Teaching competence and para-counseling performance faculty members and academic achievement of high school students in selected catholic schools in C by Tita C. Rodil

Thesis (Master of Arts in Education major in Guidance and Counseling) Cavite State University

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

RODIL, TITA C. Teaching Competence and Para-counseling Performance of
Faculty Members and Academic Achievement of High School Students in Selected
Catholic High Schools in Cavite. Master's Thesis. Master of Arts in Education major in Guidance and Counseling. Cavite State University, Indang, Cavite. April 2016. Adviser:
Dr. Liza C. Costa.
This descriptive-correlational-comparative research aimed at describing sociodemographic profile of teachers and students, teaching competence and para-counseling performance of teachers, and academic achievement of students; determining significant relationship between teachers' socio-demographic profile and teaching competence; teachers' socio-demographic profile and para-counseling performance, students' sociodemographic profile and academic achievement, teaching competence and academic achievement, and para-counseling performance and academic achievement.
Four Catholic high schools were purposively selected but the teachers along with their superiors, peers, and students were randomly selected as participants of this study. There were 40 teacher-participants and 603 student-participants. The survey questionnaires were administered toward the end of AY 2014 — 2015.
Results revealed that the teacher-participants: had a mean age of 32.46 years old; were majority females; were mostly single; were majority bachelor's degree graduates; were mostly Languages majors; had mean teaching experience of 9.69 years; had mean salary of a 13 105.26; were majority temporary in their appointment; had mean teaching load of 26.42 hours per week; had mean 3 — 4 lessons preparations; and had 5 seminars attended. On the other hand, the socio-demographic profile of students was described with mean age of 14. 31 years old; dominance of female students; almost evenly distributed number of students across year level; parents' educational attainment to be majority as college graduates; estimated monthly family income mostly to be at the bracket of 0 10 001 — 020 000; and majority living with both parents.
Teaching competence was perceived to be at: expert level by the teachers themselves; expert level by the teachers' superiors; expert level by teachers' peers; and expert level by the teachers' students. Para-counseling performance was evaluated to be at: very high level as perceived by the teachers themselves; high level as perceived by their superiors; very high level as perceived by their peers; and high level as perceived by their students. Academic achievement of students was generally proficient indicated by the mean of 88.77.
Significant relationships were found between number of lessons preparations of teachers and their teaching competence in terms of planning, assessing and reporting; number of seminars attended by the teachers and their teaching competence in terms of social regard for learning; and teachers' nature of appointment and overall teaching competence as well as with teaching competence in terms of diversity of learners. Likewise significant relationships were established between teachers' age and para counseling performance; and teachers' nature of appointment and para-counseling performance.
As for the students, significant relationships were found between their age and academic achievement; and their estimated monthly family income and academic achievement.

Submitted copy to the University Library. 05/29/2017 T-6703