2.

Self-Assessed Quality of Teaching of the Instructors

The following tables include the results of the data gathered regarding the self-assessed

quality of teaching of the instructors in terms of knowledge, adaptability and innovation, and

teaching practices.

2.1. Knowledge

This table shows the indicators of the self-assessed quality of teaching of the instructors

in terms of resources. The indicators were determined and interpreted using the weighted and

general weighted mean.

Table 2.1
 Self-Assessed Quality of Teaching of the Instructors in terms of Knowledge

Indicators WM Interpretation

1. effectively address appropriate curriculum 4.30 Excellent

standards,
4.24 Excellent

2. facilitate student’s use of higher-level

thinking skills in instruction,

4.35 Excellent

3. demonstrate an ability to link present

content with past and future learning

4.41 Excellent
experiences, other subject areas, and real-

world experiences and applications, 4.41 Excellent

4. demonstrate accurate knowledge of the

subject matter,

5. demonstrate skills relevant to the subject

area(s) taught.

General Weighted Mean 4.34 Excellent

Legend: WM – Weighted Mean

Table 2.1 presented the indicators that stated the Self-Assessed Quality of Teaching of

the Instructors in Knowledge. Similarly, the respondents answered Excellent on demonstrate an

accurate knowledge of the subject matter, on how they demonstrate skills relevant to the subject

area(s) taught which obtained the highest mean of 4.41. Meanwhile, demonstrate an ability to
link present content with past and future learning experiences, other subject areas, and real-

world experiences and applications obtained mean 4.35. Also, effectively address appropriate

curriculum standards which had the mean of 4.30. On the other hand, facilitate student’s use of

higher-level thinking skills in instruction obtained the lowest mean of 4.24.

The majority of the respondents were Excellent on the indicators of the self-assessed

quality of teaching of the instructors in terms of knowledge. However, it is apparent within the

results that the most of the respondents were Excellent on demonstrate accurate knowledge of

the subject matter, demonstrate skills relevant to the subject area(s) taught that obtained the

highest mean. It means that most of the instructors can demonstrate accurate knowledge of the

subject matter and can demonstrate skills relevant to the subject area(s) taught.

As studied by Jeschke et al. (2021) teacher education requires content and pedagogical

content knowledge and the ability to use this knowledge in the classroom, such as providing

students with adaptive learning support, explanations, and constructive feedback. Teacher

education requires an understanding of what instructors need to know and how they can apply

that knowledge in the classroom.

According to the article of David (2018) when teachers master a topic, the teaching-

learning process goes smoothly. They can verify that the students learned the correct ideas,

theories, and other topics. Teachers can utilize this to match the instructional materials if they

have already mastered the lesson. It is essential to understand the relationship between

instructional materials and topic matter.

As a noble profession, teaching entails a high level of expectation on the part of the

instructor. A competent teacher possesses a mastery of the subject matter. It is an important issue

to focus on because it directly impacts the students' learning and academic achievement.
Teachers can use mastery of the material to address the misconceptions or incorrect knowledge

that the students have.

Meanwhile, the indicator that obtained the lowest mean was on facilitate student’s use of

higher-level thinking skills in instruction because the opportunity for the instructors to conduct

activities that can establish a higher level of thinking in students has been reduce due to the

change caused by new normal.

Cummins (2020) discusses that students must develop beyond just memorization and

precisely reciting what they have studied to engage in higher level thinking. It is more focused

on how we think than on what we think. It demands the learner to 'do' something with what

they've learned, rather than just remembering it and repeating it as needed, like in an exam. This

'do' can be conveniently supported in creating, evaluating, designing, and analyzing verbs.

They must provide opportunities in the classroom for our students to develop and develop

their higher-order thinking skills. Also, creating a questioning attitude is a must in our

classrooms and a classroom culture that fosters that attitude of inquiry to the point where it

becomes habitual.

On the obtained general weighted mean of 4.36, it can be seen that the respondents

answered Excellent, meaning the instructors claim that they have an excellent quality of teaching

in terms of knowledge.

However, Kamamia (2014) discussed the teacher's knowledge on the topic content has a

significant impact on the quality of instruction and subsequent learning. The instructor with good

knowledge of the subject matter may organize and present the lesson by highlighting the

important aspects of the lesson to the learner while clarifying knowledge misconceptions. This is

thought to have an impact on learning and contribute to the overall quality of teaching and
learning. For her, this helps the teacher to discover a variety of activities, knowledge, and skills

that they can use effectively to improve their teaching techniques. Therefore, the teaching

methods and the content are essential for the teachers and among other things, teacher’s

knowledge as well as the subject matter greatly determine the effectiveness of a teacher.

