DE LA SALLE UNIVERSITY – DASMARIÑAS
College of Education
Graduate Studies

THE RELATIONSHIP BETWEEN INSTRUCTIONAL COMPETENCIES AND STUDENTS’ COMMUNICATIVE SKILLS AMONG THE GRADE 7 TEACHERS OF CARMONA NATIONAL HIGH SCHOOL
SCHOOL YEAR 2015 – 2016

In Partial Fulfilment of the
Requirements in Management Ethics
For Educational Management in Graduate Studies

Anna Gianelli S. Espino
Maricar H. Delos Reyes
Rosalie N. Pandan

October 17, 2015

DE LA SALLE UNIVERSITY – DASMARIÑAS
College of Education
Graduate Studies

THE RELATIONSHIP BETWEEN INSTRUCTIONAL COMPETENCIES AND STUDENTS’ COMMUNICATIVE SKILLS AMONG THE GRADE 7 TEACHERS OF CARMONA NATIONAL HIGH SCHOOL
SCHOOL YEAR 2015 – 2016

In Partial Fulfilment of the
Requirements in Philosophical, Sociological and Psychological Foundations of Education
For Educational Management in Graduate Studies

Anna Gianelli S. Espino
Maricar H. Delos Reyes
Rosalie N. Pandan

October 17, 2015

Chapter 1

Introduction

Background of the Study
Communication is about more than just exchanging information. It's about understanding the emotion and intentions behind the information. Effective communication is also a two-way street. It’s not only how you convey a message so that it is received and understood by someone in exactly the way you intended, it’s also how you listen to gain the full meaning of what’s being said and to make the other person feel heard and understood.
Some students are weak in the communicative ability or skills particularly in oral communication which are essential in the entirety of their learning. They always strive to prove themselves to communicate especially in English. Sometimes they succeed, but most of the time they failed. They do not stop or quit in any cause. They build themselves into better individual and what make them improve, is because of the influence of their teachers.
It is necessary for the teachers to develop the communication skills of their student. It is the teacher’s duty to set up a classroom condition that will facilitate communication. The effectiveness of the educational process is largely depending upon the effectiveness of the medium of communication.
The mere fact that so little progress has been made in determining the distinguished characteristic of components of the teachers is not surprising because teaching is a complex process including many aspects of a person’s total being. In general, these traits and abilities may be grouped into two categories. First, those having to do with teachers’ mental abilities and skills. Their understanding of psychological and educational principles and their knowledge to be taught. Second, those qualities having to do with the organization of teachers’ personality, their personal adjustments, their effectiveness in maintaining good working relationships with pupils and in the pattern of their interests.
Teaching is effective to the extent that the teacher does things or behaves in ways that are favourable in the development of skills, understandings, work habits, desirable attitudes and adequate personal adjustments on the part of pupils. Undoubtedly, these are the first and foremost concern of the teacher to guide the students, to prepare them and to help them to become happy, useful and self-supporting citizen. As guidance of learning and initiator of discipline, teacher exerts more efforts subordinating their personal interest just to make the students be prepared in facing their responsibilities.
Teaching as a profession entails a lot of deep concern, patience, kindness, understanding, creativity, artistry, devotion and commitment to perform ones duties and responsibilities to make learning more enriching and meaningful for the students. Thus, by possessing all these, it would help teachers to motivate students to express their thoughts, ideas feelings, and others in their minds that they cannot put into words. And through the teachers’ help and influence, students now will be able to communicate the things beyond their knowledge.

Research Objectives
The objectives of this research are to: 1. Determine the teachers’ instructional competencies which influence the communicative skills of the students 2. To identify students’ communicative skills which influenced by teachers’ instructional competencies 3. To find out the significant relationship between the instructional competencies and students communicative skills

Significance of the Study
The researchers conducted this study because of the following reasons:

Administrators - To the administrator, this study will help them to upgrade the standard of the school. It is their duty to hire competent teachers, basically on the part of the students and on the part of the school concern.

Teachers - This will help the teachers in their teaching strategies, especially on how to possess the competencies in teaching and on how to influence their students as far as communication is concerned. Thus, it will serve as a tool for them in motivating their students to communicate.

Students - This study could be of great help to students in improving their communication skills. It serves as a guide to them on how to follow the teachers instructions and to make them realize that they are the first initiator of learning.

Parents - This research will also help the parents in the developing of their children communication skills, by sending them to school having such competent teachers, and by giving them the proper guidance, support and good preparation or the future.
Lastly, the findings of this study could serve as a frame of reference and might encourage other studies concern.

Scope and Delimitations The researchers conducted this study to ascertain and determine the Relationship Between Instructional Competencies and Students Communicative Skills Among the Grade 7 Teachers of Carmona National High School S.Y. 2015-2016.
The researchers utilized the Grade 7 Teachers teaching in different subjects as respondents.
They used questionnaires in gathering data from the Grade 7 teachers of Carmona National High School.

Definition of Terms
To have a better understanding of the study, the following words were operationally defined:
Ability- competence in doing
Communication- the act or process of using words, sounds, signs, or behaviors to express or exchange information, or to express your ideas, thoughts, feelings, etc., to someone else
Communicative- Is marked by the ability or tendency to communicate, to express into words the thoughts and ideas in mind
Competencies- an ability or skill
Competent- having the necessary ability or skill; able to do something well or well enough to meet a standard
Competent Teacher- is the one who possess teaching skills, guidance skills, management skills, and evaluation skills. It refers to the teachers understanding of the psychological and educational principle and his knowledge of general subject matter to be taught.
Influence- a person or something that affects someone in an important way
Instructional- is the educational method which focuses to develop the full abilities of the child to communicate
Instructional Competencies- the ability to relate in pro-instruction according to educational methods
Skill- the ability to do something that comes from training, experience or practice

Review of Related Literature
There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. These activities are of varied types. The effective organization of these activities would require that a teacher possesses a certain amount of knowledge and also certain attitudes and skills. This is known as teaching competence. In other words, teacher competence refers to “the right way of conveying units of knowledge, application and skills to students”. The right way here includes knowledge of content, processes, methods and means of conveying content. Any definition of teaching competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable teacher and student characteristics and the classroom context. The effectiveness or ineffectiveness of teaching is closely linked to teaching competence. Competent teacher would also create classroom conditions and climate, which are conducive for student learning. Teaching competency has various dimensions such as content knowledge, instructional planning, student motivation, presentation and communication skills, evaluation competencies and classroom management skills. While the teacher would require all these dimensions to a reasonable extent, it is in the manifestation of these in an integrated manner that makes him effective in the classroom context.

Common Teaching Competencies
1) Competency I: Subject Matter Knowledge- The effective early childhood, elementary, middle/secondary school teacher demonstrates knowledge of:
a)The subject matter of Early Childhood, Elementary, Reading, Middle, or Secondary School education, including literature and the language arts, mathematics, science, social studies, the arts, health and physical education
b)The physical, social emotional, intellectual and moral development of adolescents, both with and without special needs;
c) Multidisciplinary structures, teaming and interdisciplinary planning;
d) The relationships among the disciplines taught in the middle/secondary school.

2) Competency II: Communication Skills. The effective teacher-
a) Communicates sensitively with language appropriate to students’ ages, levels of development, gender, race, and ethnic, linguistic and socioeconomic backgrounds, as well as individual learning styles and needs;
b) Interacts with students, families, and colleagues.

