INFLUENCE OF CLINICAL COMPETENCE TO

SKILLS DEVELOPMENT OF STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 485-498
Document ID: 2023PEMJ1379
DOI: 10.5281/zenodo.10247238
Manuscript Accepted: 2023-4-10
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article

Influence of Clinical Competence to Skills Development of Students

Norvic Arnaiz-Perez*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine which domain of teachers' clinical competence significantly influences
students' skills development. This study employed a non-experimental design utilizing the causal-
effect technique. The respondents were 11 public senior high school students in District 1 of
Compostela, Davao De Oro -East and West District. A random sampling technique was employed in
selecting the respondents of the study. Mean, Pearson-r, and Regression Analysis were the statistical
tools used in the study. Results revealed a high level of clinical competence of teachers in terms of
content knowledge, learner-centeredness, interpersonal and communication skills, professionalism
and role modelling, practice-based reflection, and improvement. Results also revealed that the level
of skills development of students was high in terms of soft skills, performance and training
methodology. The correlation coefficient between the two variables of the study revealed a highly
positive significant relationship. Interpersonal and communication skills, professionalism, and role
modelling, and practice-based reflection and improvement was revealed as the domains of clinical
competence of teachers that best influence the skills development of students.

Keywords: MAED- Educational Management, clinical competence, skills development, Philippines

Introduction necessary skills to make sure of their desired career.

Knowledge involves two strongly inter-linked but
different components: content and skills. Content
includes facts, ideas, principles, evidence, and
descriptions of processes or procedures. Educational
leaders, teachers, and school counselors have long
argued that some students were under-performing
academically because they lack proper social skills
that includes: inattentiveness and unprepared during
instructional periods, aggressive behavior toward
classmates and educational staff, inability to engage
cooperative learning and disruptive behavior in
classroom which affected their academic skills,
studying skills, problem-solving skills, critical and
decision making skills, mastery and performance
skills, task management skills. The issue here is not so
much that educators do not help students develop skills
– they do – but whether these intellectual skills match
the needs of knowledge-based learners, and whether
enough emphasis is given to skills development within
the curriculum. In other words, these skills need to be
embedded within a knowledge domain (Conference
Board of Canada, 2014).
Basically, the government and education system and
education policy would make sure of the skill
development in students. Educational institutions
would implement government policy. In doing so, they
must ensure the skills development environments in
their institutions (Bates, 2015).
In addition, an evidence-based approach to clinical
competence education means that clinicians must also
account for their education practice through teaching
evaluation, explicit contributions to curricular design
and analysis (Hu et al., 2015;Stalmeijer et al.,
2010),and evidence learning outcomes achieved.
Along with the learning outcomes related to
procedural skills development, clinical educators are
expected to actively develop students’ capabilities for
their future practice, including broad-based
competencies. This expands the breadth and depth of
clinical education beyond discipline-based
competencies and includes covering areas of critical
thinking; Discern how clinical competence of teachers
affects more on the learning as professionals and the
skills development of students (Ajjawi& Higgs,
2011;Delany & Golding, 2014; Golding, 2011).

Skills development in students is essential in order to
face the challenges of everyday life. There is a
dramatic change in the world due to the unprecedented
use of technology during the past few decades. These
transformations impact all spheres of our life including
education, economy, career, etc. To cope with the
increasing pace and changes, students should learn the
The researcher has not come across a study on the
influence of clinical competence and to skills
development. Learners know more for or even without
school counsellors engaged into interactive and
coordinated agendas. Additionally, Davao De Oro is
comprised of private and public educational
institutions, which aim to cultivate the full potentials

Norvic Arnaiz-Perez 485/498

Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
of their students. One of the major goals of these
prestigious colleges and universities is to transform
these young individuals into reputable, responsible and
globally competitive people someday and become
more equipped and competitive in terms of their skills
development. Looking at both these various strategies
and programs, it would appear that across a country
where there is an increasing variety by, and marked
diversity between what the level of professionalism
were supported with, expected and accessible of skills
development and clinical competence. Thus, the
urgency to conduct the study for school leaders'
continuing learning and no study evidence routes
(Smith, 2012).
Research Objectives
The study aimed to determine which domain in clinical
competence of teachers significantly influence the
skills development of students. Specifically, it aimed
to provide answers to the following:
1. To describe the level of clinical competence of
teachers in terms of:
1.1 Content Knowledge;
1.2 Learner centeredness;
1.3 Interpersonal and communication skills;
1.4 Professionalism and role modelling; and
1.5 Practice-based reflection and improvement.
2. To describe the level of skills development of
students in terms of:
2.1 Soft Skills;
2.2 Performance; and
2.3 Training Methodology
3. To determine the significant relationship between
clinical competence of teachers and skills development
of students
4. To determine which domain of clinical competence
significantly influence the skills development of
students
Literature Review
Theories, opinions and concepts of various authors
related to this study are included in this section to
provide a strong frame of references about the
variables treated under study. The independent
variable of the study is clinical competence of teachers
in terms of content knowledge, learner centeredness,
in terp erso n al and com mun ication skills,
professionalism and role modelling, and practice-based
reflection and improvement which is anchored on the
theory of (Srinivasan, 2011). The dependent variable is
the skills development of students in terms of soft
Norvic Arnaiz-Perez
skills, performance and training methodology which is
based on the theory of (Mandakini, 2002).
Clinical Competence of Teachers
Content knowledge, focusing on how educators would
use their content expertise to tailor instruction for
learners and to assess individual learner progress. Most
people would agree that an understanding of content
matters for teaching. Yet, what constitutes
understanding of the content is only loosely defined. In
the mid-1980s, a major breakthrough initiated a new
wave of interest in the conceptualization of teacher
content knowledge; and his colleagues proposed a
special domain of teacher knowledge that they termed
pedagogical content knowledge (Shulman, 1986).
Relevantly, the teachers must know the subject they
teach. Indeed, there may be nothing more foundational
to teacher competency. The reason is simple: Teachers
who do not themselves know a subject well are not
likely to have the knowledge they need to help
students learn this content. At the same time, however,
just knowing a subject well may not be sufficient for
teaching. Content knowledge is immensely important
to teaching and its improvement. Instead of taking
pedagogical content knowledge as given, however, we
argue that there is a need to carefully map it and
measure it. This includes the need to better explicate
how this knowledge is used in teaching effectively
(National Mathematics Advisory Panel, 2008).
Evidently, learner centeredness, means core
competency, which focuses on a personal commitment
to meet a learner’s individual, professional needs and
to treat individuals with respect. Learner-centered
teaching is an approach to teaching that is increasingly
being encouraged in education. Learner-centered
teachers do not employ a single teaching method. This
approach emphasizes a variety of different types of
methods that shifts the role of the teachers from givers
of information to facilitators in student learning.
