GRADUATE SCHOOL

APPROVAL SHEET

This Research Proposal entitled: “CLASSROOM OBSERVATION AND ITS

EFFECTS ON TEACHERS” PERFORMANCE IN SELECTED PUBLIC

ELEMENTARY SCHOOLS IN LOS BAÑOS, DIVISION OF LAGUNA”, prepared

and submitted by LOLITA N. ARBOLLENTE in partial fulfillment of the

requirements for the degree of Master of Arts in Education is hereby recommended

for oral examination.

DR. NATIVIDAD F. HALOG

Adviser

APPROVED by the Committee on Oral Examination with the grade of

PASSED.

SABINA B. PASCUAL, Ph.D.

Chairman

FLORADEL B.ADOMA, Ph.D. FIDELITO BAUTISTA, Ph.D.

Member Member

BAYANI M. SANTOS, Ph.D. JULIUS F. RAMOS, Ph.D.

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for

the degree of Master of Arts in Education (M. A. Ed.)

TOMAS C. BAUTISTA, Ph.D.

President
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ABSTRACT

School Year : March 2016

No. of Pages : 98

Adviser : DR. NATIVIDAD F. HALOG

Course : MASTER OF ARTS EDUCATION (MA. Ed.)

The study looked into the situation of classroom observation and its effects

on teachers’ performance in selected public elementary schools in Los Baños,

Division of Laguna.

Specifically, it sought to answer the following questions:

1. What are the profile of the respondents in terms of :

a. Age;

b. Gender;

c. Civil Status;

d. Highest Educational Attainment;

e. No. of Years in Teaching;

f. No. of years as a School Head;

g. Seminars attended in Classroom Observation;

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2. What is the extent of attainment of the objectives of classroom

observation as perceived by the respondents in selected public

elementary schools in Los Baños, Division of Laguna?

3. What is the frequency of use of the types of classroom observation as

perceived by the respondents in selected public elementary schools in

Los Baños, Division of Laguna?

4. What is the extent of effects of classroom observation on teachers’

performance as perceived by the respondents in selected public

elementary schools in Los Baños, Division of Laguna?

5. What are the problems encountered on classroom observation?

6. What are the measures instituted to get across the problems?

7. Is there a significant difference on the perceptions of the respondents

on the:

(a) extent of attainment of the objectives of classroom observation;

(b) frequency of use of the types of classroom observation and;

(c) extent of effects of classroom observation on teachers’

performance?
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Research Design

This study used the descriptive survey that established the findings of the

inquiry posted by the researcher in the statement of the problem. The researcher

used the descriptive method which is to observe and describe the document

aspects of hypothesis generation or theory development.

Locale of the Study

This study was conducted at selected public elementary schools in Los

Baños, Division of Laguna.

Respondents

The respondents were the eighty two (82) classroom teachers and thirty five

(35) school heads/subject area coordinators from the different public elementary

schools both in central schools and barangay schools in the selected locale

because of the accessibility and willingness to cooperate with the proponent’s

study.

Data Gathering Instruments

Questionnaire. This tool was the main tool in gathering relevant data. The

researcher based it from previous reading of books and journals. The

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questionnaire was presented to the research adviser for comments and

suggestions before it was finalized.

Try-Out of the Questionnaire. This was done to determine if the respondents

that were not included in the actual sample size (respondents) understood the

items presented on the questionnaire before the actual distribution to the target

respondents.

Scoring of the Questionnaire. The data gathered were treated with

numerical weights using the 5 point Likert Scale. The statistical values used in this

study are reflected in the different legends, such as:

The extent of attainment of the objectives of the classroom observation,

extent of frequency of use of the types of classroom observation;

Legend:

Score Scale Qualitative Description

5 4.21 – 5.00 Fully Attained (FA)

4 3.41 – 4.20 Attained (A)

3 2.61 – 3.40 Moderately Attained (MA)

2 1.81 – 2.60 Slightly Attained (SA)

1 1.00 – 1.80 Not Attained (NA)

Extent of frequency of use of the types of classroom observation;

Legend:

Score Scale Qualitative Description

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5 4.21 – 5.00 Always (A)

4 3.41 – 4.20 Often (O)

3 2.61 – 3.40 Sometimes (SO)

2 1.81 – 2.60 Seldom (SE)

1 1.00 – 1.80 Never (N)

Extent of effects of classroom observation on teacher’s performance;

Legend:

Score Scale Qualitative Description

5 4.21 – 5.00 Very Much Effective (VME)

