CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â BACKGROUND OF THE STUDY
Teacher competence and attributes are notions that are commonly employed in a variety of educational settings. Professional competence, according to Whitty (2006), involves knowledge and understanding of children and their learning, curriculum, the educational system, and the role of teachers. Professional competence also needs abilities such as topic application, classroom pedagogy, classroom administration, evaluation and recording, as well as the ability to take on a larger role (Green, 2004). The teaching abilities of under-rectified school instructors were compared to those of regularly qualified school teachers in the United States. The students’ academic performance of undercertified instructors was not considerably better than the students’ academic achievement of certified teachers, according to the findings. Teacher competence was established for the professional guideline, consisting of nine areas of competence: language and technology for teachers, curriculum development, and psychology for teachers, educational measurements and evaluation, classroom management, educational research innovation and information technology, and leadership, according to the professional standards of teaching profession in Quazon City (Moore, 2002). According to the researchers, the nine competences might result in competent instructors and students, as well as the attainment of school goals and objectives. This has to be done in the Agri-business and Marine and Aquatic School of Technology in the southern Philippines (SPAMAST). High-competence teachers are one of the most important aspects that influence student learning as well as helping schools achieve their goals and missions (Lysons, 2001). It is impossible to overestimate the value of teaching. Teachers have been referred to by Oyedeji (1998) as an agent of innovation since they perform a variety of roles. Teachers’ academic qualifications are critical for effective advances. This is due to the fact that teacher education is a highly complicated endeavor. Complicity arises as a result of a number of factors, including the determination of what constitutes effective teaching, the expectation that teachers fulfill a variety of roles, some of which are common to all teachers, while others are specific to certain types of student environments or subject matter (Chike, 1996). This is compounded by the fact that teacher education entails the training of professionals who will instruct future students (Swan, 1971). Despite the complexities of teacher education, the necessity of academic preparation for all types of teachers cannot be overstated. Because no educational system can rise beyond the quality of its instructors, the efficiency of any institution is dependent on the academic competency of the teaching staff (FGN 1981, P. 38). A lot of studies have shown the importance of teachers having academic qualifications in their different teaching subjects. Jones (1971), Rubba (1981), Ivowi (1984), and Skintola (1983, 1984) are examples of such investigations (1985). Teachers should get proper subject matter training, according to Soyibo (1985), Abimbola (1986), and Otuka (1987), and Swan (1971), so that their classroom instruction is above board. According to Rubba’s (1981) research, instructors have different demands depending on the science field they teach. Ivowi discovered that students had preconceptions, which they attribute to misconceptions shared by their professors. All of the research above show that scientific educators should not overlook the preparation of future teachers in subject areas. In addition, Fajemidagba (1986) recognized four key factors in teacher education. Teaching behavior, subject matter learning behavior, and the setting are the factors. The subject content, according to him, consists of instructional notions, generalizations, prescriptions, and theories from relevant fields of psychology, philosophy, and other disciplines. This spurred Fajemidagba to investigate the necessity for geometry to be included in mathematics teacher education in Nigerian institutions in 1987. His findings indicated that the majority of secondary schools are at the same level as him. Almost all of the participants in the research believed that geomentry should be included in the pre-service mathematics teacher education curriculum. Kinyomi (1982) discovered through his research that the study sample suggested that they required to develop in the areas of English composition, African literature, literary research methodologies, and creative writing in order to perform better in their teaching. Students from the B.A education (English) department of Jos secondary schools participated in a similar study conducted by Etim1985. When asked what the most significant skill they learned from their preparation program, 75% of the instructors said they learned enough to teach English at any secondary school level (Soyinbo, 1984). In addition, participating in an in-service training program can help teachers enhance their classroom integration patterns. Igwebul (1985) discovered this discovery while evaluating the efficiency of the Institute of Education’s Associate Certification in Education (ACE Sandwich) training programs in high schools in Benin. A teacher with little topic understanding may be a hazard since he or she may be propagating wrong. Furthermore, a teacher with too much specialized theoretical expertise may make course content overly theoretical and unworkable (Qureshi’s, 1987). As this is the goal of the 6-3-3-4 system of education in Nigeria, a significant focus in teacher knowledge should be dedicated to practical, daily instances of phenomena being taught. Butzow’s (1978) study “Science Teacher’s Competencies” led to these conclusions.