Learner-centered teaching is a broad educational
concept that originated in fundamental changes in
thinking about curriculum planning and pedagogy in
the 1970s and 1980s (Nunan, 1988 as cited by Benson,
2003).
Furthermore, the learner-centered approach, teachers
function as facilitators of learning rather than lecturers.
In this way, teachers do less telling; students do more
discovering. The roles of the teacher in the learner-
centered approach are to design the course such that it
creates a climate for an optimal learning; model the
appropriate expected behavior for the students;
486/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
encourage students to learn from and with each other;
and provide more feedback throughout the process. As
stated that learner-centered teaching includes: 1)
techniques that focus on or account for learners’ needs,
styles, and goals; 2) techniques that give some control
to the students; 3) curricula that include the
consultation and input of students and that do not
presuppose objectives in advance; 4) techniques that
allow for students creativity and innovation, and 5)
techniques that enhance a student’s sense of
competence and self-worth (Brown, 2001).
Particularly, learner-centered teaching is not learning
without teachers but it starts with the teachers.
Teachers play a very important role and do many
efforts to conduct an effective learner-centered
teaching. Being a learner-centered teacher should be
every teacher’s goal, but it is not necessary or practical
to be learner-centered on every component. Teachers
should not expect their courses ever to be at the
highest standard in all categories with every
component as identified from the study of
(Lengkanawati in Bernard & Li, 2016).
Thereafter, interpersonal and communication skills,
means emphasizing effective problem-solving and
adaptability for one-on-one or intragroup interactions.
Professionalism, for an educator, involves not just
exhibiting best practices/behaviors in an individual
field of expertise but also inspiring and role modelling
those behaviors in and for others. Role modelling,
means a person who you look up to and aspire to be
like. Practice-based reflection and improvement,
means competency revolves heavily around accurate
self-reflection and using all available sources of
information to improve one’s own educational
practices. Relevantly, an assessment of an individual’s
professional skills and knowledge is recommended
before engaging in meaningful professionalism and
role modelling as cited from the study of (Reed,2010).
As a result, recommended that teacher education
programs implement curricular innovations that will
equip teachers with skills needed to create
instructional opportunities that are adapted to diverse
learners. As administrators who inspires to be
instructional leader may recognize the voice and
perceptions of teachers in decision making (Cobbs
&Downey, 2007).
Additionally, teachers are the greatest assets of any
education system. They stand in the interface of the
transmission of knowledge, skills and values. Teacher
education plays a vital role in reforming and
strengthening the education system of any country.
Training of teachers has emerging global trends in
Norvic Arnaiz-Perez
education and the overall needs and aspirations of the
people. The quality of education depends on the
quality teachers and teaching. The way teachers are
trained is an important aspect to improve quality. The
first and most important basis for professional progress
is simply the teachers’ own reflection on daily
classroom events. So, she gives emphasis to personal
progress through reflecting on one’s own activities and
practices that happened in the class and thinking (Ur,
1999).
For the same reason, that it contend that reflective
teaching offers teachers the opportunity to renew their
practice and to understand the effects of their teaching
as practice-based reflection and improvement. They
further stated that reflective teaching provides
information on how teachers connect with learners
meaningfully thus promoting sound teaching and
learning practice (Jacobs, Gawe &Vakalisa, 2011).
Skills Development of Students
Soft skills means a cluster of qualities, habits,
personality traits, attitudes and social graces which
everyone possesses in varying degree, and are needed
for everyday life as much as they are needed for work.
The changes in occupational structure and required
soft skills as countries adopt new technologies,
therefore apply to emerging 'knowledge economy' as
well, along with their implications for higher education
and training system which is the backbone for the
growth and development of any country. The central
theme of the emergence of a knowledge economy
revolves around the knowledge which may be in the
form of complex problem solving, innovation and
creativity, visualization of new markets, understanding
social and global implications, working in new
environments and with people of different cultures and
countries, developing new products and services etc.
As stated in the study, one impact of this
transformation is that lifelong learning which has been
identified as a means of sustaining employability as
well as professional and career growth (MeenuWats,
2019).
Then, it is widely believed that such dimensions of
performance as learning, innovation and enterprises
can be enhanced by placing greater emphasis on
developing soft skills within the education and training
processes. While hard skills are discipline specific
skills needed to perform basic duties at work, soft
skills are the ones that define an individual's approach
towards work and life problems etc. In other words, it
can be said, while hard skills are the academic skills,
experience and level of expertise as generally
487/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
described in a resume and indicate the knowledge of
concepts, principles, methods, procedures and
techniques needed for performing jobs, soft skills are
those sought out behaviours and characteristics that
employees demonstrate unconsciously and routinely
on the job. Though, the importance of soft skills has
been recognized throughout the world, but the
terminology used to refer these varies from country to
country (KumarWats, 2019).
Additionally, these are generally referred to as key
competencies, soft skills, generic skills or
employability skills in Australia; key skills or core
skills in United Kingdom; essential skills in New
Zealand; and necessary skills, employability skills or
workplace know-how in United States. Although, the
nomenclature may vary but their centrality to
competence of an individual and need and importance
especially in today's techno-economic scenario has
been accepted and readily appreciated. The appropriate
and skilful application of hard skills is soft skills
dependent. He categories hard skills as being those
associated with 'product' and the 'individual', while soft
skills are those of 'process and community: warning
against being too ready to dichotomize the two, he
proposes a soft skill- hard skill continuum. Such a
model makes it easier to comprehend the territory in
which soft and hard skills blur, mend and work
together (Costin, 2002).
Likely, in understanding the importance of soft skills
in today's competitive world and the role of higher
education in building competent and relevant
manpower for the economic and social growth of the
country, most of the educational institutions in India
have initiated programmes, projects and activities for
developing soft skills in students, the manpower of
future. Institutions are using different approaches,
methods, media, evaluation and assessment
mechanisms. There was a need to understand the
impact of these initiatives for developing right type of
manpower for meeting the needs of the emerging
knowledge economy of the country (MeenuWats,
2019).
In addition, education is one of the imperative aspects
that not only inculcates the essential skills, abilities
and knowledge and performance among the
individuals, but also leads to overall growth and
progress of the individuals, community and nation as a
whole. An educated person is not only able to
accomplish his desired goals and objectives, but is also
able to render an efficient contribution towards the
well-being of the community. The inculcation of
academic knowledge, skills, abilities and proficiency
Norvic Arnaiz-Perez
among the individuals is enhanced through learning
and academic performance.These include, promoting
extra classes for students, introducing effective
teaching-learning methods and instructional strategies,
using technology, rewarding students for good
performance serves as a motivating factor and when
they achieve low grades, they usually tend to work
more to make improvements (Nyagosia, 2011).
