TEACHERS QUALITIES AS PROFESSIONAL

PERSONAL AND PROFESSIONAL QUALITIES OF TEACHERS AND THEIR INFLUENCE ON THE ACADEMIC
PERFORMANCE OF THE PRE-SERVICE TEACHERS

The main aim of this study was to determine the influence of the personal and professional
qualities of the teachers on the academic performance of the students of Davao de Oro State College
New Bataan Campus. A quantitative correlational research design was used in this endeavor. The
respondents of the study were 119 PSTs and 15 teachers were assessed by the PSTs using the different
variables identified in this study. The study revealed that there was a significant relationship between
the professional qualities of teachers and the academic performance of the students. A positive
correlation was established using Pearson correlation. The personal qualities did not show any
significant relationship with the academic performance of the students. Based on the result, it is highly
recommended that the teacher must continuously update themselves with knowledge and acquire new
methods, approaches and strategies in teaching by attending seminars, workshops and pursuing further
studies. Further research needs more to examine closely the relationship between the personal qualities
of teachers and the academic performance of the students.

Pre-service teacher training

The teachers will be inspired to help the students learn and they can make a real difference in
their lives. The results of this study will help them to develop more appropriate and effective
pedagogical skills, trying out new approaches in taking students‟ cultural differences into account and
improve their teaching by providing activities suited to the needs and interest of their students, which
finally increases their academic performance.

According to Ellis (1986) suggests that pre-service teacher education should cover two
components: awareness raising and experiential learning. The first one refers to the principles of
language teaching and some practical techniques to be used in the classroom. The second is related to
actual teaching, for example, in teaching practice or peer teaching. Therefore, in pre-service teacher
education should emphasis on both understanding of the knowledge base and preparation for the
experiences they may meet in the classroom. In teacher education programs, experiences in teaching
are very important for pre-service teachers are very important to develop their teaching skills. Richards
(1990) states that there are two kinds of teaching experiences: micro teaching, referring to practice in a
short lesson or part of a lesson; and teaching in the real classroom, such as in the practicum. Another
form of experience is that pre-service teacher could have opportunities to observe experienced
teachers, so they recognize and appreciate what is going on in the classroom.
 TEACHER QUALIFICATION

Teacher qualifications/credentialization (educational degrees, certification status, and

experience) has impacted the average school-level student achievement at all grade levels tested.
These studies show that certified teachers are more effective than uncertified teachers because
the uncertified teachers often have difficulties with classroom management, curriculum design,
teaching effectiveness, and diagnosing students’ learning needs.
According to Rubio (2009) concluded that to be an effective teacher is not an easy task. In fact, it
is a complex process. It is not only concerned with success in short-term, but also with appropriate
values and success of long-term achievement. He added that Effective teachers need to have good
professional and personal skills. Content knowledge, together with good planning, clear goals and
communication, good classroom management and organization, and consistently high and realistic
expectations with the students are essential factors to be effective teachers. Besides, they need to feel
responsible for the students learning process, regardless the students‟ aptitude to learn. The teachers,
as well as having effective personal and professional skills, serve as example of lifelong learners, and are
investors of their own education. Aside from this, the effective teacher will combine professionalism
with care, understanding, fairness, and kindness. They also have to be passionate, enthusiastic,
motivated about teaching and learning. They have to create a warm classroom environment where
students feel comfortable, and have a sense of belonging, as the environment is conductive to learn.
Effective teachers are innovative, invite students to approach and interactions, and also values diversity.
It can be said that those who have the capacity to inspire students to reach their fullest potential on
learning through their qualities and professional and personal skills are effective teachers.

School Leadership

We strongly believe that effective school leadership plays in empowering teachers we will track
school leaders’ and teachers’ evolving responses to these questions to see how they change
mindsets and practice as school leaders undertake training programmed designed to allow
them to better support their teachers. It is imperative that pre- and in-service school leaders
are prepared and trained and given continuous professional development opportunities to
reinforce their knowledge and skills. We believe that understanding the detailed actions
educators take can help enhance the quality of education.