4 3.41 – 4.20 Effective (E)

3 2.61 – 3.40 Moderately Effective (ME)

2 1.81 – 2.60 Slightly Effective (SE)

1 1.00 – 1.80 Least Effective (LE)

Problems encountered by the teachers and school heads on classroom

observation:

Legend:

Score Scale Qualitative Description

5 4.21 – 5.00 Very Serious (VS)

4 3.41 – 4.20 Serious (S)

3 2.61 – 3.40 Moderately Serious (MS)

2 1.81 – 2.60 Slightly Serious (SS)

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1 1.00 – 1.80 Not a Problem (NP)

Unstructured Interview. This was also utilized by the researcher to solicit

responses from the actual respondents.

Data Gathering Procedures

Permission was solicited from the school administrators to distribute

personally the questionnaire. Upon approval the proponent distributed the

questionnaire to the target respondents and keeps herself visible to them for any

clarification that may arise while answering the questionnaire. After the

questionnaire answered by the respondents the retrieval was done immediately.

The data collected was tabulated and readied for statistical treatment. Objectives

of Classroom Observation

Statistical Treatment of Data

1. Percentage. In computing for the percentage, the formula used was:

Frequency( F )
Percentage(%)  x100
Number( N )

Where:

P = representing the percentage

F = representing the frequency

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N = representing the total number of respondents

2. Weighted Mean. This was used in determining the extent of

attainment of the objectives, frequency of use of the types of

classroom observation, effects of classroom observation on the

teacher’s performance and problems encountered by the teachers

and school heads on classroom observation.

The formula of weighted mean is:

FiXi
Xw 
Fi

Where:

Fi = Frequency in each cell

Xi = Weight in each cell

3. T – test. This was used to compare two different set of values by the

use of computed weighted means and standard deviation of the

selected variables (comparison).

The Formula of t - test is:

X1  X 2
t 
S12 S 22

n1 n2
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Where:

X 1 = Mean of first group.

X 2 = Mean of second group.

S12 = variance of the first group.

S 22 = variance of the second group.

n1 = Total population of first group.

n2 = Total population of second group.

The 0.05 level of significance was the criterion point for the acceptance or

rejection of the null hypothesis.

Summary

The study looked into the situation of classroom observation and its

effects on teachers’ performance in Los Baños, Division of Laguna, and the

scope of this study was delimited to the extent of attainment of the objectives of

classroom observation, frequency of use of the types of classroom observation,

and extent of effects of classroom observation on teachers’ performance and the

problems encountered on classroom observation.

The study was conducted in SY 2015 – 2016 with respondents composed

of eighty two (82) classroom teachers and thirty five (35) school heads /subject

area coordinators who were purposively selected and guided by the lone
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hypothesis that “There is no significant difference on the perceptions of the

respondents on the (a) extent of attainment of the objectives of classroom

observation, (b) frequency of use of the types of classroom observation and (c)

extent of effects of classroom observation on teachers’ performance”.

Major Findings

The following were the salient findings of the study:

As to the profile of respondents, majority (14 or 40.00 percent) of the school

heads belonged to 60 – 65 years old bracket and there were only 4 or 11.43

percent of the respondents belonged 30 – 39 age bracket while the teachers,

majority of the respondents belonged to age bracket of 40 - 49 years old, 26 or

31.70 percent and the least aged 21-29 years old, 9 or 10.98 percent, the two

groups of respondents were dominated by females with 22 or 62.86 percent for the

school heads and 47 or 57.32 percent for the teachers.

As for school heads, mostly were married, 22 or 62.86 percent, then the

least was widow/er with 2 or 5.71 percent. As for the teachers, 57 or 69.51 percent

were married and 3 or 3.66 percent are separated.

Majority of the school heads had masters units, 16 or 45.71 percent, 9 or

25.71 were Masters degree holder, 7 or 20.00 percent with doctoral units and 3

or 8.57 percent are doctorate degree holder.

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Whereas for the teachers, 33 or 40.24 percent had masteral units. 49 or

59.76 percent of teachers were still in their Bachelor degree.

As for the school heads, majority of them had above 26 years of teaching

experience, 18 or 51.43 percent followed by 7 or 20.00 with 21-25 years in

teaching , and the least 4 or 11.43 percent with 11-15 years in teaching. For the

teacher respondents, 26 or 31.70 percent had 6-10 years in teaching, followed by

20 or 24.39 percent 11-15 years teaching years, and the least 10 or 12.20 percent

16-20 years in teaching.

