Chapter l

THE PROBLEM AND ITS SETTING

Introduction

It is observed that there are school administrators who are self-motivated

in showing their enthusiasm, desire and passion in administering their teachers.

This can be shown through their administrative practices as well as in their

efficiency in administering their teachers. However, there are those, who even if

they are already qualified to be designated as school principals, lacked the

qualities and practices of being an administrator, thus, making them to be

inefficient in administering their teachers, staff and other personnel in the school.

Many effective school administrators are able to plan on the spot and pull

together whatever is at hand to make their plans work, sometimes picking and

mixing seemingly desperate approaches, techniques and activities to aid

learning. It needs to be underpinned by a clear and sound undertaking of the

fundamental principles behind various teaching practices. Good leaders should

see to it that their teachers bring together the parents and students making them

to have the feelings of cohesiveness and will consider as part of the whole

educational system. When all school members of the school system take pride in
the
their place of learning, then education is fostered and both students and the

teachers as well as the parents will feel engaged (Department of Education,

2010).

1
 According to Sorenson and Goldsmith (2009), division superintendents

should seek school principals who have high and positive moral values for them

to positively deal with the stakeholders, teachers, parents, students, and other

people in the community. School principals should possess both administrative

practices, efficient administration as well as their personal skills for them to be an

effective chief executive officer in their specific institution. So school principals

should also show to their respective superintendents their honest desire to serve

the students, work with their teachers and staff professionally and have the

willingness to involve the whole community in dealing with the right attitudes with

students.

Nissman (2009) stated that effective teachers have a command of their

subject matter and also have a solid core of teaching skills. They have varied

instructional strategies which are supported by methods of goal setting,

instructional planning and classroom monitoring. They have good motivational

process with fluent communication skills to work effectively with the students’

level of skills particularly those who are coming from diverse cultures. An

important aspect of being an experienced teacher is keeping the class as a

whole working together with the different classroom tasks. An effective teacher

establishes and maintains an environment which is conducive to learning. A

teacher needs a variety of strategies in establishing the rules and procedures,

organizing groups or teams for monitoring and pacing classroom activities and

2
managing the behavior of students. Teachers should possess relevant

professional skills for them to become useful. (ASCD, 2009; Bloom, 2009).

On the other hand, Wigfield, Eccles, Schiefele, Roeser & Davis-Kean

(2006) pointed out that children in an institution should be properly guided to

become self-motivated learners and it is important that they should be highly

recognized not only in their classroom but for the whole campus. High

expectations for children’s achievement should come from the teachers, parents

and the entire school as a whole. When high expectations are created, then

children will try to motivate themselves to become successful learners.

The administrators and teachers in West Maasim District are known to

have a good interpersonal relationship with each other. Teachers show great

respect to their administrators which made them also to be competent in

teaching. Sometimes the teachers are praised by their administrators and

sometimes also they are criticized However, it could not be denied that conflicts

will sometimes arise between and among them, but this normally happens in an

organization

Thus this study was conducted to determine if the administrative practices

of school principals can greatly affect the teaching competencies of teachers in

West Maasim District.

Statement of the Problem

3
 This study aimed to determine the relationship between the administrative

practices of school principals and the teaching competence of teachers in West

Maasim District during School Year 2018-2019.

Specifically, it sought answers to the following questions:

1, To what extent do the school principals manifest their administrative

practices

in terms of:

1.1 relationship with teachers;

1.2 hiring of applicants;

1.3 attending a personnel with problem and;

1.4 observation of classes?

2. Is there a difference in the administrative practices of school principals

when grouped according to sex?

3. To what extent do the teachers manifest their teaching competencies

in terms of:

3.1 classroom arrangement;

3.2 instructional strategies;

3.3 giving of examination and;

3.4 use of technology?

4. Is there a difference in the teaching competence of teachers when

grouped according to sex?

4
 5. Is there a relationship between the administrative practices of school

principals and the teaching competence of teachers?

Hypotheses
All null hypotheses were tested at .05 level of significance.
Ho1 There is no significant difference on the administrative practices of

school principals when grouped according to sex.

Ho2 There is no significant difference in the teaching competence of

teachers when grouped according to sex.

Ho3 There is no significant relationship between the administrative

practices of school principals and the teaching competence of

teachers.

Significance of the Study

The result of this study will be beneficial to the following individuals.

School Principals may be motivated to make necessary actions to those

teachers who are inefficient in their teaching process. Proper evaluation should

be done for the improvement of the teaching competencies of their teachers for

the benefit of their learners. School principals should encourage their teachers to

continue their schooling in the Masteral Program as well as in the Doctoral

Program for them to grow professionally Principals who have such kind of

teachers are proud of themselves and consider their school as one of the best

schools in their district.

5
 Teachers may be encouraged to improve their teaching competencies by

attending seminars, conferences or enrolling in the graduate program as part of

their professional growth thus, making them to be more effective and efficient in

their field of work. Teachers who have such kind of attitude will become more

competent in their way of teaching which makes the children gain enough

knowledge at the end of the lessons. They will be motivated to continue their

schooling in the Master’s Degree which will add more points in their promotion.

Pupils may gain more knowledge from the teachers’ discussion, lecture or

any classroom activities making them to fully understand of what the lesson is

about at the end of the day. This will make them to be always prepared and

ready to perform to any assigned task to them by their teachers. This will make

them to be more active and participate to any classroom activity. This is a very

good preparation for their future.

Parents may develop more trust and confidence to the school principals

and to the teachers and will never worry for the educational success of their

children. They will exert much effort in looking for ways and means to give full

support to their children’s educational endeavor. The more the parents will

become active in participating the varied school activities intended for them. They

will motivated to respond immediately to the call of the teachers to be present in

the activities intended for them.They will also try their best to supply all the needs

of their children making them to fully develop their mental, social and spiritual

aspects.

6
 The finished product of the sacrifices and perseverance of the researcher

in making this research paper can be made as an instrument in his promotion

from Master Teacher ll to Master Teacher lll and may be utilized also as bases

for enrolling another course, another step higher which is the Doctoral Program.

Thus, it is very much expected that the researcher will become sooner or latter

one of those who will be promoted as one of the school principal in the Division

of Sarangani.

Other researchers coming from other districts, divisions or regions may

make use of the results of this study as one of their bases in making similar study

within their districts, divisions or regions. They may also use of the result of this

study to find out the kind of administrative practices of their school principals as

well as their teachers’ level of teaching competence. The findings will serve as

the bases of looking for ways and means of improving the school principals’

administrative practices and the teachers’ teaching competence.

Future researchers may make use of the results of this study as one of

their references in their researches to be conducted. This will give them less

effort in looking for more literature in the study they are conducting. However,

they should try themselves to look for other related literatures to give more

support in their conducted research. The more they look for additional related

literature, the more their research will become reliable.

Scope and Limitations of the Study

7
 This study was conducted to determine the relationship between the

administrative practices of school principals and their teachers’ teaching

competence in Maasim West District in the Division of Sarangani.

The administrative practices of school principals include relationship with

teachers, hiring of applicants, attending a personnel with problems and

observation of classes. The teachers’ teaching competence include classroom

arrangement, instructional strategies, giving of examinations and the use of

technology.

The respondents of this study were the total population of teachers and

the Grade 6 learners purposively chosen from the five elementary schools of

West Maasim District. These schools were Maasim Central Elementary School,

Hilltop Elementary School, Daliao Elementary School, Kanalo Elementary School

and Pananag Elementary School.

This study was conducted during the School Year 2018-2019.

8
 Chapter ll

REVIEW OF RELATED LITERATURE AND STUDIES

This study presents the review of related literature and studies that helped

in the development of the present study.

Introduction

It is clearly understood that the quality and quantity of the outputs of an

organization largely depends on how the school administrator performs his duties

and responsibilities for the betterment of the said organization. He is the very first

person in leading the group for the good of the whole organization. However, this

could not happen if his constituents are not supportive of his plans. This could

only be done if all the personnel such as the teachers and other staff members

will have a full cooperation for the fulfillment of his plan for the betterment of the

said organization.