Further, performance means leaders must be able to
influence their people, to open their minds, touch their
hearts and energize their spirit to take the necessary
actions. Goal-oriented students usually possess
positive feelings regarding their school experiences,
they possess the traits of discipline, diligence, and
resourcefulness, are avid readers and tend to devote
less time towards recreation and leisure activities. It is
vital for the students to possess positive thinking in
terms of their schools, teachers and academic subjects.
With positive attitude, they will be able to dedicate
themselves wholeheartedly towards learning and
generate the desired academic outcomes the same with
the study of (Maina, 2010).
Likely, the academic concepts are made known to the
students by the teachers within classroom. Teachers
have the main job duty of completing the subject
syllabus. Therefore, it is vital that classroom
environment should be disciplined, and well ordered.
Within the classroom, it is vital for the teachers and
the students to implement the traits of morality and
ethics. It is vital to promote mutual understanding,
amiability and co-operation among the teachers and
students as well as among the fellow students. The
efficiency in the management of the classroom,
introduces a well-organized and efficient management
of the lesson plans, instructional strategies, teaching-
learning processes and so forth. When there is
discipline and effective communication among the
individuals, then it would help the students learn better
and improve their academic performance (Kudari,
2016).
So, training methodology means the methods,
materials, techniques and resources used for transfer
new knowledge, skills and attitudes to participants in
academic learning, some of the concepts are difficult
to learn and understand. When problems and
difficulties are experienced by the students, then they
need to obtain assistance from others. When students
are unable to achieve the desired grades, then instead
of getting angry on them, the teachers and parents need
to make provision of help and assistance. They should
motivate the students and encourage them to do well in
future. They need to understand their weaknesses and
488/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
help them. When students find certain areas difficult to
learn, then teachers should repeat the concepts,
provide them class and homework assignments, so that
they are able to acquire complete understanding of the
concepts (Srinivas, &Venkatkrishnan, 2016).
Also, training and development refer to the obtaining
or transferring knowledge, skills and abilities (KSA)
process needed to carry out a specific activity or
functions; so, the benefits of training and development
both for organization and individual are strategic in
nature and hence much wider. To meet the current and
future challenges of organizations’, training and
development assume a wide range of learning actions,
ranging from training of the individual for their present
tasks and moreover, knowledge sharing to improve the
organization horizon (Niazi, 2011).
Furthermore, training methodology is defined as “a
planned process to modify attitude, knowledge, skill or
behavior through learning experience to achieve
effective performance in an activity or range of
activities. Stated that training is a planned process that
is used to change attitudes, knowledge, skills and
behavior through the learning experience in order to
achieve effective performance in a specific activity or
range of activities. Its purpose, in the work context, is
to develop the abilities of individuals and to satisfy the
current and future needs of the organization. This
definition links training and planning process with
training as a planned operation aimed at modifying
skills through the application of experience and
education (Beardwell & Holden, 2001).
Methodology
The framework lays forth the methodology used for
the analysis. That focuses on the research design, study
site, sample size, instruments used for the collection of
data, administration of the instrument, statistical tools
and ethical considerations.
Research Design
The non-experimental quantitative research utilizing
causal-effect technique was used in this study which
was designed to gather data, ideas, facts and
information related to the study, and would determine
if the variables are related to the study. The researchers
used adapted questionnaires to gather data for this
study. In line with this, the study was conducted to
determine the correlation between the clinical
competence to skills development of students.
Norvic Arnaiz-Perez
Quantitative research is referred to as explaining
phenomena by collecting numerical data that were
analysed using mathematical-based methods in
particular statistics (Aliaga& Gunderson, 2002) and
generalizing it across groups of people. Likewise,
correlation method was utilized to determine the
relationship between clinical competence of teachers
to skills development of students of secondary schools
in Compostela- District 1.
In this study, the downloaded, adapted and modified
questionnaires were used. The two sets of
questionnaires were intended to assess the level of
clinical competence of teachers and the level of skills
development of students. This was administered to the
selected students to determine teacher’s clinical
competence and the skills development of students.
The questionnaires were content-validated by the
experts to assure validity. It has been emphasized that
accuracy interpretations based on the results is one
essential features of a research (Shaun, 2002). A pilot
testing was conducted to distinguish instrument
validity of the questionnaires. The persons who were
involved during the initial test were excluded on the
final testing. Certainly, it has been piloted to ensure
validity and reliability of the study. The instruments
was subjected for the pilot testing in order to
determine the Cronbach Alpha before content
validation by experts with external and internal
validators.
Data Collection
Data for this study were gathered through the
following steps. First, after the theses committee
approved the proposed study, the researcher created
the data gathering instrument. The constructed
questionnaire was handed over to the adviser for
further suggestions and modifications. After checking
the crafter questionnaire, it was finalized and
489/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
forwarded to the experts for validation. Then, the
researcher sought consent to conduct the study among
public secondary students in District 1 of Compostela,
Davao De Oro.
Consequently, after making the permission letter, it
was signed and granted by the Department of
Education-Compostela, Davao De Oro spearheaded by
Davao De Oro Division Superintendent. Upon the
approval of the Superintendent, a copy approved letter
was handed to public secondary school of District 1
Supervisor. It was carried to the school head and then
the researcher personally administered the survey tool
but before distributing the questionnaires to the
respondents, the researcher first gave directions to
obtain precise result. The conduct of the study was last
December 2019.Then, the questionnaire required
approximately 5 -10 minutes to complete.
Consequently, the researcher retrieved the
administered questionnaires after the participants
answered them. Lastly, the researcher interpreted the
collected data through the help of statistician.
Statistical Tools
Data gathered were analyzed using the following tools:
Mean. This statistical tool was used to describe the
level of clinical competence of teachers and skills
development of students.
Pearson-r. It was used to determine the significant
relationship of clinical competence and skills
development of students.
Regression Analysis. This was used to determine
which domain in clinical competence that significantly
influence the skills development of students.
Ethical Considerations
In order to establish ethical considerations, the
researcher followed the steps as suggested by Boyatzis
(1998) such as respect for persons, beneficence,
justice, consent and confidentiality. It will be
guaranteed that paramount ethical standards in the
conduct of the study and will follow research
guidelines, assessments and standardized criteria,
especially in managing the population and data such
as, but not limited to:
Voluntary Participation. The participants of my
study were individuals who were under my protection,
so I should develop trust among us. Then, after the
purpose have been served and the benefits have been
delivered, described and presented to the involved
students, the rights of the participants to contribute to
Norvic Arnaiz-Perez
this repertoire of knowledge.