3) Competency III: Instructional Practice. The effective teacher-
a) Understands typical and atypical human development and is familiar with principles of curriculum and instruction, including strategies for integrating special education students into regular classroom settings and developing and implementing individualized Educational Plans (IEPs);
b) Teaches through diverse modes, including new technologies, reading and language arts as appropriate to age, learning style and developmental stage of the learner;
c) Makes curricular content relevant to the experiences of students from diverse racial, socioeconomic, linguistic and cultural backgrounds;
d) Organizes and manages a classroom to support the growth and learning of diverse students;
e) Uses methods that develop students’ academic and social skills;
f) Works effectively with families and community sources.
4) Competency IV: Evaluation. The effective teacher-
a) Designs and uses various evaluative procedures to assess student learning;
b) Evaluates his or her own teaching behaviour, and uses the results to improve student learning.
5) Competency V: Problem Solving. The effective teacher-
a) Thinks critically about teaching and learning;
b) Fosters students’ creative and analytical thinking skills.

6) Competency VI: Equity. The effective teacher-
a) Deals equitably and responsibly with all learners;
b) Understands the impact of western and non-western civilizations on contemporary American culture and uses this knowledge to develop appropriate strategies.
7) Competency VII: Professionalism. The effective teacher-
a) Understands his or her legal and moral responsibilities;
b) Learns from experience and supervision;
c) Understands the impact of societal problems that can affect student learning negatively and uses appropriate strategies to address such issues.

The teacher occupies a strategic position in the teaching-learning process (De Guzman 1998). Effective teachers are equipped with repertoire of best teaching practices such as strategies, procedures, and approaches in presenting, implementing and assessing classroom instruction in accordance with the objectives set. They are imbued with values, attitudes and dispositions that foster a classroom atmosphere of mutual trust for individual characteristics, especially student’s needs, interests, and abilities (Salandanan 2005). It could be noted that improvement of classroom instruction is largely dependent upon the competencies of the teacher. As such, obtaining higher academic performance depends upon several factors but most importantly, the mental ability and study skills of the students. The academic performance of students is based on how they spend time in performing the academic work. Students’ academic performance can be influenced by their abilities and interests, routine practices, classroom management, motivation, and even the instructional quality (Aquino 1989). Communication is the cornerstone of world language learning. In order to capitalize upon communicative opportunities, the authors sought after advanced tools and innovative platforms to advance world language instruction within an ever-changing classroom dynamic. World language teachers work diligently to instruct students on authentic pronunciation, proper grammar and intonation, cultural nuances of the language in order to successfully communicate in the target language. While the premise of communication hasn’t changed, rapid changes are occurring in how we communicate with one another, through new platforms, applications, and socially mediated sites. In addition, students entering the classroom are a different generation with a different set of expectations and a unique set of needs; of these, the millennial generation crave connectivity 24/7, personalized self-guided learning challenges, and learning environments that are collaborative and cooperative (Raines, 2003 & Jonas-Dwyer & Pospisil, 2004). Students today are digital natives having grown-up with technology and not knowing a world without it (Prensky, 2001). To them, technology is a tool for learning not a superfluous frill or afterthought. “The ‘spaces’ where students learn are becoming more community-driven, interdisciplinary, and supported by technologies that engage virtual communication and collaboration” (Johnson, Smith, Levine & Haywood, 2010, p. 4). To meet these ever changing demands, Web 2.0 tools offer a way to engage students in meaningful and authentic communication while anchoring learning and pedagogy to 21st century skills and world language content standards.
An important aspect of learning is for students to be able to communicate what they know, or think they know. The best way for teachers to encourage communication from all students is through classroom discussion or small group work (Rika, 1996). There has always been the notion that you learn best when you actually have to teach or explain a concept to someone else. This means being able to verbalize what you know. So teachers need to encourage their students to verbalize their own knowledge so that they can learn more efficiently. Students on the listening end also benefit from hearing their classmates explanations. When students listen to each other, they often benefit from hearing concepts being explained from different points and in ways that might be closer the student’s way of thinking. When students listen effectively they generate questions to further everybody's thinking and learning.
In order to have good discussions teachers need to provide problems that have multiple solutions or methods of solution. These types of problems are best in simulating discussion, creativity and risk taking. When teachers are trying to encourage a meaningful discussion it is crucial that they give their students plenty of time to respond and think about what they want to say. Teachers should avoid yes/no questions and short answered question if they want to have a quality discussion. Open-ended higher level thinking questions are the best choice to get students thinking and communicating their ideas. The teacher should stay involved in the discussion to correct wrong information but should be careful when pointing out mistakes. It is very important to create and maintain an environment that students feel comfortable participating.
Another way to encourage students to communicate, especially if they are too shy to speak up, is to have them journal. Research suggests (Terrell Young, 1990 that dialogue journals provide a purposeful activity in which students communicate their thoughts and feelings. It is important that teachers collect these journals and respond to them. The teacher doesn't necessarily need to evaluate them, but she/he could ask the students questions to further their thinking. Such as, "Why do you think that?", "What could be another reason?", and so on. Students can also exchange journals to share their ideas and get responses from others.
Debate is another way teachers can provide their students with the opportunity to practice their communication skills. Research suggests that debate encourages different types of responses, helps students to develop convincing arguments, and allows teachers and students to learn from one another (Leonard, 1999). This also encourages students to back up what they believe and it allows teachers to really get a good idea of what kind of conceptual knowledge students have about certain topics.
For much of the 20th century, instructional communication researchers (who study human communication processes and related messages as they occur in instructional contexts across subject matter, grade levels, and types of settings) have relied on a teacher-centric rhetorical framework—acknowledging that the primary difference between knowing and teaching is communication (Hurt, Scott, & McCroskey, 1978). The teacher-centric perspective provides a manageable framework from which to understand communication within any instructional context because, (1) roles are generally restricted and adhered to carefully, (2) a majority of classroom communication is concerned with dispensing information and creating understanding, (3) the primary focus is on improving student competencies, and (4) evaluation is a major component of most educational environments. Within these parameters, it is possible to understand how teacher communication behaviors and strategies can enhance student learning. A comprehensive review of three decades of social scientific research focusing on the role and effects of communication in instructional settings is beyond the scope of the current review but is available in the Handbook of Instructional Communication (Mottet, Richmond, & McCroskey, 2006). The purpose here, however, is to summarize what is known about teacher communication competencies, focusing especially on teacher concerns, teacher immediacy, teacher clarity, and content relevance as rhetorical strategies for improving teacher communication in ways that promote student motivation, equity in the classroom, and effective classroom management.

TEACHER COMMUNICATION COMPETENCIES
In his review integrating research from education and communication literature intended to isolate effective teacher behaviors, Nussbaum (1992) cautioned against the creation of prescriptive lists because teacher effectiveness is largely dependent upon such dimensions as timing, context, content, and student ability. Effective teachers must have the ability to adapt to each particular context they encounter. There are general competencies, however, that are applicable across contexts. The National Communication Association (the oldest and largest national organization to promote communication scholarship and education) has outlined five broad teacher communication competencies regarding informative, affective, imaginative, ritualistic, and persuasive instructional messages. Effective teachers should demonstrate competencies in sending and receiving messages that (1) give or obtain information, (2) express or respond to feelings, (3) speculate or theorize, (4) maintain social relationships and facilitate interaction, and (5) seek to convince or influence (Cooper, 1988). Beyond these competencies, several teacher communication behaviors and strategies have been demonstrated to enhance student learning.

