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Sustainability of Performance of Teacher-awardees’ Instructional Competence and Teaching Effectiveness

Paulo Martin M. Aquino(1),


(1) Department of Education
Corresponding Author

Abstract


The study focused on finding good strategies to be applicable and timely in the new normal condition. We investigated whether the teacher-awardees sustained their performances in instructional competence and teaching effectiveness. This study is beneficial since its focus is on determining the extent of the level of sustainability of performance in instructional competence and teaching effectiveness which need to be taken into consideration by utilizing the analytical tool provided by the researcher and by providing seminars and training targeting how to give importance on their performances in instructional competence and teaching effectiveness which will be beneficial to their teaching profession and well-being.

Keywords


Instructional competence; Teaching effectiveness; Sustainability of performance; Teacher–awardees

References


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Olitsky, S., Perfetti, A., and Coughlin, A. (2020). Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools. Science Education, 104(2), 113-143.

Pope, N. G. (2019). The effect of teacher ratings on teacher performance. Journal of Public Economics, 172, 84-110.

Shirley, D., Hargreaves, A., and Washington-Wangia, S. (2020). The sustainability and unsustainability of teachers’ and leaders’ well-being. Teaching and Teacher Education, 92, 1-12.

Sweeting, A. (1999). Doing comparative historical education research: Problems and issues from and about Hong Kong. Compare: A Journal of Comparative and International Education, 29(3), 269-285.


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