TEACHING PROFICIENCY OF SENIOR HIGH SCHOOL TEACHERS BASED

ON THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS: AN

INPUT TO CAPABILITY BUILDING PROGRAM

A Dissertation Proposal
Presented to
The Faculty of the Open University System
PANGASINAN STATE UNIVERSITY
Lingayen, Pangasinan

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
Major in Educational Management and Leadership

ROSALINDA ULANDAY CRUZ

DECEMBER 2018

Chapter 1

THE PROBLEM

Background of the Study

 Education as the key to development is mandated to upgrade teaching

effectiveness among educators as well as learning efficiency among learners.

Many efforts by school administrators have been done to improve the retention

of students. Academic advising, orientations, facility improvements, mentoring,

and continuous modifications to curriculum and pedagogy are being made

continuously to ensure that the controllable variables are explored without

reducing then self-determination of the students. Most of these student support

services have proven to be insufficient in improving student retention among

large populations of students. Students learn in a variety of ways, and their

ability to attain this information also varies. A student's capacity to learn is

impacted by the teacher's style of conveying information. Unfortunately, little

attention has been given to how children think (Markova, 2012). Often, it is

assumed that students' minds operate in the same way as the teacher's does. So

much of student failure in school comes directly out of the larger failure to

stimulate all those areas in the children's brains, stimulation which could open up

their minds in so many ways.

Only with the advent of education can people gain knowledge and

enhance their view over the world. Apparently, people may become more useful

and civilized if better educated. In areas where residents are not able to receive

an appropriate education, life cannot be as thriving and prosperous as locations

where there is a high standard for education.

 In support of the aforesaid literature, the Philippine Government with its

goal of lifting up the educational system in the country has conceived the Senior

High School Program. Senior High School (SHS) refers to Grades 11 and 12, the

last two years of the K-12 program that DepEd has been implementing since

2012. Students begin to study in SHS the subjects that will introduce them to

their preferred career path. High school in the old system was consisted of First

Year to Fourth Year. What correspond to those four years today are Grades 7 to

10, also known as Junior High School (JHS). Take note now: “Senior high” has

two grade levels and no longer means just the very last year of high school;

“junior high” has four grade levels and does not mean just the second to the last

year of high school. On October 5, 2010, the K to 12 Educational Plan was

instituted as part of President Benigno Aquino III’s educational reform program.

Two of the Ten-Point Educational Agenda of the Aquino administration is the shift

to a “globally comparable” 12-year basic education cycle followed closely by

universal preschool, all within five years counting from 2011. The appropriate laws

have been enacted for these two measures: Republic Act No. 10533 (for K-to-12)

and RA 10157 (the Universal Kindergarten Law).

From his Ten- Point Educational Agenda, President Benigno Aquino III

cited: “I will expand the basic education cycle from a ten- year cycle to a globally

comparable twelve years in order to catch up with the rest of the world.” The

Aquino administration believed that adding more years to basic education in the
Philippines could help solve the issues of unemployment, deal with global

standards and help students to take better time to choose the career that best

suits their skills.

It can be said that the fate of this country depends upon the education of

the people according to Dr. Isagani Cruz (2010). It is believed that with the

implementation of K-12 Senior High School program, the Philippines will improve

the compatibility of the Filipino students and professionals around the world. The

additional years in high School is believed to provide sufficient time for mastery

of concepts and skills, develop lifelong learners, and prepare graduates for

tertiary education, middle-level skills development, employment, and

entrepreneurship. Specifically, a 12-year program is found to be the adequate

period for learning under basic education and is a requirement for recognition of

professionals abroad following the Bologna and Washington Accords

(International Engineering Alliance, 2010). In fact, Sec. Armin Luistro (2014) said

“Indeed, DepEd lacks budget for the implementation of K-12 but increasing the

budget of the government on education can resolve this issue.” There is no harm

in a society prioritizing education of its people, for Education is one of the

essentials of an effective society, he added (SeamoInnotech, 2010). Since the

roll-out of Senior High School Program there has been no study made on

assessing the implementation of the Program.

To further explain, Under Republic Act No. 10533 (Enhanced Basic

Education Act of 2013), a learner will have to complete Kindergarten, Grades 1

to 6 (elementary), Grades 7 to 10 (junior high school) and Grades 11 to 12

(senior high school) all in all 13 years before he/she can receive a high school

diploma. The issues and concerns however wrapping the corners of the

education system is that so many teachers in the Senior high school are not

actually graduates of Education. They may know the concept but how about the

delivery of instruction? How does this affect the performance then of the

learners? Indeed, the teaching proficiency of these teachers is deemed necessary

to be monitored and assessed. In the standards for teacher proficiency in

educational assessment of students, it is deemed that teachers should be skilled

in choosing assessment methods appropriate for instructional decisions. Skills in

choosing appropriate, useful, administratively convenient, technically adequate,

and fair assessment methods are prerequisite to good use of information to

support instructional decisions. Teachers need to be well-acquainted with the

kinds of information provided by a broad range of assessment alternatives and

their strengths and weaknesses. In particular, they should be familiar with

criteria for evaluating and selecting assessment methods in light of instructional

plans. Teachers who meet this standard will have the conceptual and application

skills that follow. They will be able to use the concepts of assessment error and

validity when developing or selecting their approaches to classroom assessment

of students. They will understand how valid assessment data can support

instructional activities such as providing appropriate feedback to students,

diagnosing group and individual learning needs, planning for individualized

educational programs, motivating students, and evaluating instructional

procedures. They will understand how invalid information can affect instructional

decisions about students. They will also be able to use and evaluate assessment

options available to them, considering among other things, the cultural, social,

economic, and language backgrounds of students. They will be aware that

different assessment approaches can be incompatible with certain instructional

goals and may impact quite differently on their teaching. Moreover, learning is a

lifelong process and needed to be worked upon. With that, teachers should

therefore be given the opportunities to level up or upgrade their professional

proficiency in order to fully achieve their potential as instructional leaders.

Teachers should be proficient enough in the different subject areas they teach.

Professional proficiency comes along from formal academic preparation and on

the non-academic or non-formal education. The Code of Ethics for Professional

Teachers (1997) emphasizes the importance of teachers being the central to the

achievement of instructional goals and objectives. To strengthen the advocacy

for teachers to be really proficient and proficient in the profession, the

Department of Education (DepEd) issues DepEd Order No.42,s.2017 otherwise

known as “National Adoption and Implementation of the Philippine Professional

Standards for Teachers”.(PPST) . From this, the DepEd recognizes the

importance of professional standards in the continuing professional development

and advancement of teachers based on the principle of lifelong learning. It is

committed to supporting teachers, and taking cognizance of unequivocal

evidence that good teachers are vital to raising student achievement. Quality

learning is contingent upon quality teaching. Hence, enhancing teacher quality

becomes of utmost importance for long term and sustainable nation building.

The changes brought about by various national and global frameworks such as

the K to 12 Reform, ASEAN Integration, globalization, and the changing

character of the 21st century learners necessitate the improvements and call for

the rethinking of the National Competency-Based Teacher Standards (NCBTS);

hence, the development of the PPST. It further aims to: set out clear

expectations of teachers along well-defined career stages of professional

development from beginning to distinguished practice; engage teachers to

actively embrace a continuing effort in attaining proficiency; and apply a uniform

measure to assess teacher performance, identify needs, and provide support for

professional development.
The PPST shall be used as a basis for all learning and development programs

for teachers to ensure that teachers are properly equipped to effectively

implement the K to 12 Program. It can also be used for the selection and

promotion of teachers. All performance appraisals for teachers shall be based on

this set of standards. The regional offices shall be supported by their training and

development personnel to organize and orient all the schools divisions within

their jurisdiction for the PPST. In addition, it shall take charge of the monitoring
and evaluation at the division level implementation. The school division office

shall have the same functions and responsibilities in the school districts and

secondary schools. Reporting of the orientation and related activities shall be

done by the regional office to the Office of the Secretary through the Teacher

Education Council.
It has to be noted that with the advent of the 21 st century where even

competition in the professional world is very stiff and where much is expected

from every learner, expecting them to be well equipped 21 st century learners, it

is indeed deemed important that utmost attention should be given to education

by hiring full potential teachers who can be instruments toward a good

achievement of the students.