Privacy and confidentiality. After the conduct of
research, the informant’s identity and information was
kept privately as stipulated in the protocol.
Informed Consent Process. To fully implore the
participant’s rights in the delivery of research
questions. Simply, the words which was used in the
questionnaire would give respondents a clear view of
the benefits they may get after the conduct of this
study. The research questionnaire was vividly
discussed and administered to the respondents with the
consent of the school head.
Recruitment. To get a saturated form of data,
participants were purposely selected. Moreover, before
the conduct of the study, inclusion criteria were set for
the selection of participants who best suited and served
as the needed data. Furthermore, before the gathering
of data, the researcher sought consent to conduct the
study. The permission letter was signed and granted by
the Department of Education-Davao De Oro
spearheaded by Davao De Oro Superintendent. Upon
the approval, a copy approved letter was handed to
Public Schools Division Supervisor and was carried
out to the school heads. Then, the researcher
personally, administered the survey tool.
Risks. The study did not involve in high risks of
situations that the respondents may experience in
physical, psychological or socio-economic concerns.
The study just involved in their field of motivation
towards learning. Likely, it was centered along how
student’s performs and the teachers in school as well
while promoting a friendly environment to the
participants.
Benefits. Different group of people will benefit on the
study. The findings were useful to the society since it
brought information that enabled people to understand
the influence of clinical competence of teachers to
skills development of students. Moreover, the study
helped educational stakeholders on how to motivate
the learners in different ways. Also, to the school
principal: for them to distinguish different strategies to
help cater the needs of the students; teachers: for them
to know the impact of clinical competence of teachers
towards skills development of students; make use of
the result of the study welfares Department of
Education administrators of Division of Davao De Oro
and District 1 of Compostela in terms of the influence
of clinical competence of teachers to skills
development of students.
Plagiarism. It was ensured no evidence of replication
any part of one’s research study or misinterpretation of
other work. Further, the study undergone plagiarism
test detector like turnitin software and group of
internal and external validators will check and validate
490/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
the research.
Fabrication. The research output was free of
intentional misinterpretation of what has been already
crafted. Clearly, fabrication of data and results, or
purposely presenting conclusions which is no
congruent or supported to and by the data gathered.
More so, no making up of data and results, or
purposefully putting forward conclusions that are not
accurate.
Falsification. It was ensured that there was no such act
or part of the study which are purposefully
misrepresenting the work just to fit the study.
Excessive claiming and exaggeration of facts and data
is carefully avoided. In order to avoid this kind of
situation, the researcher undergone validation (internal
and external validation) of the questionnaire to test its
reliability and validity. Also, outline of the study was
evaluated through review (ethics review) before
roceeding to data collection. Hence, through the
aforementioned procedures misinterpretation of the
study was averted.
Conflict of Interest (COI).To stress, conflict of
interest was strictly avoided. Personal judgement and
views are set aside. Bases of the results, conclusions
and recommendations was purely based from the
gathered data which undergone analysis and
interpretation. Moreover, the study was not sponsored
by any government or non-government organization.
Further, all procedures followed were in accordance
with the ethical standards of the committee. Hence,
results are purely objective and based from the date
collected. The data was analysed by body of experts
and professionals to come up with valid and credible
results.
Deceit. The study has no trace of misleading the
respondents to any potential harm. In order to elude
this kind of misconduct, the researcher conveyed
simple, clear and informative explanation to the
respondents about the purpose of the study to had
adequate background on the research. Also, the
researcher revealed other important subjects such as
methods about the study at the earliest possible time
for the respondents to decide uprightly. Thus, the
procedures help the respondents not to be at risk.
Permission from Organization/Location. Before
starting the data collection the researcher wrote a
consent letter to the Schools Division Superintendent
of Compostela, Davao De Oro. The researcher
personally appeared to that office and ask permission.
The intention was formally informed the school head
about my desire to conduct a study of the said
participants and their place at the same time request
potential information for survey. However, as a
researcher who is guided by a protocol the researcher
Norvic Arnaiz-Perez
ensured confidentiality and agreements between the
respondents and the researchers.
Authorship. The researcher of the study is public
secondary teacher of District 1 of Compostela, Davao
De Oro. More so, the study undergone multiple
processes to produce a valid and standard research.
Besides, the paper passed through series of revisions
due to adviser’s suggestions and inputs that enable the
researcher to critically analysed the obtained data and
incorporate it with existing related studies to support
the claim. Further, the study followed procedures and
protocols which are parallel to the standards of the
University of Mindanao Ethics Review Committee.
The researcher sent manuscript and other pertinent
attachments to the review committee as foundation
implementing ethical consideration. After the
approval, the data collection started and interpreted in
the later part.
Results
Presented in this study are the analysis, interpretation
and the findings of the gathered data out of the
research instruments used in the study. Results focused
on finding out domain of teachers’ clinical competence
would significantly influence skills development of
students.
It has been noted that the standard deviation ranged
from 0.454 to 0.684 which is less than the typical
standard deviation for a 5-point scale. This means that
the ratings obtained in this study are close from mean,
indicating smaller variation of the respondents’
responses (Wittink& Bayer, 1994).
Level of Clinical Competence of Teachers
Presented in Table 1 are the mean scores of clinical
competence of teachers. Data show that the overall
mean is 4.07 and an SD of 0.47 with a descriptive
equivalent of high. This implies that the level of
clinical competence of high school teachers is high or
much observed. Among five clinical competence
indicators, content knowledge got the highest mean
score of 4.14 with an SD of 0.57. It is followed by
learner centeredness with a mean of 4.07 with an SD
of 0.54, next is interpersonal and communication skills
with a mean of 4.02 with an SD of 0.62, then,
professionalism and role modelling with a mean of
4.04 with an SD of 0.56 and practice-based reflection
and improvement with a mean of 4.11 and an SD of
0.54. All these five mean scores of clinical competence
indicators are described as high.
491/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
Table 1. Level of Clinical Competence
As presented in Appended Table 1, it shows that the
item assessing learner’s progress in acquiring
knowledge, skills and attitudes got the highest mean
score of 4.22 which described as very high. The
second highest item is teaching learners to apply the
established and evolving knowledge needed for
effective learning has a mean score of 4.18 described
as high. The third item is providing learners with
graduated responsibility based on their abilities got
the mean score of 4.14 described as high. It is followed
by the item providing resources for additional skills
development of learners has a mean score of 4.10
described as high. The item with the lowest score is
challenging and facilitating learners in practicing
high quality of teaching and compassion got the mean
score of 4.06 described as high.