In terms of no. of years as a school head, majority of the school 24 or

68.57 percent had been a school head for 6 – 154 years, followed by 4 or 11.43

percent as school head for 16-25 years, and the least 7 or 20.00 percent who

were appointed as school heads for only 5 years and below.

Mostly of the school heads attended 11 or more seminars in classroom

management , 33 or 94.29 percent, and 68 or 82.93 percent had attended below

10 classroom management seminars for teacher respondents.

I. Extent of Attainment; Frequency of Use , Extent of Effects and Degree of

Seriousness of Problems

As perceived by the school heads respondents, the average weighted mean

was 3.56 , which means that the extent of the attainment of objectives of

classroom observation was attained.

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The highest mean was 4.23 or fully attained, “Assist the teacher in the

improvement of their teaching”. Followed by, “To learn and evaluate the practices

of teachers“ with a mean of 4.00 or attained. Then, a mean of 3.61 or attained,

“Offer suggestions to improve classroom management”. “To improve the

educational program, ‘’ which got a mean of 3.59 or attained. The least, “Determine

the amount of preparation the teacher makes for a lesson, “with a mean of 2.89 or

moderately.

As for the teachers, they perceived that the extent of the attainment of

objectives of classroom observation was also attained as evidenced by the

averaged weighted mean of 3.87.

“To observe the curriculum action“ got the highest mean of 4.98 or fully

attained. Then, a mean of 4.28 or fully attained, “To improve the educational

program.”, Next , “Gain information as basis for improving supervisory program

of the school, “ with a mean of 4.26 or fully attained. Followed by a mean of 4.16

or attained, “To learn and evaluate the practices of teachers.” The least,

“Determine the amount of preparation the teacher makes for a lesson,” with a

mean of 2.98 or moderately attained.

On the Extent of Frequency of Use of the Types of Classroom Observation

as Perceived by the school heads, it was often used as indicated by the averaged

weighted mean of 3.82.

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“Announced Classroom Observation, “ got the highest mean of 4.13 or

often.” Then a mean of 4.00, “Invitational Observation”, followed by a mean of

3.75 or often, “Unannounced Classroom Observation.” The least, “Indirect

Classroom Observation/ Walk-in Observation“ which got a mean of 3.38 or

Sometimes.

Whereas, for the teachers, the highest mean was 4.32 or very Often,

“Announced Classroom Observation.”, then “Invitational Observation “, with a

mean of 3.70. The least, “Unannounced Classroom Observation, “ with a mean of

3.28 or sometimes.

The teachers perceived that often the types of classroom observation was

used as indicated by the average weighted mean of 3.69.

On the extent of effects of classroom observation on teachers’ performance,

the average weighted mean was 3.83 or effective.

“Provide teachers with adequate knowledge on new approaches in teaching

and other educational innovations and Note their strong points to give

commendable remarks about them, “ got the highest mean of 4.00 or effective.

Then, a mean of 3.88 or effective, “Note their weak points and give suggestions to

remedy or improve them.” The least, “Checks the preparation of lesson plans,

utilization of supplementary instructional materials and devices to insure effective

teaching-learning process“ with a mean of 3.50 or effective.

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Whereas for the teacher respondents, they perceive that the extent of

effects of classroom observation on teachers’ performance was effective as

evidenced by the averaged weighted mean of 3.78.

The highest mean was 4.23 or very much effective, “Provide teachers with

adequate knowledge on new approaches in teaching and other educational

innovations.” Next, “Encourage teachers to prepare improvised devices and other

99
instructional materials to facilitate the teaching-learning process, “with a mean of

4.07 or effective, followed by a mean of 3.79 or effective, “Note their strong points

to give commendable remarks about them.” “Checks the preparation of lesson

plans, utilization of supplementary instructional materials and devices to insure

effective teaching-learning process, “got the least mean of 3.23 or moderately

effective.

On the degree of seriousness of the problems encountered on classroom

observation, the school heads perceived it as a serious problem, as evidenced by

the averaged weighted mean of 3.85.

“Classroom observation is not welcome by the teachers, “ got the highest

mean of 4.36 or very serious., Followed by a mean of 4.26 or very serious,

“Insufficient time for classroom observation and Lesson plans not voluntarily

submitted.” Then, “Classroom observation creates indifference between school

administrators and the classroom teacher, “with a mean of 3.49 or serious. The
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least is a mean of 3.24, or moderately serious, “Suggestions for improvement not

implemented by teachers.”

