RELATIONSHIP OF TEACHERS’ INSTRUCTIONAL

COMPETENCIES ON THE STUDENTS’

ENTREPRENEURIAL SKILLSIN HOME
ECONOMICS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Issue: 1
Pages: 302-317
Document ID: 2022PEMJ321
DOI: 10.5281/zenodo.7266416
Manuscript Accepted: 2022-10-31
Psych Educ, 2022, 5(1): 302-317, Document ID: PEMJ321, doi: 10.5281/zenodo.7266416, ISSN 2822-4353
Research Article

Relationship of Teachers’ Instructional Competencies on the Students’

Entrepreneurial Skills in Home Economics
Dianna B. Quenikito*
For affiliations and correspondence, see the last page.

Abstract
This study examined home economics teachers' instructional competence and their students' entrepreneurial
skills. This study, in particular, assessed the level of teachers' instructional competencies in terms of teachers'
personalities and teaching skills that involve the introduction, interaction, and integration; determining the level
of students' entrepreneurial skills; and whether the teachers' socio-demographic characteristics were significant.
The study used descriptive statistics to collect, record, and analyze data. This was conducted in 14 Notre Dame
Schools in Cotabato Province. The respondents of the study were the 26 Grade 9 and 10 Home Economics
teachers in each school, and 260 of their students were selected randomly. The majority of the respondents were
within the 21-25 years bracket, and the female respondents formed the majority group of teacher- respondents.
Most respondents were holders of BS degrees, had 1-5 years in the service, and were composed of a relatively
young group still active in the profession. Nearly three-fourths of the respondents ranked as Junior Teachers.
Results revealed that teachers' socio-demographic characteristics had no significant influence on their
instructional competencies and students' entrepreneurial skills. However, it was found that teachers' instructional
competencies significantly influence the students' entrepreneurial skills. Hence, although the teacher–
respondents differ in their socio-demographic characteristics, such as age, sex, educational attainment, length of
service, and rank, they exhibited similarities in their instructional competencies. Based on the analyzed data,
there is considerable evidence that the teacher–respondents tend to strike a balance in having skills in the
different instructional competencies to facilitate learning. There is a significant relationship between teacher–
respondents' instructional competencies and students' entrepreneurial skills.

Keywords: classroom management, entrepreneurial skills, personal entrepreneurial competencies, instructional

competence, teaching skills

Introduction working in live projects (Chang & Rieple, 2013).

A person's competencies may be defined in terms of Various researchers have indicated that there are many
one's knowledge, skills and behaviors. It also consists instructional and related activities to be performed by
of behaviors practiced by the teachers to facilitate the the teacher inside and outside the classroom. These
learning and development of all students. These are activities are of varied types. The practical
manifested depending on their teaching philosophy, organization of these activities would require that a
values, and competencies. Teachers were seen as teacher possess a certain amount of knowledge,
classroom managers that influenced students' attitudes, and skills (Burns, 2012).
undertaking in class. They need to be more competent
and strategic in delivering the learning of concepts in In the Philippines, it is found that effective teachers'
the class. In various studies, they are perceived to have instructional competencies and management dealt with
greater confidence and enthusiasm, less anxiety, and by effective teachers provide motivations for students'
more encouragement and receptiveness to student skills development. The possibility for children to
input (Brophy, 2012). study and actively participate in developing their
abilities in the classroom is maximized by maintaining
The competency of the teachers holds influence in all a safe and orderly atmosphere (Mitral, 2010).
aspects of the teaching-learning process. Developing
entrepreneurial skills can be improved by providing a The teacher is seen as a societal role model and is
learning environment in which students interact with followed by students. Thus, the teacher is expected to
real business people in live projects. They also indicate become a model of excellence. Through vision and
that programs in entrepreneurial education may be wisdom, a university teacher can bring change to
improved by scheduling skills training in a more students. It is the intellectual worth of the teacher that
structured and timely manner that typically occurs now makes students creative, imaginative, ideological, and
with some variations, suggesting that educators need to diversified. The charisma of a teacher's personality
provide different and more timely learning encourages students to reshape themselves into better
interventions to cater to the specific needs of students citizens. The professional attitude of a teacher deals
with creating an environment in the class that helps

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Research Article

promote peace and harmony among students and differences are important, an instructor's sensitivity to
colleagues. A teacher is expected to produce balanced, and responsiveness to the individual peculiarities of
calm, satisfied, and composed students for the socio- each student is even more crucial. Understanding new
economic development of society. At a higher level, concepts and being open to viewing instruction
the teacher brings a change in students (Adeeb, 2015). through various cultural lenses are necessary for
realizing the need to enhance specific competencies in
According to Adeeb (2015), attitude toward work order to reach and teach all students. (Irish & Scrubb,
reflects the professionalism of university teachers. The
2012).
teaching profession demands: (1) good communication
with professional experts, colleagues, and students, (2) A good teacher's expected number one quality is
sound knowledge in the subject and related duties that
knowledge of the subject. If someone is a competent
are to be performed, (3) technical skill of teaching
instructor at a school, he must be an authority in his
explicitly and focused content orientation, (4) system
domain. (Brain, 2013). A well-trained and certificated
evaluation and opening a new spectrum of
teacher must show mastery of the subject matter.
information, (5) firm determination and commitment
According to Dunhill (2010), teacher knowledge must
in the profession of teaching, and (6) refined values
and behavior. It is a teacher who prepares students to
be two-fold. A good teacher must first possess
behave appropriately within the campus and in society. comprehensive general knowledge and a sound
understanding of the subject he is to teach in the
Social norms and cultural values are considered part of classroom within the confines of this general
the professional and social life transferred from a knowledge.
teacher to a student. This necessitates academia to
become a role model that positively impacts students Moreover, Quadri et al. (2014) corroborate that a good
in and out of the classroom. Teachers are expected to teacher must be sound knowledge versed in his area of
meet the following social standard code of ethics: specialization. He must know which to teach, when,
social interaction, good human being, good relations and how to teach. In the opinion of Obanya (2010), the
with colleagues, good relations with students, positive quantity and quality of the teacher's knowledge will
attitude, passion for public service, fairness in give the teacher enough material and confidence to
dealings, loyalty to country and nation (Adeeb, 2015). teach effectively.

