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:
1.2.1 Social
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-à-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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