The teachers perceived the degree of seriousness of the problems

encountered on classroom observations, as serious as indicated by the average

weighted mean of 3.62.

The highest mean was 3.97 or serious, “Opportunity to follow-up classroom

observation is rare. Followed by, “Insufficient time for classroom observation, “with

a mean of 3.89 or serious. Then, “Suggestions for improvement not implemented

by teachers”, with a mean of 3.69 or serious. The least is, “Classroom observation

creates indifference between school administrators and the classroom teacher,

“with a mean of 3.15 or moderately serious.

II Significant Difference

On the significant difference on the extent of attainment of objectives of

classroom observation, using the t-test to test for the significant difference, the t-

computed value of -1.232 which was lesser that the t-tabular value of 1.746 at 16

degrees of freedom, hence, findings showed a not significant result, therefore, the

null hypothesis was accepted.

On the extent of frequency of use of the types of classroom observation, the

t-computed value of 0.4455 was lesser than the t-tabular value of 2.447 at 0.05

level of significance at 6 degrees of freedom, hence, findings was insignificant ,

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therefore, the null hypothesis which states, “There is no significant difference on

the frequency of use of the types of classroom observation”, was accepted.

On the extent of effects of classroom observation on teachers’ performance,

the t-computed value of 0.2480 was lesser than the t-tabular value of 2.306 at 0.05

level of significance at 8 degrees of freedom, hence, findings was not significant,

therefore, the null hypothesis which states, “There is no significant difference on

the perceptions of the respondents on the extent of effects of classroom

observation on teachers’ performance”, was accepted.

Conclusions

In light of the findings of the study, the following were hereby concluded:

Majority of the school heads and teachers were at the prime of their age,

female, married. Most of the school heads had masteral units while majority of the

teachers were bachelor’s degree holders. As to number of years in teaching,

majority of the school heads had twice a decade years in teaching compared to

the teachers who were mostly had a few years in teaching.

Majority of the school heads had a decade in years as school heads and

attended more than enough seminars in classroom management while the

teachers need to attend more seminars.

There is no significant difference on the perceptions of the respondents on

the (a) extent of attainment of the objectives of classroom observation, (b)

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frequency of use of the types of classroom observation and (c) extent of effects

of classroom observation on teachers’ performance.

The researcher has come up with strategies to be used to improved

classroom observation.

Recommendations

Based on the findings and conclusions of the study, the following were

recommended:

1. The school heads and teachers should continue their post graduate

studies in order to cope with the new tends and innovations, especially

in the field of educational management.

2. That the school heads should continue implementing and refining the

classroom observation strengths and improve teachers weaknesses

on their performance in teaching –learning process.

3. That the top management should conduct training for the faculty

regarding classroom management functions and open more avenues

for coordination and improvement with the management system.

4. That the school heads should allot time to determine the amount of

preparation the teacher makes for a lesson to improved teaching

process.
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5. That the problems encountered on classroom observation should be

given immediate attention to diminished or lessen the problems.

6. Further studies should be made and with inclusions of other pertinent

variables.

LIST OF RELATED STUDIES

Babasa, E. “Supervisory Practices in the Secondary Schools of Batangas City

Unpublished Masters Thesis. Western Philippines Colleges, Batangas City,
2013.
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Gamo, Lovita. “Perceptions of Elementary Teachers in the District of Agonscillo

and San Nicolas Towards Classroom Observation Unpublished Masters
Thesis, Golden Gate Colleges, 2012.

Lumibao, T. Classroom Observation as a Supervisory Activity in Public Elementary

School Division of Samar, School Year 2012-2013. Unpublished Masters
Thesis, Samar, 2013.

Medina, Remedios. “Attitudes of Public Elementary School Teachers towards

Classroom Observation, Teachers meeting and in-service Training, 2013.

Navarro, J. “Critical Study of the Supervisory Practices of the Public Elementary

Schools, Manila.’’ Unpublished Dissertation, University of Sto. Tomas,
2014.

Rivera, M. “The Supervisory Practices of Public Elementary School Administrators

i
of San Jose , Oriental Mindoro”. Unpublished Masters Thesis, National
University, 2013.