Proficient teacher has thorough knowledge of subject-specific teaching

approaches, ways and techniques. Pedagogical content knowledge of a subject

identifies the distinctive features of knowledge for teaching. It represents the

blending of content and pedagogy into an understanding of how particular

topics, problems or issues are organized, represented, and adapted to the

diverse interests and abilities of learners, and presented for instruction to the

students. It can be said that to teach is to understand the purposes of teaching

that contents, to understand subject-matter structures, and to understand the

ideas within and outside the discipline.

Therefore, it is imperative that teachers should be proficient enough in the

delivery of instruction. They have to consider themselves as the best source of

knowledge and skills that every learner should know. In fact, the teachers’

proficiency in the 21st century according to UNESCO (2008) is that a proficient

teacher should have a form of knowledge of the curriculum of his/her subject

and to use technology into the curriculum. Formal system depends on the three

components these are: Curriculum, Students and Teachers.

Furthermore, teaching proficiency refers to the knowledge, skills, and self-

perception or the products that come from mixing these behaviors and resulting

in consistent pattern of behavior teaching in the attainment of expected

outcome. It revolves around the different dimensions such as mastery of the

subject matter, enhancement of motivation of learners, skills and classroom

managerial skills. Indeed, a teacher possessing all these is a proficient teacher.

Proficient teachers seize every opportunity to encourage learning,

believing that all learners can learn. And learning isn’t limited to the classroom.

To this end, they take every opportunity to improve on their own professional

practice, in order to provide quality learning.

Moreover, proficient teachers are considered leaders who win the hearts

and minds of the students. Such teachers see the value in developing the

learners’ potential and are able to work with others, including parents and

colleagues, and actively seek out opportunities for professional collaboration

within and beyond the school.

Likewise, good teachers understand the importance of developing oneself

they provide support for others. As professionals, they maintain high standards
of personal and professional integrity when carrying out all duties and

responsibilities. Taghi Pour Zahir (2010) in his study on teachers’ professional

competencies, he divided teacher’s competencies into two categories; vocational

and personal. Personal competencies include: mental and physical health,

adherence to the values, having good mental abilities, and vocational

competencies include: general knowledge, vocational knowledge and

communication skills.

On the other hand, general competencies of a teacher include: familiarity

with development and learning psychology, awareness of the teaching- learning

process, class management, teaching methods, controlling and evaluation.

Specialized competencies of a teacher in this research include: content mastery,

providing the content in a proper order, organizing the content, mastery in

employing training tools in practice, keeping accurate records, giving feedback to

the students. It was pointed out by Ilanlou and Zand (2011) on their studies

that if teachers have professional competencies, they will emphasis on human

relationship and cooperation in improving the learning conditions. Also, more

emphasis on the consequences of learning than on its products will be given. In

the same manner, emphasis on learners’ self-evaluation and their responsibility

for their learning and also other students’ learning will be done. However, in the

study conducted in Sweden, that a master’s degree had no influence on

achievement, at least in the lower grade (Myrberg and Rosin)

 The words of Henry Adams echoed the importance of teachers which

goes, “a teacher affects eternity…his influence never stops.” With that, it is

perceived that teachers have the opportunity to leave an indelible impression on

their students’ lives. School experiences mold, shape, and, can influence how

children view themselves inside and outside of school. These school memories

have the potential to last a lifetime in students’ minds and can play a

consequential role with present and future decisions. It does not take long for to

realize that teachers make the difference between a long and boring school year

and exciting and challenging year.

According to Darling-Hammond (2000), subject matter knowledge has

often been found out to be important factors in teacher effectiveness. However,

its relationships to teaching performance are curvilinear; it exerts a positive

effect up to a threshold level and then tapers off in influence. Measure of

pedagogical knowledge including knowledge of learning, teaching methods and

curriculum have more often been found to influence teaching performance, and

frequently these factors exert even strongest effect than subject matter

knowledge. He also argued that information on teaching experience and highest

degree earned alone is not possible to link the length and content of teacher

education to students’ achievement.

It is from the aforementioned concepts that the researcher takes his stand

to conduct a research study on the teaching proficiency of the Senior High

School Teachers in the Schools Division in Pangasinan. Seemingly, there have

been feedbacks being reported from the different schools how the Senior High

School teaching styles and pedagogy affect the learning process. Allegedly, they

are not good in writing their own lesson logs and are not even good in the

delivery of instruction. Proven or not, this claim, this paper focused on the

teachers in the Senior High Schools in the Schools Division Office (SDO) I

Pangasinan as to how they affect the academic achievement of their students.

Statement of the Problem
This study aimed to survey and described the level of teaching proficiency

of the Senior High School teachers in Pangasinan for the School Year 2018-2019
It sought answers to the following specific problems.

1. What is the profile of the Senior High School teachers in Pangasinan in

terms of the following variables:

a. age;
b. sex;
c. civil status;

d. highest educational attainment;

e. length of service in DepEd;

f. field of specialization;

g. number of relevant trainings attended related to teaching proficiency;

h. status of employment;

i. Assessment/Professional eligibility passed?

 2. What is the level of proficiency of the Senior High School teachers along

the seven Domains of the PPST as perceived by themselves and their

school heads?

a. Content Knowledge and Pedagogy;

b. Learning Environment;

c. Diversity of Learners;

d. Curriculum and Planning;

e. Assessment and Reporting;

f. Community Linkages and Professional Encouragement;

g. Personal Growth and Professional Development?

3. What is the level of seriousness of the problems encountered by the

Senior High School teachers in their acquisition of proficiency in the seven

domains of the PPST?

4. Are there significant relationship in the level of proficiency of the SHS

teachers in the seven domains of the PPST across their profile variables?

5. Is there a significant differences in the level of seriousness of the

problems encountered by the Senior High School teachers and school

heads and their acquisition of proficiency in the 7 domains of PPST?

6. Based on the results of the study, what capability program can be

proposed to enhance the professional advancement of the SHS teachers?

Hypothesis of the Study

 At the 0.05 level of significance the hypotheses below were tested:
1. There is no significant relationship between the teacher-respondents’

demographic profile and the level of their teaching proficiency.

2. There is no significant difference in the level of seriousness of the

problems encountered by the Senior High School teachers and their acquisition

of proficiency in the 7 domains of PPST.

Scope and Delimitation

This study focused on the determination of the level of the teaching

proficiency of the Senior High School teachers in the schools Division in

Pangasinan for the school year 2018-2019.

Specifically, the researcher tapped the Senior High School teachers. To

be more specific, the study utilized those teachers who have been in the field

since the start of the Senior High School Program. For the purpose of balanced

concepts, the SHS Assistant Principals who are in – charge of instructional

supervision to the SHS teachers were also one among the respondents. A

limitation of this study was the sample size of the respondents. This sample size

might just be small from which to draw solid conclusions regarding the

instructional strategies employed by these respondents and how they affect the

performance of the students in the class.

Significance of the Study

The researcher believes that this particular study will be of great

significance to the following entities

 DEPED Policy Makers. This study will help certainly be of great

contribution to them by considering it as a fine basis for them to acquire core

knowledge-procedure and research based strategies to help them assess the

teaching proficiency of the SHS teachers to articulate more of their goals in using

strategies that will enhance their proficiency in the delivery of instruction.

SHS School Heads. The success of the Senior High School program lies

upon their leadership. The core of this success of course is for them to monitor

fully the delivery of instruction which accounts for the teaching proficiency of the

SHS teachers. The result of this study is expected to better guide the SHS school

heads trouble shoot what needs to be given attention for the benefits of the SHS

learners.
SHS teachers. This study can be a great inspirational factor to SHS

teachers as it is hoped to provide them valuable information so that they will

push through enhancing their craft to enhance their proficiency in teaching so as

to improve the performance of their learners.

SHS Learners. No matter how diverse these learners are they are the

main beneficiaries of this research study. All benefits that maybe gained from the

study are all directed toward them. This study is hoped to help more learners to

be successful in their track.

Future Researchers. This study can be of service to future researchers

who may want to conduct similar study on strategies to determine if such; work

in the contexts they may choose.

