THE EFFECTIVENESS OF CLASSROOM TEACHER’S PEDAGOGICAL AND BEHAVIOURAL COMPETENCE ON THE TEACHING-LEARNING PROCESS
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THE
EFFECTIVENESS OF CLASSROOM TEACHER’S PEDAGOGICAL AND BEHAVIOURAL COMPETENCE ON
THE TEACHING-LEARNING PROCESS
ABSTRACT
This
research study was aimed at determining the extent of influence of classroom
teacher’s pedagogical and behavioral competence on the teaching- learning
process in Lagos State Education District V. Descriptive research design was
adopted for the study. The participants in this study were made up of 150
students (70 males and 80 females) and 100 teachers (45 males and 55 females)
randomly selected from ten primary schools in
Lagos State Education District V
Two self-constructed instruments were used to elicit the relevant data.
The statistical tools used to test the hypotheses were T-test, Pearson’s
Product Moment Correlation Coefficient and One- way Analysis of Variance
(ANOVA). The participants in this study were made up of 150 students (70 males
and 80 females) and 100 teachers (45 males and 55 females) randomly selected
from ten primary schools in Lagos State Education District V. The results
showed that there is a significant correlation between pedagogical competence
and teaching effectiveness; there is a significant difference between teachers’
behavioral competence and
pupils’ academic performance; there is a significant difference among
the academic performance of pupils taught by teachers displaying incompetent,
moderately competent and highly competent teaching pedagogy; and that there is
a significant gender difference in teaching activities. These results were
discussed generally and recommendations were made based on the findings.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Education experts, in general agree that there
are three factors that influence the success of the teaching and learning
process. These interrelated factors are the society, school and family
environments. A study conducted by
Miguel and Barsaga (1997), considered factors affecting pupils’ performance,
investigating the variables of teacher, students, parents and community, and
concluded that the teachers were the key factor affecting students’
achievement. Teachers are charged with the main aim of making students learn
effectively and efficiently and in order to achieve this aim, the teacher has
to do several activities such as planning, provide effective instruction and
evaluate the learning activities using appropriate methods and techniques.
Thus, the quality of the teaching-learning process depends on the efficiency
and quality of the teacher and this is of great importance in the initial stage
of education when the pupils are at an early age.
Therefore, for the teaching-learning process
to be effective it is necessary that the teacher be endowed with teaching
competency. Teaching competence refers to “The right way of conveying duties of
knowledge application and skills to students”. The right way here includes
knowledge of content, processes, methods and means of conveying content.
According to Donald (1982) teacher competency are “those of knowledge,
abilities and beliefs a teacher possess and brings to the teaching-learning
situation”. A competent teacher would create classroom condition and climate
which are conducive for students learning, being competent affects his
performance and makes the learning process effective. The quality of education
is normally measured by pupil’s performance in their tests and pupil’s
performance is related to teacher’s competence and teacher performance in
classroom. Thus, three conceptual dimension of teacher quality that are
commonly used in making Judgments about teacher’s work are teacher competence,
teacher performance and teacher effectiveness. Teacher competence is directly
linked with teacher’s performance in complex situation as is thought to serve
as a causal factor for success because “competent performance presumes
competence” (Westera, 2007). Teacher competency differs from teacher
performance and teacher effectiveness in the sense that it is a stable
characteristic of the teacher that does not change appreciably when the teacher
moves from one situation into another.