Level of Skills Development of Students
Table 2 presents the level of skills development of
students in District 1 of Compostela -East and West
Districts. Data show that the overall mean is 4.14 with
a descriptive equivalent of high. Data further show that
among three skills development indicators, soft skills
got the highest mean score of 4.21 described as very
high. It is followed by performance with a mean of
4.12, and training methodology with a mean of 4.09
which are both described as high.
Table 2. Level of Skills Development
Norvic Arnaiz-Perez
As presented in the Appended Table 2, it shows that
the item showing respect in other people’s
opinion/idea got the highest score of 4.52 described as
very high. The second highest item is recognizing and
giving appreciation to others (whenever there is an
opportunity) has a mean score of 4.28 described as
high. The third highest item is listening attentively and
empathetically to others to have greater understanding
got the mean score of 4.21 described as very high. It is
followed by item getting along well with others at all
level (top-to-bottom) has a mean score of 4.10
described as high. The lowest mean score of 3.98 is on
the items manifesting sensitivity when dealing with
people-in discussion, disagreement, etc. described as
high.
Table 3. Significance on the Relationship between
Clinical Competence and Skills Development
Regression Analysis on the Influence of the
Domains of Clinical Competence to Skills
Development
Regression analysis was used to validate which of the
indicators of clinical competence of teachers best
influences skills development of students. Table 4
summarizes the results. The regression analysis results
show that the three indicators namely: interpersonal
and communication skills, professionalism and role
modelling, and practice-based reflection and
improvement yielded an adjusted r-square of 0.697
and f-ratio 65.351 with a probability value of 0.001
which is less than 0.05 level of significance in the
clinical competence of teachers that significantly
influences skills development of students.
The overall R2is 0.486 indicating that 48.6% of the
clinical competence of teachers is explained by content
knowledge, learner centeredness, interpersonal and
communication skills, professionalism and role
modelling and practice-based reflection and
improvement and the remaining is accountable to the
other indicators not included in the study.
492/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
Table 4. Regression Analysis on the Influence of the
Domains of Clinical Competence to Skills
Development
The indicator practice-based reflection and
improvement got the highest standardized beta
coefficient of 0.244 with probability value of 0.001
which is less than the 0.05 level of significance. This is
followed by professionalism and role modelling got a
standardized beta coefficient 0.236 and a probability
value of 0.001 which is less than the 0.05 level of
significance. Lastly, interpersonal and communication
skills with a standardized beta coefficient of 0.153
with a probability value of 0.012 which is also less
than the 0.05 level of significance. This means that
three out of the five domains of clinical competence of
teachers influence the skills development of students.
These are interpersonal and communication skills,
professionalism and role modelling and practice-based
reflection and improvement.
Discussion
Presented in this chapter are the discussion of findings,
the conclusions and recommendations derived from
the results of the study.
Level of Clinical Competence of Teachers
The level of clinical competence of teachers is high.
This means that the level of clinical competence of
teachers of secondary schools in District 1 of
Compostela, Davao De Oro-East and West is much
observed by their students. This is due to the high-
level of rating given by the respondents in content
knowledge, practice- based reflection and
improvement, learner centeredness, professionalism
and role modelling and interp er son al and
communication skills which means that the clinical
competence of teachers are observed. Specifically, the
clinical competence of teachers in terms of content
knowledge was much observed. It means that the
teachers would use their content expertise to tailor
Norvic Arnaiz-Perez
instruction for learners and to assess individual learner
progress. Content knowledge is immensely important
to teaching and its improvement. Instead of taking
pedagogical content knowledge as given. Moreover,
there is a need to carefully map the content knowledge
that needs to be better explicate to make teaching
effective.
Evidently, this result is parallel the views of Borko
(2004) that teachers play a crucial role in education
and their learning and professional development
improves the quality of schools. Seemingly, congruent
to the study of Downey and Cobbs (2007) that it is
recommended that recommended that teacher
education programs implement curricular innovations
that will equip teachers with skills needed to create
instructional opportunities that are adapted to diverse
learners. As administrators who inspires to be
instructional leader may recognize the voice and
perceptions of teachers in decision making.
The indicator clinical competence that was much
observed by the respondents of this study is content
knowledge, as indicator with the highest mean. This is
congruent to the study of Srinivasan (2011) wherein
the educators would use their content expertise to
tailor instruction for learners and to assess individual
learner progress.This is also the same with the results
of the study of Ur (1999) that teachers are the greatest
assets of any education system. They stand in the
interface of the transmission of knowledge, skills and
values.
The other indicator with a high mean is learner
centeredness. This result is parallel to the views of
Srinivasan (2011) which focuses on the personal
commitment of teachers to meet learner’s individual,
professional needs and to treat individuals with
respect.
Teachers’ clinical competence is also high in terms of
interpersonal and communication skills. This finding is
congruent to the views of Srinivasan (2011) that
emphasizes effective problem-solving and adaptability
for one-on-one, one-on-group, or intragroup
interactions. This is also relatively similar to the
results of the study of Cowan and Aresenault (2008)
that perceptions of teachers are as critical to student
learning and growth.
In addition, another indicator with high mean is
professionalism and role modelling. This is in
consonance to the views of Srinivasan (2011) that an
educator is not just exhibiting best practices/ behaviors
in an individual field of expertise but also inspiring
and role modelling those behaviors in and for others.
493/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
Lastly, teachers also got high level of practice-based
reflection and improvement. This is parallel to the
views of Srinivasan (2011) which revolves heavily
around accurate self-reflection and using all available
sources of information to improve one’s own
educational practices and involves understanding the
educational system in which education occurs and the
ability to use that understanding to advocate
appropriate change.
Level of Skills Development of Students
The level of skills development of students is high.
This means that the students’ skills development of
District 1 of Compostela, Davao De Oro-East and
West are highly observed in the field of education.
Lifelong learning goes beyond formal education and
training to include skills development. Parallel to the
study of MeenuWats (2019) that the central theme of
the emergence of a knowledge economy revolves
around the knowledge which may be in the form of
complex problem solving, innovation and creativity,
visualization of new markets, understanding social and
global implications, working in new environments and
with people of different cultures and countries,
developing new products and services etc. One impact
of this transformation is that lifelong learning has been
identified as a means of sustaining employability as
well as professional and career growth
The indicator with highest mean is soft skills which is
congruent to the study of KumarWats (2019) that it is
widely believed that dimensions of performance as
learning, innovation and enterprises can be enhanced
by placing greater emphasis on developing soft skills
within the education and training processes.
Understanding the importance of soft skills in today's
competitive world and the role of higher education in
building competent and relevant manpower for the
economic and social growth of the country, most of the
educational institutions in India have initiated
programmes, projects and activities for developing soft
skills in students, the manpower of future.