Theoretical Framework

School Administrators are very much involved in personnel matters. They

possess high moral values with high professionalism in dealing with the teachers,

parents, students and other stakeholders within the community. Being the chief

9
educational and chief officer in a specific learning institution, they should possess

positive leadership and personal skills. They are expected to be always ready to

render any administrative practices for the development of the school where they

are in. These school principals should show their desire that the students work

professionally with the teachers and other staff members and are willing to

involve the learning community in the education of the students.

As stated in the (Code of Ethics of Professional Teachers, 1997), teachers

with high moral values and with technical and professional competence are

known as professional teachers. They are those who possess the dignity and

reputation and with technical and professional competence. They are those

teachers who should observe and practice the set of ethical and moral principles,

standards and values good enough to be followed by the students.

Professional teachers are those who spent four to five years of

preparation. They are those who are given a license to teach by the Board of

Professional Teachers of the Professional Regulation Commission after passing

the Licensure Examinations for Teachers (LET) (Corpuz & Salandanan (2015).

Therefore, teachers should be engaged in a perspective undertaking. If

they want to be the very best teachers, then, they should think about their

students’ need to improve their academic and life skills. They should put their

hearts and minds into helping their students to construct the varied skills.

Administrative Practices

10
 All schools have their own vision and mission which are supposed to be

provided by the school principal. This school principal should try to articulate and

demonstrate on what are supposed to do for the improvement of the whole

school system. This is particularly done for the benefits of the learners.

Therefore, all school personnel, such as the teachers and other staff members

should be encouraged to participate in any decision-making. It is now the

responsibility of the school principal to serve as the leader and show his best,

good enough to be followed by his subordinates and of course he should be God

fearing and righteous to anyone else (Honrejas, 2011).

Employees who are new to a certain organization will encounter new

expectations like meeting new colleagues with different behaviors. There are

those who are accommodating and there those who are not friendly and ignore

everything. School administrators sometimes forget also to extend their warm

welcome to these new employees. It is now the responsibility of the school

principals to warmly accommodate these new employees with a warm welcome

and introduce him/her to the people in such organization (Kaser, Mundry, Stiles,

& Loucks, 2002).

Naungayan (2006) pointed out that the good human relations is very

necessary in every institution and this is probably lead by the school

administrator. Thus, a school administrator should possess the ability of handling

people for him to be effective. He should develop the skills and proper

techniques in handling them. However, there are instances where the school

11
administrator failed in delegating the work to his subordinates He sometimes lack

He lacks full trust and try to do all the works of his own. People around can easily

spot an administrator who has such kind of feelings because he is so attach to

his work and does not mind anybody. An effective administrator does not do all

the works within himself but delegate them to all members of the organization in

accordance to their qualification.

In like manner, Canonizado (2011) articulated that effective school

principals are time conscious. They should start and end their work on time. They

do not want to waste their time and try their best that no single minute is wasted.

They always have in mind that time is properly managed and unproductive

demands are avoided. They try their best to do excellent performance as a

school principal by making themselves productive. Effective principals have

enough knowledge of prioritizing their work and perform them one at a time. They

start their work with full concentration which makes them to finish on time. They

have in mind that doing one thing at a time is fast and can finish it successfully.

The more they have concentration to the kind of work they do, the more

successful they are in accomplishing their work. At the end of the day, they are

happy to think of their success making them deeply think of another success for

the next day.

Alcantara (2014) stated that the school principal though empowered by

law cannot accomplish alone the varied tasks assigned to him in the educational

setting. There must be always involvement and participation of the teachers, the

12
parents, and other stakeholders towards the realization of the school objectives.

Therefore, in carrying out and accomplishing the goals of the school, the school

principal need to entrust and delegate some of his assigned tasks to those

personnel who can also do the work effectively but this requires use of principles

such as: selecting the right person to do the tasks, explain the assigned person

how to do the tasks, and hold that person be accountable for his work.

Relationship with Teachers. The qualities of good leader is one of the

most important aspect that a school principal should possess. His function as a

leader in the organization will contribute much to the continuing productivity and

self-preservation of teachers where they could be high achievers with high

prestige in their specific school Therefore, teachers who are under the

supervision of this kind of school principals with high quality leadership will gain

understanding of the organizational objectives and in determining their tasks

assigned to them. However, the school should also provide for the good

conditions of the learners as well as promote their behavior and skills towards

excellent performance (Calampinay, 2012).

As stipulated by Solmerin (2006), the main purpose of the school

principal’s supervision among his teachers is for the improvement of the total

teaching-learning situation and the conditions that affect them. During the

surveillance process, the school principal evaluates the teaching conditions of

the teachers if it really affect the teaching-learning process of the whole class. It

is a process where the school principal should see to it that the teacher will really

13
try his best that at the end of period something is learned by the pupils. This is

also one way of developing good human relationships among teachers which is

also necessary in improving the teaching-leaning process among teachers and

the pupils. At the end, it is the pupils who are benefited.

Furthermore, Sorenson and Goldsmith (2009) pointed out that one of the

priorities of a school principal is to develop a learning community with qualified

personnel who will work together with other school personnel for the success of

the whole school system. When the school principal starts to develop the campus

he should give emphasis of the school culture which is also characterized by

motivation, cohesiveness, and positive moral among his teachers. In order for the

school principal to a have an effective evaluation, the effectiveness of the criteria

for evaluation should be also carefully examined.

Young and Castetter (2004) pointed out that “individual performance is the

core fundamental element to any organizational endeavor” This statement is true

to the idea that school principals should give prior attention to the selection,

recruitment, hiring, and retention of school personnel. Employees who are new to

a certain institution cannot fully work and adjust to the new system without the

support and guidance of the school principal.

Santos (2003) stated also that effective administrators are self-motivated

in showing their enthusiasm, their desire, passion and faith to their subordinates.

During the sharing of talents and dreams of others, teachers and other

subordinates will develop their trust. When administrators have good

14
communication skills, they are able to make other people to understand their

views while listening the same time, the views of others. They are very tactful in

the words they utter and are open-minded and non-judgmental. They are willing

to accept different views from other subordinates which do not necessarily agree

with others. In this situation, they should first evaluate any given situation with

patience and fairness. They are experts in the development of good relationships

and can easily get along with their teachers, parents, and other stakeholders.

These are the determined administrators who can easily move forward even if

they encounter challenges, obstacles, and even failures on the road towards

achieving their goals.

Hiring of Applicants. The most significant factor in the hiring of personnel

is the recruitment and the ultimate selection of capable, talented and skilled

applicants. The hiring process of applicants represents the best method of

ensuring the instructional improvement of the school system. A well-planned and

a careful screening of personnel will give a new life to the school who has an

ineffective visioning and planning, a school with low morale, absenteeism of

teachers, low test results of pupils will become effective if there is a well-planned

and careful screening of applicants. It is from the school principal where effective

screening and the selection processes of applicants start. Appropriate selection

of applicants considering their qualification will place the right person in the right

position accorded to them. Correctly implemented hiring process of staff will

enhance the academic and other educational goals of the school and will

15
probably give positive effects of the quality of teaching and learning. If the

analysis is correct, then the recruitment of competent applicants by principals will

incorporate for a revealed leadership. It is a leadership for meeting the issues

and problems of the present educational system. This will happen when the

school leader is attempting to identify potential candidates for employment

(Norton, 2005).

The hiring of applicants is also one of the responsibilities of a school

principal. The school principal has the capacity to select the most qualified

personnel who will take charge of a specific assignment assigned to him. He

should see to it that the person who will be hired has enough knowledge of what

he is supposed to do on the tasks assigned to him. He should see to it that the

specific task assigned to him must be carefully and honestly done. Therefore,

there must be a careful planning and screening of applicants. Qualified

applicants are those who can work well to the assigned task to them. They are

those who can work well and can easily finish the assigned task to them.

Rebore (2007) also stated also that hiring of applicants is one of the

primary responsibilities of the school head. During the hiring process, the school

principal should prepare everything that is needed for the interview. He should

consider first the personality of the applicant if it is appropriate to the position he

is supposed to handle. The school head should also consider the school where

the applicants had graduated, and should also consider the applicant’s academic

ratings. His academic standards, personal appearance voice projection during

16
the interview, his professional features and expertise, his relevant experiences

and his professional development are the many features to be considered.