The studies conducted so far indicate that
there does not exists a single set of competences which all effective teachers
possess or all the ineffective ones lack. This is because the concept of
teacher competence in a highly situational one and involves value judgment when
one absolute set of competencies is effective in relation to all kinds of
learner groups. There are different ways of classifying teacher competence and
it can be in term of teacher function. Essentially, teachers have two major
roles in the classroom. (i) to create the condition under which learning can
take place i.e. the social side of
teaching and (ii) to impart, by a variety of means “knowledge” to their
learners i.e. the task oriented side of teaching. The social side of teaching
could be referred to as the “enabling” or management functions” while the task
oriented side of teaching referred to as the ‘instructional functions’’. These
functions complement each other and are very difficult to separate the two in
actual practice. Based on this premise various organization have attempted to
classify teaching competence. For example the British general has identified
promoting learner’s autonomy, subject knowledge, course and session preparation
and planning, teamwork, flexibility, assessment and evaluation of learning as
necessary teaching competence to be possessed by a teacher in order to make the
teaching- learning process efficient and effective. While the general teaching
council for Scotland views teaching competence as comprising of professional
knowledge and understanding, professional skills and abilities and professional
value and personal commitment.
For the purpose of this research work teaching
competence for prospective teachers required by the department of education at
Montana state university will be adopted. These include communication
competence, intellectual competencies (conceptual, integrative and
quantitative) abilities for problem solving and effective teaching,
professional competencies, pedagogical competencies, behavioral competencies
and social competence. Emphasis will be on pedagogical and behavioural
competence and how it influences the effectiveness of the teacher in the
classroom.
1.2
Theoretical Framework
This study
is anchored on the effectiveness of classroom teacher’s pedagogical and
behavioural competence on the
teaching-learning process. The essential elements of some of the
theories that throw light on this problem are appraised below:
1.2.1Social
Constructivist Theory.
This theory
is generally attributed to Jean Piaget, who articulated mechanisms by which
knowledge is internalized by learners. He suggested that through processes of
accommodation and assimilation, individuals construct new knowledge from their
experiences. When individuals assimilate, they incorporate the new experience
into an already existing framework without changing that framework. This may
occur when individuals' experiences are aligned with their internal
representations of the world, but may also occur as a failure to change a
faulty understanding; for example, they may not notice events, may
misunderstand input from others, or may decide that an event is a fluke and is
therefore unimportant as information about the world.
In contrast,
when individuals' experiences contradict their internal representations, they
may change their perceptions of the experiences to fit their internal
representations. According to the theory, accommodation is the process of
reframing one's mental representation of the external world to fit new
experiences. Accommodation can be understood as the mechanism by which failure
leads to learning: when we act on the expectation that the world operates in
one way and it violates our expectations, we often fail, but by accommodating
this new experience and reframing our model of the way the world works, we
learn from the experience of failure, or others' failure.
It is
important to note that social constructivism is not a particular pedagogy. In
fact, social constructivism is a theory describing how learning happens,
regardless of whether learners are using their experiences to understand a
lecture or following the instructions given to them. In both cases, the theory
of social constructivism suggests that learners construct knowledge out of
their experiences through interaction with the components of the home, school
and classroom environments via their five senses.
However,
social constructivism is often associated with pedagogic approaches and factors
that promote active learning in school or classroom. Accordingly, the learner
is seen in the theory as a unique individual with unique needs and backgrounds
and as such he/she is considered as an integral part of the learning process
(Wertsch 1997). According to the theory, the teacher's role is a facilitative
one as they only need to help the learners to understand the content or subject
matter of the lessons themselves. Hence, the class is most times more of a
discursive one as learning activities are learner-oriented. The learners are
meant to participate fully and actively in activities directed at harnessing
knowledge (Bauersfeld, 1995). Therefore, the learners must be appropriately
motivated to learn via proper interaction with their environment - the home,
school and classroom.
In summary,
learning is viewed by social constructivists as an active process, where
learners should learn to discover principles, concepts and facts for
themselves, hence the importance of encouraging guesswork and intuitive
thinking in learners (Ackerman 1996). Consequently, individuals make meanings
through the interactions with each other and with the environment they live in.
Knowledge is thus a product of humans and is socially and culturally
constructed (Ernest 1991; Prawat and Floden 1994). Therefore, in line with the
submission of the theory, learning is a social process, which neither takes
place only inside our minds, nor a passive development of our behaviour but
shapes us by meaningful external forces, such as engagement in social
activities and interaction with our environment (home, school, and classroom),
which is constituted of both available human and material resources.