According to Sasikila 2012 Teacher is a profession, which lays the foundation for preparing the
individuals for all other professions. It is the teacher who plays pivotal role in the educational system
and is a catalytic agent of change in the society. Various factors influence teacher’s qualities the most. A
teacher should not only be competent in the subject, teaching methods and understanding the learner
but also have favorable interest towards their teacher’s profession, professional dignity and teacher
leadership.

CHALLENGES OF TEACHERS IN THE 21ST CENTURY

TEACHER EDUCATION: CHALLENGES FOR THE 21ST CENTURY

The major focus of this paper is an examination of how teacher education can respond to the
changing vistas of disciplinary knowledge and skills as well as the school clime of the 21st century. It also
describes the basic template from which a teacher is cast. This is followed by a review of the trends in
teacher education in Nigeria. Some of the challenges of teacher education are inadequate
infrastructure, inadequate funding by the government, low quality of students admitted and low quality
of students admitted and low quality of some teaching staff. All these contribute to the fallen standard
of teacher education in Nigeria. Next is a forecast for the 21st century. Finally, it provides alternatives
for teacher education with potential to respond favorably to changes in the 21st century.

Pre-service teacher training

The teacher should also be knowledgeable in emerging concepts in this subject area. More
importantly the teacher should be able to seek out new knowledge form the literature and other
sources and exhibit up-to-datedness in the concepts, facts and ideas in his/her area of specialization.
Skills of metacognition or learning how to learn would need to be displayed by the teacher.

According to (Hallak, 1990). Pre-service teacher training is traditionally designed for the
untrained and unqualified teacher. It includes all the stages of education and training that precede the
teacher's entry to paid employment in a school. The professional preparation, which is varied in
duration depending on the level to which training is. In-service training on the other hand is designed to
add on to the knowledge and skills already possessed by a serving teacher. It is the training that the
teacher receives after the beginning of his career. The training fills gaps and equips the teacher with
skills necessary for improved performance on present job or for higher teaching and/or administrative
position in the profession.

Teacher Qualification
Teachers must be able to learn and address the problems of practice they encounter and to
meet the unpredictable learning needs of all of their students. They must take responsibility for
contributing what they learn. This means that programmed must help teachers to develop the
disposition to continue to seek answers to difficult problems of teaching and learning and the skills to
learn from practice and for practice.

According to Jia et al. (2016), teachers form an integral part of the 21st century skill
development for the workforce. This is because they prepare students with the core competencies and
skills required for the workplace. Various studies have identified that it is essential to keep teachers’
skills and knowledge up to date as they will influence students to be ready for the needs of the future by
ensuring that they have 21st competencies themselves. Other studies have shown that teachers must
also be able to teach soft skills to prepare students as responsible citizens for the 21st century (Mizel,
2010; Norahmi, 2017).

School Leadership

Nowadays in 21st century leadership, educational leaders face with a countless amount
of political, social, and economic pressures to deal with the everyday realities in education. It is
also relating to change the nature of work, technology, and competition in the global market.
Educational leaders in the 21st
century must align their individual leadership style to reflect the needs and expectations of the
organization. Few studies have directly examined challenges faced by the principals in 21 st
century and we are recommending ways to overcome these challenges in order to develop
future leaders which are strong, decisive, charismatic, educated, independent and brave
enough to strive towards excellences.
According to Alvin Toffler, a famous writer said that “the Illiterate of the 21 st century is not those
that cannot read or write, but those that cannot learn, unlearn and relearn. According to him, education
in this century is more challenging and must be able to produce students who are creative, innovative
and able to solve problems and think critically and efficiently.
DEMANDS OF THE TEACHING PROFESSION

The teaching profession: knowledge of subject matter, teaching skills and personality traits
Profession is the phenomenon of vital activity created by division of labor that social, economic and
technological factors require. Teaching profession has originated from the social and economic changes
that have arisen in societies and can be described as “a professional occupational group of education
sector possessing social, cultural, economic, scientific and technological dimensions”. Profession of
teaching is based upon a specialization on a certain field, teaching skills, didactics and some certain
personal characteristics that the profession requires. There is a close relation between the fact that
individuals who select teaching profession possess the knowledge of subject matter, teaching skills and
suitable personality traits and whether the mission which is attributed to this profession is successfully
fulfilled.