Moreover, university teachers train students to see and In the Notre Dame of Midsayap High School
observe the world, find their voice, and give voice to Department, the researcher observed that students are
the voiceless. Voice with vision is a powerful tool to not maximizing their potential to develop their skills in
bring about positive changes, and the teacher can give Home Economics (HE) class. The researcher believes
the right direction to the right voice. They visualize the that teachers are fostering students' skill initiatives to
future and ways of preparing learners to face its develop them both in and out of the class. Arnot and
challenges inculcating in the critical analysis of Reay (2011) argue that the students can only articulate
situations for purposeful application of knowledge the language created for them by teachers'
with its understanding and discovering logical
competencies and, as such, may well be merely a
explanations. Moreover, a voice with vision and
manipulation of teachers' instructional competencies in
wisdom proves to be a more effective tool in
the teaching and learning undertakings.
developing constructive thinking and ideas that help
students learn and recognize and raise their voices for
Finally, given all the situational experiences and
developing consensus on national and international
observations, the researcher considered the importance
issues. Teachers' work is not limited to the classrooms
of conducting this study to give due attention to this
only; instead, it includes a series of activities
issue of the students. Their entrepreneurial skills are
performed in the practical world to develop higher-
order cognitive and social skills in students, making
undoubtedly being affected, and this is developed in
them capable of understanding; reflecting, and HE subjects, in particular, and in the school, in
analyzing situations to depict change in their behavior general. Moreover, this research specifically aimed to
and return, a change in the society. respond to the following question:

Teachers must be capable of educating all learners in 1. Does the teachers’ instructional competencies
the classrooms of today. Although effective teaching significantly influence the students’ entrepreneurial
methods and curricula that take into account cultural skills?

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Research Article

Literature Review explain why only the least able female graduates have
increasingly opted for the teaching profession.

Socio-demographic Characteristics of Teachers The same ambiguity holds for age. On general
grounds, older teachers may be less effective because a
In several studies, researchers considered that the large age gap with their pupils may lead to problems in
production theory frame is not a simplistic scheme in the student-teacher dialogue; on the other hand, aged
which more teachers are always better for students teachers are also more experienced even though the
learning. A massive body of econometric work has gains from experience are likely to accumulate only up
shown that the quantities do not matter very much, and to a given threshold (Clotfelter, Ladd & Vigdor, 2007).
the teacher to pupils ratio has no discernible impact on In the Italian case, the relationship between quality and
learning. In contrast, it is clear that teachers' age is further complicated by the institutional and
motivation and quality matter greatly through the historical development of the educational system. The
ability to transmit the curricula content and their quality of the different cohorts within the existing pool
impact on student's motivation behavior. Institutional of teachers may well depend upon the vagaries of the
arrangements are essential determinants of the quality recruitment process. While almost all existing cohorts
and motivation of teachers as they set the recruitment have entered the profession without going through a
rules and shape the incentives teachers face in their proper selection mechanism, the entrant pool size and
daily activities (Bishop & Woessmann, 2012). Within their origins have fluctuated over time. More
a given institutional arrangement, sizeable differences importantly, the composition of each cohort of new
in students learning are associated with their teachers' entrants has subsequently changed as a consequence of
identities. For example, Aaronson et al. (2010) found a progressive self-selection process. The ones who
that a standard deviation for teachers' effectiveness – remained in the profession, notwithstanding its
as measured by the average change in their students' relatively flat and seniority-based wage profile and the
performance – equals one-fifth of the average change precariousness of its initial steps, are either the ones
associated with one additional year of schooling. most motivated or the ones unable to find a better
outside alternative.
However, a teacher's effectiveness is only observable
ex-post, and there is always a doubt contingent on a Teachers’ Instructional Competencies
specific situation. From a policymaker's point of view,
predicting teacher effectiveness based on ex-ante Competency is the capacity to apply or employ the
observable characteristics would be essential. relevant information, skills, and abilities necessary to
Unfortunately, this is a challenging endeavor. complete essential work functions or tasks in a specific
Aaronson et al. (2007) indeed do not find strong links work environment. Competencies frequently serve as
between effectiveness and observable traits, including the foundation for skill standards that outline the
the credentials used for selecting and paying the degree of knowledge, skills, and abilities necessary for
teachers. On the other hand, Clotfelter, Ladd, and work success and measure competency attainment
Vigdor (2007) show that teachers' experience of at criteria (Bloom, 2010). As a rough definition,
least up to a few years of experience and quality as knowledge is awareness of material that can be
measured by the tests teachers themselves took while acquired through experience, books, or any other
graduating matter. However, education credentials medium. However, skill is the capacity to carry out a
may not always be conducive to better performance; specific task. Lastly, attitude demonstrates a person’s
for instance, having a Ph.D. in the subject taught has willingness. According to this interpretation,
no impact on effectiveness, possibly because the competency is the knowledge that can be employed
people involved are overqualified and not motivated to and used to excel at a particular task. Most
teach. This example shows that whatever the entry importantly, competencies are based on actual
criteria, the composition of the teachers' pool depends performance.
on the alternative jobs available. For instance, the
decline over time in the quality of female teachers has Instructional competence is a multi-faceted concept,
been attributed by Hoxby and Leigh (2004) to the with its definition falling within many domains. These
evolution of the interplay of relative wages between domains range from eligibility to teach (Skinner, 2010)
the teachers and other professions: the increased to teachers using a variety of appropriate teaching
chances of getting access to other professions – methods and strategies to assess high-quality student
previously basically closed to female candidates – and learning; understand the developmental needs of their
more importantly the compression of teachers wages students; and who themselves are active and reflective