1.2.2 Learning Styles
Knowledge of
learning styles, or ways students prefer to grasp and process information was
used to plan and scaffold students’ work in the constructivist setting. Kolb’s
cognitive learning style model (Kolb, 1984, Kolb & Kolb, 2005) was selected
for use in this study because of its roots in experiential learning, which is
closely tied to constructivism.
Based on the
work of John Dewey, Kurt Lewin, Jean Piaget, and Paulo Freire, interaction
between the learner and the environment is central to experiential learning, as
learners examine and test ideas and then integrate these ideas as part of the
learning process.
Viewing
learning as a process and not a product, developing inquiry skills, acquiring
knowledge as opposed to memorizing, and applying knowledge and skills in the
context of relevant settings reflects experiential learning. Experiential
learning also holds that transformation takes place as ideas are formed and
reformed as a result of experiences, feedback, and reflection.
These
constructs are central to transformed practice and part of situated learning in
sociocultural settings, in which students also critically examine, extend, and
apply information in old and new settings as well as use information to
innovate in new contexts (Cope & Kalantzis, 2000). A learning style model
associated with Kolb’s theory points out that learners’ cycle through four stages
in the learning process: concrete experience, reflective observation, abstract
conceptualization, and active experimentation. Creating conditions in which
students interact with experience leads to experiential learning and
construction of knowledge.
1.2.3 Medley’s Model of Teacher Effectiveness
Another
relevant theory that strengthens the importance of this study is Medley’s Model
of Teacher Effectiveness. It was proposed by Medley, (1982). The model
identified nine factors that form the structure of teacher effectiveness. The
factors are outlined thus:
Pre-existing
teacher characteristics: is the knowledge, abilities and beliefs that the
teacher is expected to possess on entering into professional training. These characteristics are stable personality
traits (like general intelligence or interest in children) that are believed to
be relevant to successful teacher performance but that a teacher education
programme cannot and should not try to develop in students who do not already
possess them (Medley, 1982).
Teacher
Competence: refers to the knowledge, abilities, and beliefs a teacher possesses
and brings to the teaching situation. These attributes constitute a stable
characteristic of the teacher that does not change appreciably when the teacher
moves from one situation to another (Medley, 1982).
Teacher
Performance: refers to the behaviour of a teacher while teaching a class (both
inside and outside the classroom). It is defined in terms of what the teacher
does (Medley, 1982).
Pupils’
learning experiences: this refers to the behaviour of pupils while teaching is
going on. This factor is not a teacher characteristic, but it has a great deal
do with how effective the teacher is, since the amount a pupil learns depends
on what the pupil does (what experiences he or she has). Any effect the teacher
has on pupil learning must result from some effect the teacher has on the
pupil‟s learning experiences (Medley, 1982).
Pupil
learning outcome: is a direct result of
pupils’ learning experiences. Learning is, after all, something that pupils do,
which a teacher facilitates by providing opportunities. When a teacher
“teaches,” what he or she really does is to try to provide certain learning
experiences or opportunities for the pupils who are expected to develop the
desired learning outcomes (Medley, 1982).
Teacher
training: reflects the efforts of teacher educators or others to help a teacher
to grow in competence - that is, to add additional competencies to his or her
repertoire. The set of competencies a teacher has at the end of pre-service
preparation is a mixture of pre-existing teacher characteristics and knowledge,
abilities, and beliefs acquired during training (Medley, 1982).
The External
teaching context: is the set of characteristics of the school in which the
teachers works. The external context interacts with the competencies the
teacher possesses to determine how well that teacher performs in that
particular situation. The physical and support facilities in the school, the
media and materials available to the teacher, and the relationship between the
school and community are variables that belong in this cell (Medley, 1982).
