University of Cagayan Valley

School of Criminology

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The teachers place in society has a vital importance

to the young ones. He acts as a pivot for the transmission

of intellectual traditions and technical skills from

generation to generation and helps to keep the lamp of

civilization burning. The teachers are literally the

arbiters of a nations destiny. He is being recognize as

the most vital factoring any educational system. Upon his

training, dedication and efficiency stands the whole

structure of education. He is the key of quality education

and the foster parent of the young individuals. They look

to him for knowledge, wisdom, manners, morals, inspiration,

and enlightenment.

They perform many functions in the classroom for the

comprehensive development of the students. They keep the

students safe, help instill in the students a deep sense of

patriotism and national loyalty toward their country,

decide what is important for students to learn, present a

rich and organized body of information to the students,

protect and improve the students self-esteem, provide an

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School of Criminology

environment for the students to explore a variety of

experiences, help students use computers and other

technology-related tools to accomplish specific tasks,

arrange the students environment to maximize the

probability that they will learn what you want them to

learn , make sure students are prepared for the next level

of their education, make sure students learn what other

people think is important for them to learn, love and

nurture the students.

Teacher is vital important and acts as a leader in the

classroom. He demonstrates expertise in their instruction

and shares that knowledge with other professionals. They

frequently reflect on their work to stay on the cutting

edge of whats best for children. Teacher leaders engage in

continuous action research project that examine their

effectiveness. Teacher leaders mentor new teachers. They

are risk-takers who participate in school decisions

(Sharma, 2002).

In the Higher Educational Institutions, teaching staff

and students are much important for each other for

learning. Students take their teachers as Competent

Instructors. A competent teacher who knows how to motivate

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School of Criminology

his students in such a way that they can put their hundred

percent and get the work done for the achievement of the

ultimate objectives. The presence of high levels of

competence is frequently accepted as an outcome of teaching

style. Students feel satisfied when teacher accomplish the

needs of the students. Students become active participants

of teaching learning process and become clear about their

role, which they have to perform. Enhancing the students

satisfaction and role clarity is a major challenge for

competent teachers. Instructional process is not limited to

only one style. A teaching style identifies those factors,

which leads to increase class participation and

satisfaction. The teacher uses different styles to lead the

class. For the comprehensive development of the students,

instructors use different leadership styles.

The University of Cagayan Valley is a premier higher

educational institution in Tuguegarao City, Cagayan

offering the baccalaureate and graduate programs for

Criminology. To meet the international standards of quality

and excellence, the university procures highly qualified,

competent and multi-skilled faculty members to produce

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School of Criminology

progressive leadership, integrity in governance and

globally competitive students.

At present, the School of Criminology is spearheaded

by Dr. Shirley S Domingo, Ph.D.Crim, Department Dean. Among

the primary concerns of the School of Criminology of the

university is to assess the work performance among Faculty

Staff to include the College Instructors. Assessing work

performance of the teachers enables the School of

Criminology to gauge the quality of instruction represented

by an institution and facilitate better learning among

students. Different institutions have a variety of ways of

assessing teacher performance. These commonly include

classroom observation and feedback from supervisors,

assessment from peers, and students assessment, all of

which should be firmly anchored on the schools mission and

vision statements.

The basis in assessing the quality performance of the

school is not by the number of hectares of property or

buildings it owns but rather by the caliber of classroom

teaching and learning it can maintain (ODonnell, 1996).

Judging the quality of teacher performance actually depends

on the quality of assessing the components of teaching. The

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School of Criminology

processes in work performance evaluation of Faculty Staff

to include the full-time and part-time College Instructors

of the School of Criminology is highly critical since it is

used to decide on matters such as hiring, rehiring, and

promotion. There should be careful calibration and

continuous study of the instruments used to assess the

teaching staff.

As far as the knowledge of the researcher is

concerned, no research has been made in the University for

exploring the relationship among the competency level of

the College Instructors in Criminology and their work

performance. Hence, the researcher who is a Faculty of the

School of Criminology of the university will attempt to

conduct a study to assess the level of competence of

College Instructors in Criminology in relation to their

work performance. The result of the study will serve as

benchmark information for the Department Dean to improve

the level of competency among College Instructors in

Criminology.