Likewise, DeCenzo and Robbins (2005) suggested that the hiring process

and procedures must be based on the school's mission, vision, and goals. This

implies that the right person for the right position is essential to the success of

the school. This is an indication that the principal has an outstanding leadership

effectiveness when correlated with the personnel hiring process. It could not also

be denied that in every organization, there are several subordinates that work

hand-in-hand for its progress. But there are times, these people have different

ideas which are sometimes not workable, so it will result into a conflict, and the

very first person to resolve this is the school head. So school heads must also

possess a knowledge of resolving conflict.

Attending a Personnel with Problems. According to Sorenson et al.

(2009), there are teachers who are not performing well in accordance to what is

expected from them. It is now the responsibility of the school principal to work

with this teachers humanly and reasonably. School principal should see to it that

these teachers continue to work religiously to the assigned task to them. He

should see to it the teacher’s self-esteem will remain intact. School principal

should provide the teacher with the benefit of the doubt. When a teacher makes

a mistake, he should provide a great chance to succeed. This usually happens to

a newly hired teacher, therefore, he should give an opportunity for this teacher to

think of what is he going to do for a self-improvement for an excellent

17
performance for the next school year round. Required expectations should

always be the focus among principals.

Sorenson, et al. (2009) pointed out further that school principals should

act quickly and responsibly to the employee who really needs assistance. He

should act accordingly before it is too late. The school principal should give his

immediate action before it is too late. He should provide immediate guidance and

support to the person who is really in need with his assistance. Such actuation

will really give the person a room for improvement. Persons who are treated in

this way will develop and grow professionally and have all the willingness to do

the things which are appropriate for the growth and development of the

organization. Next time around, this personnel will be watchful in all the things he

supposed to do for the improvement of the organization.

Observation of Classes. Doyle (2006), further stated that an

administrator is directly responsible for the performance of his constituents and

always remind them to always follow the rules and regulations of the school. It is

but necessary for school administrator to conduct class observation. This is to

determine how ready the teachers are in demonstrating the lessons of the day to

their learners. The understanding of the learners of the day’s lesson depends on

how the teachers elaborated the lesson to make it sure that something will be

learned by the learners.at the end of the day. Thus, school administrator should

make classroom observations among teachers to determine if teachers are doing

efficiently in their instructional strategies good enough for the learners to learn

18
comprehensively. During the class observation, the principal will automatically jot

down his observations and discuss it to teacher concern after the end of the day.

Doyle (2006) further added that during the observation it is not only the

teacher who will be observed by the school principal but so also the learners if

they are attentive to the teacher’s discussion. In this way, the whole teaching-

learning situation is being observed.

During the observation the school principals should also be concerned

with the learning opportunities of their children. As cited by Evertson and Emmer

(2009) experts in the classroom management reported that there are changes in

the way the classrooms are being arranged in such a way that it will be

conducive to learning. It is again the responsibility of the school principal to see if

classroom setting is conducive to learning. During the observation process, the

school principal does not only focus his observation to the teacher’s discussion

but at the same time, observe also if the whole classroom situation is also

conducive to learning. This includes the setting arrangement of the learners, the

lighting facilities, the placement of the teacher’s table, and the proper ventilation.

All of these should be observed by the school principal because these will disrupt

the learning of the learners.

Teachers’ Teaching Competence

Corpuz and Salandanan (2015) stipulated that teachers are models of

values. Whether they are conscious or not, values are being exhibited implicitly

19
and explicitly. Teachers should practice fairness and impartiality in treating their

students to avoid discrimination. They should be sincere and honest in the words

they utter. They should remember that their mannerism, habits and speech are

being watched by the student and will probably imitate them. These are usually

done by the students when they are seated in classroom activities.

Teachers play an important role in the students’ achievement (Partick,

Ryan & Kaplan, 2007). During the observation process, students intend to

positively develop good progress and become self-regulated. This will happen if

they have effective and engaging teachers with a very positive learning

environment where the students are constantly being guided to become

motivated to try hard and develop self-efficacy.

Whether constructivist or more traditional, effective teachers perform their

best in the specific classroom. They set high goals for their teaching and

organize plans to reach those goals. They should see to it that everything in the

classrooms are well organized to make it conducive to learning (Schunk, Pintrich

& Meece, 2008). They also develop specific criteria for success. They spent

considerable time in instructional planning, organizing their lessons to make it

easy to be understood by the students for them to maximize learning (Posner &

Rudnitsky, 2006). As they plan, effective teachers reflect and think about how

they make learning both challenging and interesting.

Competent teachers are those who have a good understanding of

children’s development and have the expertise to develop instructional materials

20
which are fitted to the mental capacity of the students. They should see to it that

during the instructional process the students are well motivated to listen and

understand appropriately for their developmental levels. Schools should be

organized by grade and to some degree by age level so that the children’s

intellectual interests have the same capacity to understand the lesson presented

and this can be considered as good predictors of children’s development

(Byrnes, 2008; Morisson, 2009).

At any grade level, there is usually a two- or three-year span of ages with

an even wider span of skills, abilities, and developmental stages. Understanding

developmental pathways and progressions of the learners is extremely important

in teaching. Teachers should understand that children under their care are not of

the same span of skills, abilities, and developmental stages. They should try their

best that these children will be well-taken care of inspite of their differences

(Henninger, 2009).

Moreover, Noddings (2007) stated that teachers are more likely to develop

students into competent human beings when they felt that they are taken care of

by their parents. This requires teachers to get to know their students fairly well.

But they will have difficulties in doing this in the class where there is a large

number of students. In this case teachers should handle the same students for

the next academic year so that teachers will be a better position to attend to the

interest and capacities of each student.

21
 Students’ motivation is optimized when teachers provide them with

challenging tasks in a mastery-oriented environment that includes good

emotional and cognitive support, meaningful and interesting materials to learn

and master, and sufficient support for autonomy and initiative. They will be more

motivated if they their teachers use instructional materials which are suitable to

their level of understanding. Much more they are motivated if they are fairly

treated regardless of their intellectual capacities, physical and social

development. (Blumenfeld, Kempler & Krajick, 2006).

Classroom Arrangement. Effective classroom management maximizes

the children’s learning opportunities (Evertson & Emmer, 2009; Larivee, 2009).

Experts in classroom management report that there has been a change in

thinking about the best to structure a classroom. The older view emphasized

creating and applying rules to control students’ behavior. Historically, in a

classroom management, the teacher was thought of as a director. It is the

classroom teacher who formulates the rules and regulations of the classroom

and to be strictly followed by the students. Thus, students will also strictly follow

or else, there will be a corresponding punishment to those are hesitant to follow.

However, punishments are minimal which are only good for the students to

realize that what they did is inconsistent to the formulated classroom rules and

regulations.

The newer views focus more on students’ needs for nurturing the

relationships and opportunities for all classroom regulations (Noddings, 2007).

22
The formulated classroom rules and regulations can undermine their active

engagement in learning, higher order thinking skills and the social construction of

knowledge. Students who are actively engaged in learning have the possibility to

develop higher order thinking skills, and can socially construct new knowledge.

These students therefore will not be totally left behind but have still the chance to

develop intellectually, socially, morally, physically and spiritually.

Bondy, Ross, Gallingani & Hambacher, (2007); Larivee, 2009) stipulated

that the new trends in classroom structuring give more emphasis in guiding

students towards self-discipline and in their external control. The teacher is more

of a guide, a director, coordinator and facilitator. Emphasizing caring and

students’ self-regulation does not mean that the teacher abdicates responsibility

for what happens in the classroom

Evertson and Emmer (2009) give emphasis on the structuring of the

classroom. There are classrooms where high traffic areas are congested and

there is a need for these areas to be reduced. Disruption and distraction can

often occur in a high traffic areas. These include group work areas, students’

desks, the teacher’s desk, the pencil sharpener, bookshelves, computer stations

and storage locations. These areas should be separated from each other for the

students to work comfortably. In the separation process, it should be made sure

that all of these things are easily accessible to the students. In the arrangement

process, the teacher should make that can sure that she be easily seen by the

students and at the same time she can also see all her students. There is really a

23
need for the teacher to see all her students especially during lecture/discussion

time. It should be made sure that there is clear line of sight between the teacher’s

table, his/her instructional locations, the students’ seats, and of course the

students’ work areas. The teacher should stand in the different parts of the

classroom to check all the blind spots.