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in the ongoing strengthening of the professional skills Mastropieri and Scruggs (2010) suggest that
of teaching and learning (Glickman, 2012). Since "important teacher effectiveness variables include
learning is a very complex process in which multiple time-on-task, content covered, instruction delivery,
variables correlate and interact, it becomes difficult to questioning, feedback, guided and independent
formulate complex and fast rules about which factors practice, and formative evaluation.
exclusively define instructional competence vis-à-vis
student learning. It is because competence is also a Research has supported the idea that more learning
matter of individual style and interaction with the occurs in classrooms where teachers consistently
environment (Klingstedt & Burns, 2012). ensure students are engaged in learning to the greatest
extent possible (Haynes & Jenkins, 2011). When
The teacher must carry out various educational and students are not actively engaged in instruction, they
associated tasks within and outside the classroom. are not learning.
These activities range in kind. The practical
Further, teachers are professionally trained and
organization of these activities would require that a
certified to manage and control instructional processes
teacher possess a certain amount of knowledge,
in the school. For teaching-learning activities to occur,
attitudes, and skills. It refers to teaching proficiency.
the teacher must prepare lesson plans, produce
Put another way, student proficiency in teaching instructional materials and adopt appropriate teaching
particular knowledge, application, and skill set that strategies to achieve instructional objectives. The
referred to as teacher competency. Here, the proper teacher needs to realize that teaching should be
approach entails familiarity with the procedures, development-learners oriented. Without an effective
methods, and means of communicating the topic. Any teacher, learners are bound to suffer intellectually; this
definition of competency in education must consider shows the strategic position of teachers in the school
the community's environment, culture, and shared system. Teacher occupies an important position in the
values. school system. His competence, knowledge, interest,
devotion, commitment, dedication, professional
Additionally, it depends on the countless traits of both training, attitudes, and personality largely determine
the student and the teacher and the classroom the quality of services provided by him/her (Onike,
environment. The efficiency or inefficiency of 2010).
instruction is highly correlated with the quality of the
teacher. A competent teacher also creates classroom No educational system can excel above the caliber of
conditions and a climate conducive to student learning its teachers, as the National Policy on Education states
(Mastropieri & Scruggs, 2010). Teaching competency clearly. The implication is that the school learning
has various dimensions, including content knowledge, outcomes depend mainly on teachers' professional
instructional planning, student motivation, competence and school performance. Indeed, the
presentation and communication skills, evaluation educational system in which teachers are of low
competencies, and classroom management skills. quality will produce students with poor inspiration and
While the teacher would require all these dimensions aspirations. It is also not gainsaying that the positive
to a reasonable extent, the manifestation of these in an attitude of teachers has been found to be positively
integrated manner makes him effective in the related to their students' attitudes and achievement in
classroom context. school subjects.

In addition, Kimberly (2014) stated that teachers must

The two most significant challenges for a teacher are
be knowledgeable in their study area. In truth, if a
(a) knowing what to teach and (b) knowing how to
teacher is not enlightened in his/her subject, then any
teach it. Decision-making about instructional strategies
hope of effectiveness goes right out the window.
complicates by the diversity of teachers' chosen
Hence, effective teaching could be measured by the
interventions, training, and teaching philosophies
level of a teacher's subject matter competence which is
(Stanford & Reeves, 2012). Teachers who use and
a prime predictor of students' learning.
practice specific instructional strategies and decisions
are more effective and competent than teachers who do Anderson (2011) opined that the teacher must possess
not. Effective individualized decision-making and the knowledge and skills needed to attain the goal and
instruction are at the center of unique education must be able to use that knowledge and skills if the
practice, and those certain instructional practices or goals are to be achieved. It has been established that
competencies are strongly related to student there is a high correlation between what teachers know
achievement. and what they teach. Thus, the ability to teach

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effectively depends on the teachers’ knowledge of the information with them. They show appreciation for
subject matter. Teachers are handicapped if they are their students' accomplishments by recognizing their
unfamiliar with the body of knowledge taught and accomplishments and never-ending motivating them.
teachers’ characteristics is subject specific. Students gain a sense of recognition and validation
from this.
As emphasized by Brain (2013), the art of
communication involves listening and speaking as well Teachers must also possess good communication skills
as reading and writing. Teachers need to be highly to communicate vocally and in writing with parents
skilled in all these areas to excel in their profession. about their children's growth. They must describe the
Proficient communicators receive information, abilities and limitations of their students for parents to
understand and synthesize it and express themselves at understand and be receptive rather than defensive. The
a high level. They make excellent teachers because teacher must deliver a short message concerning the
they are able to transmit knowledge, skills and values student's misconduct or academic difficulties.
at the same time they communicate their caring for the Delivering the message requires sensitivity and clarity.
students entrusted to their care. They help motivate In addition to formal report cards, teachers should feel
students to learn. at ease calling parents frequently and leaving casual
remarks.
According to Brain (2013), one of the critical features
of successful teachers is their capability to Even though teaching is frequently done in a
communicate skills and expertise to their students. At classroom alone, away from adults, effective teaching
the university level, there is a frequent fallacy that entails talking with other teachers. Teachers are
knowing a subject is all that is essential to be a encouraged to collaborate on lesson plans and learn
competent teacher. This concept asserts that students from one another in schools that view themselves as
should be able to understand the saying regardless of professional learning communities. They work as a
the delivery. It might be accurate at the higher team when tackling problems, especially with
graduate level but false elsewhere. It is entirely false challenging kids. All of this calls for effective
for undergraduate students. It is incorrect when applied communication. By reading professional publications,
to undergraduate studies. Making complex knowledge listening to fresh suggestions from their administrators
understandable for the students is the teacher's job. A and school board advisors, and exchanging and
knowledgeable instructor helps pupils comprehend the debating these suggestions with peers, teachers keep
subject and its importance. up with current advancements in education (Silver,
2016).
In his writings, Silver (2016) stressed that
communication is both receptive and expressive. For both students and teachers to succeed,
Teachers must be adept at paying attention to their communication must be effective. In the school
students and adequately outlining concepts. Teachers system, teachers and learners play a vital role in
need to be able to think clearly so they can convey the communication. When two people are communicating,
material. Teachers must be able to break complex it is feasible for them to say the same thing to the same
ideas into simpler parts and smaller steps to explain audience and use the exact words, but they will
them effectively to their students. No matter how ultimately convey two different messages (Abura,
gifted or how they choose to learn, students must be 2013). Suppose teachers exhibit hostility, repugnance,
able to adapt their communication styles. They can and distaste during communication with the students.
"read" their students and tailor instruction to meet the In that case, students will become afraid, withdraw
needs of each one. Making the ordinary exciting and from participating in class activities, and eventually be
being a great presenter are vital components of unwilling to interact with the teacher. Distortions in
effective communication. the teaching-learning process occur in classroom
interactions, such as misunderstandings, mistrust, and
Therefore, effective teachers convey concern and care word misinterpretations. Ineffective communication
through their speech and body language. They may also be impacted by physical discomfort,
demonstrate sincere dedication to and love for their daydreaming, familiarity, numerous noise issues,
students. Good teachers always let their students know attitudes, lack of subject matter expertise, an
they are concerned about their success. Early in the individual's health, age, size, time constraints, and
school year, they learn their students' names and socioeconomic reasons. However, the effectiveness of
address them by name. They learn about their pupils' communication in the teaching-learning process can be
desires, concerns, and preferences and share this enhanced or disrupted by either the teacher