The Internal
teaching context: is the set of
characteristics of the class taught by the teacher as a group. The internal
context interacts with teacher performance in determining the learning
experience pupils have in that classroom. Such variable as the class size, the
average ability, heterogeneity, the ethnic composition and socio-metric
properties (profiles) belong in this cell influenced by the teacher’s
performance and the internal teaching context. Finally, pupil learning outcomes
are a result of pupil learning experiences and individual pupil
characteristics. Therefore, when discussing pupil outcomes it is necessary to
take into consideration all of the components that affect pupil performance
(Medley, 1982).
Individual
pupil characteristics: are the characteristics of individual pupils that
determine what learning outcomes result from any particular learning experience
that a pupil might have. Two pupils will be affected differently by identical
learning experiences because they differ in ability, interests, values,
background and so on (Medley, 1982).
In summary,
the model indicates that the quality of the teacher depends not only on the
quality of training but also on the teacher’s background or the teacher’s
pre-existing characteristics. The pupil’s learning experience is influenced by
the teacher’s performance and the internal teaching context. Finally, pupil learning
outcomes are a result of pupil learning experiences and individual pupil
characteristics. Therefore, when discussing pupil outcomes it is necessary to
take into consideration all of the components that affect pupil performance.
1.3 Statement of the problem
Getting
children education right has been a priority for most countries. But these
children are being denied education right. Ololube, (2006) revealed that the
present development of events within the education sector in Nigeria shows that
Nigeria is at the wrong side of getting our children’s education right. In the
past two decades, Nigeria has experienced a number of structural reforms in her
educational system. However, it is frequently ignored that most of the reforms
do not consider getting the education of our children right and policies
designed to create school effectiveness and quality improvement vis-Ã -vis ensuring that policies are
implemented as stipulated is been undermined by authorities. However, Nigeria
cannot afford to be on the wrong side if we are to be recognized in the
international committee of nations (Ololube, 2006).
Moreover,
there are several methods of teaching that can inculcate and give pupils
insight during instructional processes (Harris & Muijs, 2005; Ololube,
2005b). But do our teaching methods engage the part of pupils’ minds from which
insight spring? Similarly, there are different levels of classroom competencies
that teachers should possess in order to create quality in instruction
(Creemers, 1994c,). But many of our primary schools teachers are in dearth of
most of these characteristics. The most unfortunate thing is that the
traditional stereotype of our teachers who stand in front of the classroom and
teach children has been at odds for many years now. Since most of the instruments of change which
can enhance academic excellence are not easily obtainable, the consequence
effect is that friction and frustration have set in and successful learning is
not taking place (Stones 1966). Pupils are experiencing negative effects on
their learning, and It has been a source of concern to all the stakeholders in
education i.e. government, teachers, parents, religious bodies, law environment
agents and society at large. The society cannot exist without making mention of
the school which is the major agent of change.
The above
situations do not guarantee any hope for higher academic performance. In the
absence of appropriate measures which can improve education per excellence, it
is unreasonable to expect tremendous gains in areas of pupils’ conduct,
motivation and achievement. It is envisaged that knowledge derived from
understanding the effectiveness of classroom teacher’s pedagogical and
behavioural competence on the teaching-learning process will help reduce the
myth with which academic excellence is viewed by most primary school pupils,
educators and the general public.
1.4 Purpose of the study
The purpose
of this study was to investigate the effectiveness of classroom teacher’s
pedagogical and behavioral competence on the teaching-learning process in
primary schools in Lagos State Education District V. Specifically, this study
aims at examining:
1. The relationship between teacher’s
pedagogical competence and teaching effectiveness
2. The relationship between teachers’
behavioural competence and pupils’ academic performance.
3. The difference among the academic
performance of pupils taught by teachers displaying ineffective, moderately
effective and highly effective pedagogical competence.
4. The gender difference in teaching
activities.
1.5 Research questions
To direct
this investigation, the following research questions were raised:
1. Is there any relationship between
teachers’ pedagogical competences and teaching effectiveness?