The researcher. Being a school leader, she is mandated to do

instructional supervision toward her subordinates. The result of this study will
help her find more means to give more updated technical assistance to the

teachers.

Definition of Terms
To provide a common base of understanding of this study, the following

terms are operationally and conceptually defined

Teaching Proficiency. This refers to the knowledge, attitudes and skills

possess by the respondents in the delivery of instruction.

Proficiency. Teaching proficiency means the knowledge, skills, abilities

and attitudes which teachers need to have in order to promote learning

processes and design lessons. It can even be a combination of expert and

didactical knowledge, practical teaching experience, skills that have been learnt

and practiced, insights and attitudes, above all with respect to interaction with

students and the teacher’s own role.

Senior High School. Part of the K-12 Program where two years of High

School was added aside from the four (4) years in Junior High School program.

SHS School Heads. These refer to school administrators including the

SHS Principal II and the Assistant Principals of the Senior High School in

Pangasinan.
Senior High School Teachers. These are the people hired by the

DepEd to be in the Senior High School Program and handle subjects under their

specific area of specialization. They may not be even be licensed teachers but

have passed the standards set by the DepEd to be qualified to teach.

 PPST – Philippine Professional Standards for Teachers. These are

guiding strands for teachers for them to be more aware on the area they need to

develop more.
Capability Building Program. It is the output of the study composed of

the domains, objectives, programs, persons involved, budget, timeframe and

remarks.
Content Knowledge and Pedagogy. Competencies that teachers are

expected to master for them to teach efficiently and effectively.

Learning Environment. This refers to the diverse physical locations,

contexts, and cultures in which students learn.

Diversity of Learners. It means understanding that each learner is

unique, and recognizing our individual differences along the dimensions of race,

ethnicity, gender, sexual orientation, socio-economic status, age, physical

abilities, religious beliefs, political beliefs, or other ideologies.

Curriculum and Planning. Refers to the creation of a curriculum. The

process on the particular advancement of learners for learning opportunities.

Assessment and Reporting. It is the ongoing process of: gathering,

analyzing and interpreting evidence, reflecting on findings, making informed and

consistent judgements to improve student learning.

Community Linkages and Professional Engagement. This refers to

the activities being undertaken by a teacher for his /her advancement through

building partnership with the community.

Personal Growth and Professional Development. This refers to the

professional development being undertaken by a certain teacher with an aim of

being professionally and personally developed.

 Age. The variable pertaining to the chronological age bracket where the

respondents belong.
Highest Educational Attainment. This is in referral to the highest

academic attainment the respondents have as either baccalaureate up to

masteral and even doctoral degree.

Field of Specialization. This pertains to the respective major filed of

specialization the respondent has in his/her baccalaureate up to masteral and

even up doctoral degree. Number of years the respondents have been teaching.
Relevant Trainings Attended. This count for the seminars, trainings

and workshops the respondents have attended.

Sex. The biological characteristic of the respondents as either male or

female.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature, concepts, ideas and comprehensive

researches which are related to this study. These are well chosen to support best

the knowledge, ideas and insights included in this paper for a better and

meaningful research study.

RELATED LITERATURE

DEPED ORDER NO.42, s. 2017 NATIONAL ADOPTION AND IMPLEMENTATION

OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The DepEd Order states:

1. In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issues this
DepEd Order entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST).

2. The DepEd recognizes the importance of professional standards in the

continuing professional development and advancement of teachers based on the
principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising
student achievement. Quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long term
and sustainable nation building.

3. The changes brought about by various national and global frameworks such as
the K to 12 Reform, ASEAN Integration, globalization, and the changing
character of the 21st century learners necessitate the improvements and call for
the rethinking of the National Competency-Based Teacher Standards (NCBTS);
hence, the development of the PPST.

4. The PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of

professional development from beginning to distinguished practice;

b. engage teachers to actively embrace a continuing effort in attaining

proficiency; and

c. apply a uniform measure to assess teacher performance, identify needs, and

provide support for professional development.
5. The PPST shall be used as a basis for all learning and development programs
for teachers to ensure that teachers are properly equipped to effectively
implement the K to 12 Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for teachers shall be based on
this set of standards.

6. The regional offices shall be supported by their training and development

personnel to organize and orient all the schools divisions within their jurisdiction
for the PPST. In addition, it shall take charge of the monitoring and evaluation at
the division level implementation. The schools division office shall have the same
functions and responsibilities in the school districts and secondary schools.

7. Reporting of the orientation and related activities shall be done by the regional

office to the Office of the Secretary through the Teacher Education Council.

Recognizing the importance of professionalizing standards for teachers

and for their continuous development, the Department of Education (DepEd),

through the Teacher Education Council (TEC), adopted this Philippine

Professional Standards for Teachers. (PPST With it, Education Secretary Leonor

Magtolis Briones stated that the new set of standards for teachers is propelled by

the introduction of national and international frameworks, such as the K to 12

program and ASEAN integration. The PPST outlines the required skills and

competencies of quality teachers, enabling them to cope with the emerging

global frameworks.
The PPST basically aims to: 1) set the clear expectations of teachers along

well-defined career stages of professional development from beginning to

distinguished practice; 2) engage teachers to actively embrace a continuing

effort in attaining proficiency; and 3) apply a uniform measure to assess teacher

performance, identify needs, and provide support for professional development.

Briones pointed out that the PPST will be the basis for all learning and

development programs for teachers to ensure that they are properly equipped to

effectively implement the K to 12.

Teacher quality for the 21st century.

The PPST targets to produce better teachers in the country by improving their

qualifications skills and by increasing their levels of knowledge, practice and

professional engagement.
The six modules of the PPST are the following: 1) The Department of

Education; 2) The Filipino Teacher; 3) The K to 12 curriculum; 4) The Teaching

Process; 5) the Learning Process; and 6) The School and Community Linkages.

These are all anchored on the seven domains that quality teachers should exhibit

including: 1) Content Knowledge and Pedagogy; 2) Learning Environment; 3)

Diversity of learners; 4) Curriculum and Planning; 5) Assessment and Reporting;

6) Community Linkages and Professional Engagement; and 7) Personal Growth

and Professional Development.

Anchored on the principle of lifelong learning, the set of professional

standards for teachers articulates their developmental progression.

Career Stage 1 or Beginning Teachers have gained the qualifications for entry

into teaching position; Career Stage 2 or Proficient Teachers are professionally

independent in the application of skills vital to the teaching and learning process;
Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice; and Career Stage 4 or Distinguished

Teachers exhibit the highest standard of teaching practice in accordance to

global best practice.

The regional offices are set to orient their respective schools divisions on the

PPST, including the monitoring and evaluation of its implementation. The school

divisions will cascade it to schools districts and schools.

DepEd, through the Teacher Education Council (TEC) headed by Director

Runvi Manguerra, has initiated the PPST workshops on Module Development,

Enhancement and Validation attended by curriculum specialists, school heads,

and other stakeholders. A workshop on the Development of Implementing

Guidelines for PPST was also conducted in coordination with the Research Center

for Teacher Quality (RCTQ), and attended by DepEd Regional Directors and

officers of Basic Education Sector Transformation (BEST) program.

TEC also spearheaded the PPST National Roll-Out, as well as the Teacher

Induction Program (TIP) National Orientation of Trainers in three clusters –

Luzon, Visayas, and Mindanao, which was participated by DepEd Directors,

Schools Division Superintendents, chiefs, district supervisors, principals,

education program specialists, master teachers, and RCTQ officials. This was

followed by TIP module review workshops and module pre-finalization

workshops.
 The concept of the PPST was first introduced during the First National

Assembly of Education Leaders held at PICC, Pasay City, and attended by 3,800

education managers nationwide. It was formally launched during the World

Teachers’ Day (WTD) celebration held in Legazpi City that was attended by 6,000

teachers across the country.

Teaching Proficiency

A teacher carries a big responsibility in the classroom. One reason is that

all students depend on her. Everything the teacher says will have an impact on

the students. If the teacher feels joy of feels anger, it will be spread among

students because the attitudes of the teacher gets contagious. In a society, from

the most backward to the most advanced, the teacher plays an important role

as, almost without exception, the builders of prospective society members

(Popham, WJ & Baker, EL 2005). It is partly true because teachers are the key

players in classroom instructional activities that affect the success of students.