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(sender/source) or the student (receiver) factors which student learning. The idea that first-class teachers are
have almost the same characteristics, attitudes, knowledgeable educators is featured prominently in
knowledge base, sociocultural context, and studies on teachers' expertise (Borko et al., 2012).
communication skills. These studies typically compare novices (before or at
the beginning of their teaching career) and expert
Besides, Irish and Scrubb (2012) stated that effective teachers (who have completed teacher education and
communication involves active listening. It is a have substantial teaching experience). They show that
process where both the sender and receiver are fully a profound and differentiated knowledge base on
engaged, the listener is focused and attentive, and it student characteristics, the teaching matter, and
minimizes distractions. Active listening strategies are possible instructional interactions enable "expert
essential when participants speak different languages. teachers" to perceive and interpret teaching situations
Intercultural communication strategies such as active more adequately, resulting in better instructional
listening inform learning and facilitate critical strategies. It indicates that a large part of this expert
reflection. knowledge can attain through the formal learning
opportunities of teacher education. There is also
A competent teacher who uses sound instructional evidence that professional development courses or
techniques is knowledgeable about the fundamentals
self-initiated learning activities contribute to the
of curriculum and instruction, including methods for
growth of teachers' professional knowledge
integrating special education students into mainstream
(Desimone, 2014).
classrooms and designing and implementing
Individualized Education Program Plans. Teachers Kennedy et al. (2013) introduced the "Bright Person
also thoroughly understand both normal and abnormal Hypothesis" (BPH) as the idea that "the best teachers
human development (IEPs). Teachers tend to practice are bright, well educated, people who are smart
teaching through diverse modes, including new enough and thoughtful enough to figure out the
technologies, reading, and language arts, as nuances of teaching in the process of doing it" (p.
appropriate to the learner's age, learning style, and
1248). In other words, the cognitive capabilities with
developmental stage. Making curricular content
which people enter the teaching career are crucial for
relevant to students' experiences from diverse racial,
determining teacher quality. This claim is supported by
socioeconomic, linguistic, and cultural backgrounds
the notion that teaching is a difficult, complex, and
also adds to the effectiveness of delivering instructions
unpredictable task that calls for substantial cognitive
(Irish & Scrubb, 2012).
flexibility and the ability to solve problems quickly
(Feldon, 2012).
Furthermore, the authors disclosed that teachers'
ability to deliver the goods is part of their instructional
The problem-solving competency that teachers should
practice. It refers to the teacher's manipulation of the
possess involves critical thinking about teaching and
learning experiences in the school through his
learning. It may also foster students' creative and
instructional procedure. This skill could be acquired
analytical thinking skills (Irish & Scrubb, 2012).
during training (Irish & Scrubb, 2012).

According to Brain (2013), an effective teacher begins The feeling of inadequacy in managing classrooms is
with a solid understanding of the material and expands the top concern of new teachers, according to surveys
on it with clarity and understanding, intended to assist of graduates of universities and schools of education.
pupils in mastering the subject. The finest instructors This issue has lasted for years despite clinical
continue in that direction. Good teachers make the experiences, practicums, student teaching, and other
class exciting and relevant for the students because classroom observations. Teachers develop and
they are interested in their teaching content. improve their classroom management and student
Knowledge is useless if it is not conveyed to the behavior management skills over time. The various
students in a manner they can understand. However, tasks and events that arise in the daily classroom call
the effort to make the material understandable is for substantial competence in handling them for
useless if the students doze off when it is presented or effective teaching. For instance, "common sense,"
if they do not see the value in learning the material. consistency, a teacher demeanor that is occasionally
undervalued, a sense of fairness, and courage are
Studies using proximal approaches to measure teacher necessary for effective classroom management.
knowledge have produced more consistent results, Additionally, to use these abilities, teachers must have
showing that teacher knowledge is associated with a multifaceted understanding of their students'
higher-quality instruction, which positively affects psychological and developmental stages (Kizlik,

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2016). where students can write, read aloud, and then modify
their answers to test questions are adequate
Information, the capacity to communicate to pupils an accommodations for diverse students. Other options
understanding of that knowledge, and the capacity to include time for students to comment on their written
make the subject matter engaging and pertinent to responses with the instructor verbally. Irish and Scrubb
students are the three fundamental attributes of good (2012) further depict equity in the concept of respect
instructors. A fourth characteristic that completes these for others with the demand for learning. Every student
three is that good teachers manage the classroom well comes from a different cultural background. Methods
because of their genuine care and respect for pupils. of knowing and learning are influenced by experiences
Creating a good class requires immense work (Brain, based on different traditions, norms, and values.
2013). They work at this sort of quality all the time. Everyone benefits from learning communities with a
They spend time with your students so you can learn variety of knowledge and learning modalities.
about holes in their understanding. They read and
write and create to build an exciting and interesting For a teacher to be successful, however, Dunhill
class every day. (2010) emphasize that he must have profound
knowledge of the learner. The nature of the child must
A good teacher must understand the essentials of be studied and understood by the teacher. He must
school discipline. Teachers must be aware that realize that children differ in bodily health, mental
children differ in their hereditary make-up, maturation, ability, and temperament. A good teacher must always
and experiences, so the discipline appropriate for one remember that the learners are products of different
child may be ineffective for another. A fair, firm, home environments and have different potentials and
developed, sympathetic, knowledgeable, considerate, opportunities to develop their learning interests.
and democratic teacher is likelier to stimulate a happy Teachers have to know and understand learners'
learning environment than a cruel, indolent, ignorant, previous experiences and their differences. A good
unfair, and unsympathetic teacher (Irish & Scrubb, teacher must recognize learners' psychological needs,
2012). adaptive behaviors, and constraints. An effective
teacher's choice of teaching method must
The principle is that effective teaching and learning
accommodate and cater to these differences (Onike,
take place in well-managed classrooms. The inability
2010).
of teachers to effectively manage the classroom
environment and behavior often contributes to the low
The term "professional competence" applies to
academic achievement of the students (Oliver et al.,
working life, particularly in highly complex and
2012). Therefore, the conditions and practices required
demanding professions, where mastery of situations
to establish and maintain a setting conducive to
significantly depends on knowledge, skills, attitudes,
teaching and learning might be referred to as class
and motivation. According to Fakeye (2012), these
management (Osakwe, 2010).
characteristics are not innate but learnable and thus
One of the core competencies teachers should practice teachable. The concept of professional competence
religiously is dealing equitably and responsibly with acknowledges the importance of profession-specific
all learners (Irish & Scrubb, 2012). For teaching and teacher attributes rather than generic attributes (as in
learning to be culturally competent, individual learners the Bright Person Hypothesis) but suggests that in
must be accommodated. An essential element of good addition to knowledge, beliefs, motivation, and self-
teaching is respect for the student. Strong interpersonal regulation represent vital aspects that determine
skills, pedagogical knowledge, subject-matter teachers' success.
competence, and dispositions like compassion,
fairness, integrity, and respect for diversity are Attitudes impact teachers' performance levels.
characteristics of competent instructors. Individual According to Fakeye (2012), a teacher who adopts a
accommodations are a natural part of respectful, good attitude toward his students and teaching will
learner-centered instruction. undoubtedly impart knowledge more efficiently than a
teacher who has wrong views toward the students he
Good teachers learn not only from their pupils but also must work within. Teachers, as a molder of lives, must
from them. Understanding each student's culture and be embodiments of good character and virtues. A good
language lays the groundwork for creating successful teacher respects truth is sincere in words and acts, and
accommodations that support learning. It is important whose personal life sets an excellent example to his
to communicate with kids, listen to what they have to pupils. Quadri et al.(2014) contribute that a good
say, and set an example. Exams in different rooms teacher must be caring, kind, and firm in dealing with