Evertson and Emmer (2009) emphasized also that the often-used

teaching materials and the students’ supplies should be made accessible at all

times. This is to minimize the teacher’s preparation of the instructional materials

before the classes start and clean-up time as well as slow-downs and breaks-in

activity flow. The teacher should also make sure that the students can easily

observe the whole class presentation. She should establish where she is and her

students are to be located when the whole class presentation takes place. In this

situation, the students should not have to move their chairs or stretch their necks.

To find out how well the students can see from their locations, the teacher should

try to sit on the different seat locations.

Instructional Strategies. As pointed out by Prawat (2008) efficient and

effective teachers have good command of their subject matter and are competent

in their teaching skills. They use varied instructional strategies with and

instructional materials fitted to the day’s lesson. In a learner-centered approach

of teaching the teacher gives emphasis on the individual activities of the students

as they actively construct their knowledge with understanding with the guidance

of the teacher. The teacher should see to it that each student is actively doing

24
her/his assigned task and should see to it that everything will go on smoothly

until the end of the period. She should go around the classroom to check whether

the students are doing well with the task assigned to them. In the constructivist

view, the teacher should not attempt to simply pour information into their

children’s mind.

Eby, Herrel & Jordan (2009) stipulated that children should be encouraged

to explore to their own world, discover knowledge and have a reflection, and

think critically with careful monitoring and meaningful guidance from the teacher.

Constructivists argue that too long the children have been required to sit still, will

become passive learners, and will rotely memorize irrelevant as well as relevant

information.

Constructivist gives emphasis on the collaboration process of children who

are working with each other in their efforts to know and understand a certain

information Holtzman (2009). A teacher with a constructivist instructional

philosophy would not have children memorize a certain information rotely but

would give them opportunities to meaningfully construct knowledge and

understand the material while guiding their learning (Bybee, Powell &

Trowbridge, 2008).

Johnson and Street (2008) give emphasis on the direct instruction

approach which is a teacher-centered approach characterized by teacher

direction and control. In this approach, there is ahigh teacher expectations for

students’ progress, maximum time spent by students on their academic tasks

25
and efforts by the teacher to keep a negative effect to a minimum. An important

goal in a direct instruction approach is maximizing students’ learning time.

Some experts in educational psychology who stated that that many

effective teachers use both constructivist and direct instruction approach rather

than either exclusively (Darling-Hammond & Bransford, 2005). Further some

circumstances may call more for a constructivist approach. For example, experts

increasingly recommend an explicit, intellectually engaging direct instruction

approach when teaching students with a reading or a writing disability (Berninger,

2006).

Langgas (2014) stated that while the students in the classroom have

different levels of competencies, make a great challenge to the teachers who

consider the interest of the learners while addressing their diverse needs. Thus, it

is necessary for the teachers to think of varied strategies for organizing groups,

pair and individual work so as not to frustrate the learners with lower skills than

others who have more advanced skills. Teachers must see to it that the subject

matter and objectives to be presented to the students will match to the mental

capacity of the students. They should remember that the students are of diverse

culture who are coming from different tribes, thus, exposing different

characteristics inside the classroom.

Giving Examinations. Gronlund and Waugh, (2009) and Oosterhof

(2009) gave emphasis on “Assessment Competence.” Competent teachers

should also have excellent assessment skills. There are many aspects of using

26
assessment in the classroom effectively. The teacher needs to decide what types

of test she wants to use to document the students’ performance after the end of

the class. She is given the option as to what type of test she like to use in

accordance to the intellectual capacity of the students.

The teacher will also need to use assessment effectively before and

during the instruction (Popham, 2008). For example in teaching on plate

tectonics, the teacher might decide to assess whether his or her students are

familiar with the terms like continent, earthquake, and volcano. During the

instruction, the teacher might want to use continuous observation and monitoring

whether his or her instruction is at a level that challenges the students and to

detect who among the students need an individual attention (Brookhart & Nitko,

2008). The teacher needs to develop a grading system that communicates a

meaningful information about the students’ performance. Other aspects of

assessments, a teacher is involved in a state mandated test to assess students’

achievement and the teachers’ knowledge and skills. The federal government’s

of No Child Left Behind (NCLB) legislation, requires the state to test the students

annually in mathematics, English/language arts, and sciences and holds the

state accountable for the success and failure of their students (Yell, 2008).

Because of the NCLB, the extent to which the instruction should be tied to

standards, or what is called “standards-based education, has become a major

issue in educational psychology and the U.S. classrooms (Yell & Drasgow,

2009).

27
 Use of Technology. According to Jonassen, Howland, Marra, and

Crismond, (2008), technology itself does not necessarily improve the students’

ability to learn, though it can support learning. The vision and support from the

educational leaders and the teachers who are skilled in using technology are the

basic conditions that give support to the effective use of technology. Another is

the content standards and curriculum, resources assessment of effectiveness in

technology for learning and an emphasis on a child as an active, constructive

learner (International Society for Technology in Education, 2007).

There is a profound gap between the technology knowledge and skills

most students learn in school and those they need in the 21st Century workplace

(Partnership for 21st Century Skills, 2008). Students will benefit from teachers

who increase their technology knowledge and skills and integrate computers

appropriately into the classroom learning (Forcier & Descy, 2008; Lever-Duffy &

McDonald, 2008). This integration should match up with the students’ learning

needs including the needs to prepare for tomorrow’s job, many of which will

require technological expertise and computer-based skills. Also, effective

teachers are knowledgeable about various assistive devices to support the

learning of students with disabilities (Bitter & Legacy, 2008).

Students of today are growing in a world that is technologically different

from the world in which their parents and grandparents were still the students. If

the students are to be adequately prepared for tomorrow’s job, then technology

must be one of an integral part in schools and the classroom. Students should be

28
knowledgeable enough about technology. It is now the responsibility of the

schools to provide different gadgets for technology for the students during their

classes for them to be equipped with knowledge about technology (Egbert, 2009;

Kelly, McCain & Jukes, 2009)

The technology revolution is part of the information of the society where

the people live. People before used pens, postage stamps and telephones as

means of their communication to anybody, but today people make use of

computer and other gadgets to communicate with other people. They can easily

communicate by making use of these gadgets and have a very easy way of

responding to the messages received. They often times have a face-to-face

communication, so that there is no delay in the dissemination of information.

However, in today’s technology-oriented world there are still people who are still

behind in the use of technology. They are those people who are living in the far

flung areas which could not be easily reach with lighting facilities, thus, these

people are far behind from those who are living in the city (Bitter & Legacy, 2008;

O’Hara & Pritchard, 2009).

The internet is a system of computer networks that operates world-wide as

the core of computer- mediated communication. The internet is playing an

important role in the technology revolution, especially in schools and in both

private and public organizations. In many cases, the internet has more current,

up-to-date information than the textbooks. In 2003, nearly 100 percent of the

public schools in the United States are connected on the Internet, and 93 percent

29
instructional classrooms had internet-connected computer (National Center for

Education Statistics, 2005).

Research Gap

The teachers’ capacity to teach depends on the administrative practices of

the school principal. School principals are supposed to strictly follow the school’s

criteria in the hiring of applicants and should actively attend to the school

personnel who have problems. School principals should at the same time

conduct proper classroom observations for the improvement of the teachers’

classroom activities and the most important aspect is to develop good

relationship with the teachers. It is from this aspect where the school principal will

gain positive understanding between them and their teachers and other school

personnel

Studies regarding administrative practices of School Principals in relation

to their teachers’ teaching competencies were already conducted. It was found

that these two variables were significantly related to one another. This means

that the teachers’ teaching competence is dependent on the school principals’

administrative practices. If the school principals administer their teachers with

positive moral values, then it is also expected that the teachers will have an

outstanding teaching efficiency.

