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CORRELATES OF TEACHERS’ PEDAGOGICAL COMPETENCE 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 Viet Nam In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management By NGUYEN THI MINH THU (Autumn) April 2014 H APPROVAL SHEET The Dissertation of NGUYEN THI MINH THU (Autumn) entitled CORRELATES OF TEACHERS’ PEDAGOGICAL COMPETENCE IN THE COLLEGES OF ECONOMICS AT THAI NGUYEN PROVINCE Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management In the Graduate School Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by the Committee Member Member Member Member Chairman TERESITA V. DE LA CRUZ, Ed. Adviser Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management WALBERTO MACARANAN, Ed. D Vice President, Academic Affairs Date 11 ACKNOWLEDGEMENT The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR.

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. GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her incomparable contribution and support to the development of Doctor of Philosophy in Educational Management program 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 The DIRECTORS and TEACHERS of College o Economic sand Engineering, Thai Nguyen Industrial College, Vietnam-Germany Industrial College, Thai Nguyen College of Economics and Finance, and College of Trade and Tourism 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 TABLE OF CONTENTS TITLE EAGEreoirreriirniuirorurinccitoostDuicodaBiSB6. APPROVAL SHEET ees PACK NOW EDG MEN Mreestesccareanenrenrenrenerar annua ensenranrrenv resonate cntatsntmaeanats iii DEDICATION.--- C22 SH HH SH TT HH KT nh kề i TABLE OF CONTENTS. LIST OF TABLES. FIGUREriessesoseessxirinileggnise BOdNEREMHGEREHBIERISPLEHISBSEHIERIEIREOIABIEĐSINGUSSSE80IEttAAUE [>> SN s03 +.

eeeeeeseeeeeerseeeseeeeeeeaeeeesees i CHAPTER |: ]ÑTRODUGTION:ssezsezrriereerrroearrrrtririgtorinuisdtasartestsgytven 1 Background of the Study. 2 Objectives of the Study. 3 Significance of the Study. 5 Scope and Limitation.

we 5S Definitions Of TeTITNS:::zisiccisiiiiiis604051161144645550434551555806611610428518 6 ll. REVIEW OF RELATED LITERATURE AND STUDIES. 9 Conceptual Framework wee 29 Research Paradigm.---- nà S nh nh he 31 Ill.2722 22225222 32 Locale of the study. 32 Population and Sampling.

34 Data Gathering Procedures. wa 34 Statistical TreatMent. cece cece ec eeeeeesee eee eeeseeeeaeeeeaeaeaees 35 IV. RESULTS AND DISCUSSION.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONG .cc Sàn TH nh KH 64 Findings. 67 RECOMMENCALIONS wie sees coca srietieawes ceneeeeasanieawes seneeeneasreneneneeres 68 258/96 71s 2. 78 APPENDICES is ersisternnieiroiniivitdtltiltlvSSILISSSRSGDEGHENSERVSSGMIENERSQESREESR 80 A Communication. ch HS nh KH kh nh hy 88 B ComputafiOns.- cà nọ Sn Hn nh nh nh nh hư, 93 CURRICULUM VITAE Table 1.6 LIST OF TABLES Distribution of the Respondents by College.

Distribution of the Respondents in terms of Gender. Distribution of the Respondents in terms of Civil Status. Distribution of the Respondents in terms of Age. Distribution of the Respondents as to Length of Service.

Distribution of the Respondents as to Baccalaureate Degree. Distribution of the Respondents as to Seminars Attended. Distribution of the Respondents as to Teacher’s Performance Frequency and Mean Distribution of Teachers in Pedagogical Competence as to Preparation for Teaching. Frequency and Mean Distribution of Teachers in Pedagogical Competence as to Classroom Managemert.

Frequency and Mean Distribution of Teachers in Pedagogical Competence as to Lesson Presentation. Frequency and Mean Distribution of the Teachers in Pedagogical Competence as to Assessmenlt. Significant Relationship between Pedagogical Competence and Teachers Profile (Ag©).---cc Sàn se, Significant Relationship between Pedagogical Competence and Teachers Profile (Gender).---------------- Significant Relationship between Pedagogical Competence and Teachers Profile (Civil Status).--- Significant Relationship between Pedagogical Competence and Teachers Profile (Educational Attainmen). Significant Relationship between Pedagogical Competence and Teachers Profile (Length of Service).

Significant Relationship between Pedagogical Competence and Teachers Profile (Seminars/Trainings Attended) .3 Significant Relationship between Pedagogical Competences and Teachers Profile (Teachers’ Performance Rating). Acceptability of the Proposed Faculty Development Program FT (ol Of0)0) (<1 nọ HH TH HH nh TY kh kh nh th rẻ Acceptability of the Proposed Faculty Development Program AS tO StrateGleS s. c2 6622500261061 g110 16005 38094850054 084866504038)64850055 ciế Acceptability of the Proposed Faculty Development Program as †O ECOTOIY .- nọ SH nỲ nh nh nh hy vii 57 60 61 viii FIGURE Figure Page 1 R@s6äïCh PäFAGIGIñ coeccccieiiieieiinnieiaeeieanaendandeeA6iiceieusaooge 31 1X ABSTRACT Title of Research :CORRELATES OF TEACHERS’ PEDAGOGICAL COMPETENCE IN COLLEGES OF ECONOMICS AT THAI NGUYEN PROVINCE Researcher :NGUYEN THI MINH THU (Autumn) Degree Conferred :Doctor of Philosophy in Educational Management Name/ Address : Southern Luzon State University of Institution Lucban, Quezon ADVISER ‘DR. DE LA CRUZ YEAR WRITTEN ~ :November 2013 The goal of this study was to find out the correlates of pedagogical competency of the teachers-respondents in Colleges of Economics at Thai Nguyen Province.