TEACHER CONCERNS
The original model for examining general teacher concerns (e.g., assessing student progress, excessive non-instructional duties) was provided by Fuller (1969) in her framework for examining three major categories of teacher concerns that teachers experience at different developmental stages in their career: (a) concern about self (concern about how one is perceived as a teacher); (b) concern about task (concern about instructional duties); and (c) concern about impact (concern about student learning). According to the model, teacher socialization occurs as a natural flow from concerns about self to concerns about task (teaching) followed by concerns about impact (student learning). Every teacher will have concerns in all three areas but the balance among the three can significantly affect the learning climate in the classroom. Borich (1994) cautions that when teachers are unaware of a preponderance of self-concerns to the exclusion of task and impact concerns, they run the risk of unintentionally creating a learning climate that may be contrary to the goals of instruction.
Since the late 1970s communication researchers have chosen to narrow the focus of Fuller's original model by focusing specifically on teachers' communication concerns (e.g., ability to adequately present ideas and required material) and the resulting behaviors in an effort to discover how a teacher's communication strategies and tactics affect classroom interaction and impact the overall climate for learning (Staton & Hunt, 1992; Staton-Spicer,1983; Staton-Spicer & Bassett, 1979; Staton-Spicer & Darling, 1986; Staton-Spicer & White, 1981; Feezel & Myers, 1997). The results of this research program provide support for Fuller's original dimensions and indicate that teachers express communication concerns about their individual communication abilities (self), their ability to communicate with their students (task), and the effects of their messages and communication behaviors to increase student learning (impact).
Self-concerns. Communication concerns about self are primarily related to establishing credibility as a teacher and achieving flexibility in teaching. Teachers attempt to establish credibility through self-disclosure behaviors that communicate that they are human, that they have good intentions, and that they are competent. Learning student names also allows teachers to be perceived as personable. Teacher concerns about flexibility are most apparent in assignment and schedule changes, re-teaching of course concepts, and in-class digressions.
Task concerns. Determining the best way to make abstract concepts concrete and finding the most appropriate teaching strategies are the two most critical communication task concerns expressed by teachers. The use of numerous examples and the integration of guest speakers have been demonstrated as effective communication strategies for making abstract concepts more concrete for students. Teachers are also genuinely concerned about their ability to lead an effective discussion, lecture, and employ other appropriate teaching strategies. Unfortunately, the choice of any instructional teaching strategy seems to be more a function of comfort than appropriateness.
Impact concerns. The two primary communication concerns about impact are related to facilitating student understanding and establishing a non-threatening instructional environment. Teacher communication behaviors that provide a clear and organized structure for lectures (i.e., define, restate, elaborate, and provide an example) and discussions (i.e., teacher asks a question, student responds, teacher paraphrases, elaborates, and provides a clear example) are more successful in facilitating student understanding. Non-threatening environments are established when teachers use reinforcement, self-disclosure, comprehension checks, and convey clear expectations. Teachers are more successful managing communication concerns about impact when they use comprehension checks to encourage student questions and elicit feedback, ask questions, give examples, and use classroom technology (e.g., chalkboard, hand-outs, computer presentations) to provide graphical representations that clearly communicate course concepts (for additional examples see Angelo & Cross, 1993).
Results of instructional communication research have provided a clear link between teacher communication concerns and actual classroom behavior. Teachers communicate differently depending upon whether they are concerned with (1) being accepted, credible, liked, and respected (self-communication concerns), (2) teaching performance (task communication concerns), or (3) student learning and establishing a non-threatening climate (impact communication concerns). Prospective teachers express more self than task or impact concerns whereas student teachers express more task than impact concerns. Likewise, in-service teachers express more impact than self or task concerns and prospective teachers express more self-concerns than student or in-service teachers. Finally, student teachers express more task concerns than prospective or in-service teachers, and in service teachers express more impact concerns than prospective or student teachers. Taken together, the results demonstrate that teacher classroom communication concerns direct and affect classroom communication behavior that, in turn, serves to either enhance or hinder student learning.
TEACHER IMMEDIACY
Teacher immediacy was defined from a communication perspective by Andersen (1979) as a set of verbal and nonverbal behaviors that reveal a teacher's willingness to approach and be approached by students. The use of teacher immediacy behaviors enhances closeness and generates positive attitudes by decreasing the physical and/or psychological distance between communicators (Mehra-bian, 1969). Teachers who exhibit immediate behaviors reduce psychological distance by recognizing individual student ideas and viewpoints, incorporating student input into course and class design, and communicating availability and willingness to engage in one-to-one interactions.
Nonverbal immediacy behaviors include behaviors demonstrating variety in vocal pitch, loudness, and tempo, smiling, leaning toward a person; face-to-face body position, decreasing physical barriers (such as a podium or a desk) between themselves and their students, overall relaxed body movements and positions, spending time with students, and informal but socially appropriate attire. Verbal immediacy includes a teacher's use of humor, praise, actions and/or comments that indicate willingness to converse with students both in and out of the classroom, teacher self-disclosure, using inclusive pronouns (i.e., “we,” “us,” “our”) when referring to coursework, willingness to provide feedback, and asking students about their perceptions about assignments and due dates.
Teachers using verbal behaviors and nonverbal immediacy behaviors appear more human and accessible to their students. In turn, student-teacher interaction contributes to the quality of the overall learning experience. Findings from a significant amount of instructional communication research have demonstrated the profound effects of teachers immediacy behaviors to positively impact student achievement (for a complete review see Richmond, Lane, & McCroskey, 2006). Results provide a clear and substantial link between teacher immediacy and student favorable attitudes toward course content and the instructor, as well as improvement in student attention, concentration, retention, and recall. In addition, teacher immediacy increases student interaction and student motivation while decreasing student resistance. Finally, teachers who exhibit verbal and nonverbal immediacy behaviors are perceived as more competent communicators and receiver higher course and teacher evaluations.

TEACHER CLARITY
Teachers who are content experts must also possess specific communication competencies that allow them to transfer the cognitive dimensions of teaching into visible instructional behaviors that are clear, organized, understandable, and effective. Teacher clarity, therefore, is the teacher's ability to effectively stimulate the desired meaning of course content and processes in the minds of students through the use of appropriately structured verbal and nonverbal messages (Chesebro, 2002). Instructional clarity has also been defined as an instructional message variable that constitutes a cluster of teacher behaviors that contributes to the fidelity of instructional message (Chesebro & Wanzer, 2006). Put simply, teachers who present knowledge in a way that students understand are perceived as clear. As such, clarity functions to connect content and pedagogy. Students tend to judges teacher's effectiveness based largely on perceptions of teacher clarity. In fact, researchers have demonstrated a fairly robust positive relationship among teacher clarity, student satisfaction, student motivation, and student achievement.
Teacher clarity is a multidimensional construct that includes three broad behavior clusters: (1) presentation or verbal clarity (e.g., verbal fluency, explanations, and examples); (2) structural or message clarity (e.g., previews, organization, transitions, summaries, outlines, illustrations and visual aids); and (3) instructional process clarity (e.g., stresses important aspects of the content, assesses and responds to perceived deficiencies in student understanding, connects and integrates specific concepts into course curriculum, provides content relevance, communicates classroom policies and violation consequences).
Inexperienced teachers (because of self and task concerns) have a tendency to focus too heavily on detailed content and, as a result, create cognitive overload by trying to cover too much information. When inexperienced teachers are worried about whether they are perceived as credible they inadvertently provide too much information (TMI) to their students. Unfortunately, students don't seem to care about the leaves on the trees in the forest until they know what the forest is and where it is located relative to other places with which they are familiar. Clarity increases as teachers develop and as impact become more salient. That is, clear teachers will begin to “essentialize” and “chunk” the curriculum using a deductive strategy that focuses on the most important information presented in a logical sequence—before providing specific details. Teacher clarity can best be understood using a jigsaw puzzle example. Clear teachers first provide students with a jigsaw puzzle box top so students have a complete picture (clear direction for learning). Next, clear teachers extract and assemble the edge pieces to distinguish the border clearly before requiring students to focus on any individual puzzle piece (color, shape, possible location). Finally, clear teachers provide the details of the puzzle pieces and provide a context for which they can be organized.
Results across three decades of research demonstrate that teacher clarity, as it occurs in each of the three broad clusters of instructional behaviors (presentation, message, and process) is relatively stable across varied populations and academic contexts. Clear teaching reduces student anxiety, increases student motivation, improves student affect for both instructors and course material and ultimately functions positively to enhance student achievement.

