

segments identifying labels to develop categories (Merriam, 2009). Once the responses

are analyzed and labeled based on the researchers’ categories, the researcher will then

report the findings in summarized statements.

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References

Blatchford, P., Bassett, P., & Brown, P. (2005). Teachers’ and pupils’ behavior in

large and small classes: A systematic observation study of pupils aged 10/11years.

Educational Psychology, 97(3), 454-467.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches (3rd ed.). Los Angeles: Sage Publications, Inc.

Hamed Taherdoost (2016). Sampling Methods in Research Methodology; How to

Choose a Sampling Technique for Research. International Journal of Academic

Research in Management (IJARM), 5. ffhal-02546796

Laraib Nasir Jalbani, (2014). The Impact of Effective Teaching Strategies on the

Students’ Academic Performance and Learning Outcome

Merriam, S. (2009). Qualitative research: A guide to design and implementation. San

Francisco: Jossey-Bass.

The Glossary of Education Reform, 2014. Classroom Management,