It is from this context where the researcher was motivated to have an idea

of having a joint seminar on values development among school principals and

30
teachers in the five selected elementary schools where this study was

conducted. This is to give more strength between the school principals and the

teachers for them to maintain their good personal relationship to set good

examples to other school officials within the district.

Definition of Terms

The following terms are defined to give a clearer understanding among

readers as to what this study is all about.

Administrative practices refers to how the school principal administer his

subordinates in a certain institution. This also refers to the school principal’s

practices in dealing with other school personnel, how he works with these

people. In this study it includes the personal relationship of teachers, classroom

observation, selection of personnel and working with personnel who needs

assistance.

Attending a personnel with problems refers to a situation where the

school head is personally attending his assistance to a personnel who has a

problem. It could not be denied that there are times where a school personnel is

having a problem which makes him not to do his assigned task successfully. At

this point of time, it is now the responsibility of the school head to attend to the

problem of this personnel.

Classroom arrangement refers to the organization of the classroom by

maintaining enough space for a conducive learning situation. In this study, it

31
includes the proper placement of the school goals and visions, like the bulletin

boards, charts and maps which will serve as reminder for the students. Well-

arranged and structured classroom is conducive to learning. Therefore, it is

expected that there is a positive teaching-learning among teachers and students.

Conducting examinations are the skills of the teachers in developing

what types of tests are to be constructed to fit to the mental capacity of the

learners. In this study, it includes, short quizzes, discussion type of test, multiple

choice, It also includes the giving of review of the taken lessons a day before the

examination. This is to give the learners the capacity to perform high academic

performance

Hiring of applicants refers to how the school principal chooses his

personnel in such a way that it jibes with the school’s criteria in selecting for

school personnel. This includes the personality and qualifications of the

applicants, and the applicant’s membership in different organization. This also

includes the applicant voice projection. This is to determine if the voice of the

applicants is good enough to be heard by the students.

Instructional strategies are the teachers’ varied teaching techniques in

teaching to fit to the learners’ capacity to learn. In this study, it includes the

teachers’ mastery of the subject matter, the kind of instructional materials to be

used in any classroom activity. This is for the learners to gain enough knowledge

at the end of the lesson. At this point of time, the teachers can make use of

32
locale instructional materials and can also make use of the available gadgets

found in their school

Observation of classes refers to how the school principal observes

his/her teachers during classroom activities. In this study, it includes the time the

principal enters the classroom, his actuations while the class is going on, and the

interactions between the teacher and the pupils. This is to determine if there is

learning on the part of the pupils at the end of the lesson.

Relationship with teachers refers to the school principal’s proper

conduct and professionalism in dealing with his teachers, in varied school

activities like classroom observations, checking of pertinent papers, and in their

socialization to develop good camaraderie and teamwork inside the school

campus. It is said that there must be a good relationship between the teachers

and the school principals because they serve as the model in the whole school

campus.

Teaching competence refers to the teachers’ effectiveness in teaching

their pupils in the classroom. This includes classroom structuring, teaching

strategies, assessment competence and how they used technology in the

classroom. Teachers should be competent in the way they teach the daily

lessons. They should bear in mind that it is from them where the future of the

pupils lies.

Use of technology refers to the competency of the teachers in making

use of computers, projectors, and other technical apparatuses in any classroom

33
activities. This is the time where the pupils will start to learn how to use the varied

technical apparatuses for them to be considered as competent learners in the

21st century.

Conceptual Framework

This study is based on the idea of Carpio (2006) who stated that school

principal should possess the qualities of human understanding. He must know all

the people around him and consider all their positive and negative qualities and

think of any positive solutions to make them more productive. This is one of the

best ways that these people can be of help for the development of the said

institution. A school principal who is hesitant to change the attitudes of these

people will gain no cooperation from them and considers himself to be the only

person who works for the success of their institution.

This is also based on the idea of Blumenfeld, Kempler and Krajick, (2006)

who stated that students’ motivation is optimized when teachers provide them

with challenging tasks in a mastery-oriented environment that includes good

emotional and cognitive support, meaningful and interesting materials to learn

and master, and sufficient support for autonomy and initiative. They will be more

motivated if they their teachers use instructional materials which are suitable to

their level of understanding. Much more they are motivated if they are fairly

treated regardless of their intellectual capacities, physical and social

development.

34
 This study has two variables, the administrative practices of school

principals which was considered as the independent variable includes their

relationship with teachers, hiring of applicants, attending a personnel with

problems and observation of classes. This were correlated to the dependent

variable which was the teaching competence of teachers such as: classroom

arrangement, instructional strategies, giving of examinations and the use of

technology. This was to determine if these two variables have significant

relationship with one another.

Independent Variables Dependent Variables

Administrative Practices of Teaching Competence of

School Principals Teachers

 Relationship with  Classroom

Teachers arrangement

 Hiring of applicants
 Instructional
 Attending a personnel Strategies
with problems
 Giving of
 Observation of classes Examinations

 Use of Technology
35
 Sex
Male
Female

Intervening Variable

Figure 1. Conceptual Framework

Chapter III

METHODOLOGY

This chapter presents the research design, the research locale,

respondents of the study, the instruments, data gathering procedures and the

statistical treatment to analyze the gathered data.

Research Design

This study used the descriptive correlational design. This was to

determine if there is a significant difference in the administrative practices of

school principals when grouped according to sex. This also determined the

36
significant difference of the teachers’ teaching competence when they are

grouped according to sex. Much more, this also determined the significant

relationship between the school principals’ manifestation of their administrative

practices and the teachers’ teaching competence. According to Calmorin and

Calmorin (2005) this design is used when two or more variables are correlated

with one another. Descriptive researches are valuable in providing facts on which

scientific judgments are based and providing essential knowledge about the

nature of objects and persons. It is also valuable in having a closer observations

of the practices, behavior, methods and procedures. Instruments that are

employed in all types of descriptive research as data gathering instruments are

questionnaires, test, interviews, checklist, score cards, rating scales, observation

of schedules, and formulating of policies in the local, national, and international

level (Calmorin & Calmorin, 2007).

Administrative Practices of School Principals and the Teaching

Competence of Teachers in West Maasim District

Locale of the Study

Administrative
 Maasim Central Elementary
Practices of School
School
Principals
 Hilltop Elementary School
 relationship with  Daliao Elementary School
teachers  Kanalo Elementary School
 hiring of  Pananag Elementary School
applicants
 attending a
Respondents of the Study
personnel with
problem  Teachers
 observation of  Grade 6 Pupils
classes
37
 Research Instruments
Teaching Competence  Questionnaire on the
of Administrative Practices of
Teachers School Principals
* Questionnaire on the Teachers’
 classroom
structuring Data Gathering Procedures
 instructional
strategies
 during
Statistical Tools
examinations
 use of  Mean
technology  Pearson r
 t-test

Improved Administrative Practices of School Principals

and Teaching Competence of Teachers
Figure 2

Research Design

Research Locale

This study was conducted in West Maasim District in the Division of

Sarangani Province during School Year 2018-2019. This included the five

selected elementary schools, namely: Maasim Central Elementary School, Hilltop

Elementary School, Daliao Elementary School, Kanalo Elementary School and

Pananag Elementary School.

Maasim Central Elementary School is located in the Western side of

Poblacion Maasim, Sarangani Province. It is situated along the National Highway

38
and the Celebes Sea. It is also between the two big schools San Felipe Central

Elementary School and Hilltop Elementary School both more or less 1.5km away

from the highway. It comprises of 34 dedicated teachers from K-1 to Grade 6. It

has a total population of 1,101 learners.

Hilltop Elementary School is the lone elementary school in Kabatiol,

Maasim, Sarangani Province. It is located in the western part of Maasim which is

1.5km ride from the center of the Municipality. The population comprises of 95%

Cebuano, 3% B’laan and 2% Maguindanaon tribe and 25 dedicated teachers

including the innovative leadership of the school head.

Daliao Elementary School started as Daliao Primary School with one

teacher until such time it was successful and became an elementary school with

four teachers. The school has a lot area of 10,000 sq. meters bounded by the

East Hamza Ibrahim, West by Maguid and South by the National Highway. It is

8.5km away from Poblacion, Maasim. The school community is composed 61%

Muslims 38% of Lumads and 1% Christians with the total population of 400

pupils around the community and with the 18 committed teachers with devoted

school head.

