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Chapter I

INTRODUCTION

Background of the Study

Conditional cash transfers (CCTs) have been frequently highlighted

as an innovative tool of social protection. They combine the short-term

objective of alleviating poverty with incentives for families to increase their

investments in human capital so as to break intergenerational poverty traps.

Since their first introduction in large, middle-income countries, such as

Mexico and Brazil in the mid-1990s, they have become popular across Latin

America, harnessing substantial support from multilateral agencies and

donors.

As one of the innovations in global social policy, conditional cash

transfer (CCT) programs have been adopted in Southeast Asian countries

aimed at relieving poverty. Of those countries, the Philippines, surprisingly,

was the first to implement a CCT program nationwide in 3 years after 2007,

covering most of the eligible poor in 2014—while its richer neighbor

Indonesia is gradually expanding its program and Cambodia is still

reviewing strategies to embark on a pilot project. In this context, this study

sets to examine the challenges and experiences of teachers and parents of

the 4Ps (Philippine CCT Program) learner beneficiaries, with special

attention to educational impacts of CCT.

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The conditional cash transfer (CCT) program locally known as

Pantawid Pamilya Pilipino Program (4Ps) is a government program that

provides conditional cash grants to the poorest of the poor in the

Philippines. The program aims to break the cycle of poverty by keeping

children aged 0-18 healthy and in school, so they can have a better future.

The program is implemented by the Department of Social Welfare and

Development, with the Department of Health, the Department of Education

and the National Economic and Development Authority as partners (World

Bank, 2015).

The Pantawid Pamilya provides two types of grants – a health grant

of Php 500 per household per month for 12 months and an education grant

of Php 300 per 6-14-year-old child attending school (for a maximum of 3

children in this age range) for 10 months of the school year. Health

conditions apply to pregnant mothers and children aged 0-5, while

education conditions apply to children aged 6-14. A beneficiary household

can receive a maximum health grant of Php 6,000 and a maximum

education grant of Php 3,000 per child if it complies with the health and

education conditionalities of the program 100 percent throughout the year.

Actual grants received by beneficiaries depend on their compliance to

health and education conditions, which is regularly monitored through the

Pantawid Pamilya’s Compliance Verification System (CVS).

Although 4Ps (Pantawid Pamilya Pilipino Program) is widely known

to be the lynchpin of the government’s anti-poverty efforts. The program has

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been mired in controversy amid concerns that 4Ps could be vulnerable to

corruption and partisan politics. An expert even warned that the program

could be used for vote-buying during the 2013 mid-term elections. In

November 2012, the Commission on Audit (COA) released a report that

found critical problems in the implementation of the program, including a

decline in beneficiaries in 2011, billions in unaccounted disbursements,

deficient supervision in household registration and questionable use of

funds. A COA-conducted survey also found that not all beneficiaries were

really poor, yet were included in the program (Liao, 2013).

In the local context, this poverty alleviation strategy is thought to be

a “dole-out” program of the government by several people. Further, the

researcher observed that some locals are criticizing the size of the

allocations budgeted for the 4Ps and in most instances, the funds received

by the recipients have been used for buying alcoholic beverages, cigars,

and usually used to finance small scale events that occur especially when

the cash transfer is done. For other instances, parents used the cash

intended for education and health to meet other unrelated immediate needs

such as paying short term loans to neighbors or even to micro lenders.

Thus, it is in this premise that the researcher is prompted to conduct an

investigation regarding this concern to further solicit the feedbacks and

opinions of student beneficiaries

Hence, this study was undertaken to assess the challenges and

experiences of the student beneficiaries of the Pantawid Pamilya Pilipino

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Program in Abuyog South District, Leyte Division to determine its

educational impact. And with the end view of coming up with a program to

enhance the implementation of the 4Ps for the welfare of the student-

beneficiaries.

Objectives of the Study

This study generally aims to determine the challenges and

experiences of teachers and parents of the 4Ps learner beneficiaries in

Abuyog North District, school year 2017-2018.

Specifically, it seeks to achieve the following objectives:

1. Determine the profile of the 4Ps learner beneficiaries in terms of:

1.1 age;

1.2 grade level;

1.3 number of siblings;

1.4 number of years receiving the 4Ps; and

1.5 occupation of parents

2. Determine the profile of the school in terms of:

2.1 total enrollment;

2.2 total number of 4Ps learner beneficiaries;

2.3 graduation rate of 4Ps learner beneficiaries;

2.4 drop-out rate of 4Ps learner beneficiaries;

3. Ascertain the challenges and experiences of the teachers and

parents of the 4Ps learner beneficiaries;

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4. Ascertain the academic performance of the 4Ps learner

beneficiaries;

5. Ascertain the significant relationship between the profile of the 4Ps

learner beneficiaries and the academic performance of the 4Ps learner

beneficiaries;

6. Ascertain the significant relationship between the profile of the

school and the academic performance of the 4Ps learner beneficiaries;

7. Ascertain the significant relationship between the challenges and

experiences of the teachers and parents of the 4Ps learner beneficiaries

and the academic performance of the 4Ps learner beneficiaries;

8. Propose a school and students’ enhancement plan based on the

results of the study.

Hypotheses

Ho1: There is no significant relationship between the profile of the 4Ps

learner beneficiaries and the academic performance of the 4Ps learner

beneficiaries.

Ho2: There is no significant relationship between the profile of the 4Ps

learner beneficiaries and the academic performance of the 4Ps learner

beneficiaries.

Ho3: There is no significant relationship between the challenges and

experiences of the teachers and parents of the 4Ps learner beneficiaries

and the academic performance of the 4Ps learner beneficiaries.

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Framework of the Study

This study is anchored on the following theoretical and conceptual

framework in due course of its proceedings.

The Pantawid Pamilyang Pilipino Program, or 4Ps, is the Philippines’

version of the conditional cash transfer. Based on the Department of Social

Welfare and Development Studies (DSWD) primer, the 4Ps is a poverty

reduction and social development strategy of the national government. It

provides cash transfers to extremely poor households to help improve their

health, nutrition and education (Castillo, 2013).

Theoretical Framework. This study was anchored on the Senate Bill

92 authored by the late Senator Miriam Defensor-Santiago, otherwise

known as “Pantawid Pamilyang Pilipino Program Act of 2010”. This act aims

to reduce poverty and promote human capital development through the

creation of a national conditional fund transfer program. The Pantawid

Pamilyang Pilipino Program (4Ps) through the Department of Social

Welfare and Development (DSWD) grants conditional cash subsidy to the

poorest household in the country to improve quality of life and education

with its dual objective: social assistance and social development.

This study is also anchored on the Bolsa Família Program (BFP) of

Brazil which was created in October 2003. The program provides transfers

ranging from (US$7-45) per month to poor families. Like other conditional

cash transfers (CCTs), the BFP seeks to help (a) reduce current poverty

and inequality, by providing a minimum level of income for extremely poor

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families; and (b) break the inter-generational transmission of poverty by

conditioning these transfers on beneficiary compliance with human capital

requirements (school attendance, vaccines, pre-natal visits). To date, the

BFP has achieved some important efficiency gains and is showing

exceptional targeting results, with 73% of transfers going to the poorest

quintile and 94% going to the poorest two quintiles. Furthermore, studies

have shown that the BFP played a significant role in the recent reduction in

income inequality, which in turn has been instrumental in reducing extreme

poverty (Lindert, 2007).

Conceptual Framework. This study generally aimed to assess the

challenges and experiences of the students and school beneficiaries of 4Ps

in achieving quality education in Abuyog North District. The study

determined the students’ profile of the beneficiaries (age, year level, number

of siblings, number of years receiving the 4Ps), profile of the school (total

enrolment, total number of 4 Ps student-beneficiaries, graduation rate and

drop-out rate), academic performance of the student-beneficiaries, and the

challenges encountered by the teachers in achieving the 4 Ps in

coordinating the program.

The conceptual framework of the study is presented in Figure 1.

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PANTAWID PAMILYA PILIPINO PROGRAM

(4Ps)
(Republic Act 8425)

CHALLENGES AND
EXPERIENCES OF THE
LEARNERS & SCHOOL

Profile of the Beneficiaries Profile of the School

 Age  Total Enrolment
 Year level  Total number of
 Number of siblings student-beneficiaries
 Number of years  Graduation Rate
receiving the 4ps  Drop-out Rate

Academic Performance
Challenges of Teachers

Enhancement Plan

Figure1. Conceptual Framework of the Study

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Importance of the Study

Assessing the challenges and experiences of the beneficiaries of the

4Ps in achieving quality education in Abuyog North District during the S.Y.

2017-2018 is of great significance to the following persons:

School Administrators. Results of the study could help them advance

their administrative role in ensuring that the 4Ps program will well planned

and/or well-coordinated in their respective schools.

Teachers. As mentors and the catalysts of change to the student-

beneficiaries, this study could be of importance to them in implementing

plans, from the results of this study, for students’ scholastic performance

improvement.

Learners. Being the direct beneficiaries of the 4Ps, this study could

pave the way for ensuring that they will have improvements in their

academic performance.

Parents. This study could inform them of how their respective

children behave in school through their teachers’ experienced challenges

while implementing the 4Ps. Likewise, parents could further their support to

their children based on the results of the study.

Future researchers. This study could serve as a benchmark for future

researches undertaking similar studies.

Scope and Delimitation of the Study

The study carefully establishes certain limitations. For one, in terms

of research design, combined qualitative and quantitative research design

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or mixed methods was utilized. Secondly, in the mode of data gathering, the

researcher shall opt to, aside from the questionnaire, undertake focus group

discussions with the respondents to supplement data from the survey. Also,

only the profile of 4Ps learner beneficiaries, profile of schools with 4Ps

learners, challenges and experiences of the teachers and parents of the

4Ps learner beneficiaries, and the academic performance of the 4Ps learner

beneficiaries shall be covered in this study.

Participants are all the 4Ps learner beneficiaries and full-time

elementary teachers of the selected school district. The generalizability of

the results of the study was limited because the research sample was drawn

from a single area. This was conducted in the school year 2017-2018.

Definition of Terms

For the readers to have a vivid understanding of the terms/concepts

employed in the study, the following terms are hereby defined conceptually

and operationally.

Actual Supervisory Practices. In this study, it refers to the frequency

in which selected supervisory approaches (clinical supervision, peer and/or

cognitive coaching, mentoring, self-directed, portfolios, and professional

growth plans) are actually used in their schools as perceived by teachers.