Theoretical Framework
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School of Criminology

The study is coined to the study made by Magno (2012)

entitled A Meta-evaluation Study on the Assessment of

Teacher Performance in an Assessment Center in the

Philippines. He claimed that a series of guided

discussions was conducted among the different stakeholders

of the evaluation system in the college such as the deans

and program chairs, teaching faculty, and students to

determine their appraisal of the evaluation system in terms

of the four standards. A meta-evaluation checklist was also

used by experts in measurement and evaluation in the Center

for Learning and Performance Assessment (CLPA). The results

of the guided discussion showed that most of the

stakeholders were satisfied with the conduct of teacher

performance assessment. Although in using the standards by

the Joint Committee on evaluation, the results are very

low. The ratings of utility, propriety, and feasibility

were fair and the standard on accuracy is poor.

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Input Process Output

1. Profile of the
Teaching-Staff
respondents in 1. Assessing the profile of
terms of: the Teaching Staff-
1.1. Age respondents.
1.2. Gender 2. Assessing the extent of the
1.3. Civil Status competence of College Assessed level
1.4. Religious Instructors in Criminology of competence of
Affiliation as assessed by two groups of College
1.5. Highest respondents in terms of Instructors in
Educational Mastery of Subject Matter,
Attainment Teaching Skills, Attitudes, Criminology in
1.5. No. of Years Motivational Skills, relation to
Teaching Evaluation Skills and their work
Experienced Classroom Management Skills. performance for
8. Extent of the 3. Assessing the mean work SY 2016-2017.
competence of performance of the Teaching Proposed actions
College Staff-respondents.
to improve the
Instructors in 4. Comparing the assessment of
Criminology as the two groups of dimension/s that
assessed by two respondents in terms of the were not
groups of above dimensions. delivered well.
respondents in 5. Correlating the extent of
terms of: the competence of College
8.1. Mastery of Subject Instructors in Criminology
Matter as assessed of the teaching
8.2. Teaching Skills staff-respondents and their
8.3. Attitudes profile variables.
8.4. Motivational 6. Assessing the dimensions
Skills which are not delivered
8.5. Evaluation Skills well.
8.6. Classroom 7. Proposing actions to improve
Management Skills the dimension/s that were
not delivered well.

Feedback

Figure 2. Paradigm of the Study

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School of Criminology

The researcher will adopt the Input, Process and

Output research model as the paradigm of the present study.

The diagram on Input-Process-Output (IPO) model of the

systems theory will be shown in Figure 1.

Under Input, Process and Output research model, the

input box refers to the independent variables of the study

which include the profile of the Training Staff-respondents

in terms of age, gender, civil status, highest educational

attainment, number of years of teaching experience, and the

extent of the competence of College Instructors in

Criminology in terms of mastery of subject matter, teaching

skills, attitudes, motivational skills, evaluation skills

and classroom management skills.

The process will be considered as the intervening

variables of the study. The process box refers to the

research procedures that lead towards answering the queries

or statement of the problem raised in this study. Survey

questionnaire is the tool to be used in assessing the

extent of the competence of College Instructors in

Criminology in terms of mastery of subject matter, teaching

skills, attitudes, motivational skills, evaluation skills

and classroom management skills.

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School of Criminology

The output will be the objective or the desired

results intended for the study. The Output box refers to

the result of the study wherein the researcher would expect

to have an assessed level of competence of College

Instructors in Criminology in relation to their work

performance for SY 2016-2017 and proposed actions to

improve the dimension/s that were not delivered well.

Statement of the Problem

The study will attempt to assess the level of

competence of College Instructors in Criminology in

relation to their work performance of the university of

Cagayan Valley for SY 2016-2017.

Specifically, it will seek to answer the following

questions:

1. What is the profile of the Teaching Staff-

respondents in terms of:

1.1. Age

1.2. Gender

1.3. Civil Status

1.4. Religious Affiliation

1.5. Highest Educational Attainment

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1.6. Number of Years in Teaching Experienced

1.7. Related Trainings Attended

2. To what extent of the competence of College Instructors in

Criminology as assessed by two groups of respondents in

terms of:
2.1. Mastery of Subject Matter
2.2. Teaching Skills
2.3. Attitudes
2.4. Motivational Skills
2.5. Evaluation Skills
2.6. Classroom Management Skills
3. What is the mean work performance of the Teaching Staff-

respondents as reflected in their Performance Evaluation

Rating for the First Semester of School Year 2016-2017?