Next indicator with high mean is performance in
parallel to the views of Nyagosia (2011) states that
education is one of the imperative aspects that not only
inculcates the essential skills, abilities and knowledge
and performance among the individuals, but also leads
to overall growth and progress of the individuals,
community and nation as a whole. An educated person
is not only able to accomplish his desired goals and
objectives, but is also able to render an efficient
contribution towards the well-being of the community.
The inculcation of academic knowledge, skills,
Norvic Arnaiz-Perez
abilities and proficiency among the individuals is
enhanced through learning and academic performance.
These include, promoting extra classes for students,
introducing effective teaching-learning methods and
instructional strategies, using technology, rewarding
students for good performance serves as a motivating
factor and when they achieve low grades, and then
they usually tend to work more to make improvements
in their studies.
Last indicator with high mean is training methodology
in line with the study of Mandakini (2002). Training
methodology include the methods, materials,
techniques and resources used to implement the
workshop and transfer new knowledge, skills, and
attitudes to participants. Training Methodology is
defined as “a planned process to modify attitude,
knowledge, skill or behaviour through learning
experience to achieve effective performance in an
activity or range of activities. Stated that training is a
planned process that is used to change attitudes,
knowledge, skills and behavior through the learning
experience in order to achieve effective performance
in a specific activity or range of activities.
Significance on the Relationship Between
Clinical Competence and Skills Development
The clinical competence of teachers in terms of
content knowledge, learner centeredness, interpersonal
and communication skills, professionalism and role
modelling and practice-based research and reflection
shows a significant relationship with the skills
development of senior high school students of District
1 of Compostela, Davao De Oro- East and West. This
implies that the level of skills development of students
in terms of soft skills, performance and training
methodology relations is high.
The result is in congruence with the proposition of
Srinivasan (2011) which revealed that there is a close
bond and strong relationship between clinical
competence and skills development. Given the
different roles that educators might adopt core
competencies should include core competencies.
Typically these skills would involve directly teaching
an individual group of learners. For instance, core
knowledge for all educators might involve content
knowledge, learner centeredness, interpersonal and
communication skills, professionalism and role
modelling and practice-based research and reflection.
Then, important to this competency is the ability to use
that understanding to advocate appropriate change.
Likely, skills development such as soft skills,
performance and training methodology attributes and
494/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
competencies such as facilitation, real life examples,
group work, interactions with participants,
demonstration, participant involvement and
stories/illustrations, were the driving force of training
effectiveness
The findings are congruent with the proposition of Hu
et al., 2015; and Stalmeijer et al. (2010) that clinicians
must also account for their education practice through
teaching evaluation, explicit contributions to curricular
design and research and evidence learning outcomes
achieved; along with the learning outcomes related to
skills development, clinical educators are expected to
actively develop students’ capabilities for their future
practice, including broad-based competencies.
Accordingly, it is also comparable with the study of
National Mathematics Advisory Panel (2008) that
teachers must know the subject they teach. Indeed,
there may be nothing more foundational to teacher
competency. The reason is simple: teachers who do
not themselves know a subject well are not likely to
have the knowledge they need to help students learn
this content. Clinical competence at the same time is
immensely important to teaching and its improvement
to skills development of students, instead of taking
pedagogical content knowledge as give. This includes
the need to better explicate how this knowledge is used
in teaching.
Relevantly, congruent to the study of White (1959)
that developing clinical competence has focused
mostly on knows and knows how, the base of the
pyramid: recall of factual knowledge and the
application of this knowledge in problem solving skills
development currently occupy a dominant place in
development discourse. And it is suggested that
competence be conceptualized as effective interaction
with the environment.
Moreover, another study which is similar to Guskey
and Huberman (1995) states that the opportunity to
give input about the experience may help a teacher
develop a sense of professional clinical competence in
which it has a relationship to skills development to
engagement of a certain institution. Likely, as
supported and congruent to the study of Maclean and
Wilson (2009) ; and Rauner and Maclean (2008) that it
is desirable and appropriate that secondary schools are
more accountable for developing the needs of the
students through placing a greater emphasis on skills
development for students.
Regression Analysis on the Influence of
Clinical Competence to Skills Development
Norvic Arnaiz-Perez
The data on the regression coefficient using linear
regression to test the significant influence of the
overall clinical competence to skills development of
students. Test shows that three out of five domains of
clinical competence: interpersonal and communication
skills, professionalism and role modelling and
practice-based research and reflection are significant.
These domains of clinical competence of teachers have
predictive abilities to skills development of students in
District 1 of Compostela, Davao De Oro -East and
West. More so, data revealed that professionalism and
role modelling has the highest influence to skills
development with Beta value 0.52, followed by
practice-based research and reflection with Beta value
of 0.51 and interpersonal and communication skills
with Beta values of 0.48. The result means that clinical
competence of teachers influence the skills
development of their students.
In line with the above notions, the findings of the
study also evolve to the proposition of Srinivasan
(2011). Clinical competence and skills development
are interrelated, it was pointed out that competence
confer skills development that can help pinpoint areas
where sources may be best deployed for developing
and providing an approach for improving and
alleviating the organizational strengths and
weaknesses. And, perhaps most important, the
competence can help the educators think carefully
about the skill sets and resources they will need to
succeed.
The regression analysis further reveals that among the
indicators of clinical competence, it is the
interpersonal and communication skills that has the
most influence to skills development of students. In
view of this, the same study with Srinivasan (2011)
that it is effective if the learning activities are focused
and emphasize on problem solving and adaptability for
one-on-one or intragroup interactions. Additionally,
communicating expectations, goals and information in
ways that stimulate and engage learners; determining
each learner’s prior knowledge and skills through
direct observation or questions; by providing specific
feedback to each learner to help the learner improve;
opens to alternative approaches to problems and
issues; and facilitating dialogue and understanding
during times of conflict.
Conclusion
In reference to the findings of the study, the following
conclusions are drawn: the level of clinical
competence of teachers is high and the level of skills
495/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
development of students is also high. Then, there is
significant relationship between clinical competence of
teachers and skills development of students. Also,
there is an influence of clinical competence to skills
development of students in terms of interpersonal and
communication skills, professionalism and role
modelling, and practice-based reflection and
improvement.
Further, professionalism and role modelling of
teachers has the most influence to the skills
development of senior high school students. Then, it
confirms to the theory which is anchored from
Aristotle’s Theory of Education that an evidence-based
approach to clinical education means that clinicians
must also account for their education practice through
teaching evaluation, explicit contributions to curricular
design and research, and evidence learning outcomes
achieved. So, teacher education plays a vital role in
reforming and strengthening the education system of
any country. Training of teachers has emerging global
trends in education and the overall needs and
aspirations of the people. The quality of education
depends on the quality teachers and teaching. The way
teachers are trained is an important aspect to improve
quality. The first and most important basis for
professional progress is simply the teachers’ own
reflection on daily classroom events.