Attitude. In this study, it refers on how teachers view and understand

the instructional supervisory service practiced in the elementary schools of

Abuyog South District, Leyte Division.

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Clinical Supervision. As defined in this study is about being “focused

upon the improvement of instruction by means of systematic cycles of

planning, observation, and intensive intellectual analysis of actual teaching

performance in the interest of rational modification”. It also refers to face-

to-face contact with teachers not only to improve instruction in the

classroom but also to enhance professional growth.

Cognitive Coaching. In this study, it refers to becoming aware of

one’s own teaching effectiveness. It is an effective means of establishing

sound relationships between two or more professionals of different status

(beginners with experienced teachers, beginners with assigned

supervisors, or experienced teachers with assigned supervisors).

Ideal Supervisory Practices. In this study, it refers to the frequency

with which selected supervisory approaches that teachers prefer to be

applied in their schools.

Individual Performance Commitment and Review Form (IPCRF).

One of the key component of the Result-Based Performance Management

System implemented by the Department of Education. It reflects the

individual commitments and performance, which shall be accomplished by

individual employees or teachers. Furthermore, it shows what the teacher

has been doing for the school year.

Instructional Supervision. For this study, refers to a planned,

developmental process carried out by the school personnel that is aimed to

support the career-long success and continuing professional growth of

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teachers to improve their instructional practices. It emphasizes cooperative

work amongst peers, constructive dialogue, mutual trust and shared

expertise between the supervisor and the teacher.

Mentoring. It refers to a process where an experienced educator

(mentor) works with an inexperienced teacher (protégé) collaboratively and

non- judgmentally to study and deliberate on ways in which the classroom

instruction may be improved.

Peer Coaching. For the purpose of this study, it refers to a process

where a person who has an extensive knowledge in the field helps his

partners so as to achieve better performance or resolve their problem

though devising “structured discussion and activities.

Portfolio. A teaching portfolio refers to a supervisory approach

whereby teachers compiled collection of artifacts, reproductions,

testimonials, and productions that represents the teacher’s abilities and

professional growth.

Professional Development. In this study, it refers to ongoing

processes and activities utilized to improve professional knowledge, skills,

and attitudes of teachers so that they influence the learning of students.

Reflection Approach. This approach refers to individualized

supervision whereby a teacher assesses his own teaching then identifies

his needs for improvement.

Review of Literature
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This portion provides a review of related literature and studies lifted

from different sources which give support to the current study.

Instructional Supervision. Supervision is defined differently by

different scholars, and as such there is no single unifying definition of

supervision in the literature. The terms and phrases used when defining

instructional supervision included collegial and collaborative, classroom

instruction, provided specific direction, focused on instruction and improved

performance (Palandra, 2010; Rous, 2004; Wanzare & Da Costa, 2000).

From the context of educational administration, of great interest are the

definitions which reveal supervision as a collaborative action aimed at

developing effective instruction.

Wanzare and Da Costa (2000), after conducting a survey, concluded

that there are many definitions of supervision in the literature, of which each

unique in its focus and purpose - ranging from a custodial orientation to a

humanistic orientation. From the custodial perspective, supervision can

denote overseeing and controlling, managing, administering, evaluating, or

any activity in which the principal is undertaken in the process of running

the school. Adeel (2010) argues that the custodial orientation is not targeted

to help teachers but to discover their weaknesses; eliminate and isolate

them; and replace them with who could do better. Supervision has

undergone several gradual processes to change from inspectorial character

to instructional improvement character. Custodial orientation represents the

traditional conception of supervision whereby the supervisor emphasizes

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the teachers’ faults. It often cast the supervisor in the role of a superior

telling the teacher what needs to be changed and how to change it. It also

tends to produce a teacher who cannot operate unless directed by

someone.

In contrary, the humanistic approach, the definition of instructional

supervision refers to a multifaceted, interpersonal process that deals with

teaching behavior, curriculum, learning environments, grouping of students,

teacher utilization, and professional development (Wanzare and Da Costa,

2000). This approach assumes that teachers possess the drive and

personal resources to solve their problems and it tends to produce a self-

directed teacher.

Defining instructional supervision is dependent on the desired

outcomes. The desired outcome is usually related to improved instruction

and student achievement. In advancing this point of view, Beach and

Reinhartz (2000) noted that supervision of instruction is viewed as a

process that focuses on instruction by developing teachers’ skill so as to

improve their performance. According to Sergiovanni and Starratt (2007),

the focus of this improvement could be on a teacher's knowledge, skills, and

ability to make more informal professional decisions or to solve problems

better or it could be to review his or her teaching. Such a focus on teachers’

instructional improvement permits to realize higher quality of learning. The

Dictionary of Education (as cited in Goldhammer et al., 1980) provided the

most extensive definition of supervision as: All efforts of designated school

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officials directed toward providing leadership to teachers and other

educational workers in the improvement of instruction; involves the

stimulation of professional growth and development of teachers, the

selection and revision of education objectives, materials of instruction, and

methods of teaching, and the evaluation of instruction. (p. 17).

Neagley & Evans (1980) as cited in Thomas (2011) defines

supervision as “Any service rendered to teachers that eventually results in

the improvement of instruction, learning, and the curriculum”. They also

define supervision as any leadership function that is primarily concerned

with the improvement of instruction. Neagley and Evans (1980) argue that

modern supervision is democratic in nature.

The contemporary theories of supervision contend that meaningful

supervision involves treating teachers as professionals’ worthy of engaging

in intellectual and practical discussions of classroom interactions.

Supervision, as cutting-edge practice, is conceived as a collaborative

process in which teachers and supervisors engage in instructional dialogue

through critical reflection in order to align teacher behavior in the classroom

with practices best suited to promote student learning and achievement

(Glickman, Gordon, & Ross-Gordon, 2007; Sullivan & Glanz, 2009; Zepeda,

2007).

In supporting the above-mentioned statement, Nolan and Hoover

define instructional supervision as “an organizational function concerned

with teacher growth, leading to improvement in teaching performance and

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greater student learning” (Nolan & Hoover, 2008, p. 6). The definition of

Nolan and Hoover’s implies that instructional supervision is, “simply put, the

act of working professionally with teachers to determine what works best in

the classroom and what needs to be improved” (Zepeda, 2007).

Sullivan and Glanz (2009) also define supervision as a “process of

engaging teachers in instructional dialogue for the purpose of improving

teaching and increasing student achievement” (pg. 4). They argue that

supervision aims to improve instruction and student learning is so

inextricably tied to teacher quality, the focus on teacher learning through the

supervisory process is logical. According to these scholars, instructional

supervision is formative process which involves observation, artefacts of

student learning, and discourse focused on improving learning for all

students. This process will also encourage the teachers to take their own

learning through the form of action research, peer coaching, portfolios, or

peer review.

Supervision is theorized by other scholars as a combination of

administrative procedures and supervision of instruction. For instance, the

International Institute for Educational Planning (IIEP), a division of

UNESCO, observe that supervision practices can be classified under two

distinct, but complementary, tasks: to control and evaluate, on one hand,

and to advise and support teachers and head teachers on the other hand

(IIEP/UNESCO, 2007). The statement explains that “although the ultimate

objective of in-school supervision is to improve the teaching/learning

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processes in the classroom, in practice it must cover the whole range of

activities taking place in the school: from the most administrative ones to

purely pedagogical ones” (IIEP/UNESCO, 2007).

The general consensus in the literature is that instructional

supervision has the goal of improving practice, improving student learning

and achievement, reflection, and improving the overall school (Donaldson,

2007; Gordon, 2008; Jenkins, 2009; Yost, Vogel, & Rosenberg, 2009).

These goals can be achieved when teachers learn with and from one

another (Harrison & Killion, 2007). In other words, most of instructional

supervision definitions focus on the improvement of instruction and

teachers’ professional development, and thus will in turn result enhanced

students’ academic performance.

The work of Beach & Reinhartz (2000) and Nolan & Hoover (2008)

and Sullivan and Glanz (2009) influenced the definition of instructional

supervision used in this study. More particularly, the study adopts Beach &

Reinhartz (2000) definition, which defines instructional supervision as a

process in education, the primary purpose of which is to support and sustain

all teachers in their goal of career-long growth and development, which

ultimately results in quality instruction. Such growth and development rely

on a system that is built on trust and is supportive of teachers’ efforts to be

more effective in their classrooms.

Teacher Supervision and Evaluation. It is important to differentiate

instructional supervision from evaluation. Glanz (2009) argue that

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instructional supervision is a formative process that emphasizes collegial

examination of teaching and learning. It “aims to promote growth,

development, interaction, fault-free problem solving, and a commitment to

build capacity in teachers” (Zepeda, 2007, p. 29). In this regard, participants

in the instructional supervision process plan and carry out a range of

professional growth opportunities designed to achieve teacher’s

professional growth and educational goals and objectives at different levels.

Teacher evaluation, on the other hand, is defined as a summative

process that focuses on assessing the competence of teachers (Nolan and

Hoover, 2008). It involves a formal, written appraisal or rating scale to

determine an individual’s professional competence at specific time

(Lunenburg and Ornstein, 2008). Teacher evaluations are usually

mandated by the governing body with criteria to determine the merit of the

teacher (Kelehear, 2006; Zepeda, 2007).

In short, instructional supervision is formative whereas evaluation is

summative. The formative process is designed to help teachers improve,

while the summative process is a judgmental appraisal of a teacher’s

performance. Though different in primary purpose, supervisory and

evaluative processes go hand in hand and both are essential for effective

teaching and learning, student achievement, and teacher success. While

supervision is necessary for teacher growth, evaluation is necessary to

determine this growth and teacher effectiveness (Nolan and Hoover, 2008;

Zepeda, 2007).
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Purposes of Supervision. Researchers have attached numerous

purposes to instructional supervision, but the ultimate goal is to improve

instructional practice for the benefit of student learning. Instructional

supervision is primarily concerned with improving classroom practices for

the benefit of pupils irrespective of what may be entailed either curriculum

development or staff development (Glickman, Gordon, & Ross-Gordon,

2007; Palandra, 2010). Beach and Reinhartz (2000) also stressed that the

focus on instructional supervision is to provide teachers with information

about their teaching with a view to enhance instructional skills that enable

them to improve performance. There is consensus in the literature that

instructional supervision has the goal of improving practice, improving

student learning and achievement, reflection, and improving the overall

school (Donaldson, 2007; Jenkins, 2009; Yost, Vogel, & Rosenberg, 2009).