CONTENT RELEVANCE
Content relevance was originally defined by Keller (1983) as a student's perception of whether the course instruction and its content, or both, satisfied personal needs, personal goals, and career goals. As is readily demonstrated by the teacher classroom behaviors explicitly related to teacher concerns, immediacy, and clarity, perceptions of content relevance can be enhanced when teachers make a conscious effort to make the content of their instructional messages relevant to students' personal and career goals. However, just as teacher effectiveness is largely dependent upon such dimensions as timing, context, content, and student ability, content relevance is influenced by teacher characteristics (e.g., credibility, competence, immediacy), message characteristics (e.g., clarity, structure), and by individual student characteristics (e.g., aptitude, interests, etc.).
There are six types of strategies that can be implemented by teachers to increase the likelihood that more of their students will perceive their instructional messages as personally relevant (Keller, 1987). However, because instruction does not take place in a vacuum, the implementation of any strategy to increase content relevance will obviously require that teachers have some knowledge and understanding of their students. Included in the six types of strategies are (1) experience (state explicitly how the instruction builds on the learner's existing skills, relate learner's interests to instruction, build on common student experiences); (2) present worth (provide examples of how the content is meaningful and important, have students relate course concepts to personally interesting contexts); (3) future usefulness (state explicitly how instruction relates to future learner activities, ask learner to relate instruction to personal future goals); (4) need matching (link content to specific student needs); (5) modeling (use guest speakers, alumni, or tutors to demonstrate the value and relevance of course content; and (6) choice (provide meaningful alternative assignments, provide personal choices for organizing work (Keller, 1987).
It seems logical to conclude that student motivation to study is positively related to whether students are able to connect course content presented by their teacher to their personal needs and career goals. Research comparing students on the dimensions of content relevance support this claim and consistently demonstrate that students who perceive instructional activities as having increased value and as something worthy of their effort, report increased affect for teachers and subject material, a sense of greater empowerment in the classroom, and higher levels of achievement and state motivation (Frymier & Shulman, 1995; Frymier, Shulman, & Houser, 1996; Frymier, 2002).

CHAPTER 2

RESEARCH METHODOLOGY

This chapter presents the research design, sample of population of the instrument, validation of instrument, and description of statistical tools used.

RESEARCH DESIGN The researchers used descriptive method of research to determine the Relationship between Instructional Competencies and Communicative Ability of the Students. It is widely used method in data gathering instrument and opinions of the group of persons. The description of the ideas that were presented in the study is modified as an example of the said descriptive methodology. It is direct means of acquiring the descriptive information by means of observation at Carmona National High School.

POPULATION AND SAMPLING Table 1 shows the distribution of respondents with the purpose of determining the Relationship between Instructional Competencies and Communicative Skills of the Students among grade 7 Teachers of Carmona National High School. The distribution of respondents is presented in the table below. Carmona National High School | Population | Respondents | | Total no. of Teachers | % | Total no. of Respondents | % | Teachers | 28 | 100 | 28 | 89.29 |
The table shows that the respondents were teaching in English subject with a total population of 28. The total numbers of respondents were 25 or 89.29%

DESCRIPTION OF INSTRUMENT USED The instruments used in the study were questionnaire given to all teachers. This questionnaire was made by the researchers by reading some journals and books. The influence was determined by the following interpretation: Very Greatly Influence VGI = 4.51 – 5.00 Greatly Influence GI = 3.51 – 4.50 Moderately Influence MI = 2.51 – 3.50 Slightly Influence SI = 1.51 – 2.50 No Influence NI = 1.00 – 1.50

VALIDATION OF INSTRUMENT USED Reading from books and the internet about the teachers’ instructional competencies and the communicative skills of the students’ consultation with experts in test construction were used in gathering data.

RESEARCH INSTRUMENT

QUESTIONAIRE FORM
Name: ________________________________
Subject Being Taught: ____________________

This questionnaire aims to get your honest assessment and observation about the “Relationship Between Instructional Competencies and Communicative Skills of the Students among grade 7 Teachers of Carmona National High School”. Your response will be highly appreciated for the complete of our study.

Direction: Study the options on the following Teacher’s Instructional Competencies. Put a check (./ ) on the options which described your choice.

OPTIONS | RESPONSE | A. TEACHING COMPETENCIES 1. Identifies specific needs and capabilities of individual pupils and provide adequately for these. 2. Analyses and identifies specific learning task. 3. Shows evidence of mastery of subject matter. 4. Provides varied learning experiences for the development of communication for work and for interpretative and other basic skills involved in the learning task. 5. Selects, prepares and utilizes instructional materials and aids effectively achieving teaching goals. | | B. TIME MANAGEMENT COMPETENCIES 1. Prepares adequately for the days learning activities 2. Starts learning activities promptly. 3. Provides permissive and stimulating atmospheres that encourage students to raise questions and suggest solutions to problems. 4. Conducts classroom activities that must turn into habits to facilitate speed and avoid waste of time. 5. Achieves teaching objectives to the optimum degree possible for the particular subject or lesson for the activity of time. | | C. GUIDANCE COMPETENCIES 1. Shows interest in students’ problems and needs to help them. 2. Provide maximum involvement of students through learning activities. 3. Stimulate and complement students to elicit positive and active interaction with them. 4. Function effectively as a member of the learning group. 5. Helps develop self-discipline in and through the learning process. | | D. EVALUATION COMPETENCIES 1. Uses specific criteria for the accurate evaluation of individual performance. 2. Selects, evolves, and utilizes criterion referred tests. 3. Analyses and interprets evaluation results skilfully. 4. Utilizes evaluation results as a basis for improving instruction. 5. Evaluates his work in the light of the desirable objectives to be obtained. | |

DESCRIPTION OF THE STATISTICAL TOOLS USED

Percentage Distribution was used for Question no. 1 to determine the influence of teacher’s instructional competencies to the communicative skills of the students, and also for Question no. 2 to determine the students’ communication skills which influenced by teachers’ instructional competencies.

A. Formula of Percentage Distribution

Where: P = percentage N = Total no. of respondents n = no. of respondents 100 = constant number

For Question no. 3 the weight mean as used to determine the extent of the influence of teachers’ instructional competencies to the communicative skills of the students.

B. Formula for Weighted Mean

Where: X = Weighted Mean W = Weight in sliding scale n = no. of respondents Wn = summation of weighted scores N = total no. of respondents

Chi-square was also used to determine if there was a significant relationship between instructional competencies and students’ communicative skills.

