Competency and Needs of Technical Vocational Teachers in the Division of Aklan

This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment guide of TESDA was used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling. 

Effects of Teacher Turnover: A Case Study of a Private School

The contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. The contemporary theory also holds that these staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to the high rate of teacher turnover. This study set out to understand the effects of teacher turnover on a private secondary school in Pakistan that experiences chronic teacher turnover. The objective was to understand the impacts of teacher turnover on the school's working climate and ability to function effectively. Furthermore, I wanted to examine and understand the effects of the teacher turnover on students' learning and home-school relationships. The study sample was a representative of all the key stakeholders of the school including the principal, three teachers, two students, and a parent member. It was a case study conducted in the qualitative paradigm by using in-depth interviews and document analysis for data collection. From analysis of the data, six major themes emerge: First, the recruitment and retention of teachers is a challenge for the school. Second, it negatively affects the relationship between school, parents, and community. Third, it hinders the professional development of the teachers and instructional quality. Fourth, it creates obstacles for teamwork in the school. Fifth, it causes disruption in the continuity of curricula. Finally, it negatively impacts the social and academic development of the students. In addition to these key findings, some implications and recommendations have been drawn from the study. These may assist one in understanding and solving the problem of teacher turnover.