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    Training Needs Analysis Among Deped Teachers

    Uploaded by

    RodnieGubaton
    This document appears to be a self-assessment survey for teachers to rate their competencies in various areas of teaching. It is divided into three parts: socio-demographic information, ratings of competencies, and a descriptive personal assessment. The competencies section contains six categories rated on a scale of 1 to 5: teacher personal qualities, presentation of subject matter, communication skills, instructional strategies, classroom management, and assessment techniques. Teachers are asked to honestly self-assess their skills and identify areas for improvement or strengths. The survey was created by education experts to help teachers reflect on and improve their practices.

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    © All Rights Reserved
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    Training Needs Analysis Among Deped Teachers

    Uploaded by

    RodnieGubaton
    8K views3 pages
    This document appears to be a self-assessment survey for teachers to rate their competencies in various areas of teaching. It is divided into three parts: socio-demographic information, ratings of competencies, and a descriptive personal assessment. The competencies section contains six categories rated on a scale of 1 to 5: teacher personal qualities, presentation of subject matter, communication skills, instructional strategies, classroom management, and assessment techniques. Teachers are asked to honestly self-assess their skills and identify areas for improvement or strengths. The survey was created by education experts to help teachers reflect on and improve their practices.

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    Training Needs Analysis Among Deped Teachers

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    This document appears to be a self-assessment survey for teachers to rate their competencies in various areas of teaching. It is divided into three parts: socio-demographic information, ratings of competencies, and a descriptive personal assessment. The competencies section contains six categories rated on a scale of 1 to 5: teacher personal qualities, presentation of subject matter, communication skills, instructional strategies, classroom management, and assessment techniques. Teachers are asked to honestly self-assess their skills and identify areas for improvement or strengths. The survey was created by education experts to help teachers reflect on and improve their practices.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    8K views3 pages

    Training Needs Analysis Among Deped Teachers

    Uploaded by

    RodnieGubaton
    This document appears to be a self-assessment survey for teachers to rate their competencies in various areas of teaching. It is divided into three parts: socio-demographic information, ratings of competencies, and a descriptive personal assessment. The competencies section contains six categories rated on a scale of 1 to 5: teacher personal qualities, presentation of subject matter, communication skills, instructional strategies, classroom management, and assessment techniques. Teachers are asked to honestly self-assess their skills and identify areas for improvement or strengths. The survey was created by education experts to help teachers reflect on and improve their practices.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3
    At a glance
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    The survey assesses Filipino teachers' competencies, teaching skills, classroom management abilities, and assessment techniques through a self-evaluation questionnaire.

    The survey evaluates teachers' personal qualities, presentation of subject matter, communication skills and techniques, and instructional strategies.

    The survey examines how teachers ensure a conducive learning environment, maintain order and discipline in the classroom, and manage classroom time effectively.

    '.

    fRAININ8 NODS ANALYSIS l>NG DEPED HACHBRS


    Directions: Please read each question carefully, the information
    requested honestly and rate yourself from scale: 1-5; with 1 as the
    and 5 as the highest. All information-will be kept under secure conditions.
    Part I. Socio-demographic Characteristics
    l. Respondent's Name:
    2. Age:
    3. Sex:
    4. Present Address:
    5. Contact No.:
    6. Educational Attainments:
    7. Length of service in the industry:
    8. Religion:
    9. Monthly Income:
    Part II. Teaching Competencies
    -
    3 2
    I.
    'reacher Personal
    Qualities
    5 4
    Possesses a pleasing personality,
    observes
    proper grooming and hygiene,
    and wears
    appropriate attire.
    Has genuine love for children.
    Follows the Code of Ethics for
    Teachers.
    Professional
    Has commitment, patience and perseverance.
    Considers individual differences.
    Demonstrates fairness.
    Has credibility that results to influencing
    learners
    (i.e.'
    teachers as models)
    II.
    Presentation of the Subject Matte:r:
    5 4 3 2
    Follows the learning
    competencies/curriculum
    quides.
    Possesses mastery of the subject matter.
    Presents subject matter clearly by giving
    overview(begining),
    details
    (content),
    and
    synthesis
    (end)
    that will tie up the details.
    Presents subject matter clearly through
    explanation,
    real-life illustration,
    and
    elaboration.
    Articulates theobjectives
    and importance
    of
    the lesson at the start of
    the session.
    Organizes and presents the
    subject matter
    corresponding to the level of ..
    understanding/need:of the pupils/students.
    Elicits favorable reactions from
    pupils/students through their facial
    expressions,
    participation,
    feedback
    and test
    results.
    III.
    Communication Skills and Techniques
    5 4 3 2
    Is proficient in grammar,
    structure/organization,
    style,
    etc. in English
    and/or Filipino languages.
    l
    l
    l
    Complements and blends verbal and non-verbal
    communications, and personality.
    Uses vocabulary appropriate to the of the
    class.
    Observes the correct speech patterns (stress,
    pitch, intonation, and juncture).
    Corrects students' communication flaws
    immediately.
    Emphasizes the development of the reading,
    writing, speaking, listening and viewing
    skills.
    Observes simplicity, conciseness when writing
    technical/business communication.
    Uses pleasant, well-modulated voice.
    Elicits appropriate response from the
    pupils/students.
    IV. Instructional strategies 5 4 3 2 1
    Utilizes instructional strategies and
    techniques appropriate to the level of the
    class.
    Concretizes abstract concepts through
    stimulation of as manx senses as possible.
    Devises and uses appropriate .audio-visual
    materials.
    -
    Addresses multiple talents and learning styles.
    Encourages students to participate tn class
    activit.ies.
    Anticipates learning difficulties of pupils/
    students.
    Provides learning activities for the
    development of the cognitive (knowledge),
    psychomotor (skills), and affective (values)
    aspects of the learners.
    Encourages critical;analytical and reflective
    thinking.
    v. Classroom 5 4 3 2 1
    Ehsures learning envirorunent is safe,
    beautiful, learner-friendly, etc. (i.e.,
    conducive environment.for learning).
    Holds attention and interest of the learners
    through meaningful and interactive instructions
    and varied methods.

    Conducts res1;1arches to solve classroom
    problems.
    starts and ends class on time.
    Maintains a friendly but disciplined
    atmosphere.
    Manages time . through routines.
    Maintains order through setting of rules and
    regulations,. and employing discipline.
    VI. Assessment Techniques 5 4 3 2 1
    Assesses student achievement at the end of the
    lesson.
    .
    ..... ,,,.. , .......................
    '
    Checks assignments/homeworks and
    immediatelv to the learners.
    returns these
    Formulates goods test questions.
    Elllp!oys varied assessment tools to
    address
    multiple talents.
    Evaluates students objectively
    for remediation,
    reinforcement, or enricJ:unent.
    Part III. Descriptive Personal Assessment
    1. In what area/s do you need to improve? Why?
    2. In what area/a you are strong? Why?
    Prepared by:
    BELEN U. NAVAARA, Ph. D
    Professor IV
    Chair, Teacher Education Program
    Validated by:
    Dr. JESSE M. GOMEZ, Cl:SO V
    School Div-ision Superintendent
    Division of Aklan

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