CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

The word "competence" originally appeared in a 1959 paper written by R. W. White, who used it to describe a notion for motivating performance. Over time, other academics have embraced the word "competence" and have begun to use it themselves (Darling Hammond, 2006). The term "competence" is defined by some scholars as a combination of practical and theoretical knowledge, cognitive skills, behavior, and values that are used to improve performance. It is also defined as "the state or quality of being adequately qualified, having the ability to perform a specific role," according to other scholars (Wikipedia). Generally speaking, competence refers to the conditions that human beings must meet to function effectively in organizations and societies. Currently, the term "competency" is becoming more popular in educational circles; it is a description of one's ability as well as an assessment of one's performance. Competencies may be characterized in terms of a person's knowledge, abilities, and behaviors, among other things. The term "competence" in education is usually used in connection to instructors, i.e., "teacher ability." In order to comprehend the competences needed of a teacher, we must first identify the job description of a teacher. The character of the classroom has a significant impact on the nature of the instructor. The contemporary classroom necessitates that a teacher educate almost all pupils for higher order thinking and performance abilities that were formerly designated for a select group of students (Darling Hammond, 2006). The following are some of the qualities that a teacher in the twenty-first century classroom must possess: professional practice, leadership and management skills, as well as individual efficacy. A skilled teacher takes advantage of every chance to foster learning, believing that all pupils have the ability to learn something new. A competent teacher understands that learning does not take place just in the classroom; thus, the teacher seeks out any opportunity to develop his or her own professional practice in order to create high-quality learning experiences for students. Another important characteristic of a successful teacher is that she or he wins the pupils' hearts and minds (Darling Hammond, 2006). In addition, the teacher recognizes the importance of developing and working with others, including parents and colleagues, and actively seeks out professional cooperation both inside and outside of the classroom setting. A good teacher recognizes that it is essential to grow oneself before being able to give support for others in their endeavors. As a professional, the teacher upholds high standards of personal and professional integrity in the course of carrying out all of his or her obligations and tasks.

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