Competency Needs of MSEP Teachers in Teaching Music: Bases for An Intervention Program
Keywords:
Competency, MSEP Teachers, Music, Intervention ProgramAbstract
This study attempted to determine and assess the competency needs of MSEP teachers in teaching Music as bases for an intervention program of Music for the intermediate pupils in the four districts of Catbalogan, Division of Samar. This study employed the normative-descriptive method of research. This was directed towards ascertaining facts that prevailed among the respondents or cases sampled. The obtained grand total for the solutions suggested by administrators relative to the competency needs of teachers in teaching MSEP is 86.39 and the computed grand mean is 4.58. Both results were noted to be closely similar, since both evaluations obtained exactly the same grand mean, thus the solutions indicated are considered as extremely preferred (EP). Educational background is affirmed to be significant in the teachers’ competencies along with knowledge of the music content, utilization of IM’s and evaluation techniques. This is due to the fact that the majority of the teacher-respondents are not qualified to teach MSEP because they are not music majors/minors. However, this aspect affects the MSEP teachers’ competencies along instructional strategies due to the fact that majority of the teacher respondents lack the needed skills in the application of different instructional methods in music since these teachers have neither background in music nor earned units in the graduate/post graduate studies particularly in music education.
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