References
Aliaga, M. & Gunderson, B. (2002) Interactive Statistics. [Thousand
Oaks]: Sage
Publications.https://www.pearson.com/us/highereducation/program/
Aliaga-Interactive-Statistics-3rd%20Edition/PGM233870.html
Bates, A. W. T., &Sangrà, A. (2011). Managing technology in
higher education: Strategies for transforming teaching and learning.
Hoboken: Wiley.
https://link.springer.com/article/10.1186/s41239-018-0104,%20https
://www.campuscareerclub.com/importance-of-skill-development-in-
students/
Beardwell, I., & L. Holden (2001). Human resource management: A
contemporary approach. Essex: Pearson Education Limited.
https://www.researchgate.net/publication/269165999
Borko, H. (2004). Professional Development and Teacher Learning:
Mapping the terrain. Educational Researcher,
33(8).https://doi.org/10.3102/0013189X033008003https://journals.s
agepub.com/doi/abs/10.3102/0013189x033008003
Brown, H. D. (2001). Teaching by principles: An interactive
approach to language pedagogy. New York: a Pearson education
company. https://www.researchgate.net/publication/255647628
Callan, V. J. (2003). Generic skills:Understanding vocational
education and training teacher and student attitudes. Adelaide:
NCVER.https://ncver.edu.au/ data/assets/file/0021/5097/nr1010.pd
f in Management and Technology, 5(6), 30-36. Retrieved April 25,
Norvic Arnaiz-Perez
Callan. R. (2003) Artificial Inlelligence. London: Palgrave
Macmillan.
https://link.springer.com/chapter/10.1007/0-387-28356-0_1
Conference Board of Canada (2014) Employability Skills 2000+
Ottawa ON: Conference Board of C a n a d a .
https://opentextbc.ca/teachinginadigitalage/chapter/section-1-3-the-s
kills-needed-in-a-digital-age/
Costin, GP (2002).Legitimate subjective observation (LSo) and the
Evaluation of soft skills in Workplace,The Spotlight on the Provider
Conference, Albury New South Wales,
2002.https://www.researchgate.net/publication/331629090
Cowan, G., & Arsenault, A. (2008). Moving from monologue to
dialogue to collaboration: The three layers of public diplomacy.
Annals of the American Academy of Political and Social Science,
616 ( P u b l i c D i p l o m a c y in a C h a n g i n g W o r l d ) ,
10-30.http://www.globalmediajournal.com/open-access/post-us-publ
ic-diplomacy-in-eastern-europe-dialogue-via-new-technologies-or-
facetoface-communication.pdf
Daniel R. Johnson (2011) A Quantitative Study of Teacher
Perceptions of Professional Learning Communities' Context. Seton
Hall University. https://scholarship.shu.edu/dissertations/15/
Del Bueno D.J. (1990) Evaluation: myths, mystiques, and
obsessions. Journal of Nursing Administration 20(11), 4–
7.https://www.researchgate.net/publication/8511794_Nurse_Com
petence_Scale_Development_and_psychometric_testing
Downey, J. A., &Cobbs, G. A. (2007). ―I actually learned a lot
from this◻: A field assignment to prepare future preservice math
teachers for culturally diverse classrooms. School Science and
Mathematics,
107(1),391-403.https://journals.sagepub.com/doi/abs/10.3102/00346
54312468619
Golding, C. (2011). Educating for critical thinking: Thought-
encouraging questions in a community Of inquiry Higher Education
Research and Development, 30(3),
357-379.https://www.tandfonline.com/doi/abs/10.1080/07294360.20
10.499144Guskey, T. R. &Huberman, M. (1995) Professional
Development in Education: new paradigms and practices (New
York, Teachers College
Press).https://www.researchgate.net/publication/254934696_Professi
onal_Development_and_Teacher_Change
Hirsch, E.D. (1987). Cultural literacy, what every american needs to
kno w. Bo ston , M A. Hough ton Mi ffl in
C o mp an y .h tt p s: / / www. j st o r.o rg / s ta bl e /4 188 19 72
Hirsh, S. (2010). We need every school system to establish its vision
for the principal as instructional leader. Journal of Staff
Development, 31(2), 64.
h t tp s :/ / www. oe c d. o rg / s it e /e dui s t p2 012 /4 98 505 76 .p d f
Hu, W.C., Thistlethwaite, J., Weller,J., et. al.(2015). ‘It was
serendipity: A qualitative study of academic careers in medical
education. Medical Education, 49 (11),
1124-1136.https://kclpure.kcl.ac.uk/portal/files/101968508/2018_Ho
rsburgh_Joanna_1066629_ethesis.pdf
Johnson, Daniel R. (2011). A Quantitative Study of Teacher
Perceptions of Professional Learning Communities' Context,
Process, and Content(2011). Seton Hall University Dissertations and
Theses (ETDs). 15.https://scholarship.shu.edu/dissertations/15/
Kudari, J.M. (2016). Survey on the Factors Influencing the Student’s
Academic Performance.International Journal of Emerging Research
496/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article
2018
from https://www.ermt.net/docs/papers/Volume_5/6_June2016/V5N
6-142.pdf
Lopez-Pastor, V. M., Monjas, R., &Manrique, J. C. (2011). Fifteen
years of action research as professional development: Seeking more
collaborative, useful and democratic systems for teachers.
Educational Action Research, 19(2),
153-170.https://revistas.unal.edu.co/index.php/profile/article/view/3
4051/40639
Lengkanawati, N.S. (2016). Teachers’ beliefs about learner
autonomy and its implementation in Indonesian EFL settings. In:
Barnard, R., Li, J. (Eds.), Language learner autonomy: Teachers’
beliefs and practices in Asian contexts (pp. 134–149). Phnom Penh:
IDP
Education.https://journals.sagepub.com/doi/10.1177/136216881772
5759
Maclean (2013) Skills Development Issues, Challenges, and
Strategies i n A s i a a n d t h e P a c i f i c .
https://www.researchgate.net/publication/278641071_Skills_Develo
pment_Issues_Challenges_and_Strategies_in_Asia_and_the_Pacific
Maclean, R., & Wilson, D. (2009). International handbook on
education for the changing world of work: Bridging academic and
vocational learning (Vols. 6). Dordrecht: Springer
https://www.tandfonline.com/doi/pdf/10.1080/14480220.2017.1450
211
Maclean, R., & Wilson, D. (Eds.). (2009). International handbook of
education for the changing.
https://www.theigc.org/wp-content/uploads/2012/03/8.-Technical-an
d-vocational-education-Christian-Kingombe.pdf
Maina, M.J. (2010). Strategies Employed by Secondary School
Principals to Improve Academic Performance in Embu West
District. Kenyatta University. Retrieved April 25, 2018 from
http://irlibrary.ku.ac.ke/bitstream/handle/123456789/930/Mwaura%
2C%20James%20 Maina.pdf?sequence=3
Malathi Srinivasan (2011). David Parish, James O. Wolliscroft.