C. Formula of Chi-square

Where: O = observed frequency E = expected frequency

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the important data gathered and tabulated by the researchers. It is composed of four tables which involves the following:
TABLE 2 – The influence of Teachers’ Instructional Competencies to the Communicative skills of the Students

TABLE 3 – The Students’ Communicative Skills Influenced by Teachers Instructional Competencies

TABLE 4 – The extent of the influence of Teachers’ Instructional Competencies to the Communicative Skills of the Students

TABLE 5 – The significant Relationship Between the Instructional Competencies and the Students’ Communicative Skills

TABLE 2
Teacher’s Instructional Competencies which Influence the Communicative Skills of the Student OPTIONS | RESPONSE | % | RANK | 1. The following teachers’ instructional competencies influence the communicative skills of the students A. TEACHING COMPETENCIES 1. Identifies specific needs and capacities of individual pupils and provides adequately for these. 2. Analyzes and identifies specific learning task. 3. Shows evidence of mastery of subject matter 4. Provides varied learning experience for the development of communication for work and for interpretative and other basic skills involved in the learning task. 5. Selects, prepare and utilizes instructional materials and aids effectively in achieving teaching goals. | 2013241517 | 8052966068 | 25143 | AVERAGE | 18 | 71 | | B. TIME MANAGEMENT COMPETENCIES 1. Prepares adequately for the days learning activities 2. Starts learning activities promptly 3. Provides a permissive and stimulating atmosphere that encourage pupils to raise questions and suggest solutions to problems 4. Conducts classroom activities that must turn into habits to facilitate speed and avoid waste of time 5. Achieves teaching objectives to optimum degree possible for the particular subject, lesson and activity of time. | 1016182214 | 4064728856 | 53214 | AVERAGE | 16 | 64 | | C. GUIDANCE COMPETENCIES 1. Shows interest in pupils problems and needs and help meet them. 2. Provides for the maximum involvement of pupils in the learning activities. 3. Stimulates and compliments pupils to elicit positive active interaction. 4. Functions effectively as a member of the learning group 5. Helps pupils develop self-discipline in and through the learning process. | 1923171315 | 7692685260 | 21354 | AVERAGE | 17 | 70 | |

OPTIONS | RESPONSE | % | RANK | D. EVALUATION COMPETENCIES 1. Uses specific criteria for the accurate evaluation of individual performance 2. Selects, evolves and utilizes criterion referred tests 3. Analyzes and interprets evaluation results skillfully 4. Utilizes evaluation results as a basis for improving instruction 5. Evaluates his work in the light of the desirable objectives to be obtained | 2217181513 | 8868726052 | 13245 | AVERAGE | 17 | 68 | |

Table 2 shows four instructional Competencies of a Teacher. These are the teaching competencies time management competencies, guidance competencies and evaluation competencies with their corresponding rank, percentage and descriptions. A. TEACHING COMPETENCIES
Item number 3 which stated that “Shows evidence of mastery of subject matter”, with total choosers of 24 out of 25 respondents obtained the highest percentage of 96% percent choice, and ranked number one (1) among the five items. It means that the teacher who shows evidence of the mastery of the subject matter greatly influence the communicative skills of the students because it refers to understanding of the subject matter to be taught and only teachers with good understanding can organize effectively what is to be taught. The more the teacher know about a subject, the more he is able to present the subject in a stimulating way. Followed by item number 1 on identifies specific needs, interest and capacities of individual pupils and provides adequately for these, which obtained 20 respondents with the equivalent of 80 percent choice. Others teaching competencies were selects, prepares and utilizes instructional material and aids effectively in achieving teaching goals, on item no.5 which obtained 17 respondents with an equivalent of 68 percent choice, provides varied learning experiences for the development of communication for work and for interpretative and other basic skills involved in the learning task, with 15 choosers and 60 percent choice, analyze and identifies specific learning task with 13 choosers and 52 percent choice.
The Influence of Teaching Competencies to the Communicative Skills of the Students obtained average respondents of 18 out of 25 teachers with 71 percent average choice. It shows that the teaching competencies is the most essential in influencing the communicative skills of the students since it involves understanding of the nature and principles of learning, types of learning outcomes and the psychology of motivation and individual differences.

B. MANAGEMENT COMPETENCIES Item number 4 which stated that conducting classroom activities that must turn into habits to facilitate speed and avoid waste of time obtained the highest choosers of 22 with an equivalent of 88 percent ranked number 1 among the 5 items. It means that the teacher who manage well his time in the classroom, saves time and prevent confusion by routinizing thoroughly the details of his daily classroom activities greatly influence the communicative skills of the students. Followed by its number 3 on provides a permissive and stimulating atmosphere that encourages pupils to raise question and suggest solutions to problem, obtained 16 choosers with an equivalent of 64 percent choice and prepares adequately for the days learning activities which obtained 10 chooser with an equivalent of 40 choice. The Influence of Management Competencies to the Communicative Skills of the Students obtained average respondents of 16 out of 25 teachers with 64 percent average choice. It shows that management competencies is also important because teaching requires a very complex set of management activities such as planning affective lesson and directing students attention. C. GUIDANCE COMPETENCIES
Item number 2 which stated that “teacher who provides for the maximum involvement of pupils in the learning activities”, obtained the highest choosers of 23, with an equivalent of 92 percent choice and ranked number 1 among the five items. It means that the teacher who always involves his students in the learning activities greatly influence the communicative skills of the students. Followed by item number 1 on shows interest in pupils’ problems and needs and helps meet them, obtained 19 choosers with an equivalent of 76 percent choice. Other guidance competencies were stimulates and compliments pupils to elicit positive and active interaction with 17 choosers and 68 percent choice, helps pupils develop self-discipline in and through the learning functions effectively as a member of the learning group with 13 choosers and 52 percent choice.
The Influence of Guidance Competencies to the Communicative Skills of the Students obtained average respondents of 17 with 70 percent average choice. It means that the guidance competencies are essential since it requires skills to understand the growth and development of students in communicating.

D. EVALUATION COMPETENCIES
Items number 1 which stated that the “teacher who uses specific criteria for the accurate evaluation of individual performance obtained the highest choosers of 22 with an equivalent of 88 percent choice and ranked number 1 among five items. It means that the teacher who uses specific criteria for the accurate evaluation of individual performance greatly influence the communicative skills of the students because the teacher constructed an evaluation to yield measurements that are directly interpretable in term s of specific performance standards ascertain an individual’s status with respect to some criteria rather than with respect to individual.
Followed by item number 3 on analyses and interprets evaluation results skilfully, obtained 18 choosers with an equivalent of 72 percent choice. Other decision making competencies were selects, evolves and utilizes criterion-referenced test obtained 17 choosers and with an equivalent of 68 percent choice. Utilize evaluation results as a basis for improving instruction, obtained 15 choosers with an equivalent of 60 percent choice and evaluates his work in the light of the desirable objectives to attained, obtained 15 choosers with an equivalent of 92 choice.

TABLE 3
Communicative Skills of the Students Influenced by Teachers’ Instructional Competencies OPTIONS | RESPONSES | % | RANK | A. ORAL COMMUNICATION 1. Express thoughts and ideas through association of words. 2. Speaks the words intelligently in order to be understood. 3. Communicate orally to share feelings, attitudes state of mind 4. Speaks precise and vivid words with appropriate stress, pitch and intonation. 5. Thinks logically and applies scientific knowledge 6. Thinks critically and communicate effectively 7. Recognizes and differentiates unfamiliar words from other 8. Practices the pronunciation of troublesome words 9. Practice and widens knowledge in speaking vocabulary 10. Delivers speech that revealed gestures, vocal variety and direct eye contact with the audience | 23202419182017192116 | 92809676728068768464 | 24.515.564.575.538 | AVERAGE | 19.7 | 78.8 | |