It utilized survey questionnaires as the main data gathering instrument. This study used the descriptive correlational method of the study to determine the significant relationship between respondents’ profile and their pedagogical competency. The survey on teachers’ demographic profile was presented through frequency and percentage; pedagogical competency of the respondents using weighted mean; and the relationships of the two variables through Pearson r. The results of the data analyzed were used as basis for proposing the faculty development program.

It was then found out that most of the teachers are females, married, relatively young, novice in the service, has baccalaureate degree and a considerable number of trainings and seminars, and are average in terms of performance rating. Teachers are pedagogically competent in terms of preparation for teaching (2.83), and assessment of students (2. Age, civil status, length of service and performance rating mostly influence the teacher's pedagogical competence while educational attainment determine to X a little extent the teachers’ classroom management skill. The proposed faculty development program is highly acceptable as to contents (3.26), and therefore is ready for initial implementation.

However, it was recommended that the faculty development program might be enhanced to further suit the needs of the teachers and may be adopted by other colleges with the same pedagogical needs. Chapter | INTRODUCTION Pedagogical competence has been regarded either as an ensemble of potential behavior/ capacity allowing for efficient manifestation of an activity, or as the minimum professional standard, often specified by law, in which the professionals should reach. Thus, the first statement takes into consideration the resources used in the educational process starting from and based on developing the competence. This approach regards pedagogical competence as “the ability of an individual to use coordinated, synergistic combination of the tangible resources (e.

instruction materials such as books, articles, and cases and technology like software and hardware) and intangible resources (e. knowledge, skills, experience, attitudes) to achieve the efficiency and effectiveness in pedagogy” (Madhavaram, 2010). The pedagogical competence in general consists of the preparation for teaching, lesson presentation, classroom management, and an assessment of students’ performance. Shrestha (2008) asserted that the competent teacher needs not only content mastery but also pedagogical competency.

Content mastery provides knowledge about what to present in the classroom whereas the pedagogical competency provides the knowledge as well as skills in how to present the content. Nguyen Thi My Loc (2003) cited that pedagogy is the art of teaching bringing effectiveness in teaching-learning. Effective pedagogy promotes achievement of students and builds up the confidence of teachers in teaching. It contributes in bringing quality of learning and teaching in class).

The teachers need to be good at professional knowledge which means that teachers must have a deep knowledge of their subjects, always update and add new knowledge o refine and improve their knowledge. According to Srutirupa (2012), teachers must develop as well as enhance their pedagogical competence to determine the quality of their teaching and professional skills. Pedagogical competence is important in determining the efficiency of creative labor process of teaching. Enhancing the teachers’ pedagogical competence is considered an innovative solution to improve the quality of human resource training (Ryegard, Orisson,Apelgren,&Eriksson, 2010).

Pedagogical competence is described by Giertz (2003) as the ability and the will to regularly apply the attitude, knowledge and skills that promote the 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 Most of the teachers in the Colleges of Economics graduated from the University of Economics. In Vietnam, the universities and colleges do not train pedagogical competence for students (except for pedagogical universities and colleges).

Before they become teachers, they participate in the standardized pedagogical competence course, but time is not enough for them to enhance their pedagogical competence. Thus, teachers have a number of limitations in terms of developing their pedagogical competence. Some teachers are not that interested in innovating their teaching methods and presentation method so they still follow ‘teachers present-students-write-notes scheme. Teachers sometimes only take charge of the teaching knowledge to students without instructing students’ methods of self-learning and self-study.

Their ability to prepare their daily lesson plans still needs polishing for it to promote students’ creativity and activeness. Added to these are the difficulties in the art of questioning, inability to communicate well with the students, handling disciplinary problems and the likes. The teachers’ application of computer and information technology still needs enhancement. As observed by the researcher, teachers seldom incorporate the educational technology in classroom instruction making the class interaction boring.

It is also a challenge among teachers when they evaluate the classroom activities and individual performance of the students. They are likely to focus more in the traditional assessment and not so much on exploring individual capabilities of their students in engaging in other activities that do not entail a paper-and-pencil test. The diversity of the teaching methods employed are not consistently evident in every classroom because what prevails is more of the question-and-answer 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 an end view of proposing faculty development program to improve pedagogical competence of teachers and meet the requirements of the national education in general and higher education in particular.

Objectives of the Study This study aimed to find out the correlates of pedagogical competence in Colleges of Economics as basis for proposing faculty 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; 1.4 Length of service, 1.6 Seminars/ trainings attended, and 1.7 Teachers’ performance rating. Find out the pedagogical competence of teachers in terms of: 2.1 Preparation for teaching, 2.3 Lesson presentation, and 2.4 Assessment of students.

Ascertain if there is a significant relationship between the teachers’ profile and their pedagogical competence. Develop a faculty development program to foster pedagogical competence of teachers. Find out the level of acceptability of the faculty development program as to: 5. Significance of the Study This study would be beneficial to the teachers, students, administrators and future researchers in the following respect: Teachers.