Kanalo Elementary School is a Public Elementary School precisely

located at Cocob, Kanalo, Maasim Sarangani in the Municipality of Maasim. It is

one of the progressive barangay in the municipality of Maasim. It is 20km away

from the heart of the Municipality of Maasim. It consisted of more or less 99% of

Muslims and just 1% Christian.

39
 Pananag Elementary School is a public elementary school specifically

located at Pananag, Maasim, Sarangani Province. It is 15km away from

Municipality Proper. It is located along the National highway at the heart of

community of Pananag and comprises of almost 99% Muslim and 1% Christian.

Although the enrolment in this school is decreasing still they participated in

academic and non-academic competitions.

40
 Figure 2. Map of the Local of the Study

Respondents of the Study

The respondents of the study were the total population of teachers in each

of the five elementary schools. These teachers answered the questionnaire on

the administrative practices of their school principals. This questionnaire included

relationships of teachers, hiring of applicants, attending a personnel with

problems, and observation of classes. Each of the areas of this questionnaire

consisted of five items, making a total of 20 items which were answered by the

41
teachers. Another group of respondents were the 25 purposively selected Grade

6 learners from each of the five elementary schools. They were those learners

whose grades ranged from 80-85 considered as average level, 85-90 high

average level and those whose grades are 90-95 who belonged to very high

average level. These grades were taken from the Registrar’s Office from each of

the five selected elementary schools. Though these learners were purposively

selected and belonged to these grade levels, still the researcher oriented them to

make sure that the questionnaire will be answered comprehensively.

Table 1 shows the distribution of respondents of the study.

Table 1

Distribution of Respondents of the Study

Name of Schools Teachers Pupils

Maasim Central Elementary School 34 25
Hilltop Elementary School 25 25
Daliao Elementary School 18 25
Kanalo Elementary School 17 25
Pananag Elementary School 9 25
Total 103 125
Research Instruments

This study used two types of questionnaires. The first type pertained to the

administrative practices of school principals. This questionnaire consisted of four

areas: relationship of teachers, hiring of applicants, attending a personnel with

problems and observation of classes. Each of these areas consisted also of five

items thus, there were 20 items answered by the teachers. This questionnaire

was formulated by the researcher, therefore, it underwent a validity and reliability

42
test using Cronbach Alpha. After it was tested, it was found that the

questionnaire has a Cronbach Alpha rating of .894 which indicated that the

questionnaire was valid and reliable.

The following quantification was used in determining the administrative

practices of school principals.

Range Description Interpretation

4.50 – 5.00 Always Administrative practices are done

90% of the time

3.50 – 4.49 Often Administrative practices are done

80% of the time

2.50 – 3.49 Moderately Administrative practices are

done
50% of the time

1.50 – 2.49 Sometimes Administrative practices are

done
30% of the time

1.00 – 1.49 Never Administrative Practices are not

done any time

The second questionnaire pertained to the teachers’ teaching competence

consisting of four areas. These are classroom arrangement, instructional

strategies, giving of examinations and the use of technology. This questionnaire

was formulated by the researcher, thus, it also underwent validity and reliability

test using Cronbach Alpha. It was found that the questionnaire was valid and

reliable based on the obtained Cronbach Alpha value of 0.748.

43
 Below is the quantification used in determining the teachers’ teaching

competence.

Range Description Interpretation

4.50 – 5.00 Very Competent Teaching competence is

manifested 90% of the time

3.50 – 4.49 Competent Teaching competence is

manifested 80% of the time

2.50 – 3.49 Moderately Competent Teaching competence is

manifested 50% of the time

1.50 – 2.49 Incompetent Teaching competence is

Manifested 30% of the time

1.00 – 1.49 Very Incompetent Teaching competence is not

manifested any time

Data Gathering Procedures

The researcher prepared a letter for the Schools Division Superintendent

of Sarangani requesting him to allow the researcher to conduct his study on the

five selected elementary schools of West Maasim District namely: West Maasim

Central Elementary School, Hilltop Elementary School, Daliao Elementary

School, Kanalo Elementary School and Pananag Elementary School. Upon

approval, the researcher prepared another set of letters for the five school

principals with an attached letter of approval from the Schools Division

Superintendent asking permission that all of their teachers and some of their

Grade 6 learners will be made as respondents of his study. It was the researcher

44
who handed all the letters to the school principals for him to know the exact date

and time of the conduct of the questionnaire.

When everything was arranged, he went from one school to another to

administer his questionnaire. He first made an arrangement of the school

principal of Maasim Central Elementary School where the researcher is presently

teaching. After he was given the go-signal by the school principal to administer

his questionnaire he prepared everything for the administration on the following

day.

Early morning of the following day, he gathered all the 25 learner-

respondents in one classroom for the administration of the questionnaire. Before

the start of the administration, the researcher explained first of what the

questionnaire was all about. He explained each of the items found in each of

every parameter so that they will not find much difficulties in answering them.

When everybody had fully understood all that was explained by the researcher,

he started the administration of the questionnaire. It was the researcher who

personally administered the questionnaire: Thus, the pupils were free to ask

questions on the portion which they found difficulties in answering them. It took

45 minutes for the learners to answer the questionnaires to include the briefing of

the researcher before the start of the proper administration. When all of the

learners were finished in answering, he gathered all the questionnaires and

inserted them in an envelope.

45
 The next group of respondents were the total population of teachers. He

gathered all the teachers in the same classroom where the pupils answered the

questionnaire intended for them. The teacher-respondents arranged themselves

without being told by the researcher. But before the start of the administration,

the researcher explained to them what the questionnaire was all about and so

everybody was excited to answer the questionnaire. Questionnaires were then

distributed to the teacher-respondents and it only incurred 30 minutes for them to

finish in answering the questionnaire. When everybody was finished, the

researcher gathered all the questionnaires and inserted them in another envelop.

The same procedure was done in all of the school-respondents.

Statistical Treatment

Statistical treatment of the results followed. This was to analyze the data

in accordance to what were asked in Chapter 1. Therefore, varied statistical tools

were used in analyzing the said data.

In determining the administrative practices of school principals and the

teachers’ teaching competence, mean was used.

In determining the significant difference of the administrative practices of

school principals when grouped according to sex, t-test was used.

To determine the significant difference of the teachers teaching

competence when grouped according to sex, t-test was also used.

46
 Pearson r was used in determining the significant relationship between

the administrative practices of school principals and the teachers’ teaching

competence

All tests were done at the .05 level of significance.

Chapter lV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

47
 This chapter presents, analyzes, and interprets the data gathered. The

results are presented in the succeeding tables.

Administrative Practices of School Principals

This study determined the administrative practices of school principals as

evaluated by the teachers. Tables 2a, 2b, 2c, and 2d show the results of the

evaluation.

Table 2a shows the result of the administrative practices of school

principals in terms of relationship with teachers.

Table 2a

Administrative Practices of School Principals Based on its

Relationship with Teachers

A Relationship with Teachers Mean Description

Our school principal

1. observes proper conduct and

professionalism towards teachers 4.24 Often
2. practices cooperation rather than
competition 4.33 Often
3. conducts a heathy discussion with
the teachers 4.33 Often
4. establishes camaraderie and
teamwork with the teachers. 4.15 Often
5. socializes with teachers wherever
they are 4.01 Often
Mean 4.21 Often

48
 As evaluated by the teachers, their principals often showed

professionalism with a mean of 4.24, cooperative with a mean of 4.33, conducted

a health discussion with the teachers with a mean of 4.33. They also established

camaraderie and teamwork with the teachers 4.15, and socialized among

teachers with a mean of 4.01. The principals’ relationship with teachers has an

average mean of 4.21 verbally described as often.

This implies that the school principals have developed good interpersonal

relationship with their teachers. They developed cooperation so that when there

are tasks or any school activities to be done, both the teachers and the school

principal will coordinate with another, making them to be finished to the soonest

possible time.