A. ORAL COMMUNICATION
The table shows 10 options of the Oral Communicative Skills of the Students Influenced by Teachers Instructional Competencies. It shows that option no.3 which states “communicates orally to shares feelings, attitudes and state of mind” got the first rank receive 24 no. of choosers with 96 percent choice. It means that this oral communicative skills of the students is mostly influenced by the competent teacher in stimulating their students to express what they feel and experienced. Followed by option number 2 which states, express thoughts and ideas through association of words, with 23 choosers and 92 percent choice. It proceeds by option number 9 which says, practices and widens students’ knowledge in speaking vocabulary, got 21 choosers and 84 percent choice as the third in the rank. Options number 2 and no.6, speaks the words intelligently in order to be understood, and thinks critically and to communicate effectively, obtained the same number of 20 choosers which equal to 30 percent choice. Options number 4 and 8 on speaks precise and vivid words with appropriate stress, pitch and intonation and practice the pronunciation of troublesome words got the same number of 19 choosers and both got an equivalent of 76 percent choice. The sixth in a rank was option number 5 on the ability to think logically and apply scientific knowledge, it received 18 in the number of choosers and with an equivalent of 72 percent choice. Option number 7 placed on the seventh rank with 17 choosers and 68 percent choice, it says recognizes and differentiates unfamiliar words from others. Nevertheless, option number 10 placed eight in the rank which received 16 in the number of respondents and obtained 64 percent of choices, it says, delivers speech that revealed gestures, vocal variety and direct eye contact with the audience. It obtained average respondents of 20 with 79 percent of choice. It means that the oral communicative skills of the students are influenced by teachers’ instructional competencies on expressing themselves orally. OPTIONS | REPONSES | % | RANK | B. WRITTEN COMMUNICATION 1. Writes the correct usage of punctuation 2. Chooses correct words in the expression of ideas in the paragraph 3. Write a good grammatically acceptable sentence structures 4. Comprehends and follows instruction before starting a test or compiling with any direction or assignments 5. Expresses adequately and communicates effectively in formal writing. 6. Prepare them for test to avoid feeling in inadequacy, defense from their neighbor or temptation to cheat. 7. Communicate ideas effectively in Filipino sensibility 8. Expresses their inner feelings in a literacy sensibility 9. Organize and interrelate or integrate knowledge, abilities and values in a written form. 10. Consults the dictionary for the misspelled words and possess the habits of reading books and other references | 20212223201819161921 | 80848892807276647684 | 4.53.5214.565.575.53.5 | AVERAGE | 19.9 | | |

B. WRITTEN COMMUNICATION
The table shows 10 categories of the Written Communication skills of the students influenced by teachers’ instructional competencies. This shows that option number 4 got the first rank which received 23 numbers of choosers and 92 percent choice. It states “comprehends and follows instruction before starting a test or compiling with any directions or assignments which means that this communicative skills of the students in writing is the first and foremost thing that influenced by the teacher in their written communicative skills. Of course it is must for them to give their students to understand what the instruction before starting a written exams or assignments so that the students will not confuse and will have a good written outcome of their exams. Option number 3 placed on the second rank on writes a good grammatically acceptable sentence structure; it obtained 22 numbers of choosers and 88 percent choice. Consults the dictionary for the misspelled words and possess the habit of reading books and references are the number 2 and number 10 options, which placed on the third rank and received the same number of choosers of 21 and 84 percent choice. Options number 1 and 5 on writes the correct usage of punctuation and expresses adequately and communicate effectively in writing, obtained 20 numbers of choosers and 80 percent choice, this proceeds options number 7 and 9 which got 19 choosers and 76 percent choice. These state that communicating ideas effectively in Filipino and in English and organize and interrelate knowledge, abilities and values in a written from. The sixth on the rank received a number of 17 choosers and 72 percent choice. Option number 6 which says prepares students for the test to avoid feeling of inadequacy, dependence from their neighbor or temptation to cheat; and the last in the rank which got the least number of 16 choosers and the last percent choice 76%, was option number 8 on expresses their inner feelings in literacy sensibility, obtained 16 choosers with 64 percent choice. It obtained average respondents of 20 with 80 percent choice. It means that there are many written communicative skills of the students wherein the teacher is the primarily the factor who influence them.

TABLE 4
The Extent of the Influence of Teachers’ Instructional Competencies to the Communicative Skills of the Students ITEMS | WEIGHTED SCORE | TOTAL W S | X | REMARK | | VGI5 | GI4 | MI3 | SI2 | NI1 | | | | A. The extent of the influence of teaching competencies to the communicative skills of the students 1. Enables the students to transmit valid information by speaking fluently and correctly 2. Makes the subject intrinsically interesting so the learner develops an interest to recite 3. Uses five sense of the learner which are essential to speaks and write effectively 4. Selects appropriate instructional material for reading remediation 5. Helps the students to interpret and evaluate ideas presented in written form | 715978 | 1710141814 | 123 | | | 106115107107105 | 4.244.604.284.284.20 | | AVERAGE | | | | | | | 4.32 | GI |

The Extent of the Influence of Time Management Competencies to the Communicative Skills of the Students ITEMS | WEIGHTED SCORE | TOTAL W S | X | REMARK | | VGI5 | GI4 | MI3 | SI2 | NI1 | | | | B. The extent of the influence of time management competencies to the communicative skills of the students 1. Uses a firm tone of voice while discussing 2. Use eye contact, gestures and touches to supplement verbal messages. 3. Creates an enthusiastic environment in which a child will be interested 4. Provides oral word that reveals creative and oral thinking 5. Monitors the students to detect who are having difficulty in reading and writing | 781499 | 1617101415 | 2121 | | | 105108113107108 | 4.204.324.524.284.32 | GIGIGIGIGI | AVERAGE WEIGHTED MEAN | | | | | | | 4.32 | GI |

The Extent of the Influence of Guidance Competencies to the Communicative Skills of the Students ITEMS | WEIGHTED SCORE | TOTAL W S | X | REMARK | | VGI5 | GI4 | MI3 | SI2 | NI1 | | | | C. The extent of the influence of guidance competencies to the communicative skills of the students 1. Leads the students in using symbols for learning how to read, write and use numbers 2. Directs the students to state a fact or set of events by using speech, written language or symbolic representation 3. Points out solution to their communicative problem to understand how that solution applies to other instances 4. Conducts the students in applying basic rules of spelling punctuation and usages 5. Guides the students to identify fallacious reasoning in written materials | 81351010 | 1712181514 | 21 | | | 108113103110109 | 4.324.524.124.404.36 | GIGIGIGI | AVERAGE WEIGHTED MEAN | | | | | | | 4.34 | GI |

The Extent of the Influence of Evaluation Competencies to the Communicative Skills of the Students ITEMS | WEIGHTED SCORE | TOTAL W S | X | REMARK | | VGI5 | GI4 | MI3 | SI2 | NI1 | | | | D. The extent of the influence of evaluation competencies to the communicative skills of the students 1. Provides written work to asses students ability 2. Gives low achiever less demanding test and assignments 3. Makes an effort to maintain students attention by limiting lecture and explanation times and increasing discussion time. 4. Provides test item which is appropriate to the students age level, reading level, and cognitive and development level 5. Evaluates projects to see how well students develop their thoughts in terms of explanation, logic and relationship of ideas. | 8109137 | 1710141218 | 52 | | | 108100107113107 | 4.324.004.304.524.28 | GIGIGIGI | AVERAGE WEIGHT MEAN | | | | | | | 4.30 | GI |