2. Is there any relationship between
teachers’ behavioural competence and pupils’ academic performance?
3. Is there any difference among the
academic performance of pupils taught by teachers displaying ineffective,
moderately effective and highly effective pedagogical competence significant?
4. Is there any significant gender
difference in teaching activities?
1.6 Research hypotheses
The
following hypotheses were tested in the course of this study.
1. There is no significant relationship
between pedagogical competence and teaching effectiveness.
2. There is no significant relationship
between teachers’ behavioural competence and pupils’ academic performance.
3. There is no significant difference among
the academic performance of pupils taught by teachers displaying ineffective,
moderately effective and highly effective pedagogical competence.
4. There is no significant gender difference
in teaching activities.
1.7 Significance of the study
The contribution that this study would make is
in the provision of useful practical information on primary education for the
Ministry of Education, while contributing to the intellectual debate and the
literature on the relationship between classroom teacher’s pedagogical and
behavioral competence and teaching effectiveness. A further contribution of
this study is the attempt to assist curriculum development specialist and
national policy makers who design teacher-training policy for primary
schools. The study investigates teacher
competence i.e. pedagogical and behavioral competence of the classroom teacher
and its effects on performance in a very specific setting taking into
consideration the reality in Amuwo odofin, including the contextual constraints
and the stage of development. The study provides a model of competency which
could be used as a basis for the development of teacher-training policy and the
design and implementation of a teacher-training curriculum. The study also
provides an integrated approach model for developing teacher competence in
teacher training institutions. It is hoped that the development of this model
will also be a contribution to the literature on how to develop teacher
competency in teacher training institutions.
1.8 Scope of the study
The study was conducted in Lagos State
Education District V. It was restricted to investigating the effectiveness of
classroom teacher’s pedagogical and behavioral competence on the
teaching-learning process in the private and public primary schools in the
Education District. From the 44 public and 84 private primary schools, ten (10)
were used.
1.9 Limitation of the study
The study
was restricted to primary schools because this is the stage where the influence
of the teacher is strongly felt. Also the best way of determining classroom
teacher’s competence and effectiveness is through classroom observation and
knowledge testing, but it was not possible to observe actual classroom
situation because the research work is a secondary study. Another limitation
encountered in the course of study was reluctance on the part of teachers and
pupils to answer the administered questionnaire correctly and individually.
1.10 Definition of terms
1. Competence: It refers to skills or
knowledge that leads to superior performance. These are formed through an
individual/organizations knowledge, skills and abilities and provide a frame
work for distinguishing between poor performances through to exceptional
performance. Competence can apply at organizational, individual, team,
occupational and functional levels. Competences are individual abilities or
characteristics that are crucial to effectiveness in work.
2. Teaching Competence: This refer to the
right way of conveying units of knowledge, application and skills to
situations. The right way here includes knowledge of content, processes,
methods and increase of conveying content, if in the knowledge, abilities and
belief a teacher possessions and brings to the teaching situation. These
attribute constitute a stable characteristic of the teacher that does not
change appreciably whom the teacher moves from one situation to another.
3. Teacher performance: This refers to the
behavior of a teacher while teaching a class (both inside and outside the
classroom). It is defined in terms of what the teacher does.
4. Teacher effectiveness: This refers to the
result a teacher gets or to the amount of progress the pupils make towards some
specified goal of education. It is defined in terms of what the pupils do.
5. Pedagogical competence: This could be
defined as the procedures of doing something and having enough skill and
knowledge to carry out a function. As regards teaching, pedagogical competence
is characterized by the ability of the teacher to adapt to effective work
methods, to analyze the task to be performed, to begin the process, to perform
the task and to analyze ones procedure.
6. Behavioural competence: These refer to
competencies that are required by teachers in term of behaviour. It can be
understood as manifestation of how a teacher views him or herself (self-image)
and how he or she typically behaves (traits) and what motives him or her.
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