They shall be professional as they deal with the system approach of instruction

including working with the outcome-based curriculum, diagnosis of cognitive

affective readiness style and interest, program design, classroom management,

instruction and learning, as well as evaluation and feedback. Teachers also

contribute to the high effectiveness of schools as they are part of the school

resources. Teachers as school resources become one of six most important

contributors to the highly effective schools among school climate, leadership,

decision makings, and outcomes.

Since the 1920s, the issue of teachers’ qualifications, which can guarantee

their effectiveness, has been of concern for not only the science of Pedagogy,

but also for those in charge of staffing schools with qualified professionals. As

regards this issue, modern studies have revealed that the way in which a teacher

carries out his work is determined by the union of his personality traits and

acquired knowledge.

A plethora of related studies shows specific actions by teachers which can

be considered factors for their effectiveness. With regard to the teaching

approach, it seems that the more effective teachers (McBer 2000, Jasman 2002,

Anderson 2004): set realistic objectives, try and give incentives to students for

learning, apply various teaching methods, select participative forms of teaching,

test and create didactic material, present information in a clear manner, combine

words with pictures, use various teaching aids, maximize teaching time through

systematic measures (e.g. planning, reduced disturbances in the classroom),

assign work that will stir the interests of the students, monitor and evaluate the

progress of students, set evaluation criteria for students and inform the students

about them, and provide feedback to the students. Another decisive factor in

effectiveness is a teacher’s ability to recognize the diversity of students, to

choose the best method possible for each student, and to create incentives for

students (Harslettet al.2000).

Ahmad and Setyaningsih (2012) have researched about "Teacher

Professionalism: A Study on Teachers' Professional and Pedagogic Competencies

at Junior, Senior, and Vocational High Schools in Banyumas Regency,Central

Java, Indonesia". The paper discusses teachers' professionalism. These teachers'

competencies are summarized in four competencies, namely professional

competency, pedagogical competence, personal competencies, and social

competencies. This study focused on both teachers' professional and pedagogic

competencies. The study was carried out to research teachers of Junior, Senior,

and Vocational High Schools in Banyumas Regency, Central Java, Indonesia,

Setyarahajoe and Irtanto (2013) have researched similar matter entitled "The

Competency of Teachers as Human Resources at Senior High School, in Kediri,

East Java, Indonesia". The result of this research shows that the rate of teachers'

competencies has satisfactorily in line with standard categories, especially the

pedagogic, personal, professional, and social competencies. Off the four

competencies stated previously, the weakness existed especially in professional

competency that concerns an indicator of scientific writing.

The improvement of education relies on the teaching and learning

management, which is related to the professional aspects of teachers (Betoret,

2007; Dharaskar, 2004; Sanjaya, 2010). Teachers’ competence affects the value,
behavior, communication, goals, and the teachings, as well as supporting

curriculum and professional development (Selvi, 2010). Professional competence

can be defined as t
A teacher carries a big responsibility in the classroom. One reason is that

all students depend on her. Everything the teacher says will have an impact on

the students. If the teacher feels joy of feels anger, it will be spread among

students because the attitudes of the teacher gets contagious. In a society, from

the most backward to the most advanced, the teacher plays an important role

as, almost without exception, the builders of prospective society members

(Popham, WJ & Baker, EL 2005). It is partly true because teachers are the key

players in classroom instructional activities that affect the success of students.

They shall be professional as they deal with the system approach of instruction

including working with the outcome-based curriculum, diagnosis of cognitive

affective readiness style and interest, program design, classroom management,

instruction and learning, as well as evaluation and feedback. Teachers also

contribute to the high effectiveness of schools as they are part of the school

resources. Teachers as school resources become one of six most important

contributors to the highly effective schools among school climate, leadership,

decision makings, and outcomes.

Since the 1920s, the issue of teachers’ qualifications, which can guarantee

their effectiveness, has been of concern for not only the science of Pedagogy,
but also for those in charge of staffing schools with qualified professionals. As

regards this issue, modern studies have revealed that the way in which a teacher

carries out his work is determined by the union of his proficiency, personality

traits and acquired knowledge. A “good teacher must be a proficient teacher and

should possess a wide range of qualifications, which could, schematically

classified into 1) Personality traits, attitudes and beliefs, and 2)Pedagogical Skills

and Knowledge(Liakopoulou, M. 2013).

Personality traits, attitudes and beliefs include personality traits related to

the professional role of a teacher, which can be nurtured and developed through

initial education and continuous training. Many studies have shown these trai s

such as flexibility in terms of the appearance of students, a sense of humor, a

sense of fairness, patience, enthusiasm, creativity, care and interest in the

students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett

et al. 2000).

This study is anchored on the Republic Act 10533 also known as

“Enhanced K-12 Basic Education,” The idea is derived from the concept of

Washington Accord which prescribes 12years basic education as an entry to

recognition of engineering professionals and the Bologna Accord which requires

12 years of education for university admission and practice of profession in

European countries (Department of Education (2010). Semeo-Innotech (2010)

explained that the implementation of K12 curriculum in the Philippines is

supported by the 1987 Philippine Constitution which stated that, “The State shall

establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people and the society.” Such mandate

gives justice to the basic rights of every Filipino child: the right to quality

education and the right to a quality life. Seameo-Innotech (2010) discussed that

forty European countries have signed up to the Bologna Accord in 2010. The aim

is to adjust their university courses so that degrees are comparable. The Bologna

Accord is intended to create a common university space, similar to the Common

Market now in place for free movement. The historical development of the

Philippine basic education program proves the Department’s continuing effort at

improving the quality and relevance of basic education. In terms of curriculum

development since 1945, the elementary curriculum underwent three (3)

revisions while that of the secondary curriculum underwent four (4) before the K

to 12 curriculums. This is because the introduction of the 2-2 Plan, 2-year college

preparatory and 2-year vocational curriculum, was relevant only to the

secondary.

Like the K to 12 curriculum, the curricular revisions were backed up by

research findings and recommendations. The issue of curriculum congestion

which resulted to the learners’ lack of mastery of basic competencies was the

reason behind the introduction of the decongested New Elementary Education

Curriculum (NESC) and New Secondary Education Curriculum (NSEC) in 1983

and 1989, respectively and the 2002 Basic Education Curriculum. For relevance,

the 2-2 plan was introduced for the secondary schools in 1958 which was revised

in the offering of electives for secondary students in 1973, to give students

choice on career path. Thus, teaching proficiency is competence related to the

ability to master the knowledge. Teachers' pedagogical competence is the ability

to manage learning, which includes planning, implementation and evaluation of

learning outcomes of learners. These competencies should be owned by every

teacher in order to achieve success in learning and teaching.

Cruz (2010) cited, “Almost everybody knows about the current education

system that regulates the public schools”. This system is already popularly

known as the K-12 education. is not just applied in United States. Even those

who are living in United Kingdom, Canada, and other parts of Europe use the K-

12 at the same time. However, the K-12 system before is not what it is right

now. It already went through a lot of changes since the US Department of

Education was established in 1979. The said department has been doing this in

order to meet the changing demands in the education. But regardless of the

changes, one thing remains the same. The K-12 education still needs financial

help especially the schools that are located in urban districts. To ensure best

implementation, the Department of Education has come up with modeling Senior

High School (SHS) – part of the government initiative to identify best practices in
the implementation of Grades 11 and 12 under the K to 12 Basic Education

Program.
McBer (2000) in his research entitled “ Research into teacher

effectiveness: a model of teacher effectiveness”, he found out from a series of

interviews with teachers, identified 16 “professional characteristics”, including

personality traits and individual attitudes, which she then classified into five

groups: a) Professionalism: commitment, confidence, trustworthiness, respect;.

b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of

achievement of high objectives, disposal for permanent comprehension of reality

(e.g. the students, the order), and undertaking of initiatives; d) Leadership:

flexibility, accountability, passion for learning; e) Relations with other: fertile

interaction with involved in the educational process, skills of common work,

comprehension.
As argued by Bracken (2007), students’ performance; academic

achievement and student behavior in the classroom lies in the teacher

proficiency which includes lesson planning, instruction and methods of delivery,

assessment of instruction and classroom management/discipline. She also

revealed that the most fundamental way to improve education especially in the

public schools is the teacher’s proficiency in performing his or her role as

provider of instruction. One way to consider in the performance of teachers is

their ability to utilize effective strategy. Utilizing effective strategy will foster the

potentials of learners’ creativity, critical thinking in problem solving activities and

a passion for learning, a dedicated work ethics and lifelong learning opportunities

(Friedman, 2011) can predict possible student achievement in a variety of

settings (Walker, Green and Mansell, 2006; Gunuc, 2003) as well as students’

motivation to learn (Ryan and Deci, 2010)

As cited by Clemente-Reyes (2002) the teacher who is in charge of

the global task, needs to cope with the challenges of the modern times. He has

to be equipped with resources vital in sustaining students interest, in facilitating

and evaluating the learning outcomes. He should be proficient and a master of

his craft and should be genuinely concerned with the total growth and

development of his students.