2.2. Adaptability and Innovation

The table indicated the self-assessed quality of teaching of the respondents in terms of

adaptability and innovation

Table 2.2

Self-Assessed Quality of Teaching of the Instructors in terms of Adaptability and

Innovation

Indicators WM Interpretation
 1. motivate students and convince them that
4.63 Excellent
they can do well in school,

2. provide an alternative explanation or 4.65 Excellent

examples when students are having

confusion of the lesson, Excellent

4.54

3. craft good questions for students to help

them improve their logical reasoning,

4.63 Excellent

4. respond to challenging questions coming

4.50 Excellent
from the students,

5. use variety of assessment strategies to

properly assess the students.

General Weighted Mean 4.59 Excellent

Legend: WM – Weighted Mean

Table 2.2 shows the indicators which stated Self-Assessed Quality of Teaching of the

Instructors in terms of Adaptability and Innovation. The respondents answered Excellent which

stated that they provide an alternative explanation or examples when students are having

confusion of the lesson which got the highest mean of 4.65. Similarly, with the mean of 4.63

motivate students and convince them that they can do well in school and they respond to

challenging questions coming from the students. Meanwhile, craft good questions for students to
help them improve their logical reasoning which obtained mean of 4.54. On the other hand, use

variety of assessment strategies to properly assess the students got the lowest mean of 4.50.

Most of the respondents were Excellent on the indicators of the self-assessed quality of

teaching of the instructors in terms of knowledge. However, it is apparent within the results that

the most of the respondents were Excellent on provide an alternative explanation or examples

when students are having confusion of the lesson that obtained the highest mean. It means when

students are confused about a lesson, most instructors can provide an alternative explanation or

examples. It is also a great way to improve students' ability to develop and improve their

understanding by using examples.

As mentioned by Alford and Griffin (2019) explanation, example, and experience are

used to teach students. Unfortunately, teachers sometimes rely too heavily on explaining their

discipline's knowledge, vocabulary, and procedures, which can all sound like a foreign language

to students. Meanwhile, teachers may spend less time using examples and supporting

experiential learning within their discipline, which is typically where the actual learning happens.

It is an effective instrument to exercise students' ability to widen and enhance their understanding

through examples and illustrations. Selecting the most compelling examples and knowing when

and how to use them is one of the challenges that teachers face.

On the other hand, the indicator that gained the lowest mean was use variety of

assessment strategies to properly assess the students. Therefore, it means that instructors were

not always using a variety of assessment strategies or they just using few assessment strategies to

assess the students properly in their teaching practices. Meaning, the result discovered are linked

to insufficient use of Assessment for Learning strategies in teaching.

 Based on the study of Florez and Sammons (2013) all of the primary Assessment for

Learning strategies (sharing learning goals/criteria, questioning, formative feedback, peer and

self-assessment, formative use of summative tests) are overwhelmingly positive in their ability to

improve instructors' classroom practice. Unfavorable contextual conditions, such as a lack of

time, insufficient implementation of Assessment for Learning strategies in teaching, and external

constraints, are attributed to any problems found. As a result, Assessment for Learning strategies

typically assist participating teachers and schools in taking a more learning-focused approach.

Based on the collected general weighted mean of 4.59, it can conclude that the

respondents answered Excellent, meaning the instructors claim they have an excellent quality of

teaching in terms of Adaptability and Innovation. It is true that adaptability is important because

adaptability skills are characteristics that enable you to adapt to changes in your surroundings. At

work, being flexible is being able to respond rapidly to new ideas, responsibilities, expectations,

trends, strategies, and other procedures. Soft skills such as interpersonal, communication,

creative thinking, and problem-solving are also required to be adaptive.

As determined by DiFranza (2019), the development or redesign of products, processes,

or business models for the benefit of an organization is innovation. In education, innovation is

also aimed at bringing about beneficial improvements, but these changes will directly benefit a

classroom, school, district, institution, or even an organization's training and learning methods.

2.3. Teaching Practices

 The last table shows the indicators of challenges encountered of the instructors in the new

normal in terms of resources. The indicators were determined and interpreted using the weighted

and general weighted mean.

