ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 9, Issue 2, pp: (33-40), Month: April - June 2021, Available at: www.researchpublish.com
COMPETENCIES OF COOPERATING TEACHERS AND SCHOOL CLIMATE Genalyn Moscaya, Ph.D.1, Ma. Salome Magbanua, Ph.D2, Marilyn Naciongayo3, Ricky Andresito Naciongayo4, Marnie A. Nualan5 ISAT U Miagao Campus, Miagao Iloilo, Philippines
Abstract: This study determined the competencies of cooperating teachers and the school climate in the perspectives of the pre-service teachers of Iloilo Science and University- Miagao Campus, Miagao, Iloilo. Furthermore, a significant difference in the level of cooperating teachers’ competencies in the areas of personal skills, Technology management skills and instructional competence was found out. As output of the study, a feedback mechanism was formulated. This was participated by 199 randomly chosen pre-service teachers assigned in the varied schools in the First District of Iloilo. A validated researcher –made evaluation form was utilized in obtaining the data. Mean and SD were used in the descriptive analysis while the Mann Whitney U was used to obtain the inferential data. Findings of the study revealed that the cooperating teachers’ level of competency when taken as a whole and in areas such as personal skills, management skills and instructional competence was outstanding and the school climate was excellent. Notably, the strong points of the cooperating teachers revolved into the following themes namely: Having effective communication, being collegial, being flexible to difference, being organized and being understanding while lacking pedagogical support and technology expertise, low voice are among their weak points. There was no significant difference noted in the level of cooperating teachers’ competencies in the areas of personal skills, management skills and instructional competence as perceived by the pre-service teachers when categorized as to elementary and secondary school. The qualitative part of the study made use of the thematic analysis. It is recommended that ISAT U key officials, Student Teaching Division and Dep Ed may continually formulate effective policies and strategies to maintain the standard of education, especially as regards teaching internship, thereby, producing quality teacher education graduates and prospective teachers. Keywords: Competency, Cooperating Teachers, School Climate.
I. INTRODUCTION People desiring to become teachers, upon completion of their college coursework, participated in the field observation and experiences, supplemental teaching, and culminating in student teaching in a mentored environment under the guidance of the cooperating teacher, one who has had considerable experience teaching in the field ( Abrahams, F. 2009). It is during this time that fledgling teachers begin to apply their university coursework, ideals, and experiences from 16 or more years as students into a personal pedagogy to help their students learn. The student teaching practicum involves a complicated triad between the student teachers, who are responsible for acquiring the knowledge in content and developing dispositions about teaching (Duling, 2000); the university supervisors, who are responsible for teaching the skills and content and monitoring dispositions toward teaching (Conway, 2002); and the cooperating teachers in the public schools who mentor and guide pre-service teachers through a controlled student teaching experience with the aid of the university faculty (Zemek, 2008). Presumably all of whom want the student teachers to have positive experiences and to leave the practicum with the abilities necessary to be effective classroom teachers. The role of cooperating teachers cannot be understated, for this person has the day today responsibility of mentoring and guiding a prospective teacher, with the hopes of helping to train a quality educator (Rike, C., & Sharp, L. 2009). There is little disagreement that the cooperating teachers have great influence on student teachers; many actually put forward that the cooperating teacher is the single biggest influence during the student teaching experience .
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