Weinert (2001b), who applied the concept to the specific ability to cope

with work-related demands. The theoretical construct of action proficiency

comprehensively combines those intellectual abilities, content-specific

knowledge, cognitive skills, domain-specific strategies, routines and subroutines,

motivational tendencies, volitional control systems, personal value orientations,

and social behaviors into a complex system. Together, this system specifies the

prerequisites required to fulfill the demands of a particular professional position.

(Weinert2001)The use of the term “proficiency” has theoretical implications that

extend previous approaches to teachers’ professionalism in important ways. In

the strict sense, the term refers to cognitive aspects only (Weinert 2001a). Seen

from this perspective, competencies are context-dependent cognitive

achievement dispositions that are acquired through learning and are needed to
cope with describable demands in specific domains (Klieme et al. 2008; Mayer

2003; Simonton 2003). A broader understanding of the term also includes

motivational, metacognitive, and self-regulatory characteristics, which are

considered decisive for the willingness to act (Connell et al. 2003; Epstein and

Hundert 2002; Kane 1992; Weinert 2001). Within the “proficiency” framework,

these characteristics are also conceived to be learnable and malleable—an

assumption that is not made explicit in most models of the teaching profession

(Klieme et al. 2008).

A study conducted by Miguel and Barsaga (1997) considered factors

affecting pupil performance, investigating the variables of teacher, student,

parents and community, and concluded that the teacher was the key factor in

student achievement. The quality of education depends on the quality of

teachers, particularly in the initial stages of education when the pupils are at an

early age, and especially in the rural areas. If that is so, then the quality of

primary school teachers, both academic and professional, cannot be overly

emphasized. Training plays an important role in improving the quality of

education in schools. The professional quality of the trained teacher depends on

the quality of the curriculum to which the teacher was exposed and the ways in

which it is implemented. In Mozambique, the teachers in the upper primary or

second grade (EP2) generally have little academic and professional training, as is

indicated in the SACMEQ II study (2003). A similar situation prevails in Pakistan,

as documented by Kanu (1996). Kanu noted that in these circumstances

teachers have serious limitations inactively participating in the successful

implementation of new curricula or methods.

Proficiency is usually associated with highly profession performance and

there is a direct link in the field of education between a teacher’s professional

proficiency and pupil performance. There are two distinct meanings of

proficiency in education. From a theoretical point of view, proficiency is

understood as a cognitive structure that facilitates specified behaviors. From an

operational point of view, proficiency seems to cover a broad range of higher

order thinking skills and behaviors that represent the ability to deal with

complex, unpredictable situations. This operational definition includes

knowledge, skills, attitudes, metacognition and strategic thinking, and

presupposes conscious and intentional decision making (Westera, 2001).The

general concept of operational proficiency, according to Westera (2001), can be

explained as follows: “An individual’s cognitive structures contain considerable

theoretical and practical knowledge. This knowledge can be made available to

the outside world by way of reproductive skills (i.e. speech, writing, pointing,

etc.), or can become supportive to skills and the associated skilled behavior”.

Related Studies
Foreign Studies
 1. Ahmad and Setyaningsih (2012) have researched about "Teacher

Professionalism: A Study on Teachers' Professional and Pedagogic Competencies

at Junior, Senior, and Vocational High Schools in Banyumas Regency, Central

Java, Indonesia". The paper discusses teachers' professionalism. These teachers'

competencies are summarized in four competencies, namely professional

competency, pedagogical proficiency, personal competencies, and social

competencies. This study focused on both teachers' professional and pedagogic

competencies

Teachers should be willing to engage in ongoing personal learning in

order to fulfill their responsibilities to the pupils who study their subjects. They

must secure and sustain effective teaching through evaluating the pupils’

achievements and set targets for improvements (for example by the analysis of

exam data). Pupils should be assisted, supported and tracked individually and

consistently, it is also a responsibility of a teacher to help and plan a successful

teaching and learning future for the school. Teachers are leaders who mastered

the management of their classroom and find way to accelerate learning and

strong connection to their pupils. Their teaching approaches empower their

pupils by conducting and monitoring the progress of their learners regularly.

The words of Henry Adams echoed the importance of teachers which

goes, “a teacher affects eternity…his influence never stops.” With that, it is

perceived that teachers have the opportunity to leave an indelible impression on

their pupils’ lives. School experiences mold, shape, and, can influence how

children view themselves inside and outside of school. These school memories

have the potential to last a lifetime in pupils’ minds and can play a consequential

role with present and future decisions. It does not take long for to realize that

teachers make the difference between a long and boring school year and

exciting and challenging year.

In today’s modern era of education, there has been a lot of discussion

about educational reform and improving the educational quality of schools in all

parts of the world clamoring for quality education. National evaluation of pupils is

known as one of the key elements of regenerating the schools and improving the

quality of education and learning (Stiggins, 2004). Therefore, teachers, by

changing their minds and methods in educational evaluation, can use evaluation

to improve pupils’ learning (Hasani, 2009).

According to Ilanlou and Zand (2011) there is a positive and significant

relationship between teachers’ general competencies and qualitative evaluation.

It was also found out that teachers’ specialized competencies and qualitative

evaluation had a positive and significant relationship. In other words,

professional teachers can guarantee pupils’ academic achievement, teacher-

student rapport, pupils’ efficiency, improvement of pupils’ mental health, better

learning, and extended knowledge.

 Taghi Pour Zahir (2010) in his study on teachers’ professional

competencies, he divided teacher’s competencies into two categories; vocational

and personal. Personal competencies include: mental and physical health,

adherence to the values, having good mental abilities, and vocational

competencies include: general knowledge, vocational knowledge and

communication skills.

In some contexts, the move towards defining proficiency may be driven by a

strong agent for change (e.g. a Teaching Council or other professional body).

However, it is worthy of note that, by and large, in Europe teachers themselves

seldom seem to be the driving force for this kind of change.

The presence of teacher proficiency descriptions does not, of course, in itself

guarantee the quality of teaching, since what counts is their purposes and the

way they are applied, which are embedded in specific cultural contexts and

constraints. Finland, for instance has a long-standing culture of trust and

autonomy in teacher education providers and teaching professionals, and does

not show a pressing need for teacher proficiency frameworks or standards as

linked to educational accountability. Equally, the obligation on teacher education

Institutions to cover certain areas of teacher knowledge, or to equip new

teachers with certain proficiency does not necessarily ensure that this is actually

done, given the wide cross-country variety in the degrees of autonomy of

university providers, and in the effectiveness of quality control mechanisms.

 Overall, descriptions of teacher proficiency (whether detailed, broad or

general) seem to be currently used as references for the delivery, assessment

and evaluation of initial teacher education programs and outcomes; their

relevance is also highlighted for continuing professional development and in-

service training (for half of the respondents). They can be employed not only for

summative or quality assurance purposes, but also for formative aims; for

instance, self-assessment processes in induction.