Table 2.3

Self-Assessed Quality of Teaching of the Instructors in terms of Teaching Practices

Indicators WM Interpretation

1. engage and maintain students active 4.46 Excellent

learning,
4.59 Excellent
2. build students’ existing knowledge and

skills,
4.43 Excellent
3. differentiate instruction to meet the

students’ needs, 4.54 Excellent

4. reinforce learning goals consistently

4.41 Excellent
throughout the lesson,

5. use a variety of effective instructional

strategies and resources.

General Weighted Mean 4.49 Excellent

Legend: WM – Weighted Mean

Table 2.3 presented the indicators which stated Self-Assessed Quality of Teaching of the

Instructors in terms of Teaching Practices. Firstly, the respondents answered excellent which

stated that build students’ existing knowledge and skills with the highest mean of 4.59. Secondly,

reinforce learning goals consistently throughout the lesson with the mean of 4.54. Thirdly,
engage and maintain students active learning which obtained the mean of 4.46. Fourthly,

differentiate instruction to meet the students’ needs which got the mean of 4.43. Lastly, the use a

variety of effective instructional strategies and resources got the lowest mean of 4.41.

Based on the results, it could be seen that that most of the respondents were Excellent on

the indicators of Self-Assessed Quality of Teaching of the Instructors in terms of Teaching

Practices. It was clear that in the result that the respondents answered excellent on build

students’ existing knowledge and skills which gained the highest mean. This was because

instructors are building or improving the existing knowledge and skills of students. The more

teachers know about how students think and how they can help them engage their existing

knowledge, the more likely they are to learn effectively.

The article written by Wenk (2017) each of our students comes to us with their own set of

prior knowledge, concepts, skills, and beliefs. Their prior knowledge and experiences influence

their thinking when we provide them with challenges or new information. Each student may

understand what we say in slightly different ways – paying attention to various aspects of the

question, interpreting and responding to the learning environment in different ways, and so on –

all of which have a significant impact on their ability to solve problems, reason, and acquire new

knowledge.

Prior knowledge is used to construct new learning. The more we understand about how

students think and how we can help them engage their prior knowledge, the more likely they are

to learn successfully – and the less likely they are to misunderstand the information in our

classes.

However, the indicator that obtained the lowest mean was the use of a variety of effective

instructional strategies and resources. It means that instructors were not always using various
instructional strategies and resources in their teaching practices. Maybe, the instructors'

instructional strategies are not aligned with the student's preferred individualized learning style.

As mentioned by Meador (2019) teachers who use a variety of educational tactics rather

than just one or two serve best. Students are never bored since there is always something new to

learn. It also ensures that students will be exposed to strategies customized to their preferred

learning style. Students are more likely to stay engaged if offered a diversity of educational

strategies. Finally, a teacher's instructional strategies should align with the student's preferred

individualized learning style. Teachers must learn to evaluate which instructional strategy will

best fit each situation because not every instructional strategy will be perfect for every situation.

According to the gathered general weighted mean of 4.49 with the interpretation of

Excellent it can be seen that the instructor claim that they have quality of teaching in terms

Teaching Practices. It is true that teachers play the most significant role in the education system

in terms of improving student learning, which is critical to their future success. Teacher

performance has a direct impact on student learning, and student success should be used to

evaluate teacher’s performance. The purpose of teacher performance evaluation is to measure the

success level of the methods and practices of the teacher with measurement tools and to give

feedback to the teacher.

Furthermore, effective teaching is not always the result of new policies. The knowledge

and expertise that an individual teacher brings to the cognitive demands of teaching are at the

heart of good teaching. The success of education of all is determined by teacher effectiveness. It

is popularly said that when a learner did not learn the teacher did not teach which in the end

defeats the purpose of education. Teacher effectiveness is stated by Ozgenel (2019) as a teacher's
individual evaluation of his or her own teaching skills and belief/expectations that it can affect

students' learning.

Reference

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power-of-examples/

Cummins, K. (2020). Higher order thinking skills for students and teachers. Retrieved on April

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students-and-teachers

David, Q. (2018). MASTERY OF SUBJECT MATTER. Retrieved on April 20, 2022 from

https://www.pressreader.com/philippines/sunstar-pampanga/20180909/281676845799938

Florez, F.T. and Sammons, P. (2013). Assessment for learning:

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https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/5a/5a6d6203-

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Economics. Retrieved on April 20, 2022 from

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Meador, D. (2019). Using Effective Instructional Strategies. Retrieved on April 20, 2022 from

https://www.thoughtco.com/building-an-arsenal-of-effective-instructional-strategies-3194257

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