2021 IJRSE – Volume 10 Issue 6
Available Online: 17 March 2021
Author/s:
Bagapuro, Arnold*
Luoyang International School, China (aabagapuro@gmail.com)
Delos Santos, Ma. Ruby Hiyasmin
Central Luzon State University, Philippines (hiyasminmalicdem@clsu.edu.ph)
Abstract:
This study was conducted to know the professional characteristics and teaching competencies of Filipino teachers in China and the Philippines. A researcher-made questionnaire was used as the main instrument to generate the needed data. In terms of professional characteristics, most of the respondents in China and the Philippines hold a bachelor’s degree, while many in the Philippines hold a master’s degree. Most were licensed teachers, and a big group had 6 to 10-year teaching experience. Teachers in the Philippines receive lower salaries, and a disparity in their overtime pay, bonuses and allowances, and leave/medical privileges were noted. Professional development opportunities were also more evident in the Philippines compared to China. Teachers in the Philippines were higher across all the ten teaching competencies. Specifically, creating a Learning Environment has the highest mean for China while Identification of Student’s Needs and Communication in the Philippines. In China, educational attainment and monthly salary have a highly significant relationship to teaching competencies. It is comparable to the Philippines, wherein educational attainment was also significantly related to teaching competencies and monthly salary. Finally, it was found that respondents in the Philippines had higher teaching competencies, particularly on varied teaching strategies, collaboration, and commitment to the profession.
Keywords: professional characteristics; teaching competencies; China; Philippines; Filipino teachers
DOI: https://doi.org/10.5861/ijrse.2021.4
Cite this article:
Bagapuro, A., & Delos Santos, M. R. H. (2021). Professional characteristics and teaching competencies of Filipino teachers in China and Philippines: A comparative study. International Journal of Research Studies in Education, 10(6), 63-76. https://doi.org/10.5861/ijrse.2021.4
*Corresponding Author