Local Studies

The Senior High School Support Program (SHSSP) will support the

establishment and implementation of the Senior High School (SHS) component of

the reform by the Government of the Philippines of the country’s kindergarten-

to-grade-12 (K to 12) basic education program. The reform aims to lift the

quality of basic education, develop lifelong learners, and prepare graduates for

tertiary education, middle-level skills development, employment, and

entrepreneurship. The K to 12 program is a catalyst for wider improvements in

basic education through adoption of a revised curriculum and modern teaching

methods. Although the government’s K to 12 program encompasses the entire

pre-tertiary education system, the SHSSP focuses on the addition of SHS, which

will add grades 11 and 12 to the existing 10 grade basic system. SHS is

scheduled to be launched nationwide in June 2016. The SHSSP will provide

support during 2014–2019 and thus cover both the 2014–2015 preparatory

phase and the 2016–2019 implementation phase of the SHS program.

The extension of basic education by 2 years requires the Department of

Education (DepEd) to prepare a new level of basic education offering SHS

students a common core curriculum and a choice from four specialized tracks:

(i) academic, (ii) technical-vocational and livelihood (TVL), (iii) sports, and (iv)

arts and design. Because SHS is new, DepEd needs to (i) develop content,

including curriculum, learning materials, and assessment tools for all subjects;

(ii) assign and prepare enough teachers qualified to teach at the SHS level; (iii)

deliver sufficient classrooms, laboratories, and workshops for DepEd schools,

sometimes using a public–private partnership (PPP) modality; (iv) design and

deliver an SHS voucher program to finance graduates from DepEd junior high

schools (JHSs), non-DepEd JHS graduates who were supported under the

education service contracting (ESC) scheme, and other eligible non-DepEd JHS

graduates to attend non-DepEd SHSs; and (v) adjust the management functions

of the basic education system to include SHS. Simultaneously, DepEd is

participating in government wide programs to improve financial management,

procurement, and anticorruption measures.

It is estimated that the SHS program will cost $4.410 billion during 2014–

2019 and about $900 million per year thereafter to operate, assuming
optimization of resources. The SHSSP RBL provided $300 million to support

selected outcomes within the government’s overall SHS program.

In the study of Bayocot (2014), it stressed that teachers should have

certain duties and responsibilities to perform that support the vision and mission

of the Department of Education. They have to teach effectively, proficiently and

produce proficient learners. They then should think well-balanced teaching

activities in the classroom.

Likewise, Fernandez (2015) affirmed in her study the role of the teachers

by being proficient in choosing effective teaching strategies that lead students to

be active and engaged in the class. The study was conducted in the City Division

Schools in the entirety of Region I. It sought to find out whether the proficiency

of the English teacher in employing teaching strategies would impact the

students’ achievement in English. The findings showed that such strategies being

utilized by proficient English teachers and the Achievement of the students in the

English subject are indeed correlated.

To sum it up, learning is a lifelong and natural process and a part of

human nature. When students are offered multiple opportunities to actively

engage and interact in the classroom activities with a proficient teacher guiding

them, greater learning occurs.

All these reviewed literature and studies, are associated with the present

study stressing on the details of the teaching proficiency of the SH teachers in

the delivery of instruction. It must then be asserted that these studies are

needed to give light and direction with what the present study wants to imply.

Conceptual Framework

For clarity and emphasis, this study will be guided by DepEd Order

No.42, s. 2017 which goes with the recognition of the importance of

professionalizing standards for teachers and for their continuous development,

the Department of Education (DepEd), through the Teacher Education Council

(TEC), adopted the Philippine Professional Standards for Teachers (PPST) In this

DepEd Order, Education Secretary Leonor Magtolis Briones stated that the new

set of standards for teachers is propelled by the introduction of national and

international frameworks, such as the K to 12 program and ASEAN integration.

The PPST outlines the required skills and competencies of quality teachers,

enabling them to cope with the emerging global frameworks.

The PPST basically aims to: 1) set the clear expectations of teachers along

well-defined career stages of professional development from beginning to

distinguished practice; 2) engage teachers to actively embrace a continuing

effort in attaining proficiency; and 3) apply a uniform measure to assess teacher

performance, identify needs, and provide support for professional development.

Briones pointed out that the PPST will be the basis for all learning and

development programs for teachers to ensure that they are properly equipped to

effectively implement the K to 12.

The PPST targets to produce better teachers in the country by improving their

qualifications skills and by increasing their levels of knowledge, practice and

professional engagement.
The six modules of the PPST are the following: 1) The Department of

Education; 2) The Filipino Teacher; 3) The K to 12 curriculum; 4) The Teaching

Process; 5) the Learning Process; and 6) The School and Community Linkages.

These are all anchored on the seven domains that quality teachers should exhibit

including: 1) Content Knowledge and Pedagogy; 2) Learning Environment; 3)

Diversity of learners; 4) Curriculum and Planning; 5) Assessment and Reporting;

6) Community Linkages and Professional Engagement; and 7) Personal Growth

and Professional Development.

Anchored on the principle of lifelong learning, the set of professional

standards for teachers articulates their developmental progression.

Career Stage 1 or Beginning Teachers have gained the qualifications for entry

into teaching position; Career Stage 2 or Proficient Teachers are professionally

independent in the application of skills vital to the teaching and learning process;

Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice; and Career Stage 4 or Distinguished

Teachers exhibit the highest standard of teaching practice in accordance to

global best practice.

The regional offices are set to orient their respective schools divisions on

the PPST, including the monitoring and evaluation of its implementation. The
school divisions will cascade it to schools districts and

DepEd, through the Teacher Education Council (TEC) headed by Director Runvi

Manguerra, has initiated the PPST workshops on Module Development,

Enhancement and Validation attended by curriculum specialists, school heads,

and other stakeholders. A workshop on the Development of Implementing

Guidelines for PPST was also conducted in coordination with the Research Center

for Teacher Quality (RCTQ), and attended by DepEd Regional Directors and

officers of Basic Education Sector Transformation (BEST) program.

TEC also spearheaded the PPST National Roll-Out, as well as the Teacher

Induction Program (TIP) National Orientation of Trainers in three clusters –

Luzon, Visayas, and Mindanao, which was participated by DepEd Directors,

Schools Division Superintendents, chiefs, district supervisors, principals,

education program specialists, master teachers, and RCTQ officials. This was

followed by TIP module review workshops and module pre-finalization

workshops.
The concept of the PPST was first introduced during the First National

Assembly of Education Leaders held at PICC, Pasay City, and attended by 3,800

education managers nationwide. It was formally launched during the World

Teachers’ Day (WTD) celebration held in Legazpi City that was attended by 6,000

teachers across the country.

Teaching as observed in the two settings and the participants’ responses

suggest that content knowledge combined with experiential knowledge and

flexibility play an important role in teacher’s proficiency in the organization of

instruction, representation of content, persistence, and management of class

time. The findings of this study suggest that teacher’s beliefs, their professional

knowledge, attitude, and skills shape their preferences and efficacy in curriculum

adaptation and differentiation. The school environment provided these teachers

and students an impetus to excel. A cognitively demanding supportive classroom

environment provided students an opportunity to learn and engage in classroom

tasks. The issue of teacher proficiency and effectiveness in teaching have been

one of the orchestrated problems in education. According to Ilanlou and Zand

(2011) there is a positive and significant relationship between teachers’ general

competencies and qualitative evaluation. It was also found out that teachers’

specialized competencies and qualitative evaluation had a positive and significant

relationship. In other words, professional teachers can guarantee students’

academic achievement, teacher-student rapport, students’ efficiency,

improvement of students’ mental health, better learning, and extended

knowledge.
In view of this, the study was guided by the Input-Process-Output.

The Input included the demographic profile of the Teacher-Respondents in terms

of age, highest educational attainment, field of specialization and relevant

trainings attended. Furthermore, it also included the level of teaching proficiency

of the teacher-respondents along with the delivery of instruction, teaching skills

and classroom management. Whereas, the Process included the preparation,

validation and administration of survey questionnaire. It also included the

analysis and interpretation of the following data: Profile of the respondents, level

of Proficiency of the teacher-respondents and the preparation of the Training

Design. The process dealt with the preparation, validation and administration of

survey questionnaire as well as the analysis and interpretation of the results.

While, the output is the result if there is a correlation of the respondents’

teaching proficiency and students’ performance.