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pupils. Firmness means the ability to ensure fair play As a result, grading students impacts what they learn
and gives equal treatment to all students in his class. and how deeply they engage in learning. According to
McMillan (2010), evaluating students should be
A good teacher will remain a student all his life as part genuine and include an opportunity for improvement
of the profession because learning is a continuum. The and feedback to enhance learning rather than just audit
best teachers have the professional and personal it. A more general premise is comprehending how
humility and capacity to learn through success and various evaluations affect students. Therefore, tools to
failure (Kunter, 2015). A teacher needs to realize that evaluate students must be valid, fair, ethical, use
learning is a lifelong program and an influential multiple methods, and be efficient and feasible.
teacher needs to engage in activities to increase,
improve, update and stimulate his knowledge and Finally, Irish and Scrubb (2012) indicate critical
skills for improved and efficient delivery. The reflection as part of evaluation practices in students.
acquired learning activities of an effective teacher Critical reflection is facilitated through culturally
include seminars, workshops, conferences, and others. appropriate teaching and learning. One must first
The teacher should be professionally trained and re- critically examine cultural presumptions for teaching
trained continuously through in-service programs such and learning to be culturally sensitive. Critical
as coaching, correspondence, workshops, and reflection on deeply ingrained cultural beliefs is
conferences. required to challenge myths and prejudices. Culturally
sensitive teaching involves students in self-awareness
A professional teacher understands his or her legal and exercises that encourage reflection on cultural
moral responsibilities, learns from experience and presumptions.
supervision, understands the impact of societal
problems that can affect student learning negatively, Students’ Entrepreneurial Skills
and uses appropriate strategies to address such issues
(Irish & Scrubb, 2012). Entrepreneurship is described as a process that leads to
creativity, innovation, and growth by the World
Ornstein and Lunenburg (2013) claim that if teachers Economic Forum in 2011. Innovative entrepreneurs
expect to guide learning effectively, they must know come in various shapes and sizes, and their advantages
how many children at various levels of maturity are extend beyond new businesses, inventive endeavors,
capable of understanding that would determine the and jobs. Entrepreneurship is a crucial competency for
nature of the assessment and evaluation of the everyone, which refers to one's capacity to put ideas
students. into practice. It encourages young people to be more
imaginative and self-assured in their endeavors.
The student evaluation process comprises tasks of any
form that students perform to demonstrate knowledge Entrepreneurship is considered one of the most critical
or aptitude in particular subject areas. The teacher instruments that drive economic growth and
should use as many instruments as possible in as many innovation, a notion supported by empirical research
instances as possible to ensure valid and reliable (Van Praag & Versloot, 2012). For this reason, many
indicators of student progress and achievement. European countries (European Commission, 2011) and
the United States have been promoting and including
For evaluation to be practical, the teacher must employ entrepreneurship education in school curricula. A
general principles in evaluating the students. The fundamental assumption underlying these programs is
evaluation must be based on the clear concept of the that entrepreneurship skills can be taught and are not
aims of education outlined in our constitution, the too determined by personal characteristics. This fact is
school, and the course of study. It must also be supported by many studies. For example, Van der
comprehensive, continuous, functional, cooperative, Sluis et al. (2011), Van der Sluis and Van Praag
diagnostic, and integral to all teaching and learning. (2012), Jones and English (2014), and Galloway et al.
Evaluation should be based on accepted criteria, (2010) show that the effectiveness of general
standards, and principles of validity, reliability, education of entrepreneurship to enhance
objectivity, practicality, and appropriateness in the entrepreneurship skills is positive. These authors
particular situation to be appraised. The evaluation predominantly point to the positive influence of
must be considered basic to guidance and be conceived entrepreneurship education on practical innovation and
in terms of the educational purpose of teaching and economic prosperity.
learning. It must consider all aspects of school and
community life that affect the growth of each student. In addition, Chell (2013) notes that skill refers to