This jibes with the idea of Naungayan (2006) who pointed out that good

human relations is very necessary in every institution and this is probably lead by

the school administrator. According to Sorenson, et al. (2009), there are teachers

who are not performing well in accordance to what is expected from them. It is

now the responsibility of the school principal to work with these teachers humanly

and reasonably. The school principal should see to it that these teachers

continue to work religiously to the assigned tasks to them. He/she should see to

it that the teachers’ self-esteem will remain intact. School principal should provide

their teachers with the benefit of the doubt. If he/she commits mistake, he should

provide a great chance to succeed

49
 Sorenson, et al. (2009) stated further that school principals should act

accordingly and responsibly to the employee who needs assistance. He should

act accordingly before it is too late. The school principal should give his

immediate action. He should provide immediate guidance and support to the

person who is really in need with his assistance. Such actuation will really give a

person a room for improvement. Persons who are treated in this way will develop

and grow professionally.

Table 2b shows the result of the administrative practices of school

principals on hiring of applicants.

Table 2b

Administrative Practices of School Principals Based on

Hiring of Applicants

B. Hiring of Applicants Mean Mean

Our school principal

1.uses valid criteria in hiring of applicants 4.53 Always

2. considers the personality and
qualifications of the applicants. 4.39 Often
3. based his hiring of applicants on the
mission, vision and goals of the school. 4.55 Always
4. initiates the applicants to make their
voice louder during the interview. 4.41 Often
5.consider the applicants membership in
different organizations. 4.45 Often
Mean 4.46 Often

50
 With regards to the hiring of applicants, the school principals garnered an

average mean of 4.46 which is verbally described as often. Specifically, the

school principals always used valid criteria in hiring of applicants with a mean of

4.53, and they always based on the mission, vision and goals of the school with a

mean of 4.55. The school principals often considered the personality and

qualifications of the applicant with a mean of 4.39, and they often initiated the

applicants to make their voice louder during the interview with a mean of 4.41

and considered the applicants’ membership in different organizations with a

mean of 4.45.

This is an indication that the school principals are careful and selective in

hiring applicants. They did this because these applicants will become members

of the school system. They will be one of those who will patiently work for the

progress of the school system. They should remember that the success of the

school system depends on the kind of personnel the school has.

Sorenson and Sorenson (2009) pointed out that one of the priorities of

school principals is to hire qualified school personnel who will work together with

other personnel for the success of the whole school system. When the school

principal starts to develop the campus he should give emphasis of the school

culture which is also characterized by motivation, cohesiveness, and positive

moral among their teachers. In order for the school principal to have an effective

evaluation, the effectiveness of the criteria for evaluation should be also carefully

examined.

51
 A well-planned and a careful screening of teachers will give a new life to

the school with low morale, absenteeism of teachers, low test results of pupils,

will become effective if there is a well-planned and careful screening of

applicants. It is from the school principal where the effective screening and the

selection processes of applicants start. Appropriate selection of teachers,

considering their qualification will place will place the right person accorded to

them. Correctly implemented hiring process of staff will enhance the academic

and other educational goals of the school and will probably give positive effects

of the quality of teaching and learning. The school principal should see to it that

the person who will be hired has enough knowledge of what he is supposed to do

on the task assigned to him. He should see to it that the specific task assigned

must be carefully and honestly done. Therefore, there must be a careful planning

and screening of applicants. Qualified applicants are those who can work well to

the assigned task assigned to them. They are those who can work well and can

easily finish the assigned task to them (Sorenson et al., 2009).

Table 2c shows the results of the school principals’ administrative

practices specifically on attending a personnel with problem.

Table 2c

Administrative Practices of School Principals Based on

Attending a Personnel with Problems

Attending a Personnel with Problems Mean Description

52
Our School Principal

4.38 Often
1.assists and guide the teacher who needs help.
2.provides the teacher with the benefits of the doubts. 4.35 Often
3.gives the teacher an opportunity to respond
honestly to any allegations 4.34 Often
4.encourages the teachers to have an opportunity to
improve. 4.34 Often
5.gives the teacher enough time to improve 4.20 Often
Mean 4.32 Often
The school principal often assisted and guided the teachers who need

help with a mean of 4.38, provided the teachers with the benefits of the doubt

with a mean of 4.35 verbally described as often. The school principal often gave

the teacher an opportunity to respond honestly to any allegation with a mean of

4.34, encouraged the teacher to have an opportunity to improve with a mean of

4.34 verbally described as often, and gave the teacher enough time to improve in

his/her performance with a mean of 4.20. Generally, the school principal’s

administrative practices garnered an average mean of 4.32, described as often.

This means that the school principals does not want that his personnel

cannot work his assigned task aggressively because of problems he encountered

while doing it. He wants that while this personnel who is working on his assigned

task will do it willingly and religiously to also produce positive product. Thus,

school principals should try themselves to assist this personnel with problems to

make them work to the best of their ability.

53
 Carpio (2005) articulated that school principal should have the qualities of

human understanding. He must know the teachers around him, and consider all

the positive and negative qualities and think of any positive solutions to make

them more productive. This is one of the best ways teachers can be of help for

the development of the said institution. A school principal who is hesitant to

change the attitudes of the teachers will gain no cooperation from them and

considers himself to be the only one person who works for the success of their

institution. It is also observed that there are school principals who are self-

motivated in showing their enthusiasm, desire and passion in administering their

teachers. This can be shown thru their administrative practices as well as in their

efficiency in administering their teachers. However, there are those even if they

are already qualified to be designated as school principals, yet they lack the

qualities and practices of being an administrator, thus making them to be

inefficient in administering their teachers, staff and other personnel in the school.

Table 2d shows the result of school principals’ administrative practices on

their observation of classes.

Table 2d

School Principals’ Administrative Practices Based on

Observation of Classes

Observation of Classes Mean Description

Our school principal

1.enters the classroom before the classes start. 4.81 Always

54
2. jots down his comments during his
observation. 4.64 Always
3. focuses his attention to the discussion of the
teacher 4.40 Often
4. gives attention to the interactions
between the teacher and the students 4.64 Always
5.uses the teacher’s lesson plan as his
guide during his observation of classes. 4.55 Always
Mean 4.60 Always

As evaluated by the teachers, their principals always entered the

classroom before the start of classes with a mean of 4.81, and jotted down his

comments during his observation with a mean of 4.64, and often focused his

attention to the discussion of the teacher 4.40. The school principal always gave

attention to the interactions between the teachers and the pupils with a mean of

4.64, and always used the teacher’s lesson plan as his guide during his

observation of classes with a mean of 4.55. Generally, the administrative

practices of school principal in their observation of classes has an average mean

of 4.60 which is described as always.

This implies that the school principals are concerned with the leaning of

the pupils. That is why they enter the classroom before the classes start so that

they can thoroughly observe the teachers from the very start of the class to the

end. They jot down all their comments so that at the end of the class they will

have a conference with the teacher observed, give their comments and

55
recommendation for the improvement of the teaching competence of the

teachers for the benefits of the learners.

It is but necessary for school principals to conduct class observation. This

is to determine how ready the teachers are in demonstrating the lessons of the

day to their learners. The understanding of the learners of the day’s lesson

depends on how the teachers elaborated the lesson to make it sure that

something will be learned by the learners at the end of the day. Thus, school

principals should conduct classroom observations among teachers to determine

if the teachers are doing efficiently in their instructional strategies good enough

for the learners to learn comprehensively. During the classroom observation, the

school principal will automatically jot down his observations and discuss them to

the teacher concerned after the end of the day.

During the observation, the school principal should also be concerned with

the learning opportunities of their children. As cited by Evertson and Emmer

(2008) experts in the classroom management reported there are changes in the

way the classrooms are being arranged in such a way that it will be conducive to

learning. Therefore, during the observation process, the school principal does not

only focus his observation to the teacher’s discussion but at the same time,

observe also if the whole classroom situation is also conducive to learning for the

learners to get full understanding of the lessons being discussed by the teachers.

Table 2e shows the summary of the result of the school principals’

administrative practices.

