This study aimed to investigate the level of competence of cooperating teachers along the seven domains of the National Competency Based Teacher Standards as follows: social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages and, personal growth and professional development.
Cooperating teachers from both the elementary and secondary schools participated in the study. The analysis of data revealed that teachers were much competent along four of the seven domains namely: social regard for learning, learning environment, curriculum, and personal growth and professional development. They are moderately competent along diversity of learners, planning, assessing and reporting and community linkages. Based on the findings, the researcher recommends that student teachers should be assigned to cooperating teachers with longer years of tenure and who are master teachers for better guidance and assistance in their development as future teachers; Cooperating teachers should conduct a survey to determine the background of learners to better address their needs; Cooperating teachers are encouraged to attend trainings in the use of alternative assessment like the portfolio, journal, rubrics and other assessment instruments; Cooperating teachers should enhance themselves by attending trainings on strategies in teaching diverse learners and on how to attend to the needs of the differently-abled learners; Strengthen community linkages for the development or community resources that would augment classroom activities; Cooperating teachers should take the initiative to attend trainings, seminars and workshops at their own expense for their own personal growth and; Cooperating teachers should be open to new trends in education like the introduction of new strategies in teaching to do away from lecture.
Competence, Cooperating Teachers, National Competency Based Teacher Standards (NCBTS)
