A DOCUMENT FOR THE SOME OF DIFFERENCES BETWEEN THE NOTION OF TEACHER COMPETENCE AND TEACHER PERFORMANCE.

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(A). Differences between teacher performance and teacher competence.
Most of the people always tend to confuse between the two terms of teacher performance and
teacher competence especially in the teaching profession in education sector. But these terms
seems to be different although they all focus the same to education development and quality.
Teacher Competence. Refers to the teacher’s ability to perfume or of carryout defined tasks in
particular context at higher level of excellence (Slavik, 2008).
It also refers to the excellence capability which includes knowledge, skill, altitudes and
experiences to perfume or carryout a defined task in a particular level of high excellence by a
teacher (Ibid).
In a general view, teacher competence is a pattern of thinking, feeling, acting or even speaking
that cause a teacher to be successfully to his or her job. It may also involve qualification (in
terms of certification) and competences (in terms of thought and action).
Teacher Performance. This refers to the knowledge, skills, and even abilities which beginning
teachers should have and be able to demonstrate in their activities (Bragado, 1961). This tends to
include teacher’s improvement in professional skills, changing classroom behavior content
delivery and hence producing desired outcomes.
Teacher performance and teacher competence are seen as two terms which are the same but it
differs. For stance, the teacher performance deals with the abilities of teacher to demonstrate the
instructional in the classroom and teacher competencies deal with the professional skills of the
teacher which enable them to performance to work or task to the high excellence (Slavik, 2008).
Therefore, the following are the differences between teacher performance and teacher
competence.
Teacher performance tends to include a number of aspects in education which can be explained
as follows;
Teacher performance involves engaging and supporting students learning through making
content more accessible by the use of specific instructional strategies and materials to reinforce
state-adopted academic content standards (Bragado, 1961). Supporting students learning by

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using different instructional strategies. Example, using manipulative, physical models, and
performing arts, diagrams and technological devices. It also involve providing opportunities and
adequate time for students to practice and apply and apply what they have learned by motivating
them.
Assessing student learning. Monitoring student learning during teaching, use of progress
monitoring at key points during instruction to see if students are progressing adequately toward
achieving the state adopted academic content standards for students (Bragado, 1961). Assessing
student learning by using different assessments such as questions, to the students, examined
students works and also students behavior in the classroom. This help teacher to anticipate, check
for and address common students misconceptions and misunderstanding.
Presenting subject matter or content in clear manner. Presentation in the classroom by a teacher
is clear and understandable for the students due to the arrangement of that content in logical way.
It also include providing vivid examples to the students during teaching and use of strategies and
teaching aids for making the lesson attractive. Herbert, G. (2007) supported that “the teacher
effective teacher performance involves effective engaging students in learning by using a variety
of effective instructional strategies in order to meet individual learning by using a variety of
effective instructional strategies in order to meet individual learning needs and making lesson
clear”.
Planning instructions and designing learning experiences for students. Includes teacher planning
instruction and designing learning experiences through instructional plans. For example, lesson
plans, scheme of work and nature of the students. Slavik M. (2008), suggest that learning about
students draw upon an understanding of patterns of children and adolescence development to
understand their students using formal and informal methods , able to asses students prior
mastery of academic Language abilities, content knowledge and skills and maximize learning
opportunities for all students.
Creating and maintaining effective environment for student learning, social environment
development and maintain clear expectations for academic and social behavior to the students. It
also includes promoting student’s effort and engagement and creates a positive climate for

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learning (Bragado, 1961). Social environment help students to learn in safe and health
environment and also social environment create rapport with all students and their families.
Also, teacher performance includes ability to manage the classroom. Involves teacher ability to
control classroom by using different techniques like reinforcement to the students, methods of
teaching, learning aids, and rewards for those students who show good behavior in the
classroom. Herbert, G. (2007), stated that “they support students taking of intellectual risks such
as sharing ideas that may include errors candidates distinguish between misbehavior and over-
enthusiasm and they respond appropriately to students who are testing limits and students who
alternatively assume and reject responsibility.
Teacher competence includes professional knowledge and understanding, professional skills
and abilities and professional values and personal commitment, which all registered teachers
should be demonstrate in their professional activities. These teacher competencies explained as
follows;
Professional knowledge and understanding. Competent teacher have detailed knowledge and
understanding of the relevant areas of pre-schools, primary or secondary curriculum and have
sufficient knowledge and understanding to fulfill their responsibilities for literacy and numeracy,
personal, social, health education and ICT (Slavik, M. 2008). Competent teacher understand the
nature of curriculum and its development for each levels of education, have detailed working
knowledge of their sector of the schools in which they teach and of their professional
responsibilities within them and also have research-based knowledge relating to teaching and
learning and a critical appreciation of the contribution research to education in general. For
example, research that related to the educational system for improving quality education.
Professional skills and abilities. Competent teacher have able to plan coherent and progressive
teaching programs which match their students or pupils needs and abilities and they can justify
what they teach (AFT, 1990). Competent teacher work cooperatively with other professionals
and other staff members within the school and outside the school. For example, issue related to
the education such as in the Teacher Resource Centre (TRCs). And also use the results of
assessment to evaluate and improve their teaching and learning and attainment of the students
they teach.