Another purpose of instructional supervision is professional

development. According to Nolan & Hoover (2008), instructional

supervision is a way to support professional growth and competency and

has been identified as an integral component of staff development. Zepeda

(2007) also states that supervision’s purpose is to promote growth,

development, interaction, fault-free problem solving, and a commitment to

build capacity in teachers. Teachers have different backgrounds and

experiences, different abilities in conceptual thinking, and different levels of

concern for others. Accordingly, supervisors must utilize a supervisory

approach that matches to individual needs and expectations (Zepeda,

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2007; Beach & Reinhartz, 2000). Supervisors should seek to help those

being supervised realize their possibilities and usefulness. They must

observe the classroom instruction, ask the teacher questions about why the

teacher used certain teaching methods and provide information on the best

teaching practices, enabling educators to improve.

Other scholars view the purpose of supervision is helping teachers

to be awake of their teaching and its impact it might have on their students

(Glickman, Gordon, & Gordon, 2007). In support to this statement,

Chanyalew (2005) asserted that supervision is crucial in order to ensure the

professional development of teachers. He added, instructional supervision

aimed to discover and demonstrate effective classroom techniques and

teacher skill to enhance better classroom instruction.

Some writers also argue that supervision is an act of encouraging

human relations and teacher motivation and enabling teachers to try out

new instructional techniques in a safe, supportive environment (Glickman,

Gordon, & Gordon, 2007). Motivating the teacher to explore new

instructional techniques is the focus of instructional supervision. The

teacher must be made aware of the educational goals and standards to be

implemented. The supervisor must be objective during the observation

process, maintain confidentiality and provide constructive feedback and

appropriate resources for the teacher to utilize (Hunsaker and Hunsanker,

2009; Nolan & Hoover, 2004). Supervision is believed to provide a

mechanism for teachers and supervisors to increase their understanding of

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the teaching-learning process through collective inquiry with other

professionals (Gordon, 2008; Sullivan and Glanz 2009). For them, the

purposes of supervision are improving instruction; fostering curriculum and

staff development; encouraging human relations and motivation; and

encouraging action research and supporting collaboration.

The contemporary paradigm of the instructional supervision stresses

the need for a collegial or collaborative culture. Teachers “draw on their

relationships and their strong sense of purpose to help colleagues explore,

share, and improve practices” (Donaldson, 2007, p. 29). When teachers

learn with and from one another, they can focus on what most directly

improves students’ learning (Harrison & Killion, 2007). Teachers can learn

and share within “collaborative teams of teachers as they engage in

collective inquiry and build shared knowledge” (Dufour & Marzano, 2009, p.

63). In a cross-case comparison of four schools and their instructional

supervision programs, Gordon (2008) found that schools integrated a

variety of processes within instructional supervision. These activities

included curriculum development, peer observation, and ongoing data

gathering and analysis. Moreover, Gordon (2008) observed the

development of collective supervision, a collegial culture, and improved

teaching and learning.

Instructional Supervisory Practices. Researchers have identified

different approaches that supervisors apply to supervision. When selecting

a supervisory approach, it is imperative that the supervisors consider the

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teacher’s level of experience in instructional practices and developmental

level (Glickman, 1990). It is also likely that the contexts within which a

supervisor works influences his/her approach. State and national policies

may also dictate procedures and approaches to be used by supervisors in

their schools. Sergiovanni (2009) notes that “a differentiated system of

supervision which is more in tune with growth levels, personality

characteristics, needs and interests, and professional commitments of

teachers is needed” (p. 281). Utilizing different supervisory approaches is

crucial not only to give choices to teachers; but also to provide options to

the administrators and schools (Kutsyuruba, 2003). The following review of

commonly utilized supervisory approaches framed the instructional

supervisory practices identified in this study.

Clinical Supervision. The clinical supervision model emerged in the

1970s with focus on classroom behavior for the improvement of instruction

and originated from the pioneering work of Robert Goldhammer and Morris

Cogan in a collaborative study of teaching through Harvard University

(Starratt, 2008). This was the period when the field of supervision was

plagued by uncertainty and ambiguities and when the researchers were

engaged a lot of effort to reform supervision (Sullivan & Glanz, 2000).

Hence, clinical supervision was the conscious result of reintroducing

democratic practices to improve classroom learning and teaching (Pollock

& Ford, 2009, p. 18).

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Sullivan & Glanz,( 2000) defined clinical supervision as being

“focused upon the improvement of instruction by means of systematic

cycles of planning, observation, and intensive intellectual analysis of actual

teaching performance in the interest of rational modification” (p. 107). It also

refers to face-to-face contact with teachers not only to improve instruction

in the classroom but also to enhance professional growth (Sergiovanni and

Starratt, 2007). Clinical supervision emphasises the teacher-supervisor

relationship and collaborative work between the supervisor and supervisee

(Starratt, 2008; Kilminster, Cottrell, Grant, & Jolly, 2007; Sullivan & Glanz,

2005). According to Glanz (2006) the “fundamental premise of clinical

supervision is to open up channels of communication; provide feedback to

teachers about their teaching in an objective, nonjudgmental manner; and

to dialogue about teaching and learning” (p. 57).

Sergiovanni and Starratt (2009) described clinical supervision is

more formative in its evaluative approach to the practices of beginning

teachers and its goal is not aligned with traditional evaluative system. The

purpose of clinical supervision according to Snow-Gerono (2008) is “to

provide support to teachers (to assist) and gradually to increase teachers’

abilities to be self-supervising” (p. 1511). Likewise, Glanz (2006) noted that

for clinical supervision to work, it must be separated from evaluation and

“promote instructional dialogue between principal and teacher in an open,

collegial, and trusting manner” (p. 57).

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According to Thomas (2011), Goldhammer (1969) introduced the

most commonly accepted form of clinical supervision with the following five-

stage process: 1) a pre-observation conference with the teacher; 2)

classroom observation; 3) supervisor’s analysis and interpretation of the

data collected in the observation, and planning for the post-observation

conference with the teacher; 4) the post-observation conference; and 5) the

supervisor’s analysis of the post-observation conference.

In the pre-observational conference with the teacher, the supervisor

develops a relationship with the teacher to be supervised. Pre-observational

planning conferences should identify teacher interests and concerns, make

the teacher comfortable with the process, and reinforce that the purpose of

the observation is improvement of instruction (Glanz, 2000). The supervisor

will determine, through a collaborative process possibly with the teacher,

the most appropriate observational tool to use during the classroom visit.

The second step in the clinical supervision is classroom observation.

The supervisor observes the teacher in the classroom setting, implementing

the lesson discussed in the pre-observational meeting and collects the data

agreed upon during the pre-conference. The supervisor is required to record

descriptions rather than interpretations of the events that take place during

the observation and at the end of the observation, he will remind the teacher

the time for the post-observational meeting and he give a copy of the

observational tool when appropriate (Glickman, 2002).

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The third stage of clinical supervision process is data analysis and

interpretation. During this stage the supervisor analyzes the collected data

and organizes it into an understandable format to present to the teacher.

Patterns and major concerns that arise are discussed in a post-

observation conference, which is the fourth stage. At this conference, the

teacher looks at the data and, with the assistance of the supervisor, draws

conclusions from it.

The fifth and final stage is post-observation conference analysis, in

which the teacher and supervisor develop a plan of action for the next cycle

of supervision. These stages then repeat, at regular intervals (Thomas,

2011).

Looking at the different stages in clinical supervision, it is clear there

is consultation between the teacher and the supervisor, the focus is the

classroom, and feedback is provided by the teacher and supervisor in

mutual understanding that depicts partnership (Pawlas & Oliva. 2008).

Thus, in the process of clinical supervision, a one-to-one correspondence

exists between improving classroom instruction and increasing professional

growth, and for this reason, professional development and clinical

supervision are inseparable concepts and activities (Sergiovanni & Starratt,

2007). To this end, Glickman et al. (2007) identified four primary

interpersonal approaches, namely directive control, directive informational,

collaborative and nondirective style that can be utilized to best meet the

needs of the teacher. After all, clinical supervision is officially applicable

 26

with: inexperienced teachers, teachers experiencing difficulties, and

experienced teachers who are in need of improving their instructional

performance or who are in need of learning to work with new methods and

approaches in their classroom.

Collaborative Supervision. Collegiality and collaboration are very

important in modern schools. Researchers observed that when

administrators are seen as collaborators, the working environment is

conducive to a collegial working environment (Johnson and Donaldson,

2007; Deutschman, 2007). Hence, teachers in schools with collaborative

cultures have greater confidence and commitment to improvement and

professional growth as well as better administrator-teacher relationship

(Brooks et al., 2007; Colantonio, 2005; Shulman et al., 2008; Ingersoll,

2007; Sergiovanni, 2009). Teachers are the central focuses of collaborative

approach to supervision. Hence, they can learn and share within

“collaborative teams of teachers as they engage in collective inquiry and

build shared knowledge” (Dufour & Marzano, 2009, p. 63). It is believed that

when teachers learn with and from one another, they can focus on what

most directly improves students’ learning (Harrison & Killion, 2007).

Collaborative approaches to supervision are mainly designed to help

beginning teachers and those who are new to a school or teaching

environment with the appropriate support from more experienced

colleagues. These colleagues have a professional and ethical responsibility

to lend appropriate types of support upon request (Kutsyuruba, 2003).

 27

The major components of collaborative approaches to supervision

are: peer coaching, cognitive coaching, and mentoring. Although these

approaches overlap each other, they are quite different in their purpose and

function (Kutsyuruba, 2003; Sergiovanni & Starratt, 2007; Sullivan & Glanz,

2002). Details of each these approaches will be discussed here under.

Peer coaching. Refers to a process where a person who has an

extensive knowledge in the field helps his partners so as to achieve better

performance or resolve their problem though devising “structured

discussion and activities (Haileselasse, 2004:36). It also refers to a process

whereby two or more professional colleagues work together to reflect upon

current practices, expand, refine and build new skill, share ideas; conduct

action research; teaches one another (Million, 2008; Truesdale,2009). The

goal of coaching as described by Sergiovanni and Starratt (2007) is to

develop communities within which “teachers collaborate each other to

honor a very simple value: when we learn together, we learn more, and

when we learn more, we will more effectively serve our students” (p. 251).