A. On the extent of the influence of teaching competencies, it shows that out of 5 items, item umber 2 obtained a highest weight mean of 4.60 which interpreted as very greatly influence (VGI). It means that the teacher develops the interest of his students to recite or to join in the discussion when he makes his subject matter intrinsically interesting. The four remaining items of weighted mean ranging from 4.20 to 4.28 are interpreted as greatly influence (GI)
With an average weighted mean of 4.32 interpreted as greatly influence (GI), means that teaching competencies influence the skills of the students in oral and written communication. B. On the extent of the influence of management competencies to the communicative of the students, item number 3 obtained a highest weighted mean of 4.52 which are interpreted as very greatly influence (VGI). It means that the students when he creates an enthusiastic environment that will help the students to be interested in reading. Item number 1, 2, 4 and 5 , on using firm tone of voice while discussing, using eye contact, gestures touches to supplement verbal messages, provides oral work which reveal creative and oral thinking and monitoring students to detect who are having difficulty in reading and writing obtained 4.20 to 4.32 weighted mean and interpreted as greatly influence (GI) which means that these skills are essential to help the students to communicate effectively.
When an average weighted mean of 4.32 interpreted as greatly influence, it means that management competencies includes operation and central of activities and ensures wise of both the teachers and the pupils time efforts and energies. C. On the extent of the influence of guidance competencies to the communicative skills of the students, item number 2 on directing the students to state a fact or set events by using oral speech, written languages or symbolic representation obtained as very greatly influence (VGI). It means the said competencies very greatly influence the students by providing satisfying situations wherein they can utilize the new expression they have learned and acquired as part of their vocabulary. Item number 1, 3, 4, and 5 obtained a weighted mean of 4.12 to 4.36 which are interpreted as greatly influence (GI). It means that a guidance competency of a teacher plays a very important role in influencing the students the desire to communicate. With an average weighted mean 4.34 which is interpreted as greatly influence (GI), it means that the teacher, who guides, leads and directs the students in learning easily understand the proper way of communicating. D. On the extent of the influence of evaluation competencies, item number 4 obtained a highest weighted mean of 4.52interpreted as very greatly influence (VGI). It means that among the five evaluation competencies of a teacher, providing test item which is appropriate to the students age level, reading level and cognitive level, greatly influence their skills in communicating because he gives a test which are comprehensive and suited to the pupils concerned.
Item number 1,2,3 and 5 obtained a weighted mean of 4.00 to 4.32 which are interpreted as greatly influence (GI). It means that these competencies greatly influence the students in communicating since it involves diagnosis and remedial work as phase of the evaluation process. With an average weighted means of 4.30 which interpreted as greatly influence (GI), means those evaluation competencies determine the effectiveness as well as the inadequacies of the student’s communicative skills. TABLE 5 The Relationship Between Teachers’ Instructional Competencies and Students’ Communicative Skills | O | E | O-E | (O-E)² | (O-E)² E | TOTAL | 1. Teachers’ Instructional Competencies 2. Students’ Communicative Skills | 17 20 | 12.5 12.5 | 4.5 7.5 | 20.25 56.25 | 20.25 12.5 56.25 12.5 | 1.62 4.5 | X² = 6.12 X² = 6.12 level of significance = .05 df = 4 tabular value = 9.49 Table 5 shows the relationship between teachers’ instructional competencies and communicative skill of the students. From the data gathered, the chi-square is 6.12 with the tabular of 9.49, with a degree of freedom of 4 and a level of significance of .05. Since the computed value of chi-square is 6.12 which is less than the tabular value of 9.49, the null hypothesis was accepted. It represents that there is a significant relationship between teachers’ instructional competencies and the communicative skills of the students. It is because the teachers who possess the competencies in teaching and the learner who develops his ability in communicating are inevitably interacted and connected with one another since these were perceived and discovered at the same time through this research study.

Chapter 4 Summary, Conclusions and Recommendations This chapter presents the summary of the problem, the hypothesis formulated, the significant findings, the conclusions formulated and the recommendation suggested. Summary Students’ ability to communicate will depend largely on the influence of the principles and methods of teaching. Therefore, teachers must possess teaching competencies, time management competencies, guidance competencies and evaluation competencies which gave a great influence to the communication skills of the students basically the oral and written communication. With this as the background, the researcher wished to determine the Relationship Between Instructional Competencies and Students’ Communicative Skills Among Grade Seven Teachers of Carmona National High Scholl S.Y. 2015-2016. Specifically, the researcher sought answers to the following questions: 1. What are the Teachers Instructional Competencies which influence the Communicative Skills of the Students? 2. What is the Students’ Communicative Skill? Influenced by Teachers’ Instructional Competencies? 3. To what extent is the influence of Teachers Instructional Competencies on the Students’ Communicative Skill? 4. Is there a significant relationship between the Instructional Competencies and Students Communicative Skills? 5. The following research hypotheses were verified the study: HO1 the following Teachers Instructional Competencies do not influence the Communicate Skills of the students: a. Teaching competencies b. Time management competencies c. Guidance competencies d. Evaluation competencies HO2 the following Students’ Communicative Skill influenced by Teachers’ Instructional Competencies: a. Oral communication b. Written communication HO3 There is no significant relationship between the communicative Skills of the Students and the Influence of Teachers’ Instructional Competencies. The researchers used descriptive method of research to determine the influence of teachers’ instructional competencies to the communicative skills of the students. The instruments used in gathering data were the questionnaire to determine the percentage obtained by the respondents. Findings
After the presentation, analysis and interpretation of data gathered through the use of statistical tools, the following findings are identified: 1. Out of 4 teachers’ instructional competencies, teaching competencies obtained the highest percentage of 71 percent which is not far from the obtained percentage of the three remaining competencies. Item number 3 obtained the highest percentage of 96 among the 5 options which means that the teacher who shows evidence of the mastery of the subject matter very greatly influence the communicative skills of the students. It is essential since it involves understanding of the nature and principles of learning, types of learning outcome and the psychology of motivation and individual differences. 2. On time management competencies, item number 4 on conducting classroom activities that must turn into habits facilitate speed and avoid waste of time obtained the highest choosers of 22 with an equivalent of 88% percent and ranked no.1 among the 5 items. It means that the teacher who manage well his time in the classroom saves time and prevent confusion, by routinizing thoroughly the details of his daily classroom activities very greatly influence the communicative skills of the students. It shows that management competencies are also important because teaching requires a very complex lesson and directing students’ attention. 3. On guidance competencies, item number 2 on providing for the maximum involvement of pupils in the learning activities obtained the highest choosers of 22 with 92 percent choice. It means that the teacher who always involves his students in the learning activities very greatly influence the communicative ability of the students. It obtained average respondents of 17 with 70% percent choice. It means that this competency is very essential since it requires skill to understand the growth and development of students in communicating. 4. On evaluation competencies, item number 1 on using specific criteria for the accurate evaluation of individual performance obtained the highest choosers of 22 with an equivalent of 88% choice. It is because the teacher who evaluate his students ascertain his status with respect to some criteria rather than with respect to individuals. It obtained average respondents of 17 with 68% choice percent. It means that this competence is an integral parts to point out the pupils’ strengths and weaknesses and to help the pupils analyzes the sources and causes of his difficulties. 5. On the oral communication of the students, option number 3 on communicating orally to enable to share their feelings, attitudes and state of mind obtained 24 choosers with 96% percent choice with means that the oral communicative skills of the students is mostly influenced by the competent teacher in stimulating their students to express what they feel and experienced. It obtained average respondents of 20 with 79% percent choice. It means that the oral communicative skills of the students are influenced by teachers’ instructional competencies on expressing themselves orally. 6. On the written communication of the students, option number 4 on comprehending the following instruction before starting a tests or compiling with any directions or assignments obtained 23 number of choosers with 92% percent choice. It means that this communicative skills of the students is the first and foremost thing that influenced by the teachers in their written communicative skills. It obtained average respondents of 20 with 80% percent choice. It is because there are many written communicative skills of the students wherein the teacher especially those who possess competencies is the primarily factor who influence them. 7. The extent of the influence of teachers’ competencies to the communicative skills of the students shows that: 8.1 In time management competencies – it obtained an average weighted mean of 4.32 or greatly influences, means that the teaching competencies influence the skills of the students in oral and written communication. 8.2 In time management competencies – it obtained an average weighted mean of 4.32 or greatly influence. It means that this competencies includes operation and central of activities and ensures wise use of both the teacher and the pupils’ time and energies. 8.3 In guidance competencies – it obtained an average weighted mean of 4.34 or greatly influence which means that the teacher who guides, leads and directs the student in learning easily understand the proper way of communicating. 8.4 In evaluation competencies – it obtained 4.30 average weighted mean or greatly influence. It means that evaluation skills or competencies is a basic mean to determine the effectiveness as well as the inadequacies of the students in communicating 8. From the data gathered, the chi-square is 6.12 which is less than the tabular value of 9.49, with a degree of freedom of 4 and level of significant of .05. Since the computed value, the chi-square is 6.12 which is less than the tabular value of 9.49, the null hypothesis was accepted. It represents that there is a significant relationship between the teachers’ instructional competencies and the communicative ability of the students. It is because the teachers who possess the competencies in teaching and the learner who develops his ability in communicating are inevitable interacted ad connected with one another since these were perceived and discovered at the same time through this research study. Conclusions Based from the findings, the following conclusions were made. 1. The following are the teachers’ instructional competencies which influence the communicative skills of the students: a. Teaching competencies b. Time management competencies c. Guidance competencies d. Evaluation competencies 2. The students’ communicative skills which influenced by teachers’ instructional competencies are oral and written communication. 3. There is no significant relationship between the instructional competencies and students’ communicative skills. Recommendations In the light of the conclusions formulated, the following recommendation was suggested: 1. Teachers should possess well-developed instructional competencies which will greatly influence the communicative ability of their students. 2.1 Teachers should equip the learner with adequate language skills in speaking, reading and writing to enable him to benefit from their teaching competencies. 2.2 Teachers should make their classroom a more pleasant and suited place to discuss and share their students thoughts and feelings. 2.3 Teachers should guide and direct their students by remediating them with the purpose of overcoming weaknesses that they must discovered in any aspect of their learning process. 2.4 Teachers should assess the students’ skills and abilities in communicating. They should be fair and consistent in evaluation of the achievement of his students. 2. Teachers should develop students’ skill to a level such that they can use the language effectively and independently in their oral and written communication. 3. Since the teachers instructional competencies is significantly related to the communicative skills of the students, teachers should be a model of correct and effective speech in whatever subject they teach as well as in all other communicative acts they engage in to secure the great influence they will impart to the students. 4. The researchers also suggest that further study should be made to determine and promote their influence on the communicative skills of the students.

