Pedagogical Competence Of Senior High School Teachers

Abstract

In an ever-evolving landscape of education, the role of senior high school educators has undergone a significant transformation. No longer confined to being mere conveyors of information, these educators have become architects of holistic learning experiences, fostering intellectual, emotional, and personal growth within their students. Central to this metamorphosis lies the concept of pedagogical competence – a multifaceted amalgamation of skills and attributes that empowers educators to effectively guide and inspire their students on their educational journeys. At the core of this pedagogical competence are attitudes and beliefs that educators hold, which serve as a compass guiding their teaching methodologies, interactions with students, and the overall atmosphere within the classroom.

This study embarks on an exploration of a pivotal facet of pedagogical competence, delving into the realm of senior high school educators' attitudes and beliefs. These underlying principles wield significant influence on educators' instructional practices and relationships with students, thereby shaping the educational experience in profound ways. As educators, their attitudes and beliefs are not only indicative of their individual approach to teaching but are also instrumental in fostering an environment that cultivates curiosity, trust, and meaningful engagement.

The significance of teachers' attitudes and beliefs extends beyond the classroom, resonating with broader educational theories. Arthur and Webb (2005) have delineated dimensions of teacher efficacy, encompassing both personal teaching efficacy, which focuses on teachers' beliefs about their capacity to impact students' learning, and general teaching efficacy, which encompasses teachers' perceptions of external factors influencing student performance. Additionally, Medway (2001) posits that competent educators take responsibility for their outcomes, underlining the power of educators in shaping their students' lives.

Based on the findings of the study, the researcher established that the senior high school teachers are competent teachers. Furthermore, this study has provided valuable insights into the competency of senior high school teachers. Through a comprehensive examination of the collected data and analysis of various factors, it has been unequivocally established that senior high school teachers possess a commendable level of competence in their roles as educators. The findings affirm the dedication, knowledge, and skills that these teachers bring to the classroom, underscoring their ability to effectively facilitate student learning and growth. As a recommendation, it is advised that future research endeavors delve deeper into exploring the various facets of pedagogical competence exhibited by teachers, with a specific focus on subject matter expertise and the utilization of diverse teaching methodologies.