Glatthorn (2007) noted, peer coaching seemed to be the most

intensive process among all collaborative approaches. The coaching

approach uses cohorts and is often coupled with clinical supervision. Since

teams work collaboratively, their emphasis is on asking questions, which

serve to clarify their own perceptions about instruction and learning, hence,

it fosters opportunities to distil teaching skills through immediate feedback

and through experimentation with alternate strategies (Bowman &

 28

McCormick, 2000). Peer coaching provides a means for teachers to

become proficient in observation skills and the format of clinical supervision,

which enables teachers to work collaboratively for the improvement of

instruction (Glickman, Gordon, & Ross-Gordon, 2009, p. 234).

Cognitive Coaching. The term cognitive in supervision refers to

becoming aware of one’s own teaching effectiveness. It is an effective

means of establishing sound relationships between two or more

professionals of different status (beginners with experienced teachers,

beginners with assigned supervisors, or experienced teachers with

assigned supervisors). According to Neubert and Bratton (cited in Batt,

2010), “the cognitive coach should be more knowledgeable and

experienced in the practices being learned than the teacher being coached”

(p. 999). This coaching approach also refers to “a nonjudgmental process

in which supervisor (senior teacher) attempts to facilitate teacher learning

(the one to be coached) through a problem-solving approach by using

questions to stimulate the teacher’s thinking” (Costa and Garmston ,1994,

p. 2).

Basically, cognitive coaching is similar with peer coaching approach

but the difference between the two models lies, while the peer coaching

emphasis curriculum and instructional innovation, cognitive coaching

mainly focuses on improving the existing practice (Showers and Joyce,

1996; Thomas 2011).

 29

Knight (2009) stressed several important features of a cognitive

coaching approach to supervision. He noted, to be effective, the coaching

must: 1) focus on professional practice of the teacher, 2) be job-embedded,

3) be ongoing and intensive, 4) grounded in partnership, 5) dialogical, 6)

nonevaluative, 7) confidential and 8) facilitated through respectful

communication.

According to Beach & Reinhartz, (2000), cognitive coaching consists

of three stages: the planning, the lesson observation, and the reflection.

Each of the components requires enough time “to support professional

growth and change in teachers through reflective discussions and analyses

of the instructional behaviour in class” (Blase & Blase, 1998).

Mentoring. It refers to a process where an experienced educator

(mentor) works with an inexperienced teacher (protégé) collaboratively and

non- judgmentally to study and deliberate on ways in which the classroom

instruction may be improved (Sullivan & Glanz, 2000). Mentoring approach

differs both from peer coaching and cognitive coaching in the sense that

mentoring involves a hierarchical relationship only between a novice and

senior (more experienced) teacher (Murray & Mazur, 2009; Kutsyuruba,

2003; Marable & Raimondi, 2007). The main functions of mentoring

described in the literature are: teaching, sponsoring, encouraging,

counselling, and befriending. In order the mentoring process works

effectively, mentors should be respected teachers and administrators highly

 30

skilled in communicating, listening, analyzing, providing feedback and

negotiating (Hopkins-Thompson, 2000; Shapira-Lishchinsky, 2009).

Reflective Approach. This approach refers to individualized

supervision whereby a teacher assesses his own teaching then identifies

his needs for improvement (Kutsyuruba, 2003). Teachers who are involved

in this kind of supervision are expected to prioritize their needs, and next

develop a yearly plan that includes targets or goals derived from an

assessment of their own needs. Self-directed models are “mostly ideal for

teachers who prefer to work alone or who, due to scheduling or other

difficulties, are unable to work cooperatively with other teachers”

(Sergiovanni, 1991, p,305). According to (Sergiovanni & Starratt, 2007),

self-reflection approaches are also applicable to competent and

experienced teachers who are able to manage their time well” (p. 276). They

contend this option to be “efficient in use of time, less costly, and less

demanding in its reliance on others".

Portfolio. A teaching portfolio refers to a supervisory approach

whereby teachers compiled collection of artifacts, reproductions,

testimonials, and productions that represents the teacher’s abilities and

professional growth (Riggs & Sandlin, 2000; Zepeda, 2007). The teacher

portfolio is self-directed and could include evidence of professional

development activities, instructional goals, and plans of action. The

administrator acts as a facilitator, collaborator, and supporter in the teacher

portfolio process (Pawlas & Oliva, 2008).

 31

A professional portfolio can serve various purposes. In addition of

documenting the development of innovative and effective practices,

portfolio, is a central vehicle for the growth of the teacher through self-

reflection, analysis, and sharing with colleagues through discussion and

writing” (Sullivan & Glanz, 2000). Portfolios can play a key role in many

developmental aspects, particularly in maintaining and enriching mentoring

and coaching relationships (Sullivan & Glanz, 2000); enhancing

professional development (Danielson & McGreal, 2000); in peer

assessment (Topping, 2009) or in differentiated supervision (Sullivan &

Glanz, 2000).

Professional Growth Plans. Professional growth plans, according to

Brandt, cited in Kutsyuruba (2003) are “individual goal-setting activities,

long term projects teachers develop and carry out relating to the teaching”

(p. 31). Beach and Reinhartz (2000) stated that in order to assess teacher

performance, one must consider the instructional intent, the teaching

learning interactions, and the results of teachers’ efforts. It is useful for the

supervisor to engage teachers in reflective writing, as well as describing the

goals and objectives with their perceived results. Likewise, teachers are

required to reflect on their instructional and professional goals and become

more active participants in the assessment process by describing intended

outcome and plans for achieving the goals. They select the skills they wish

to acquire, place their plan in writing including the source of knowledge, the

type of workshop they wish to attend, the books and articles to read, and
 32

how they will set up practical activities. It also includes who will monitor them

as they start the new learning program (Barkley & Cohn, 1999).

Professional growth plans “could produce transformative effects in teaching

practice, greater staff collaboration, decreased teacher anxiety, and

increased focus and commitment to learning” (Fenwick, 2001, p. 422).

Perception of Teachers Towards Instructional Supervision. The way

teachers view the supervision that they are undergoing and think about it,

their acceptance of and interaction with the supervisory practice as well as

their attitude towards classroom supervision not only provide the catalyst

for any supervisory success but also will determine the outcomes of the

supervision process (Firth, 1997).

Despite classroom supervision is useful mechanism in improving

teaching and learning situation through fostering teachers’ competence,

teachers may conceive it in different ways. While some teachers may view

classroom supervision as a positive force for program improvement, others

may consider it as a threat against them. Yet, another group may regard it

as a source of inspiration and support (Bouchamma, 2005; Kramer, et al

2005; Habimana, 2008).

The concept of supervision has evolved over the years. Supervision

was historically viewed as inspection aimed at monitoring and controlling

teachers’ performance. This notion makes teachers feel unsafe and

threatened when they experience any form of supervision (Glickman,

Gordon and Ross-Gordon, 2004). According to Sullivan and Glanz (2000),

 33

the evaluation function of supervision was historically rooted in a

bureaucratic inspectional type of supervision (p. 22). Teachers regarded

traditional supervisors as inspectors, who came to the teacher’s classroom

on a fault-finding mission (Blumberg, 1980; Zepeda & Ponticell, 1998).

According to Kapfunde (1990), teachers usually associate

supervision with the teachers’ rating and some teachers still view

supervision as a form of “... inspection and evaluation...” or more popularly

“snoopervision” For instance, in his study on teachers’ perception of

supervision in Turkish private primary schools, Ayse found that some

teachers who participated in his study felt supervision was an intrusion into

their private instructional practices (Ayse, 2002). The teachers confided in

the researcher that they lived in a state of fear and frustration of dismissal

due to the system’s summative nature. Likewise, Yimaz, Tadan, and Ouz

(2009) found that supervisors in Turkish primary schools who participated

in their study used the traditional approach to supervision, and such

activities were geared towards the determination of conditions, to assess

and control. Some respondents in Rous’s (2004) study in the US expressed

feelings of fear and disappointment. The supervisors’ criticisms were

reported to have stifled the teachers’ use of innovative practices.

As far as the challenge of teachers is concerned, various studies

observed that beginning teachers face more challenges than experienced

teachers. Glickman, Gordon and RossGordon (1998) stated that “teaching

has been a career in which the greatest challenge and most difficult
 34

responsibilities are faced by those with the least experience” (p. 21).

Johnson (2001) also noted that “at least 30 percent of beginning teachers

leave the profession during the first two years” (p. 44). For many beginner

teachers, supervision is viewed as a meaningless exercise that has little

value than completion of the required evaluation form (Sergiovanni &

Starratt, 1998). Scholars further noted, “no matter how capable are

designated supervisors, as long as supervision is viewed as nothing value

to teachers, its potential to improve schools will not be fully realized”

(Sergiovanni & Starratt, 2007, p. 5).

It is believed that the attitude of teachers depends on the approach

that is used to supervision or type of supervision offered (Acheson and Gall,

2003). The inspectoral faultfinding, evaluative approach is likely to result in

teachers viewing supervision negatively and lacking trust (Blumberg, 1980;

Sergiovanni & Starratt, 2002; Zepeda & Ponticell, 1998). When teachers

and supervisors perceive supervision differently there is bound to be friction

(Acheson & Gall, 2003). In contrast when a supervisor and a teacher look

at data objectively together as colleagues, there is mutual agreement on

decisions made. Teachers’ perspective of the overall process of supervision

emphasizes cooperative work amongst peers, constructive dialogue,

mutual trust and shared expertise between the supervisor and the teacher

(Cogan, 1973; Nolan & Hoover, 2008; Zepeda, 2007; Reepen & Barr, 2010).

Improving teaching–learning process depends on teacher attitudes

toward supervision (Glatthorn, 2007). Most teachers preferred discussions

 35

with their supervisors about the lessons observed but this is more likely

when the supervisor is supportive and understandable, and where there is

collegial relationship and mutual trust between the supervisor and teachers.

Supporting this, research findings indicated that “teachers who experienced

collaborative instructional supervision reported a slightly but significantly

higher level of satisfaction than teachers who did not experience

collaborative supervision” (Thobega & Miller, 2003, p. 57). Another research

conducted by Kutsyuruba (2003) on beginning teachers’ perception of

instructional supervision revealed that “beginning teachers desire more

frequent use of instructional supervision that meets their professional

needs, that promotes trust and collaboration, and that provides them with

support, advice and help” (p. 4). In addition, recent studies show that

beginning teachers’ perception of inadequacies of the amount and quality

of instructional supervision develop into the sense of disappointment and

forming negative attitudes toward supervision process (Choy, Chong, Wong

& Wong, 2011).