INPUT PROCESS OUTPUT

Figure 1.1 presents the paradigm of the study

1. Profile of the SHS

teachers
age;
b. sex;
c. civil status;
d. highest
Analysis of Data
educational
and
attainment;
Interpretation of data
e. length of service
relative to the sub-
in DepEd; Capability Building
problems
f.field of specialization; Program for the
g. number of relevant
Senior High School
trainings attended;
h. status of employment; Teachers
i. Figure 1.1 The Paradigm of the Study
assessment/professional
eligibility passed

2. Level of the teaching

proficiency of the SHS
teachers

3. Level of seriousness of
the problems
encountered
 Chapter 3

METHODOLOGY

This chapter covers an overview of methodology used in the study. The

discussion will be structured around the research design, the sources of data,

instrumentation and data collection and the statistical treatment of data.

Research Design
This study employed the descriptive-correlational method of research. It is

descriptive because it assessed and analyzed the information gathered on the

teaching proficiency of the SHS .According to Polit, D. and Beck, C. (2010),

descriptive correlational means that researchers seek to describe relationships

among variables, without attempting to infer causal connections. This study had

no controlled variables and only explained the relationship of teaching proficiency

and its relationship to students’ performance.

The researcher utilized in this study the questionnaire survey in the data

gathering. The rationale for adopting survey design allowed a collection of data

using a questionnaire at a particular point in time from a sample of participants

and from a target population in order to determine the current status of that

population with respect to one or more variables (Orodho, 2009).

Sources of Data
The respondents of this study were be the Senior High School Teachers

and their respective ASP II in very large schools in Pangasinan. According to

DepEd Order No. 19, s. 2016, Senior High schools are classified according to

size using projected enrollment data. Projected enrollment shall be computed

using the previous year’s enrollment or pre- registration data, whichever is

larger. For very large schools, projected enrollment is 1,240 and above.
Table 3.1 presents the prospective samples of the study.

Table 3.1 Sample Schools

Name of School Divisions School No. of SHS

Respondents Teacher
Respondents
Pangasinan Division I Pangasinan NHS 60

Bayambang NHS

Mangatarem NHS

Calasiao
Comprehensive NHS

Daniel Maramba NHS

Pangasinan Division II Tayug NHS 60

Mangaldan NHS

Manaoag NHS

Juan G. Macaraeg
NHS (Binalonan)

Don Ramon E.
Costales NHS (Villasis)

Schools Division of Alaminos Alaminos City NHS 20

City

Schools Division of Dagupan Dagupan City NHS 20

City

Schools Division of San Carlos Speaker Eugenio 20

City Perez National
 Agricultural School

Schools Division of Urdaneta Urdaneta City 20

City National High School

GRAND TOTAL 14 200

Data Gathering Instrument

The researcher conducted an intensive research and collaborative efforts

with her adviser to come up with a survey questionnaire based on the standards

used in the Competency Framework for Teachers by the Department of

Education.

The researcher made use of the said survey questionnaire as the primary

tool in gathering the necessary data for the study. Such questionnaire was made

up of three (3) parts. Part I dealt with the profile of the respondents in terms of

age, educational attainment, sex, length of service as SHS teachers and Relevant

trainings attended. Part II focused on the level of teaching proficiency and part

III focused on the degree of seriousness of the problems encountered by the

Senior High School teachers.

Nonetheless, the researcher sought help from her adviser and from other

people in authority whose craft and expertise helped much in the finalization

and validation of the instrument.

Data Gathering Procedure

After intensive research and collaborative efforts with her adviser, the

researcher came up with a survey questionnaire based on the Philippine

Professional Standards for Teachers (PPST) used in the Competency Framework

for Teachers by the Department of Education.

The researcher used the said survey questionnaire as the primary tool in

gathering the necessary data for the study. Such questionnaire was made up of

three parts. Part I will dealt on the demographic profile of the respondents, Part

II dwelt on the level of proficiency of the Senior High School Teachers along the

seven domains of the PPST.

Part III was about the degree of seriousness of the problems encountered

by the SHS teachers in their level of proficiency. Questionnaire was used.

Prior to the administration of the questionnaire, its content validity was

verified. Content validity is a non-statistical type of validity that is associated with

the achievement test and other survey questionnaires. To establish content

validity of the instrument, the researcher sought help from five competent

educators and authorities in the field to judge or evaluate the adequacy and

suitability of the survey items, to benefit from their valuable comments and

modifications. In light of their comments and suggestions the final shape of the

questionnaire was constructed. An evaluation checklist was used to establish

content validity of the instruments.

After the establishment of the validity and reliability of the instrument, the

researcher formally secured a letter of permission from the dean of the graduate

School Of PSU to conduct a survey outside the institution. Then she proceeded

to the Department of Education Regional Office to secure a letter of permission

from the Regional Director of the Department of Education. A letter attached to

the questionnaire was furnished to the respondents explaining what the study is

all about, and assuring that research ethics will be applied and confidentiality and

anonymity be maintained. In fact, Polit and Hungler (1999) stated confidentiality

means that no information that the participant divulges is made public or

available to others. The anonymity of a person or an institution is protected by

making it impossible to link in aspects of data to a specific person or institution.

Confidentiality and anonymity are guaranteed by ensuring that data obtained are

used in such a way that no other person than the researcher knows the source.

(Lo Bimelo & Herber, 2002).

Statistical Treatment of Data

The information gathered through the questionnaires was collected,

analyzed and interpreted to provide answers to the problems embodied in this

study. The data gathered were subjected to appropriate statistical treatment for

interpretation using the SPSS software.

With the use of SPSS statistical package, problem 1 used descriptive

statistics such as frequency counts and percentage distribution, problems 2 and

3 used average weighted mean to interpret the proficiency level of the

respondents and the level of seriousness of the problems encountered by the

SHS teachers in their acquisition of proficiency in the seven domains of the PPST.
A. The interpretation of the level of proficiency is as follows:

Scale Mean Scale Descriptive Equivalent

4 3.51 – 4.00 Very High
3 2.51 – 3.50 High
 2 1.51 – 2.50 Moderate
1 1.00 – 1.50 Low

B. The interpretation of the level of the problems encountered of the

respondents is as follows:

Scale Mean Scale Descriptive Equivalent

4 3.51 – 4.00 Very Much Serious
3 2.51 – 3.50 Much Serious
2 1.51 – 2.50 Slightly Serious
1 1.00 – 1.50 Not Serious

In problem 4, Multivariate Analysis of Variance (MANOVA) was used to

test if there is a significant relationship in the level of proficiency of the SHS

teachers in the seven domains of the PPST across their profile variables.
Lastly, in problem 5, the non - parametric Spearman’s Rho Correlation

was used to test if there is a significant difference in the level of seriousness of

the problems encountered by the Senior High School teachers and their

acquisition of proficiency in the 7 domains of PPST.

QUESTIONNAIRE
Name: (Optional) _______________________________________________
PART I: DEMOGRAPHIC PROFILE
Please check on the underline that is applicable to you.
1. Age
___ Under 25 ___41-45
___ 25-30 ___ 46- 50
___ 31- 35 ___ 51- 55
___ 3- 40 ___ over 55
2. Sex: ____ Male ___ Female
3. Civil Status
___ Single ____ Married ____Widow
4. Highest Educational Attainment
___ Bachelor’s Degree ____ Bachelor’s Degree with Masteral Units
___ Masteral Graduate ____ Masteral Graduate with Doctoral Units
___ Doctoral Graduate
5. Total Length of Service in DepEd
___ 0- 3 years ___ 4- 10 years ___ More than 10 years
6. Field of Specialization
___ English _____ Filipino ____ Mathematics
___ General Science _____ Biology ____ Chemistry
___ Physics _____ TVL ____ Social Sciences
___ Accountancy _____ Business Management
7. Number of Relevant Trainings Attended related to teaching proficiency
___ International ___ National ____Regional ____ Division
8. Status of Employment
_____ Regular Permanent _____ Provisionary
9. Assessment/Professional Eligibility
____ Civil Service ____ Teaching Methodology
____ LET ____ National Certificate
Part III. Degree of Seriousness of the Problems Encountered
Directions: Below are the problems encountered by the Senior High School
teachers. Please check (/) those that concern you and indicate the degree
of seriousness by checking under the appropriate column.
4 – Very Much Serious (VMS)
3 – Moderately Serious (MS)
2 – Slightly Serious (SS)
1 - Not Serious (NS)
Part II: Level of Proficiency
Please check one in each column corresponding on how you rate each

objectives according to your level of proficiency.