4. Is there a significant difference between the assessment of

the two groups of respondents on the extent of competence

of College Instructors in Criminology in terms of the above

dimensions?
5. Is there a significant relationship between the extent of

competence of College Instructors in Criminology as

assessed by the Teaching Staff-respondents in terms of the

above dimensions and their profile variables?

6. In what dimension/s is not delivered well?
7. What actions can be proposed to improve the dimension/s

that were not delivered well?

Hypothesis

The study will be guided by the following hypotheses:

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School of Criminology

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1. There is no significant difference between the assessment

of the two groups of respondents on the extent of

competence of College Instructors in Criminology in terms

of the above dimensions.

2. There is no significant relationship between the extent

competence of College Instructors in Criminology as

assessed by the Teaching Staff-respondents in terms of the

above dimensions and their profile variables?

Significance of the Study

This study will be deemed beneficial to the following:

UCV Heads and Administrators. This research study, in

some way, helps them their methodologies in hiring and

will enable them to explore ways on how to improve the

competency level of the College Instructors of the

Criminology and to encourage them to apply the significant

findings of this study.

Teaching Staff. They may be more open to different

teaching strategies which they are welcomed to adopt. This

will give them a chance to discover teaching strategies of

their choice and likeness for better application and

performance as to teacher.
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School of Criminology

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Community. People in the community will benefit from

the development of this study that will affect the

students, who are part of the community. They will take

into consideration the outcomes and recommendations of this

study and will use these to determine ways on how to

improve the competency level of the college instructors.

Criminology Students. The result of the study will be

beneficial on the part of the students because they are the

direct beneficiaries of the output of the study.

Researcher. The researcher who is a Criminology

Instructor will benefit from the results of this study

because the findings will be used as his basis to improve

and enhance his teaching strategies.

Future Researchers. The findings of this study may

help students to enhance their research for a similar study

in making comparison with their studies being conducted. It

will serve as reference for future researchers and may

become a basis of possible related academic work.

Scope and Delimitation

The study will be delimited in the assessment of the

extent of the competence of College Instructors in

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Criminology of the University of Cagayan Valley in relation

to their work performance for SY 2016-2017. The respondents

of the study will be the Criminology Teaching Staff

including the full-time and part-time instructors from the

industry teaching the professional subjects composed of 28

respondents and 338 Criminology students to be selected in

all year level.

Definition of Terms

For better understanding of the study, the following

terms are operationally defined:

Attitudes. These refer to the behavioral traits and

qualities of the teachers towards teaching.

Classroom Management Skills. This refers to the wide

variety of skills and techniques that teachers use to keep

students organized, orderly, focused, attentive, on task,

and academically productive during a class.

Evaluation Skills. This refers to the assessment of

the lessons learned and determination of subjects merit to

appraise subjects of interest of the students.

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Mastery of Subject Matter. This refers to the adequate

learning and teaching style of the teacher to provide

quality education to the learners.

Motivational Skills. This refers to the ability to

persuade others to become motivated and work toward

achieving goals, whatever they might be.

Teaching Skills. This refers to the teaching

strategies and methods of teaching to facilitate students

learning directly or indirectly.

Skills. It is the ability to carry out a task with

pre-determined results often within a given amount of time,

energy, or both.

Criminology Teaching Staff. This refers to the

Instructors teaching criminology subjects to include the

full-time and part-time instructors from the industry

teaching the professional subjects.

Full-time Faculty Staff. This refers to the hired

Instructors of School of Criminology, University of Cagayan

Valley in full-time capacity teaching the criminology

subjects.

Industry Part-time. This refers to the hired lecturers

who are members of the law enforcement agencies and private

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entities applying their special knowledge and skill in

teaching the criminology students.

Level of Competence. This refers to the degree of

capability and proficiency of the Criminology Instructors

in teaching the criminology subjects.

Work Performance. This refers to the job strategies,

output and satisfaction of the Criminology Instructors of

School of Criminology, University of Cagayan Valley in

teaching the criminology subjects.