In short, the attitude of teachers and their satisfaction toward

supervision of instruction depends on many factor, notably availability of

supervisory choices based on teachers’ needs, as well as mutual trust,

respect and collaboration among supervisees and supervisors (Kutsyuruba,

2003; Sergiovanni & Starratt, 2007; Zepeda, 2007). Therefore,

understanding the teachers’ opinions and expectations about the

instructional supervision is crucial to ensure successful supervision. That is,

 36

unless teachers perceive as a process of promoting professional growth

and student learning, the supervisory exercise will not achieve the expected

outcome.

The above-cited literature is significantly related to the present study

as it emphasized results and findings concerning the influence of emotional

intelligence on leadership.
 37

CHAPTER II

METHODOLOGY

This chapter discusses the research design, research locale,

research respondents, research instrument, data gathering procedure, data

scoring, and statistical treatment of data.

Research Design

The study follows the descriptive-correlational design combined with

data mining approach. It is descriptive because it presented the teachers’

attitudes toward instructional supervision practices and teacher

effectiveness. It is correlational because it determined the relationship

between the teachers’ attitudes toward instructional supervision practices

and teacher effectiveness. A standardize survey questionnaire based on

“Teachers’ Survey Form” which was originally designed by a researcher

from University of Saskaatchewan, Canada (Kutsyuruba, 2003), modified

and validated by research from University of Groningen (Tesfaw & Hofman,

2012) is used in gathering the data on leadership styles. Aside from the

questionnaire, data mining is employed in gathering data for teacher’s

effectiveness.

Research Locale

The study utilized purposive sampling method to determine the

research locale or target schools based on the researcher’s proximity and

the accessibility to the schools. The selected schools were found to be

 38

representative because they have a combination of large, medium and

small size range and characteristics of both urban and rural settings. The

study is conducted within the Abuyog South District in Leyte Division with

the following schools: Abuyog South Centra School, Anibungon Primary

School, Burubud-an Primary School, Cagbolo Primary School, Capili-an

Elementary School, Combis Primary School, Hampipila Elementary School,

Laray Primary School, Libertad Elementary School, Mahagna Primary

School, Maitum Primary School, Matagnao Primary School, Nebga Primary

School, New Taligue Primary School, Odiongan Elementary School,

Pagsang-an Elementary School, Salvacion Elementary School, Sta. Fe –

Sto. Niño Elementary School, and Tadoc Primary School.

Research Respondents

Purposive sampling method is used to identify the target population.

The sample is selected based on one criteria, persons who are currently

employed as teachers in the elementary educational system of the said

district. The respondents for this study are 118 teachers in Abuyog South

District, Leyte Division.

Research Instrument

The study utilized only one survey questionnaire which is adapted

from “Teachers’ Survey Form” which was originally designed by a

researcher from University of Saskaatchewan, Canada (Kutsyuruba, 2003),

modified and validated by research from University of Groningen (Tesfaw &

 39

Hofman, 2012). The survey instrument consists of 31 questions to be

administered to 118 teachers to elicit their perceptions and establish a

profile of the supervision experience in Abuyog South District, Leyte

Division. It has three (3) parts with the following purposes.

Part I of the questionnaire will determine to establish the socio-

demographic profile of the teachers in terms of age, sex, civil status, highest

educational attainment, length of service, and designation or rank. Part II of

the questionnaire will elicit the perceptions of teachers’ instructional

leadership practices. Part III will determine the teachers’ level of

instructional supervision practices.

Data Gathering Procedure

Before the actual conduct of the study, the researcher sought

permission from the Schools Division Superintendent to administer the

survey questionnaire to the school administrators and teachers of Abuyog

South District in Leyte Division.

Before administering the survey questionnaire, it was first subjected

to content and face validation procedure with experts. After which the

survey questionnaire was revised accordingly, finalized, and printed for

purposes of data gathering.

. Cover letters and returnable envelopes were sent to the participants

with the survey instrument. Hence, the survey was anonymous and the

identity of the participants was kept confidentially.

 40

Data Scoring

The gathered data were collated, tabulated, analyzed, interpreted

and were presented in tables and narrative descriptions.

The following data scoring will be adopted for the perceptions of

teachers on the instructional leadership practices:

For questions 7 to 19, the following scales will be used.

Range Value Description

4.3 – 5.0 Strongly Agree

3.5 – 4.2 Agree

2.7 – 3.4 Undecided

1.9 – 2.6 Disagree

1.0 – 1.8 Strongly Disagree

For the teachers’ level of instructional supervision practices, the

following data scoring will be employed:

Range Value Description

4.3 – 5.0 Always

3.5 – 4.2 Often

2.7 – 3.4 Occasionally

1.9 – 2.6 Rarely

1.0 – 1.8 Never

Statistical Treatment of the Data

In the final analysis of data, various statistical tools will be used to

achieve the purpose for which the study is pursued.

 41

After data collection, responses will be coded, entered into, and

analyzed using IBM SPSS. Descriptive statistics such as frequencies,

percentages and mean are utilized.

Relationship between variables is tested using Pearson Correlation

and Chi-Square.
 42

Chapter III

RESULTS AND DISCUSSIONS

This part of the paper presents the results, analysis, and

interpretation of the data from the survey conducted. The results are

arranged and presented according to the sequence of objectives, showing

the data in Tables and accompanied by corresponding analysis and textual

presentations of the interpretations contained therein.

Profile of the 4Ps Learner Beneficiaries

Table 1 presents the profile of the 4Ps learners- beneficiaries based

on their age, grade level, family siblings, and the number of years they have

been covered by this poverty alleviation program.

As shown in the table, majority of the awardees are in the age levels

of 9-11 which comprise 54.67% followed by ages 6-8 with 33.66% then 12-

14 composed of 10.00% and 5-17 which is 1.67%. Following regular

enrollment biological age scheme, it can be gleaned from the table above

that majority of the learners-beneficiaries of this program (i.e. 4Ps) are in

third, fourth, fifth, and sixth grades. This means that they are all in

elementary education mainstream. Further scrutiny of the data will tell us as

well that majority of the awardees are in the fifth and sixth grades which

constitute 47.00%. Clearly, the government has to implement this program

as the 1987 Constitution explicitly oblige the state to make basic education

accessible to its people.

 43

Table 1

Profile of the 4Ps Learner Beneficiaries on Age, Grade Level,

Number of Siblings, and Number of Years Receiving 4Ps

Profile f %
Age
15-17 5 1.67
12-14 30 10.00
9-11 164 54.67
6-8 101 33.66
Total 300 100
Grade Level
9-10 1 0.33
7-8 2 0.66
5-6 141 47.00
3-4 90 30.00
1-2 66 22.00
Total 300 100
Number of Siblings
8-10 4 1.33
6-7 23 7.67
4-5 91 30.33
2-3 173 57.67
0-1 9 3.00
Total 300 100
Number of Years Receiving
the 4Ps
7 2 0.67
6 17 5.67
5 150 50.00
4 69 23.00
3 51 17.00
2 10 3.33
1 1 0.33
Total 300 100

Meanwhile, as to the number of siblings, it is evident in the table as

well that that majority of the identified family beneficiaries come from a small
 44

family-size with 2-3 children. Although, the next groups of recipients have

about 4-5 siblings, still, as a whole, 4Ps family recipients has a sizeable

family composition. This data traditionally breaks the notion that families

living in rural areas are big. Determining the family-size of the family

awardees may have been influenced by a parallel program of 4Ps which

has to do with maternal care and family planning orientations.

As regards to the number of years they have been recipient of the

program, data contained in the table clearly shows that 50.00% of them

have had continuously been receiving the cash assistance for five years

now. The fact this financial aid had not been terminated, it is categorical to

claim that these members must have been compliant or docile to the

conditions set forth by the implementing agencies such as but not limited to

school attendance, assembly meetings, community development projects,

among others. As such, this is indeed a welcome development because it

is reflective on the sensitivity of the parents on the importance or value of

education to their children as well as this government program. With this in

mind, in the long run, the social impact of this program will really be felt and

appreciated by the general public.

Table 2 shows the profile of the 4Ps learners- beneficiaries as

regards to the occupation of their parents. Given the set of occupations and

skills listed in the table, it can be undoubtedly claimed that majority of the

program awardees belongs to the Class D socioeconomic status.

 45

Table 2
Profile of the 4Ps Learner Beneficiaries on the Occupation of Parents
Profile f Rank
Mother’s Occupation
Housewife 289 1
Vendor 2 2
Barangay Official 2 2
Baby Sitter 1 4
Daycare Worker 1 4
Domestic Helper 1 4
Farmer 1 4
Laborer 1 4
BHW 1 4
Beauty Parlor Worker 1 4

Total 300
Father’s Occupation
Farmer 150 1
Laborer 94 2
Driver 23 3
Carpenter 20 4
Construction Worker 4 5
Mason 3 6
Baker 2 7
Barangay Tanod 2 7
Foreman 1 9
Security Guard 1 9
Total 300
*Multiple Responses

As clearly shown in the table, the prominent occupations engaged in

by the bread winner in the families include: farming, carpentry, driving, and

construction helpers or laborers while majority of the maternal tasks are on

domestic chores or are plain housewives. Cowley (2013) explained that a

Class D socioeconomic status means that this group of people belongs to

lower working class or semi and unskilled manual workers or shop workers.
 46

Likewise, in a blog posted by PinoyMoneyTalk/Business and Economic

News (2017) titled as Socioeconomic classes (SEC) ABCDE Explained,

class D is described as the ‘masa’ segment of the population who owns

home, little property and does not reside in informal settlements.

Since, farming is the dominant source of living, obviously, these

awardees source out their living through farming. To augment their income

and as way of helping their families, they are usually engaged in domestic

trades. This information is indeed crucial in determining the real

beneficiaries of this program. The data, though may be applied only to the

locale of this academic undertaking eliminates the doubt of some people

that some identified 4Ps recipients do not really come from the marginalized

sectors of the society. As it may be, attention must really be poured out to

them by the government and necessary assistance be provided.

Table 3 shows the profile of the schools in terms of the population of

all the Elementary Schools within the jurisdiction of Abuyog North District.