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proficiency in performance and may be enhanced by (FME, 2011) enjoins teachers to make instruction
practice and training. She goes on to state that skills concept-centered, activity based, and work-related.
are multidimensional constructs, and they comprise the This fact underlines the need to focus on acquiring
cognitive – knowledge and what is learned; the entrepreneurial skills in school instruction to benefit
affective–emotional expression and what is the school and society.
experienced; the behavior–action at strategic, tactical,
and personal levels; and the context–sectoral, According to Jenner (2013), young people's
occupational, job and task levels. employability is threatened by labor market
mismatches: inadequate skills, limited geographic
How man adapts to life is a skill, a fundamental mobility, and inadequate wages. Our current education
capacity. A person's attitude and job functions are system needs support if it is going to adapt to such
necessary antidotes that recommend performing challenges. Because they put an emphasis on soft and
appropriate skills and acquiring the same by reviewing core skills like problem-solving, team-building, and
a particular work sample (Adeyemo, 2010). A skill is a transversal competences like learning to learn, social
quality of performance that is not simply determined and civic co m p eten ce, in itiativ e - tak in g,
by a person's underlying, intrinsic abilities but rather entrepreneurship, and cultural awareness, tools like
must be acquired through instruction, repetition, and entrepreneurship education show promising results.
experience. Although learning is at the core of skill, it
also encompasses the ideas of economy and efficiency Entrepreneurship education enables young people to
in performance. start successful businesses and become valuable
contributors to the economy. Even in the most
In a classroom situation, skill is the ability to perform advanced education systems, entrepreneurship
some tasks with creditability. Up to a point, the more education lies in the hands of the few secondary school
practice in doing specific tasks, the faster and better teachers with appropriate training. It is a reasonable
they can be done. It is associated with know-how, basis, but we will never be able to gain the widespread
while speed and accuracy are some of its traits and traction needed without more development. A higher
characteristics. Acquisition and reinforcement of skills emphasis on entrepreneurial education is required to
and aptitudes through science laboratories, workshop ensure that young people's skill sets are more mobile
practice, and other curricular and extracurricular in the global employment market (Jenner, 2013).
activities represent the most natural ways of
stimulating science education and real-life work, Numerous international organizations have published
leading to high productivity (Stephen et al., 2011). findings on the value of entrepreneurship and called on
nations to promote it (Schoof, 2011). The World
There are many fields on what makes someone an Economic Forum, for example, has identified
entrepreneur and what an entrepreneurial skill is. An entrepreneurship education as the core of its Global
entrepreneur can be defined the one who organizes, Education Initiative (World Economic Forum, 2011).
manages, and assumes the need of a business It is because innovation and entrepreneurship provide
enterprise. It can be defined as a person who has a way forward for solving global challenges of the 21st
decided to take control of his/her future and becomes century, building sustainable development, creating
self-employed, whether by creating his own unique jobs, generating renewed economic growth, and
business or working as a team member at a multi-level advancing human welfare. Entrepreneurs are
vocation (Stephen et al., 2011). Therefore, recognized as significant economic and social progress
entrepreneurial skills are skills needed to have to drivers, and rapidly growing entrepreneurial
succeed in business, most especially in teaching. The enterprises as essential sources of innovation,
fundamental abilities required to establish, grow, employment, and productivity growth (World
finance, and thrive in your home business are known Economic Forum, 2010).
as entrepreneurial talents.
A business opportunity refers to "someone who can
Surprisingly, intimately related to classroom activities perceive and analyze business possibilities; acquire the
as the concept of skill may be and necessary as its required resources to take advantage of them, and
measurement, assessment, and general evaluation may undertake suitable action to secure success" Tiernan et
be to the affairs of the school system, little is done al. (2011). (Henry, Hill & Leitch, 2010). Further,
about it in science teacher education. At the same time, Henry, Hill, and Leitch note that depending on the
its records are seldom kept in continuous assessment in stage of a business' development, the learning about
schools. Whereas the national policy on education entrepreneurial skills may differ (pre-start, start-up,

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growth, maturity). He also points out that everyone can curricula for entrepreneurship education (Kuratko,
learn about entrepreneurship, not just those operating 2010). The rapid development of IT technology also
(or wanting to run) established enterprises. It includes provides many opportunities for learning
children and students who are in school. entrepreneurship skills or for college students to start
their businesses (Zunfeng & Chunling, 2011).
At the start of every person's entrepreneurial journey is
the ability to understand what we mean by an A task-oriented approach centered on actual business
entrepreneurial attitude. An entrepreneurial attitude challenges would be successful with this group, as
affects every aspect of thinking and living. It fearlessly there is some evidence that entrepreneurs tend to learn
pursues the limits of conventional wisdom to achieve less well from the usual didactic approaches typical of
great things. It takes risks and does not accept failure much of the educational sector. Exposure to various
as an option. To succeed, students need to have an cultures, backgrounds, and experiences, as well as
entrepreneurial attitude, be willing to explore new experiential and peer-to-peer learning, seem suited for
ideas, think outside the box, to be proactive about the efficient development of entrepreneurship abilities.
research. The skills students develop through their Variety, adaptability, and invention also seem to be
studies can be applied to other activities and aspects of the learning process most likely to engage
enterprises (Walliman, 2015). entrepreneurs and lead to higher entrepreneurship
abilities—variety (representing the diverse experiences
Further, one of the main goals of many educational of many entrepreneurs) (Johnson et al., 2015).
courses at various colleges, especially those which
focus on applied economics and management, is the At the freshman level, entrepreneurial classes would
development of students' entrepreneurship skills. It is include basic planning skills, dealing with technology,
usually accomplished through various project-oriented and paying attention to detail. By the senior year,
tasks. Developing the students' entrepreneurship skills college students in an entrepreneurship program would
is also the primary objective of the E-commerce course be doing fieldwork, oral presentations, and team
in economics. This course combines theoretical projects to develop entrepreneurial self-confidence and
knowledge and practical skills (Beranek, 2015). others, including managing the art of taking risks
(Hackbert, 2010). One of the skills for success for
Business opportunities should be considered as part of
entrepreneurs is a strong desire to achieve. One can be
students' entrepreneurship skills development. They
an entrepreneur at any time in life. Nevertheless, when
have to understand economic processes, work within a
one finds something he is passionate about, something
team, and be able to promote their ideas, strategies,
that drives, calculated risks are taken (Steiner, 2012).
and procedures. Finally, yet most importantly, they
must not be afraid to present and defend their Under Hackbert’s model, the skills that many
solutions. entrepreneurs learn on the streets could be taught in
classrooms. The result would be relatively swift
Beranek (2015) of Vilnius University expounded that
increases in knowledge and skills that allow people to
in this modern, competitive world, entrepreneurship
manage small businesses and lead others. These skills
skills are one of the critical attributes for students if
should be nurtured through proper education and
they want to navigate the job market after graduation
coaching to direct students to be responsible and
successfully. When hiring for entry-level roles, many
enrich small business endeavors that will benefit the
firms prefer students with entrepreneurial experience.
individuals and the communication. Hackbert further
They consider these students to be more accountable
explicated that in entrepreneurship, imagination is
for their actions, have teamwork skills, and know how
more important than knowledge. Since imagination
to execute. Students with entrepreneurial experience
and creativity are fundamental to the entrepreneurial
are also thought to possess more robust business and process, they must be instilled in children early on.
communication abilities, which are critical for success
in today's corporate world. Steiner (2012) said that there are four foundations of
good management skills: knowing whom you are,
It is also widely accepted that entrepreneurship can be developing a vision and strategy, building a positive
learned, and a positive relationship exists between work climate, and creating synergy in teamwork, and
higher education levels and high levels of all of these skills could be practiced in a college
entrepreneurial activity (GEM, 2011). Many setting.
universities in the USA, Europe, East Asia, and Latin
America developed or expanded entrepreneurship Developing entrepreneurial qualities is a deliberate
programs and designed unique and challenging process, and the skills are as necessary for employees