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Professional values and personal commitment. Competent teacher convey and understanding of
practice and general educational matter in their professional dialogue and communication and
they show day-to-day practice and commitment to social justice and inclusion (Slavik, M. 2008).
Competent teacher have the values and personal commitment to school and communities at
large. For instance, in issues related to values, respect and active partners in the communities in
which they work.
(B). Difference between school inspection and school supervision.
School Supervision. This refers to the professional activity concerned with the development,
maintenance and improvement of a school instructional programs especially its curricular and the
whole teaching personnel (Ogusanji, 1983).
School supervision is the process of bringing about the improvement in instructional by working
with people who are working with pupils so as to make sure that all activities taking place in a
school goes in a well planned manner (Adepoju, 1998).
In a general view, school supervision is vital process and combination of activities concerned
with the teaching and improvement of other curricular taking place in a school so as to
accomplish school and national goals to education sector.
School Inspection. This refers to the critical examination and evaluation of a school as an
institution and as a place of saving (Ojelabi, 1981).
It refers to the integral part of a school improvement of standards and quality of a school by
activities of monitoring and improving the school performance by the use various inspectors,
(Wanzare, 2001).
If qualitative education is a thing seriously desired in schools can be highly improved, school
supervision must therefore be accorded high priority. Through inspection and supervision, the
inspectors and supervisors assist in improving classroom instructions because teachers are made
more competent and efficient, parent are satisfied with the performance of their children are
motivated to work harder in order to achieve the required standards, hence in the long run, the
goal of education is achieved.
According to Ojelabi, (1981), the following are the differences between school inspection and
school supervision;

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School inspection is described as critical examination and evaluation of a school as a place of
learning where by necessary and relevant advice is given for the improvement of school. For
example, inspections on the school constructed buildings, WHILE school supervision is
described as a regular and continuous process of personal guidance based on frequent to a school
to concrete and constructive advice and encouragement to teachers so as to improve teaching and
learning situation in school. For example, daily school activities such as teaching and learning,
time for attending to school among teachers and students.
School inspection, the inspecting officers when visit school pay attention on inspecting rules and
regulations governing the school, condition of buildings and equipments, position of staffs,
records, account and government grants, WHILE school supervision is the procedure of giving
direction to and providing critical evaluation of the instructional processes where by supervisor
coordinate, stimulate and direct the growth of teachers.
School inspection evaluate and examine teachers and leads to advice the commission of
education on the best ways to improve the national education policy .For example, policies on
the educational curriculum reforms WHILE school supervision lead to improvement of learning
from the improvement of instructions. For example, teacher to improve their strategies,
assessment and evaluation of their teaching and learning to their students.
Also school inspection is done by inspectorate, inspecting officers. Usually inspectorate or
Inspecting officers come from nation levels or high authorities such as District Educational
Officers (DEOs), Regional Educational Officers (REOs) WHILE school supervision can be
done by the head of the school, head of department or teacher. This occurs within the members
of the schools to the respect levels of authority.
Generally, quality in education also depends much on the issues of teacher performance and
competence together with the proper supervision and frequent school inspection in all private
and public schools. The government in hand with the ministry of education should also introduce
a number teacher development programs to ensure that quality in education starts from schools.
REFERENCES.
Adepoju, T.L. (1998). Fundamental of school Administration, planning and supervision in
Nigeria. Alafas Company. Nigeria.
Ogunsaju, s. (1983). Educational supervision perfective and practice in Nigeria. Oafemi
Awolowo University press. Nigeria.

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Ojelabi, A. (1981). A guide to school management Ibadan. Valuta Educational publishers.
Nigeria.
Wanzare, (2001). Re- thinking school inspection in the third World. The case of Kenya. Kenya
Education publishing press. Kenya.
AFT, (1990). Standards for teacher competence in educational assessment of students. National
Education Association. United State of America.
Bragado, G. (1961). Teacher performance Expectations. Brandman University. California.
Slavik, M. (2008). Teacher competence, Institute of education and communication. University of
life sciences Prague. Czech.
Herbert, G. (2007). Teacher performance pay: synthesis of plans, Research and Guidelines for
practice. University of Pennsylvania. Columbia.