The district has a total of 19 schools with 2,500 combined enrollees. As

depicted in the table, B.V. Closa ES has the most number of enrollees while

Alangilan has least number of enrollees. Other schools have a hundred and

so enrollees. Given the number of population, it is indeed very important to

look into the economic standing of the learners in such a way that those that

direly need of government social programs such as the 4Ps be specifically

identified and benefit the program.

 47

Table 3

Profile of the Schools in Terms of Total Enrollment

School f % Rank
Balocawehay 618 24.72 1
Barayong 575 23.00 2
Katipunan 335 13.40 3
Balinsasayao 227 09.08 4
Bayabas 213 08.52 5
B.V. Close Central 211 08.44 6
Balocawe 195 07.80 7
Bunga 174 06.96 8
Anglag West 154 06.16 9
Tuy-a 115 04.60 10
Picas Sur 113 04.52 11
Pinamanagan 106 04.24 12
Paguite 100 04.00 13
San Isidro 84 03.36 14
Dingle 79 03.16 15
Old Taligue 72 02.88 16
Tinocolan 50 02.00 17
Alangilan 42 01.68 18
Mahayahay 37 01.48 19
Total 2,500 100.00

The North District of Abuyog is composed of 19 public ES. Table 4

shows the number of grantees-enrollees spread out across these schools.

As shown, Balocawehay ES has the most number of 4Ps grantees-

enrollees while Mahayahay ES has the least number of enrolled

beneficiaries. Interestingly, all schools have a considerable number of the

program awardees.
 48

Table 4

Profile of the Schools in Terms of the Total Number of

4Ps Learner-Beneficiaries

School f % Rank
Balocawehay 176 15.64 1
Barayong 112 09.10 2
Katipunan 89 07.91 3
Balinsasayao 86 07.64 4
Bayabas 82 07.29 5
B.V. Close Central 79 07.02 6
Balocawe 76 06.76 7
Bunga 75 06.67 8
Anglag West 44 03.91 9
Tuy-a 44 03.91 10
Picas Sur 40 03.56 11
Pinamanagan 40 03.56 12
Paguite 38 03.38 13
San Isidro 36 03.20 14
Dingle 30 02.67 15
Old Taligue 24 02.13 16
Tinocolan 23 02.04 17
Alangilan 16 01.42 18
Mahayahay 15 01.33 19
Total 1,125 100.00

The influx of enrollees may have a number of implications. The

higher percentage of enrollees is an indicator that the program is indeed

effective in attracting school aged children to be in school which is in turn

beneficial to the schools. This is so as enrolment, retention rate, school

growth and school performance of the learners are core indicators of school

effectiveness which is one of the basis of granting higher incentive in the

Performance Based Bonus (PBB) DepEd employees annually receive.

 49

Table 5

Profile of the Schools in Terms of the Graduation Rate

and Drop-Out Rate of 4Ps Learner- Beneficiaries
Graduation Rate of 4Ps Learner- Beneficiaries %
Balocawehay 100
Barayong 100
Katipunan 100
Balinsasayao 100
Bayabas 100
B.V. Close Central 100
Balocawe 100
Bunga 100
Anglag West 100
Tuy-a 100
Picas Sur 100
Pinamanagan 100
Paguite 100
San Isidro 100
Dingle 100
Old Taligue 100
Tinocolan 100
Alangilan 100
Mahayahay 100
Mean 100
Drop-Out Rate of 4Ps Learner- Beneficiaries %
Balocawehay 0
Barayong 0
Katipunan 0
Balinsasayao 0
Bayabas 0
B.V. Close Central 0
Balocawe 0
Bunga 0
Anglag West 0
Tuy-a 0
Picas Sur 0
Pinamanagan 0
Paguite 0
San Isidro 0
Dingle 0
Old Taligue 0
Tinocolan 0
Alangilan 0
Mahayahay 0
Mean 100
 50

The table above shows the profile of the schools in terms of the

graduation and drop-out rate of 4Ps grantees enrolled in the various schools

of Abuyog North District. The data contained in the table shows that no one

from among the grantees had left school, thus, completed their elementary

education.

There are a number of implications that can be drawn from this

development. First, 4Ps as a poverty alleviation program course through

education is effective in term of attracting elementary learners to finish their

studies. Second, since the program has included all other stakeholders

such as the teachers and barangay officials, it can therefore be claimed that

a multidimensional approach of program implementation is effective. Third,

parents are indeed aware of their fundamental parental role of providing and

sustaining education to their siblings especially in basic education which is

deliberately mandated in the 1987 Constitution. Fourth, strong support from

DepEd such as its school-based feeding program and strong retention

policy may have as well contributed for this laudable achievement. Finally,

this achievement is not surprising since studies conducted on the

effectiveness of this program (i.e. 4Ps) such as that of Conchada (2010)

also revealed that school aged children covered by the program have higher

enrollment and attendance rate which undoubtedly may also result to higher

completion or graduation rate. Therefore, even if this is case specific (I. e.

on the case of Abuyog North District), the impact of the 4Ps in terms of

completing basic education is indeed tremendous. So, the researcher

 51

strongly suggests that this be continued and more families be listed as

beneficiaries.

Challenges and Experiences of the Teachers and Parents

of the 4Ps Learner Beneficiaries

Table 6
Challenges and Experiences of the Teachers
Challenges and Experiences f Rank
 The cash assistance from 4P's is not enough to buy the
132 1
family daily needs.
 Some members are using the financial assistance as
85 2
collateral in crediting at Sari-sari Stores.
 Some of the 4P's beneficiaries are dependent with the
financial assistance given to them. They are no longer 51 3
looking for jobs.
 Student beneficiaries are motivated to go to school. 23 4
 Some of the beneficiaries are doing backyard vegetable
16 5
gardening intended for family consumption.
 Some 4P's beneficiaries are mostly relying on the cash
13 6
assistance they receive from 4P's program.
 Attendance of student-beneficiaries is increasing. They
2 7
are afraid to be absent.
 Cash assistance is not enough or not sufficient to buy
2 7
daily needs.
 Some of the beneficiaries are not showing interest in
1 9
school. However, they are sometimes absent from class.
 Learner-beneficiaries are showing positive attitudes in
1 9
school.
 Student-beneficiaries are going to school regularly. 1 9
 Student beneficiaries have the right or positive attitudes or
1 9
they have positive attitudes to
 The release of the cash grant from 4Ps are usually
1 9
delayed for 2 to 3 months.
 There are still student-beneficiaries who used to be absent
1 9
despite of the conditionality of the 4Ps.
 They are afraid to commit absences due to the
1 9
conditionality of the 4Ps
 They are cooperative in every school activity. 1 9
Total 300
*Multiple Response
 52

The table above presents the challenges and experiences of the

teachers as regards their encounter of the learners who have been

identified as 4Ps beneficiaries. Both adverse and clear-cut experiences are

depicted in the table. First, the unfavorable experiences. Teachers

commonly hear from the family-awardees through their learners these

concerns: (1) the financial aid is insufficient to sustain the needs of their

families; (2) the aid is used to dole out existing debts in the local stores; (3)

some grantees being solely dependent on the cash given to them; and (4)

the monetary assistance is given late. Given these contestations, it is then

apparent and understandable that some learners-beneficiaries would be

absent in the class, disinterested in the lesson discussions, non-cooperative

in school activities, and unafraid to be absent or tardy.

The researcher strongly believes that these phenomena should be

approached with utmost considerations and understanding. Teachers

should take into account factors like: the sources of living of the grantees,

proximity to school, economic standing of their learners and the parent’s

motivation. Without doubt, if the family-recipient is solely dependent on the

cash being handed to them, then the learners will really be force to be out

of school as may be dictated by their parents. Teachers should consider

that living in rural areas and doing only menial jobs are equated to living

below the standard level.

On a lighter note, a number of positive pedagogic related

experiences have also been experienced by the teachers. As contained in

 53

the table, there are teachers who claimed that a considerable percentage

of grantees have been motivated to attend classes. Some parents are as

well engaged in farming such as vegetable gardening as ways not to be

eliminated in the roster of eligible awardees.

Weighing both the adverse and positive challenges and experiences

of the teachers, the researchers believes that the ball is now with the more

cognitively abled persons (i.e. the teachers and school heads). Creativity,

encouragement, and desire to help the school aged children just to be in

school and study rather than be doing labor intensive-work type such as

farming that children are not supposed to be doing at a young age are some

of the ways in which they can help in fostering genuine social change which

is the very goal of this game changer poverty alleviation program by the

Department of Social Welfare and Development (DSWD) in partnership with

the Department of Education (DepEd) and other concerned agencies both

public and private.

Finally, these experiences and concerns ranted by the teachers may

also serve as bases for the DSWD to re-polishing its existing implementing

policies on this program. As the lead implementing agency, DSWD can

certainly use this data and look into this matter. In this way, they may be

able to impose remediation to put an end to all these issues and challenges

encountered by the program implementers (i.e. the teachers and school

heads). In so doing, school related concerns such as absenteeism and

 54

tardiness of the learners-grantees maybe reciprocally given attention.

Henceforth, the full success of program implementation is ensured.

Table 7

Challenges and Experiences of the Parents

of the 4Ps Learner Beneficiaries

Challenges and Experiences f Rank

1.How much of the family’s budget goes to food?
P 401 – 500 6 4
P 301 – 400 9 3
P 201 – 300 122 2
P 100 - 200 163 1
Total 300
2. Is your food budget enough to cover 3 meals a day?
Yes, but it is lacking or very limited for food 147 1
No, because budget is not enough due to high 116 2
prices
Yes 12 3
No, because budget is deficient 10 4
No, it is not enough 8 5
Budget is not sufficient for food, especially prices
1 6
are increasing.
No because not all daily needs can be bought. 1 6
No. Budget is not sufficient. When budget will be
1 6
consumed, we resort to eat root crops.
Yes, because budget is not enough. 1 6
Yes, it is just enough. 1 6
Yes. It helps my children a lot. 1 6
Yes. Just enough to have 3 meals a day. 1 6
Total 300
3. How do family make do with your family budget?
We prioritized budget for rice and viand. 299 1
We budget for rice and vegetables only. 1 2
Total
4. What is the source of your food budget?
Working as laborers at rice fields. 206 1
Working as laborers at rice fields and washing
48 2
linens in our neighbors.
Working as a house helper. 14 3
My husband's salary from his job. 10 4
Babysitting. 8 5
Washing linens at our neighbors. 8 5
Working as laborers at rice fields. 2 7
 55

Table 7 continuation
Harvesting beans. 1 2
Harvesting coconuts. 1 8
Working as restaurant helper. 1 8
Working at bakeshop. 1 8
Total 300
5. What kind of food does your family eat?
Sardines, eggs, dried fish, noodles, vegetables. We
247 1
eat meat and fish very seldom
Sardines, eggs, dried fish, vegetables, and
29 2
sometimes fish or meat.
Sardines, eggs, dried fish, noddle, vegetables. We
24 3
eat, very seldom, meat.
Total
6. How will you budget the financial aid given through the
4Ps in such a way that you will not be in trouble in finding
amount to meet the financial needs for the school
supplies?
School supplies are priority for my children. 221 1
School supplies are given top priority, after which,
79 2
food will be budgeted.
Total 300
7.Is 4Ps really helping your family especially in your
childrens’ education?
Yes, it helps to educate my children. 141 1
Yes. 124 2
It greatly helps my children's education. 35 3
Total 300
*Multiple Response

Table 7 presents the challenges and experiences of the parent of the

4Ps learners-beneficiaries. Evidently, the data contained in the table will tell

us that due to the insufficient income of the parents of these grantees, they

normally allocate the big bulk from what they earn to food. Additionally, they

source out there living from various trade activities with farming as the main

source. Others are into construction working, domestic chores, babysitting,

and other low paying jobs.