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as they are for employers (Hackbert, 2010). These teaching techniques were considered important
Employees create value for their enterprise through the in improving their entrepreneurial awareness and
implementation of new ideas. An entrepreneurial skill skills. Students could also improve their enterprising
set can take an inventor's product and turn it into an behavior because of their prior exposure to
actionable enterprise. These are entrepreneurial traits, entrepreneurship through other "hands-on" teaching
and we know they can be taught systematically and techniques such as developing a business plan, case
efficiently (Bristol, 2010). analysis, class presentation, and discussion.
Entrepreneurship education in universities should
In addition, entrepreneurship and business-related consider teaching techniques that require students to
skills are becoming increasingly important in today's have "hands-on" enterprise experience and practice an
economy as more and more people seek to create their entrepreneurial-directed approach to improving
jobs. With this, increasing numbers of schools, university students' entrepreneurial mindset (Lope &
colleges, and universities strongly support student Abdullah, 2010).
innovation and entrepreneurship, like in Ontario,
Canada. Through courses, start-up accelerators, Similar to Rayton (2015), who verifies in his review
venture funds, and many other initiatives, universities that it is possible to define a group of abilities that can
are producing graduates who are creative and refer to as "entrepreneurship skills," which are
independent problem-solvers (Council of Ontario different from but connected to current definitions of
Universities, 2014). Ontario's universities and colleges management and leadership abilities. Entrepreneurship
offer nearly 300 courses linked to improving skills include a variety of abilities related to
e n t re p r en e u r i a l sk ills for stu d en t s, 174 establishing and implementing business plans to
entrepreneurship education courses or business enable the realization of such opportunities, as well as
incubators, and 75 extracurricular entrepreneurship expertise in the process of opportunity discovery (and
opportunities/activities are available- 17 of those development) (Michelmore & Rowley, 2013).
programs and 58 programs are available in 13
universities. These activities include incubators, Stephen et al. (2011) identified entrepreneurial skills
competitions, workshops, co-ops, internships, essential to every learner. These include: instructional
mentorships, and workspaces. leadership skills, management skills, communication
skill, collaboration skill, vision development skills,
Additionally, the establishment of a firm is a specific change management skills, analysis skills, process
type of business activity historically linked to skills, evaluation skills and parsimony/economy skills.
entrepreneurship. Learning to understand
entrepreneurship, learning to become entrepreneurial, Also, Manktelow et al. (2016) grouped entrepreneurial
and learning to become an entrepreneur are some of skills into four categories: (1) Personal characteristics,
the learning objectives for entrepreneurship that (2) Interpersonal skills, (3) Critical and creative
Heinonen and Poikkijoki (2011) identified. Lectures, thinking skills, and (4) Practical skills. Personal
books, reviews, and exams are traditional teaching characteristics, values, and beliefs should be examined
techniques that do not encourage entrepreneurship first to have the mindset typical of successful
(Sogunro et al., 2014). Since role-playing encourages entrepreneurs. Optimism, creating a compelling vision
people to perceive problems from different viewpoints, of the future by carefully grasping the "big picture,"
they argued that using an entrepreneurial focused having the initiative to start problem-solving or
approach would allow students to explore their hidden business improvement projects, having a desire for
elements (Sogunro, 2014). According to Heinonen and control, and being motivated to lead others. Strong
Poikkijoki (2011), the entrepreneurial-directed drive and persistence are crucial to preparing for hard
approach is well suited for gaining a better work and realizing one's goals. Taking risks, being
understanding of entrepreneurship, especially about resilient, and learning and growing from own mistakes
the importance of the entrepreneurship process. are personal characteristics vital to entrepreneurship.

The student-centered learning model, also known as Successful entrepreneurs work closely with people to
the entrepreneurial-directed approach, enables students build great relationships with the team, customers,
to have a positive entrepreneurial mindset. Students suppliers, shareholders, investors, and more. Some
could also identify the three most essential teaching people are more gifted in this area, but this skill can be
techniques after an entrepreneurship education course. learned and improved. The types of interpersonal skills
The techniques were: running a real business, visiting under this category include: Leadership and
the business location, and interviewing entrepreneurs. Motivation, which is essential to deliver your vision;