4- Very High
3- High
2- Moderate
1- Low

Problems 4 3 2 1
OBJECTIVES LEVEL OF PROFICIENCY
1. lack of trainings 1 2 3 4
1. CONTENT KNOWEDGE AND PEDAGOGY
1.1financial
2. Appliedproblems
knowledge of content within and across

3. lack of administrative
curriculum teaching areas.
support
1.1.1 Lesson plans/DLLs developed and prepared
4. time-consuming
5. limited
using knowledge
available on RPMS
technology and instructional materials
6. unmotivated to do the portfolio
appropriate to the learning objectives and the learners
1.1.2 Lessons delivered
1. overlapping of school accurate
activities and updated content
2. preparation ofusing
knowledge supporting documents approaches,
appropriate
9. no incentive
Methodologies and strategies.
10.
1.2 no
Usedample time of teaching strategies that enhance
a range
11. work overload
learner achievement in literacy and numeracy skills.
12. RPMS
1.2.1 is notintegration
Used viewed as important
of language , literacy,
Others (pls. specify)
numeracy skills in teaching.
_____________________
1.2.2 Explained learning goals, procedures and

content clearly and accurate to students.

1.3 Applied a range of teaching strategies to develop
critical and creative thinking as well as other higher-

order thinking skills.

1.3.1 Provided situations that encourage learners to

use high order thinking skills through the use of

localization if needed.
1.3.2 Engaged learners’ interest in the lesson by

making content meaningful and relevant to them.

2. LEARNING ENVIRONMENT AND DIVERSITY

OF LEARNERS
2.1 Managed classroom structure to engage learners,

individually or in groups, in meaningful exploration,

discovery and hands-on activities within a range of

physical learning environments.

2.1.1 Set objectives and strategies within the

experiences and capabilities of learners.

2.1.2 Provided designs, techniques and activities

suited to the different kinds of learners.

2.2 Managed learner behavior constructively by

applying positive and non-violent discipline to ensure

learning-focused environments.
2.2.1 Handled behavior problems quickly and with due

respect to students’ right.

2.2.2 Created situation that develop a positive attitude

among learners towards their teacher and subject.

2.3 Used differentiated, developmentally appropriate

learning experiences to address learner’s gender,

needs, strengths, interests and experiences.
2.3.1 Adopted simplified strategies to address needs of

differently-abled learners.
2.3.2 Showed fairness and consideration to all learners

regardless of socio-economic background.

3. CURRICULUM AND PLANNING
3.1 Planned, managed and implemented

developmentally sequenced teaching and learning

processes to meet curriculum requirements and varied

teaching context.
3.1.1 Aligned the lesson objectives, teaching methods,

learning and instructional materials.

3.1.2 Provided appropriate learning tasks, portfolio

and projects that support development of good study

habits.
3.2 Participated in collegial discussions that use

teacher and learner feedback to enrich teaching

practice.
3.2.1 Participated actively in school LAC sessions to

update on the recent developments in education.

3.2.2 Updated myself with recent developments in

education.
3.3 Selected, developed, organized and used

appropriate teaching and learning resources, including

ICT, to address learning goals.

3.3.1 Used available ICT resources for planning and
designing teaching-learning activities.
3.3.2 Used appropriate non-traditional techniques and

tools in teaching.
4. ASSESSMENT AND REPORTING
4.1 Designed, selected, organized and used diagnostic,

formative and summative assessment strategies

consistent with curriculum requirements.

4.1.1 Developed diagnostic, formative and summative

assessment with TOS.

4.1.2 Used appropriate assessment tools like rubrics,

portfolio and journals.

4.2 Monitored and evaluated learner progress and

achievement using learner attainment data.

4.2.1 Interpreted and used test results to improve

teaching and learning.

4.2.2 Identified teaching learning difficulties and

possible causes.
4.3 Communicated promptly and clearly the learners’

needs, progress and achievement to key stakeholders,

including parents/guardians.
4.3.1 Provided timely and accurate feedback to

learners to encourage them and to monitor their own

learning growth.
4.3.2 Conducted regular meetings with parents and

guardians to report learner’s progress.

5. COMMUNITY LINKAGES AND PROFESSIONAL

ENCOURAGEMENT
5.1 Involved the community in sharing accountability

for learners’ achievement.

5.1.1 Involved parents/ community in maintaining safe

and secured school for learners.

5.1.2 Informed learners, parents and other

stakeholders regarding school policies and procedures.

5.2 Encouraged learners to apply classroom learning

at home and in community.

5.2.1 Led students to apply classroom learning to the

community.
5.2.2 Used varied and available community resources

to support learning.
5.3 Used community as laboratory for teaching and

learning.
5.3.1 Used available materials and indigenous

resources for learning.

5.3.2 Invited community experts during symposium

and seminars to share expertise and knowledge to

students.
6. PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT
6.1 Maintained stature and behavior that upholds the

dignity of teaching.
6.1.1 Abide by the Code of Ethics for Professional

Teachers
6.1.2 Reflected on the quality of my own teaching
6.2 Improved teaching performance based on
feedback from mentor, students and peer superiors.
6.2.1 Participated in technical assistance given by

superiors
6.2.2 Demonstrated educational philosophy in the

classroom
6.3 Used self- assessment to enhance strength and

correct one’s weaknesses.

6.3.1 Accepted ones’ weakness and willing to improve

for learner’s outcome.

6.3.2 Participated in trainings conducted by Division in

enhancing professional development.

BIBLIOGRAPHY

A.Books
Begle, E. G.(1979). Critical Variables in Mathematics Education: Findings from a
Survey of the Empirical Literature. Washington DC: Mathematics
Association of America.

Bennett, R. E., &Gitomer, D. H. (2009). Transforming K-12 assessment:

Integrating accountability testing, formative assessment, and
professional support. In C. Wyatt-Smith & J. Cumming (Eds.),
Educational assessment in the 21st century (pp. 43-61).New York:
Springer.
Bennett, R. E., Morley, M., &Quardt, D. (2000). Three response types for
broadening the conception of mathematical problem solving in
computerized tests. Applied Psychological Measurement, 24(4), 294-
309.

Bennett, R. E., Sebrechts, M. M., & Rock, D. A. (1995).A task type for
measuring the representational component of quantitative
proficiency(ETS Research Rep. No.RR-95-19). Princeton, NJ: ETS.

Birenbaum, M., Tatsuoka, C., & Yamada, T. (2004). Diagnostic assessment

in TIMSS-R: Between-countries and within-country comparisons of
eighth graders’ mathematics performance. Studies in Educational
Evaluation, 30, 151-173.

Braams, B., Parker, T., Quirk, W., Schmid, W., Wilson, S., Finn, C.,
Torres, J., Braden, L., &Raimi, R. (2005).The State of State

Briars, D. J., & Larkin, J. H. (1984).An integrated model of skill in solving

elementary word problems.Cognition& Instruction, 1(3), 245-296.

CalmorinLaurentina P. and Melchor A. Calmorin.Methods of Reserch and

Thesis Writing. Manila: Rex Book Store, 2003

B. Journals

Campbell, William G. Form and Style of Theses, Reports, Term Papers, 6 th Ed.
Boston, Houghton Nifflin
Clemente -Reyes, Flordeliza.University Teaching EXPERTISE. Manila; De La
Sale University Press Inc. 2010

Farrell, M. A.(2009).Competency Identification and Assessment in.

Mathematics Teacher Education: Some issues. The Mathematics Teachers,
73, 571- 579.

Farrell, T.S.C. (2009)The Cambridge Guide to Second Language Teacher

Education. Cambridge, Cambridge University Pres. Ilalou, Maryam and
Zand, Maryam (2011) Professional Competencies of Teachers and the
QualitativeEvaluation

Rahardja AT. (2004). Relations Between Communication between Personal

and Work Motivation Master Teacher with Teacher Performance SMUK
BPK PENABUR Jakarta. Education of Sower . Vol. 3 No.03 December 2004.

Stiggins, R. (2004).New assessment beliefs for a new school mission. Journal

of Phi Delta Kappan

C. Online Sources