CURRICULUM VITAE
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Name : LOLITA NERI ARBOLLENTE

Address : 1476 Camp Eldridge, Lalakay

Los Baños, Laguna

Date of Birth : August 9, 1972

Place of Birth : Paringao, Bauang, La Union

Height : 5’ 1”

Weight : 60 kilograms

Religion : Roman Catholic

Nationality : Filipino

Civil Status : Married

Name of Spouse : Julius Castillo Arbollente

Cell No. : 09267152738

EDUCATIONAL BACKGROUND
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Elementary : Paringao Elementary School

Paringao, Bauang, La Union

Secondary : Los Baños Community High School

Los Baños, Laguna
1988

Tertiary : Don Mariano Memorial State University

San Fernando, La Union
March 1994

Program : Bachelor in Elementary Education

SCHOLARSHIP

S.Y. 1990- 1994 : ERAP SCHOLAR

Don Mariano Marcos Memorial State University
San Fernando, La Union

ELIGIBILITY

1994 : Professional Board Examination

for Teachers(PBET)

WORK EXPERIENCES

August 5, 1995 - present : Elementary Grade School Teacher

San Antonio Elementary School
San Antonio, Los Baños, Laguna

June 1994 – 1995 :

Elementary Grade School Teacher
Saint Anthony Montessori
Bacnotan, La Union
HONORS / AWARDS RECEIVED
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July 28, 2016 : Coach

1st Place in Cooking Contest
San Antonio Elem. School
San Antonio, Los Baños, Laguna

July 25, 2016 : Trainer/Coach

3rd Place Cooking Contest
2016 District Competition in Nutrition
Maahas Elem. School
Maahas, Los Baños Laguna

October 26-30, 2015 : Great Effort (GE) Award

2015 Division Training Workshop on the
Development of Learning Resource Materials
in ESP
Bay Central School
Bay, Laguna

September 4, 2015 : Trainer/Coach

2nd Place
2015 District Science Congress
Los Baños Elementary School
Los Baños, Laguna

July 30, 2015 : Trainer / Coach

2nd Place
2015 School Spelling Bee Contest
San Antonio Elem. School
San Antonio, Los Baños, Laguna

July 20,2015 : Coach

Champion-District Mr. and Ms. Nutrition 2015
Bayog Elementary School
Bayog, Los Baños, Laguna

January 16-17, 2015 : Trainer

1st District Math Camp
Mayondon Elementary School
Mayondon, Los Baños, Laguna
October 27, 2014 : Trainer / Coach
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1st Place Sales Inventory

2014 District Skills
Exhibition Tecnolym Pics
Los Baños Central School
Los Baños, Laguna

September 1, 2014 : Trainer / Coach

1st Place
Pandistritong Paligsahan sa Pag-awit
Isahang Tinig
Los Baños Elementary School
Los Baños, Laguna

September 6, 2014 : Trainer / Coach

5th Place
Grade V-District MTAP
Preliminary Team Contest Category
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

September 6, 2014 : Trainer/Coach

Place
Grade VI-District MTAP
Preliminary Team Contest Category
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

September 14, 2013 : Proctor

District MTAP
Preliminary Contest
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

July 11, 2013 : Trainer/Coach

3rd Place
Cooking Contest
2013 District Nutrition Month Celebration
Los Baños Central School
Los Baños, Laguna

July 29, 2013 : Trainer/Coach

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1st Place
Cooking Contest
2013 School Month Celebration
San Antonio Elementary School
San Antonio, Los Baños, Laguna

October 19, 2011 : Trainer/Coach

3rd Place
Super Quiz Bee in Mathematics
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

September 20, 2010 : Trainer/Coach

3rd Place
District SUDOKU Competition
2010 District Math Quest
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

August 25, 2010 : Trainer/Coach

Place
2010 District Mathematics Olympiad
Los Baños Central School
Los Baños, Laguna

September 16, 2008 : Facilitator

29th National Quiz Bee
District Elimination
Lopez Elementary School
Los Baños, Laguna

January 8, 2008 : Facilitator

2008 District Metro Bank
MTAP-Dep ED Math Challenge
Lopez Elementary School
Los Baños, Laguna

December 7, 10 &11, 2007 : Facilitator

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2007 District Training

Program in Elementary Mathematics
Lopez Elementary School
Los Baños, Laguna

November 27, 2007 : Rapporteur

Echo Seminar Workshop on the Basic Education
Sector Reform Agenda

October 3, 2007 : Facilitator

2007 District SUDOKU Competitions
Lopez Elementary School
Los Baños, Laguna

September 11, 2007 : Facilitator

District Academic and Environmental Skills
Competitions in Mathematics
Lopez Elementary School
Los Baños, Laguna

