International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 4
Available Online: 15 April 2024
Author/s:
Zhang, Xian*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Hunan First Normal University, China
An, Imelda L.
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study assessed the performance of 405 teachers in instructional competence, teacher responsibility and satisfaction by questionnaire. In this study, descriptive research using SPSS analysis was employed for data interpretation methods. The results showed that teachers’ overall instructional competence is strong, but there is still a need to strengthen the systematic transmission of core knowledge and the use of student feedback. Teachers have the highest level of responsibility to students, but their professional recognition needs to be improved. In terms of satisfaction, the relationship with the school is good, but the problem of salary matching still exists. There is a significant positive correlation between instructional competence, responsibility and satisfaction. There is no significant difference between the groups of teachers corresponding to different demographic attributes, and the systematic continuity is strong. Therefore, schools and educational administrations need to establish a system that covers training, communication, cultural identity, performance appraisal, and environmental optimization to improve the quality of education and teacher development.
Keywords: instructional competence, commitment, satisfaction
DOI: https://doi.org/10.5861/ijrse.2024.24628
Cite this article:
Zhang, X., & An, I. L. (2024). Teacher’s instructional competence, commitment, and satisfaction: Basis for professional development program. International Journal of Research Studies in Education, 13(4), 187-198. https://doi.org/10.5861/ijrse.2024.24628
* Corresponding Author