Oliver Fein, and Robert Blascr. "Medicare Financing of Graduate
Medical Educa— tion: Intractable Problems. Elusive Solutions."
Journal of General Internal/ Medicine.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1495035/
Mandakini, P. (2002). Participatory Training. Participatory Lifelong
Learning and Information and Communication Technologies. School
of Social Sciences, Jawaharial Nehru University, New Delhi.
117-138.https://www.researchgate.net/publication/316845107_The_
effect_of_soft_skills_and_training_methodology_on_employee_perf
ormanc
MeenuWats, M (2019).Developing Soft Skills in Students D.A.V.
College, Chandigarh, India Rakesh KumarWats, National Institute
of TechnicalTeachers'Training and Research, Chandigarh, India,
2019. https://www.researchgate.net/publication/331629090
National Mathematics Advisory Panel. (2008) Foundations for
success: The final report of the National Mathematics Advisory
P a n e l . W a s h i n g t o n , DC : U . S . D e p a r t m e n t of
Education.https://www.researchgate.net/publication/255647628
Niazi, A. (2011). Training and development strategy and it’s role in
organizational performance. MS Scholar, Iqra University Islamabad
Campus, Pakistan, Journal of Public Administration and
Governance. ISSN2161-7104.
h t tp s :/ / www. re s e a rch ga te . ne t /p ub li c at io n/ 26 91 659 99
Norvic Arnaiz-Perez
Nunan, D. (1988). Learner-centred curriculum: A study in second
language teaching. Cambridge: Cambridge University Press.
https://www.researchgate.net/publication/322892837
Nyagosia, P.O. (2011). Determinants of Differential Kenya
Certificate of Secondary Education Performance and School
Effectiveness in Kiambu and Nyeri Counties, Kenya. Kenyatta
University. Retrieved April 25, 2018 from
http://irlibrary.ku.ac.ke/bitstream/handle/123456789/3009/Nyagosia,
%20Patrick%20Ogecha. pdf?sequence=3
M i ll e r, G. E. (1 99 0 ). The a s s e s s m e n t of c l in ic a l
skills/competence/performance. Academic Medicine, 65(9 Suppl),
S63-
S67.https://journals.lww.com/academicmedicine/Abstract/1990/090
00/The_assessment_of_clinical.45.aspx
Rakesh Kumar Wats (2019). Developing Soft Skills in Students
D.A.V. College, Chandigarh, India Rakesh Kumar Wats, National
In s t i t u t e of T e c h n i c a l T e a c h e r s ' T r a i n i n g and
R e s e a r c h , C h a n d i g a r h , I n d i a , 2 0 1 9 .
h t tp s :/ / www. re s e a rch ga te . ne t /p ub li c at io n/ 33 16 290 90
Reed, P. (2010). Aligning professional development with school
needs. Principal Leadership, 10(8), 62-64. research. Dordrecht:
Springer.https://dc.etsu.edu/cgi/viewcontent.cgi?article=3644&conte
xt=etd
Schmoker, M. (2005). No turning back: The ironclad case for
professional learning communities. In R. DuFour, R. Eaker, & R.
DuFour (Eds.), On common ground: The power of professional
learning communities (pp. 135–154). Bloomington, IN: Solution
Tree.https://www.allthingsplc.info/files/uploads/AdvocatesforPLCs-
Updated11-9-15.pdf
Shaun, 2002: Uncommon Practice: People Who Deliver a Great
Brand Experience.
https://www.ism.edu/images/ismdocs/ism-journal/ism-journal-of-int
ernational-business-v1-issue-3-current-issues-in-marketing.pdf
Shulman, L. S. (1986). Those who understand: Knowledge growth
in te a ch in g. E du ca t ion a l Res ea rch er, 15(2), 4 - 14.
https://www.researchgate.net/publication/255647628
Spillane JP, Halverson R & Diamond J (2004). Towards a theory of
school leadership practice: Implications of a distributed perspective.
Journal of C u r r i c u l u m Studies 36(1): 3–
34.https://www.researchgate.net/publication/309268503_School_l
eadership_and_management_from_a_distributed_perspective_A_20
16_retrospective_and_prospective
Srinivas, P., &Venkatkrishnan, S. (2016). Factors Affecting
Scholastic Performance in School Children. IOSR Journal of Dental
and Medical Sciences, 15(7), 47-53. Retrieved April 25, 2018 from
http://www.iosrjournals.org/iosrjdms/papers/Vol15Issue%207/Versi
on-1/J150714753.pdf
Stalmeijer. R. E., Dolmans, D. H. J. M., Wolfhagen, L H. A _ P, et
al. (2010). The Maastricht Clinical Teaching Questionnaire (MCTQ)
as a valid and reliable instrument for the evaluation of clinical
teachers. Academic Medicine, 85, 1732—1738. doi:lO.1097/
ACM.Ob013e3181f554d6.https://www.ncbi.nlm.nih.gov/pmc/article
s/PMC2940045/
Tang, S., & Choi, P. (2009). Teachers‘professional lives and
continuing professional development in changing times. Educational
Review, 61(1),
118.https://moodle.eduhk.hk/pluginfile.php/379374/mod_resource/c
ontent/4/Tang%20%20Choi%20(2009).pdf
497/498
Psych Educ, 2023, 15(5): 485-498, Document ID:2023 PEMJ1379, doi:10.5281/zenodo.10247238, ISSN 2822-4353
Research Article

Ur, P. (1999). A Course in Language Teaching: Practice and Theory. Management.https://www.tlfresearch.com/downloads/TLFResearch

Cambridge: CUPJacobs, Vakalisa and Gawe (2011).https:// _Rating_Scales.pdf
https://www.apiar.org.au/
Affiliations and Corresponding Information
White, R. W. (1959). Motivation reconsidered: The concept of
competence. Psychological Review, 66, Norvic Arnaiz-Perez
297-333.https://www.banarvan.com/DynamicContent/UsersDirector Bango National High School
y/admin/MyFiles/Teaching%20Syllabus/penny%20ur%20old%20ve Department of Education – Philippines
rsion.pd

Wittink & Bayer (1994). Statistical analysis of customer satisfaction

data: results from a natural experiment with measurement scales,
Working paper 94- 04, Cornell University Johnson Graduate School
Of

Norvic Arnaiz-Perez 498/498