July 20, 2007 : Demonstration Teacher

2007 District Demo-Fest in
Elementary Mathematics
Lopez Elementary School
Los Baños, Laguna

March 30, 2005 : Outstanding Grade 6 Teacher

San Antonio Elementary School
San Antonio, Los Baños, Laguna

September 8, 1999 : Bronze Anahaw Award

Outstanding Leadership in Girl Scouting GSP
Los Baños, Laguna
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SEMINARS/WORKSHOPS ATTENDED

October 26-30, 2015 : 2015 Division Training

Workshop on the Development of Learning
Resource Materials in Edukasyon
sa Pagpapakatao
Bay Central School
Bay, Laguna

October 20-24, 2015 : 2014 Mid-Year INSET in Mathematics

Paete Central Elementary School
Paete, Laguna

September 6, 2014 : District Training on Child Protection

Lopez Elementary School
Los Baños,Laguna

June 21, 2014 : District Roll-Out of the RPMS

(Result-Based Performance Management System)

October 30-31, 2013 : 2013 In - Service Training in Gender and

Development
San Antonio Elementary School
San Antonio, Los Baños, Laguna

October 12, 2012 : District Learning Action Cell in Mathematics

Los Baños Central School
Los Baños, Laguna

October 27-29, 2012 : District Seminar Work Shop in Mathematics

Paciano Rizal Elementary School
Paciano, Los Baños, Laguna

April 17, 2009 : 2009 Los Baños District Summer Enhancement

Workshop in Science and Mathematics
Paciano Rizal Elementary School
Paciano, Los Baños, Laguna
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October 27-31, 2008 : District Semestral Training Workshop on

Instructional Materials Development in Elementary
Mathematics
Lopez Elementary School
Los Baños, Laguna

November 19-20, 2007 : Karagdagang Kaalaman sa Pagtututro ng HEKASI

Lopez Elementary School
Los Baños, Laguna

October 22-26, 2007 : 2007 Semestral Training Program in Elementary

Mathematics
Los Baños National High School
Los Baños,Laguna

May 22-25, 2007 : 2007 Demo Fest in Elem. Mathematics

Bagumbayan Elementary School
Sta. Cruz, Laguna

July 6, 2007 : District Echo-Seminar on Integrative and

Other Approaches for Classroom Music
Los Baños Central School
Los Baños, Laguna

October 23, 25 & 28, 2006 : Division Semestral Institute in English

Los Baños Central School
Los Baños,Laguna

July 2, 9 &16, 2005 : District Training Worlkshop on the Art of

Questioning and Test Construction
for Strengthening BEC Implementation
Lopez Elementary School
Los Baños, Laguna

October 26-27, 2004 : Division Training on Selected Contents

in Elementary Mathematics for Strengthening
BEC Implementation
Bay Central School
Bay, Laguna
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July 2 & 9, 2004 : District Training of Teachers on Mathematics

Content and Strategics
Lopez Elem. School
Los Baños, Laguna

September 4-5, 2003 : District Learning Transfer for Building Literacy

Lopez Elementary School
Los Baños, Laguna

August 7-8, 2003 : District Training of Mathematics Teachers on

Content and Teaching Strategies
Lopez Elementary School
Los Baños, Laguna

December 12-14, 2001 : Division Seminar Workshop on the Effective Use of

Strategies and Techniques in Teaching HEKASI
Sta. Cruz Central School
Sta. Cruz, Laguna

July 4-5, 2001 : Re-Echo Seminar on Artistic and

Rhythmic Gymnastic
Lopez Elementary School
Los Baños, Laguna

December 3, 2000 : GSP District Encampment

GSP, Los Baños, Laguna

April 26-28, 2000 : The Multiple Intelligences Enhancing the

Quality of Philippines Education
Cahbriba, Los Baños, Laguna

April 26-29, 1999 : Division Summer Institute for Elementary

School Teachers
Calamba East 1 Elementary School
Calamba, Laguna

March 13, 19, 1999 : Enriching Teaching Competencies Through

Total Quality Classroom Management and
Effective Communication Skills
Calamba East District 2
Calamba, Laguna
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September 29-30, 1998 : 1998 District Echo Seminar Workshop for

Teachers of English
Los Baños Central School
Los Baños,Laguna

August 5-7, 1998 : Division Seminar Workshop in Elem. Science for

Selected Key Science Teachers and
School Administrators
Lopez Elementary School
Los Baños, Laguna