 56

The challenge of the parents for survival has inherent implications.

One of which is that, because of the difficulty of living, they are forced to

shell out a minimal percentage from what they earn for the education of their

children or simply, food is more important than education. This is

corroborated by the experiences of the teachers presented in Table 6 in

which some of the learners-grantees are sometimes absent, tardy,

disinterested in participating various class activities and others. Looking at

the theoretical framework of this study, unarguably, one cannot deny the

fact that a person can never move to another hierarchy without fulfilling the

lower chain. In the same manner, parents will really have to sliced a greater

amount from their earnings for food than for the educational needs of their

children. So, it is but just and proper that the government should step in

because obviously the school age children of this nation are at the losing

end of this dilemma in eventualities that no intervention program is

implemented.

Furthermore, the researcher also strongly suggests that proper

orientations of the 4Ps grantees be conducted especially focusing on issues

such as the intended purpose of the cash assistance so that they will not be

simply idly waiting for months for the money to be disbursed to them but

instead be engaged in some economic trades so that they can as well earn.

Also, the parents of the grantees must be given skill trainings for them to

augment their income and in turn set a bigger amount for the needs of their
 57

children in school. Stricter sanctions might also be implemented to the

erring grantees.

As it may be, as implicated in the last part of this table, the parents

are strongly convinced that the cash assistance they receive from the

government is of great help to keep their children in school. Furthermore,

they claimed that supplies needed for schooling are given the lion’s share

followed by food and other pertinent needs.

Academic Performance of the 4Ps Learner Beneficiaries

Table 8 presents the scholastic or academic performance of the

learners-grantees of the 4Ps program in Abuyog North District. In DepEd

Memorandum Order No. 8, s. 2015 or The Policy Guidelines on Classroom

Assessment for the K-12 Basic Education program, the learners have to

pass the following learning strands: English, Filipino, Araling Panlipunan,

Mathematics, Science, Edukasyon sa Pgapapakatao, MAPEH, and

Edukasyong Pantahan at Pangkabuhayan.

Table 8

Academic Performance of the 4Ps Learner Beneficiaries

MPS Range among

f %
Schools
85-86 1 5.26
83-84 0 0
81-82 1 5.26
79-80 8 42.11
77-78 9 47.37
Total 19 100
 58

As shown in the table, majority of the learners-grantees have

received a scholastic mark between 77-80%. In the same DO cited above,

these ratings fall within the Satisfactory-Fairly Satisfactory rating scales.

This means that all of the grantees can be promoted or proceed to the next

grade level. For example, those in the fifth grade must be enrolled in the

sixth grade while those in the sixth grade must be issued completion in

Elementary Certificate which will make the learner eligible for the Junior

High School.

In the case of the grantees in this District, these scholastic standing

affirms the data shown in Table 5 or about their zero drop-out rate and a

100% completion rate. Although, these marks need improvement, these

however are laudable considering the economic standing of their families,

the somewhat unfavorable testimonies of their teachers in terms of their

school performance and attitudes and many other factors earlier unfolded

from the data gathered. The researcher affirms the fact that with the data

as the main anchor, there is indeed a need to craft an intervention program.

One of the many interventions that teachers can do is to conduct home

visitations to those learners listed in this program as a way of showing their

enthusiasm or desire to help them pursue their studies or at least at a

minimal motive discourage them from dropping school. In addition, when

school, teachers can provide these learners with supplemental activities for

them to be able to cope with lost knowledge and skills for being out of

school. On the part of the parents, they should double their time in looking
 59

for income to ensure that both the day-to-day and educational needs of their

children and the family as a whole are meet. The in-charged government

agency, the DSWD, on the other hand, can also help these learners achieve

more scholastically by: (1) giving their allowances on time; (2) constantly

monitoring the progress of the program such as on its implementation in the

barangay level; and (3) seeking feedback from the different stakeholders as

regards for its improvements.

Relationship of the Variables

The relationships of variables were tested to find out whether there

was or no significant relationship that existed among the variables identified.

There are presented in the following tables.

Table 9, shown below presents the relationship between the profile

of the 4Ps learners-beneficiaries and their academic standing. At α=0.05

level of significance, three hypotheses were rejected while four were

accepted. First, those attributes or factors that were deemed to be

correlated to their academic performance include: (1) number of siblings;

(2) years of being beneficiaries; and (3) parents’ occupation both the mother

and father. Meanwhile, factors deemed to have to direct impact to their

academic achievements include there: (1) biological ages; (2) grade level;

and (3) enrollment.

 60

Table 9

Relationship Between the Profile of the 4Ps Learner

Beneficiaries and their Academic Performance

Variable r-value p-value Decision

Age of the 4Ps Learner-
Beneficiaries and 0.587 0.010 Ho1 Rejected
Academic Performance
Grade Level of the 4Ps
Learner-Beneficiaries
0.382 0.118 Ho1 Rejected
and their Academic
Performance
Number of Siblings of
the 4Ps Learner-
0.023 0.928 Ho1 Accepted
Beneficiaries and their
Academic Performance
Enrollment of the 4Ps
Learner-Beneficiaries
0.992 0.000 Ho1 Rejected
and their Academic
Performance
Number of Years
Receiving 4Ps
-0.089 0.727 Ho1 Accepted
Assistance and
Academic Performance

Variables Asymp.
(Nominal) X2 df Decision
Sig.
Mothers’ Occupation of
the 4Ps Learner-
114.00 136 0.825 Ho2 Accepted
Beneficiaries and
Academic Performance
Fathers’ Occupation of
the 4Ps Learner-
152.00 136 0.825 Ho3 Accepted
Beneficiaries and
Academic Performance
Level of Significance α=0.05

As discussed earlier, these learners-beneficiaries belong to the class

D socioeconomic status. With this as an anchor, it is obvious then that

economic relate factors would certainly affect their scholastic standing. This
 61

finding has long since been tied to educational achievements. It is then

imperative that 4Ps as a poverty alleviation social program with education

as one of its components be continued by the government as one of the

mechanisms to ensure that impoverished children will be able to access

quality basic education as mandated in the fundamental laws of this country.

Secondly, parents of the identified beneficiaries must also be given free

skills related training as a way to augment their income and in turn not solely

depend on the dole out program. Finally, as 4Ps also include maternal

health and family planning, the parents of these awardees learners must

continuously be given trainings and seminars to equip them with

fundamental knowledgeable to ensure that their families are well-planned

as family size has been found out to be a causal factor on the performance

of the current learners-grantees.

 62

Chapter IV

SUMMARY, CONCUSION and RECOMMENDATION

This chapter presents the summary of findings, conclusions and

recommendations based on the observations from the study.

Summary

The study attempted to determine the challenges and experiences

of teachers and parents of the 4Ps learners-beneficiaries in Abuyog North

District. This District has 19 public Elementary Schools with a total of 2,500

learners. Of these learners 1,125 are 4Ps grantees spread out across

schools within the ambit of the District. In terms of graduation rate, this

District has recorded a hundred percent completers in elementary certificate

among the grantees and a zero drop-out rate. Data further revealed that

majority of the learners-beneficiaries of this program are in the third, fourth,

fifth, and sixth grades whose biological ages ranges from 6-11 years old. In

addition, they belong to a sizeable family composition with 4-5 children as

the most number. Their parents are into farming, construction working,

driving, carpentry, and other semi-skilled trades workers in the community.

As to the challenges and experiences of the teachers as regards to

their encounter of the learners who have been identified as 4Ps

beneficiaries; both adverse and clear-cut experiences were reported.

Teachers usually hear from the family-awardees through their learners

these concerns: (1) insufficient financial aid to sustain the needs of their
 63

families; (2) use as a dole out to existing debts in the local stores; (3)

dependency on the cash given grant; and (4) late distribution of the

assistance. the monetary assistance is given late. As to its positive impact,

the teachers attested that in spite of the circumstances that their learners-

awardees have experienced, still some are motivated to attend classes and

have witnessed that their parents had been participative in communal

related activities such as back yard farming.

Meanwhile, as to the challenges and experiences of the parent of the

4Ps learners-beneficiaries, they claimed that due to their insufficient

income, they are forced to allocate a bigger bulk of their earnings for food

than for educational needs of their children. In this way, they have been

appreciative of this poverty alleviation program of the government. The

further claimed that with the aid in hand, they are no longer worrisome of

their children’s need in school as the government has already assured them

of being provided of the needs of the children in school.

As regards to the academic performance of the grantees, it was

found out that majority of them have received a scholastic mark between

77-80% which can be categorized as Satisfactory-Fairly Satisfactory in the

rating scales. All of them have been promoted to the next grade level.

Finally, on the perceived relationship between the profile of the 4Ps

learners-beneficiaries to their academic standing. At α=0.05 level of

significance, factors that were deemed to be correlated to their academic

performance include: (1) number of siblings; (2) years of being

 64

beneficiaries; and (3) parents’ occupation both the mother and father while

factors including (1) biological ages; (2) grade level; and (3) enrollment were

found to have no impact at all to their scholastic standing.