APPENDIX

QUESTIONNAIRE FORM

Name: ______________________________________
Subject Being Taught: __________________________
This questionnaire aims to get your honest assessment and observation about the “Relationship Between Instructional Competencies and Students’ Communicative Skills Among Grade 7 Teachers of Carmona National High School S.Y. 1015-2016”. Your response will be highly appreciated for the completion of our study.

Direction: Study the options on the following Teachers’ Instructional Competencies. Put a check (√) on the options which describe your choice. OPTIONS | RESPONSE | 1. The following teachers’ instructional competencies influence the communicative skills of the students A. TEACHING COMPETENCIES 1. Identifies specific needs and capacities of individual pupils and provides adequately for these. 2. Analyzes and identifies specific learning task. 3. Shows evidence of mastery of subject matter 4. Provides varied learning experience for the development of communication for work and for interpretative and other basic skills involved in the learning task. 5. Selects, prepare and utilizes instructional materials and aids effectively in achieving teaching goals. | | AVERAGE | | B. TIME MANAGEMENT COMPETENCIES 1. Prepares adequately for the days learning activities 2. Starts learning activities promptly 3. Provides a permissive and stimulating atmosphere that encourage pupils to raise questions and suggest solutions to problems 4. Conducts classroom activities that must turn into habits to facilitate speed and avoid waste of time 5. Achieves teaching objectives to optimum degree possible for the particular subject, lesson and activity of time. | | AVERAGE | | C. GUIDANCE COMPETENCIES 1. Shows interest in pupils problems and needs and help meet them. 2. Provides for the maximum involvement of pupils in the learning activities. 3. Stimulates and compliments pupils to elicit positive active interaction. 4. Functions effectively as a member of the learning group 5. Helps pupils develop self-discipline in and through the learning process. | | AVERAGE | | D. EVALUATION COMPETENCIES 1. Uses specific criteria for the accurate evaluation of individual performance 2. Selects, evolves and utilizes criterion referred tests 3. Analyzes and interprets evaluation results skillfully 4. Utilizes evaluation results as a basis for improving instruction 5. Evaluates his work in the light of the desirable objectives to be obtained | | AVERAGE | |

THE EXENT OF THE INFLUENCE OF TEACHERS’ INSTRUCTIONAL COMPETENCIES TO THE COMMUNICATIVE SKILLS OF THE STUDENTS

Direction: Read the options below and put a check (√) corresponding to the level of your chosen answer. The interpretations are as follows:

5- Very Greatly Influence
4- Greatly Influence
3- Moderately Influence
2- Slightly Influence
1- No Influence ITEMS | WEIGHTED SCORE | | VGI5 | GI4 | MI3 | SI2 | NI1 | A. The extent of the influence of teaching competencies to the communicative skills of the students 1. Enables the students to transmit valid information by speaking fluently and correctly 2. Makes the subject intrinsically interesting so the learner develops an interest to recite 3. Uses five sense of the learner which are essential to speaks and write effectively 4. Selects appropriate instructional material for reading remediation 5. Helps the students to interpret and evaluate ideas presented in written form | | | | | | AVERAGE | | | | | |

Direction: Read the options below and put a check (√) corresponding to the level of your chosen answer. The interpretations are as follows:

5- Very Greatly Influence
4- Greatly Influence
3- Moderately Influence
2- Slightly Influence
1- No Influence ITEMS | WEIGHTED SCORE | | VGI5 | GI4 | MI3 | SI2 | NI1 | B. The extent of the influence of time management competencies to the communicative skills of the students 1. Uses a firm tone of voice while discussing 2. Use eye contact, gestures and touches to supplement verbal messages. 3. Creates an enthusiastic environment in which a child will be interested 4. Provides oral word that reveals creative and oral thinking 5. Monitors the students to detect who are having difficulty in reading and writing | | | | | | AVERAGE WEIGHTED MEAN | | | | | |

Direction: Read the options below and put a check (√) corresponding to the level of your chosen answer. The interpretations are as follows:

5- Very Greatly Influence
4- Greatly Influence
3- Moderately Influence
2- Slightly Influence 1- No Influence

ITEMS | WEIGHTED SCORE | | VGI5 | GI4 | MI3 | SI2 | NI1 | C. The extent of the influence of guidance competencies to the communicative skills of the students 1. Leads the students in using symbols for learning how to read, write and use numbers 2. Directs the students to state a fact or set of events by using speech, written language or symbolic representation 3. Points out solution to their communicative problem to understand how that solution applies to other instances 4. Conducts the students in applying basic rules of spelling punctuation and usages 5. Guides the students to identify fallacious reasoning in written materials | | | | | | AVERAGE WEIGHTED MEAN | | | | | |

Direction: Read the options below and put a check (√) corresponding to the level of your chosen answer. The interpretations are as follows:
5- Very Greatly Influence
4- Greatly Influence
3- Moderately Influence
2- Slightly Influence 1- No Influence

ITEMS | WEIGHTED SCORE | | VGI5 | GI4 | MI3 | SI2 | NI1 | D. The extent of the influence of evaluation competencies to the communicative skills of the students 1. Provides written work to asses students ability 2. Gives low achiever less demanding test and assignments 3. Makes an effort to maintain students attention by limiting lecture and explanation times and increasing discussion time. 4. Provides test item which is appropriate to the students age level, reading level, and cognitive and development level 5. Evaluates projects to see how well students develop their thoughts in terms of explanation, logic and relationship of ideas. | | | | | | AVERAGE WEIGHT MEAN | | | | | |

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