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d elegation of work is part of lead ersh ip; and identified two methods of stimulating helpful
Communication Skills- entrepreneurs need to be able discussions in the classroom: (1) Written dialogues,
to communicate well to sell the vision of the future to where students analyze and discuss written dialogues
investors, potential clients, team members, and more; in small groups to determine the various points of view
Active listening and empathetic listening; Personal of each participant. (2) Spontaneous Group Dialogue,
Relations; Negotiation-entrepreneurs not only where one group of students is assigned roles to play
negotiate keen prices; they also need to resolve in a discussion (such as leader, information giver,
differences between people in a positive, mutually opinion seeker, and disagree). Four observer groups
beneficial way; and ethics. are formed to determine what roles are being played
by whom and identify biases. Lastly, ambiguity is a
According to Schawbel (2014), students must have an pedagogical strategy (Scott, 2012). He advocates
entrepreneurial mindset if they wish to establish their producing much ambiguity in the classroom.
firm or to be recruited after graduation. Attending as According to his writings, students should not be given
many events as possible on and off campus is transparent cut materials but conflicting information
extremely valuable as students can learn more about that they must think through.
the industry and connect with professionals who can
help get them to get jobs in the future. Collecting as Understanding and acquiring essential entrepreneurial
many experiences before graduation utilizing skills are necessary strategies and tools in education,
internships, freelance gigs, and apprenticeships, which and these will improve stimulating factors for the
will translate into work experience, would help hone development of managerial competencies in teachers.
entrepreneurship skills. By getting involved in Nothing in life is more important to an individual than
different projects in different companies, one can developing the critical leadership and personal
figure out what one wants and does not want to do for management skills that are keys to being an
a job when he graduates. It will give a track record and entrepreneur in a teaching enterprise. Teachers as
connections that could turn into jobs. He further stated decision-makers should understand that students have
that entrepreneurship skills are what college recruiters had problems in being entrepreneurial and what
look for when hiring. economic, educational, and political changes are in
order to foster the development of entrepreneurial
An identified pedagogical strategies required to skills of students. Students in schools must realize that
promote entrepreneurial skills in science education. to succeed in future workplaces, they must prepare
According to Odubunmi (2013), one strategy is themselves for the entrepreneurial path ahead
Classroom Assessment Techniques (CATS). It stresses regardless of their chosen discipline in teacher
ongoing classroom assessments to monitor and education colleges or faculties. In a worldwide
facilitate students' entrepreneurial skills. This strategy, educational environment, teachers must be able to
if well utilized, can develop entrepreneurial skills such assess their entrepreneurial behavior, identify their
as risk-taking, as it will empower students to try new strengths and limitations in this area, and determine
methods as opposed to the traditional approach they how to strengthen these areas. It will automatically
are used to in learning situations. increase the employability level of their products in
science teacher education colleges and institutions
Okebukola (2010) emphasized Cooperative Learning (Adeyemo, 2010).
Strategies as an effective strategy. According to his
research, group learning is the most effective setting This study is anchored on Vygotsky's Cognitive
for students to improve their entrepreneurial skills. Development Theory, which highlights that interaction
According to him, inappropriately designed plays a role in the cognitive development of a learner
cooperative learning settings, kids demonstrate more (Dahms et al., 2007). This principle holds that a person
active, entrepreneurial abilities while receiving is a more knowledgeable other if they are more
constant encouragement and criticism from their peers proficient at or knowledgeable about something than
and the teacher. He further discussed that this would the learner is (MKO). The theory's Zone of Proximal
invariably develop entrepreneurial skills in teaching Development is another component (ZPD). The ZPD
and learning science in both teachers and students by measures the gap between a student's capacity to
giving them ample opportunity to seek out wisdom complete a task while being guided by an adult or
from their colleagues and listen to the opinions of working collaboratively with peers and their capacity
those who know some basics. to complete the job independently. According to
Vygotsky, learning occurs in this zone (Daniels, 2005).
Olubunmi (2013) also proposed Dialogue as a strategy This theory is related to the instructional competencies

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of the teaching force and how the interaction between respondents' socio-demographic characteristics
the teacher and students brings about the latter's regarding age, gender, highest educational attainment,
learning. length of service, and rank.

Another theory on which this study is based is the Part II comprises fifty-four (54) statements rated by
constructivist theory of Jerome Seymour Bruner. the respondents indicating the level of students'
Constructivism sees learning as a dynamic process in entrepreneurial skills. These were measured using the
which learners construct new ideas or concepts in their Personal Entrepreneurial Skills (PES) Questionnaire
current/past knowledge and respond to the taken from the TLE Learning Module of the K to 12
instructional situation. Constructivism suggests the Curriculum.
idea that students create their knowledge rather than
passively absorbing it (Bruner's Constructivist Theory, For Student-Respondents. Two sets of questionnaires
2006). were used. The first is composed of thirty-six (36)
statements which were rated by the respondents
The teacher resources should focus on encouraging, indicating the level of teachers' instructional
aiding, and allowing the students to uncover the main competencies in terms of teachers' personality and
principles independently. Communication between the teaching skills. These were measured using the
learner and teacher is a critical concept. Teachers must Learning Environment Survey Questionnaire, which
be proficient in two different categories of was used by Notre Dame of Midsayap College in
information: content, commonly referred to as in-depth Midsayap, Cotabato. The second questionnaire is
subject knowledge, and curricular development composed of fifty-four (54) statements indicating the
expertise. According to Bruner, quoted in Shulman level of their entrepreneurial skills. These were
(1992), content knowledge includes a given measured using the Personal Entrepreneurial Skills
discipline's theories, guiding principles, and ideas Questionnaire (Self–Rating) taken from the TLE
(Onike, 2010). Learning Module of the K to 12 Curriculum.

Procedure
Methodology
Before starting the data-gathering procedure, the
researcher secured a permit to gather data from the
The descriptive-correlation method was employed in School President/School Head of different Notre Dame
this study. This design was simply the way to provide Schools in Cotabato Province. The letter asked
results as measured by teachers' personality and permission to conduct the study on the respective
teaching skills, including the introduction, interaction, respondents from their schools.
and integration of lessons, and the level of their
students' entrepreneurial skills measured by personal The researcher administered the questionnaire on
entrepreneurial skills. A correlation Research Design different dates to the teacher and student respondents.
was used to provide results on the relationship between The questionnaires were retrieved as soon as the
teachers' instructional competencies. respondents finished answering them. Finally, the
results were tabulated, analyzed, and interpreted.
Participants

The participants of this study were all Home Results and Discussion
Economics Teachers in Notre Dame Schools in
Cotabato Province and ten students per teacher in their
respective classes. This section presents the results of the statistical
treatment of the data. Thus, the result of the Multiple
Instruments of the Study Regression Analysis shows that the combined effect of
teaching competencies in different areas do not
To measure the indicators in each variable accounted significantly influence the combined effect of teaching
for in this study, the researcher utilized a pre-tested competencies in the different areas do not significantly
survey questionnaire consisting of two (2) parts. There influence students’ entrepreneurial skills (F value =
were two instruments for this study, teacher 3.978 p value = 0.002). The coefficient of
respondents and student respondents. determination R2 = 0.073 indicates that only 07.3% of
students’ entrepreneurial skills can be attributed to
For Teacher-Respondents, Part I includes the teaching competencies.

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students’ entrepreneurial skills. Nevertheless, there is a

significant relationship between teacher–respondents’
instructional competencies and students’
entrepreneurial skills.

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