Conclusion

Having thoroughly analyzed the data, the researcher categorically

concludes that the Pantawid Pamilyang Pilipino Program (4Ps) of the

government coursed through the Department of Social Welfare and

Development (DSWD) in partnership with the Department of Education

(DepEd) is indeed effective in carrying out its primordial goal which is the

poverty alleviation. One of which is advancing the educational welfare of

school aged children. In this study, it was found out that in spite of the many

adverse concerns of both the teachers and parents as regards to its

implementation, still the learners-grantees, who are the immediate

beneficiaries of this program, have been kept in school and in turn

completed their grade levels. The researcher relegates this program

success to the multidimensional approach in its implementation coupled

with the sincerity of the other stakeholders in carrying out its core objective-

make primary education available to the marginalized sectors of this

country.

Recommendations

From the conclusions lifter through the findings and results in the

previous chapters of this study, the following recommendations are given:

 65

1. More poor families in the rural areas must be enrolled in the

Pantawid Pamilyang Pilipino Program (4Ps) to ensure that their school aged

children are in school studying and not engaged in child labor.

2. Intensive monitoring of the program be done by the concerned

agencies.

3. Pedagogic related concerns such as on absenteeism of the

learners-grantees must be looked into by the teachers. Provision of remedial

classes can be one of the remedies.

4. Parents of the grantees must be given skills trainings in order

to augment their income and not rely solely on the dole out.

5. Further studies be conducted involving more learners-

grantees such as those in the secondary schools.

 66

PROPOSED INTERVENTION SCHEME TO IMPROVE

THE SCHOLASTIC ACHIEVEMENTS OF THE LEARNERS-GRANTEES OF THE 4Ps PROGRAM

This proposed intervention scheme is based from the recommendations drawn from the study. It is presented in a

matrix form which shows the various areas of concern, objectives, strategies/activities, time frame and expected result that

will help improve the academic achievements of the learners-beneficiaries of the 4Ps program.

AREA: PEDAGOGIC RELATED ISSUES/ CONCERNS

Concerns Objectives Strategies Time Frame Expected Result

 Absenteeism and  Minimize  Conduct home  Year Round  Improved class

tardiness absenteeism and visitations and attendance and
tardiness regular meetings lessen tardiness of
with the parents or the learners
guardians of the
leaners-grantees

 Lack of class  Increase class  Provide remedial  Year Round

participation participation to get sessions for lost  Improved scholastic
higher scholastic class attendance rating
mark

66
 67

 Contextualize or
modify lessons to fit
to the needs of the
learners
 Disinterest to  Reflect on the  Call the attention of  Quarterly or  Attendance in
participate in importance of the parents of the every grading different school
school activities participating in learners-grantees period related activities
various school who frequently skip
activities school activities
 Explain to the  Improved scholastic
learners the rating
importance of
attending school  Appreciation of the
activities conduct of various
 Explain to the school activities
learners-grantees
that participation in
various school
activities can affect
their grades and
learning
 Poor performance  Enhance the  Conduct remedial  Improved learning
in various learning performance of the classes  As needed on areas with
areas such as learners in the  Provide more lessons that are
English, Math, learning areas they interesting learning difficult to
science find difficult to activities understand
learn

67
 68

 Higher Scores in the

National
Achievement Test
 Chance of being a
representative of the
school in District or
Division levels
contests
 Non-cooperative  Enhance parents’  Call for meeting and  As needed  Increase in parents’
parents as regards involvement as discuss their role as involvement in the
to the concerns of one of the key a key partner in development of the
the learners- partners in the child’s growth in child’s learning
grantees in school learners’ school school
achievement

68
 69

AREA: PROGRAM IMPLEMETATION RELATED ISSUES/ CONCERNS

Concerns Objectives Strategies Time Frame Expected Result

 Insufficient  Realize that the  Conduct orientation  As needs arise  Realization of the
financial aid financial aid is for seminar with the purpose of the
school supplies only parents or guardians financial aid as a
of the learners and of the leaners- component of the
not for other needs grantees 4Ps program
of the family
 Delayed release  Fast track the  Relay the concern to  As needed  On time release of
of the allowance disbursement of the DSWD as the lead the allowance
allowance implementing
government agency
 Dependency of  Reflect on the main  Coordinate with  During the  Engagement in
some parents to purpose of the DSWD on how this release of the other income
the dole out poverty alleviation issue can be given monetary generating trades
program program due course allowance available in the
community

69
 70

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APPENDICES
 81

Appendix A

LETTER REQUEST FOR THE DEAN OF THE GRADUATE SCHOOL

TO CONDUCT THE STUDY
Republic of the Philippines
NAVAL STATE UNIVERSITY
Naval, Biliran

January 24, 2018

DR. SUSAN S. BENTOR

Dean, Graduate School
Naval State University
Naval, Biliran

Madam:

The undersigned is conducting a research study entitled:

“CHALLENGES AND EXPERIENCES OF THE PARENT’S AND
TEACHERS OF THE 4Ps LEARNERS BENEFICIARIES” in partial
fulfillment of the requirements for the degree Master of Education major in
Educational Management.
In this connection, he would like to seek approval from your good
Office to conduct a survey to the respondents of the above research study.
The primary objective of this study is to assess the challenges and
experiences of the parents and teachers of the 4Ps learner’s beneficiaries
in achieving quality education in Abuyog North District during the School
Year 2017-2018.
Hoping for your kind consideration.
Thank you very much.

Respectfully yours,
(SGD) BRYAN E. VILLAMOR
Researcher

Noted:

(SGD) ROSSINI B. ROMERO Ph. D

Adviser

Approved:

(SGD) SUSAN S. BENTOR, Ph. D.

Dean, Graduate School
 82

Appendix B

LETTER TO THE RESPONDENTS OF THE STUDY

Republic of the Philippines

NAVAL STATE UNIVERSITY
Graduate School
Naval, Biliran

January 24, 2018

Dear Respondent:

I am pleased to inform you that you’re are chosen as one of the

respondents in my study entitled ““CHALLENGES AND EXPERIENCES
OF THE PARENTS AND TEACHERS OF THE 4Ps LEARNERS
BENEFICIARIES” in partial fulfillment of the requirements for the degree,
Master of Education (MED).

In this connection, I humbly ask for your full cooperation by

answering completely the attached questionnaire. Please do not leave any
item unanswered and return the same the soonest possible. Rest assured
that your anonymity and all your responses will be kept with utmost
confidentiality.

Thank you very much for your sincere response to this request.

Respectfully yours,

(SGD.) BRYAN E. VILLAMOR

Researcher

Noted:

(SGD.) ROSSINI B. ROMERO, Ph. D.

Adviser
 83

Appendix C

QUESTIONNAIRE ON “CHALLENGES AND EXPERIENCES OF

TEACHERS AND PARENTS OF THE 4Ps LEARNER BENEFICIARIES“

Part I. Profile of the 4Ps’ Student-Beneficiaries

Instructions: Please answer the following items regarding your profile by
providing the required information.

1) Name: (Optional)_________________________
2) Age :______________________________
3) Grade Level:____________________________
4) Number of Siblings:_______________________
5) Number of years receiving the 4P’s:__________
6) Occupation of Parents:
Mother’s Occupation: ______________________
Father’s Occupation: _______________________

Part II. Profile of the School

Directions: Please fill in the blanks with the needed information.
1) Enrolment for the S.Y. 2017-2018:______________________
2) Total number of 4Ps student-beneficiaries: _______________
3) Graduation Rate of 4Ps student-beneficiaries:_____________
4) Drop-out Rate of 4Ps student-beneficiaries:________________

Part III. The Challenges and Experiences Encountered by the

Teachers in Achieving the 4Ps in Coordinating the Program.

Directions: Please write at the spaces provided below your descriptions or

discussions regarding your experiences as the beneficiaries of the
Pantawid Pamilyang Pilipino Program (4Ps).
_____________________________________________________
_____________________________________________________
_____________________________________________________
 84

Part IV. The Challenges and Experiences Encountered by the Parents

in Achieving the 4Ps in Coordinating the Program (FOCUS
GROUP DISCUSSION)

Directions: Please answer the following questions with the necessary

information honestly.

1. How much of the family’s daily budget goes to food?

(Pila man ang kantidad sa imong “budget” ang mahingadto sa
pagkaon?)

2. Is your food budget enough to cover 3 meals a day?

(Ang imo bang gi alotaga nga “budget” sa pagkaon supresente ba
sa pagkaon ka tulo sa usa ka adlaw?)

3. How do the family make do with your food budget?

(Gi-unsa man nimo sa pag “budget” ang pagkaon sa imong
pamilya? Pananglitan: Pila may maalotaga sa;
isda,utanon,prutas,itlog,karne,gatas, panakut ug uban pa)

4. What is the source of your food budget?

(Unsa man ang “surok” o gikuhaan nimo sa imong “budget” sa
pagkaon?)
 85

5. What kind of food your family eat?

(Unsa man ang mga pagkaon nga kasagaran maoy gikaon sa
imong pamilya?)

6. How will you budget the financial aid given through the 4Ps in such
a way that you will not be in trouble in finding amount to meet the
financial needs for the school supplies?
(Giunsa man nimo sa pag “budget” ang imong nadawat nga
hinabang sa 4Ps para dili ka mahasul o maproblema arun
matubag ang panginahanglan sa kwarta para sa mga
panginahanglan sa eskwelahan, sama sa “notebook”,papel, lapis,
bolpen, bag ug uban pa?)

7. Is 4Ps really helps your family especially in your childrens’

education?
(Ang 4Ps nga programa sa gobierno nakatabang ba gayud sa
inyong pamilya labi na sa pagpa edukar sa inyong mga anak?)

Thank you very much for your help!

 86

CURRICULUM VITAE
Personal Data
Name : BRYAN E. VILLAMOR

Date of Birth : November 25, 1986

Place of Birth : Barangay Balocawe Abuyog, Leyte

Home Address : Barangay Balocawe Abuyog, Leyte

Civil status : Single

Educational Background
Graduate Studies : Master of Education
Naval State University
Naval, Biliran
2016 – 2018

Master of Education
Mandaue City College
Cebu, City
2011-2013

Tertiary : Bachelor in Elementary Education

Leyte Normal University
Tacloban City
2004-2008

Secondary : Notre Dame of Abuyog

Abuyog, Leyte
2000-2004

Elementary : Gabaldon Central School

Abuyog, Leyte
1995-2000

Eligibility
Licensure Examination for Teachers

Work Experiences
2009 – Present Teacher
Paguite Elementary School
Abuyog North District
Abuyog, Leyte