56
 Table 2e

Summary Table on the Administrative

Practices of School Principals

Administrative Practices of School

Principals Mean Description
Relationship with teachers 4.21 Often
Hiring of applicants 4.46 Often
Attending a personnel with problems 4.32 Often
Observation of classes 4.60 Often

The school principals often had a smooth interpersonal relationship with

their teachers with a mean of 4.21, while in the hiring of applicants, the school

principals had a mean of 4.46, verbally described as often. They also attended

their personnel with problems with a mean of 4.32 verbally described as often

and they often observed classes with a mean of 4.60

This means that the school principals are do their duties and

responsibilities as administrators. Developing good relationships with teachers

and strictly following the criteria of hiring applicants are indications that the

principals are following the guidelines of the school. The school principals are

also lenient in their observation of classes. They are strictly do it following the

definite time schedule. They are concerned with the success of both the teachers

and the learners and of course the school system as a whole.

Administrative Practices of School Principals

When Grouped According to Sex

57
 Table 3 shows the result of the significant difference of the school

principals when they are grouped according to sex.

Table 3

Administrative Practices of School Principals

When Grouped According to Sex

Group Mean t-value p-value Remarks

Male 4.41 0.262 0.794 No

significant
Female 4.39 difference

The result of the t-test showed no significant difference in the

administrative practices of male and female school principals. This is shown by

the t-value of 0.262 and the p-value of 0.794 (p > .05) Thus, the sex of school

principal whether male or female does not matter. Both have the strong capacity

and efficiency to work effectively.

Teachers’ Teaching Competence

This study determined also the teachers’ teaching competence of West

Maasim District. Tables 4a, 4b, 4c, 4d, and 4e show the result.

As evaluated by the pupils, their teachers were competent in their

classroom management with an average mean of 4.06. Specifically, the teachers

were competent in arranging all the things in their classroom with a mean of

58
 3.57, displayed the mission, vision and goals of the school 4.41, and created and

maintained an effective learning environment by updating the bulletin boards,

charts and maps with a mean of 4.45.

Table 4a

Teachers’ Teaching Competence Based on

Classroom Management

Classroom Management Mean Description

Our teacher

1. arranges all the things in the classroom to it more

conducive to learning. 3.59 Competent
2. displays the mission, vision and goals of the school. 4.41 Competent
3. creates and maintain an attractive learning
environment by updating the bulletin boards, charts
and maps. 4.45 Competent
4. arranges all the things in the classroom in such a
way that everybody can see with each other. 4.03 Competent
5. designs the classroom by using updated facilities
commonly available in the learners’ home. 3.83 Competent
Mean 4.06 Competent

Additionally, the teachers arranged all the things in the classroom 4.03,

and designed their classrooms using updated facilities with a mean of 3.83,

verbally described as competent.

This indicated that the teachers are very much concerned with the

knowledge obtained by the learners at the end of the period. When all the things

inside the classroom are well arranged will make the learners to have a full

59
concentration of what the teacher is discussing about. Thus, at the end of the

period the learners will gain enough knowledge.

An important aspect of being an experienced teacher is keeping the class

as a whole working together with the different classroom tasks. An effective

teacher establishes and maintains an environment which is conducive to

learning. A teacher needs a variety of strategies in establishing the rules and

procedures, organizing groups or teams for monitoring and pacing classroom

activities and managing the behavior of the students (ASCD, 2009; Bloom,

2009).

Evertson and Emmer (2009); and Larivee, (2009) stipulated that effective

classroom management maximizes the children’s learning opportunities. Experts

in classroom management report that there has been a change in thinking about

the best in structuring a classroom. The older view emphasizes creating and

applying rules to control students’ behavior. Historically, in a classroom

management, the teacher was thought of as a director. It is the classroom

teacher who formulates the rules and regulations of the classroom which are to

be strictly followed by the students. Thus, students will strictly follow or else there

will be a corresponding punishment to those who are hesitant to follow. However,

punishments are minimal which are only good for the students that what they did

is inconsistent to the formulated classroom rules and regulations.

Table 4b shows the result of the teachers’ teaching competence in

instructional strategies.

60
 Table 4b

Teachers' Teaching Competence Based on

Instructional Strategies

Instructional Strategies Mean Description

Our teacher

4.44 Competent
1.clearly states the objectives of our daily lesson.
2. masters the topics to be discussed everyday. 4.38 Competent
3. uses a variety of classroom activities to
improve the leaning skills of the pupils. 4.57 Very Competent
4. makes use of instructional materials which
makes the lesson easy to be understood by the
pupils. 4.33 Competent
5.designs the assessment strategies that
measure the pupils learning. 4.42 Competent
Mean 4.42 Competent

The teachers were also competent in using varied instructional strategies

with an average mean of 4.42. They were very competent in using a variety of

classroom activities with a mean of 4.57. Objectives of their daily lesson were

clearly stated with a mean of 4.44, verbally described as competent. They

mastered the topics to be discussed everyday 4.38, made use of instructional

materials which made the lesson easy to understand 4.33, and designed

assessment strategies 4.42, verbally described as competent.

This signifies that the teachers were aware of the varied teaching

strategies to be used in the classroom activities. The teachers made use of a

61
teaching strategy that fits to the mental capacity of the learners to make them

fully understand of what the discussion

is all about. This were done to make the learners gained enough knowledge at

the end of the day.

As pointed out by Prawat (2008) efficient and effective teacher have good

command of their subject matter and are competent in their teaching skills. They

use varied instructional strategies with instructional materials fitted to the day’s

lesson. In a learner-centered approach of teaching, the teacher gives emphasis

on the individual activities of the students as they actively construct their

knowledge with understanding with the guidance of the teacher. The teacher

should see to it that each student is actively doing their her/his assigned task and

should see to it that everything will go on smoothly until the end of the period.

She should go around the classroom to check whether the students are doing

well with the task assigned to them.

Table 4c shows the result of the teachers’ teaching competence

specifically in giving of examinations.

Table 4c

Teachers’ Teaching Competencies Based on

Giving of Examinations

Giving of Examinations Mean Description

62
Our teacher

1. gives a short quiz after the discussion of the 4.26 Competent

lesson.
2. gives a discussion type of test. 4.27 Competent
3. gives multiple type of test during periodical
examination. 4.20 Competent
4. reviews the lesson taken a day before giving
the examinations. 4.62 Competent
5. gives a type of test fitted to the mental
capacity of the pupils. 4.02 Competent
Mean 4.27 Competent

As evaluated by the pupils, the teachers’ teaching competence garnered

an average mean of 4.27 verbally described as competent. The teachers were

also competent in giving a short quiz after the discussion with a mean of 4.26,

competent in giving a discussion type of test 4.27, and in giving multiple types of

test during periodical examinations. 4.20. Moreover, the teachers were also

competent in giving a review of the lessons taken a day before the examination

with a mean of 4.62, and lastly, the teachers were also competent in giving a

type of test fitted to the mental capacity of the learners 4.02.

This signifies that the teachers are aware of the kind of pupils hey have

inside he classroom. That is why they give types of tests which are fitted to the

mental capacity of the students. Teachers who have such kind of attitudes are

being loved and respected by the students. They will be remembered by the

students who have already graduated long time ago.

63
 Competent teachers should also have an excellent assessment skills.

There are many aspects of using assessment in the classroom effectively. The

teacher needs to decide what types of test she wants to use to document the

students’ performance after the end of the class. She is given the option as to

what type of test she likes to give in accordance to the intellectual capacity of the

pupils. A teacher is involved to assess the students’ achievement and the

teachers’ knowledge and skills. The federal government of the No Child Left

Behind (NCLB) legislation, requires the state to test the students annually in

mathematics, English/language arts, and sciences and holds the state

accountable for the success and failure of their students (Yell, 2008). Because of

this, the extent to which the instruction should be tied to standards, or what is

called “standards-based education, has become a major issue in educational

psychology.

Table 4d shows the result of the evaluation of the teachers’ teaching

competence in the use of technology.

As evaluated by the pupils, the teachers garnered and average mean of

2.94 which is described as moderately competent. Specifically, the teachers were

moderately competent in their use of computer 3.22, encouraged their pupils to

use projectors in presenting their assignments 2.72, showed to the pupils the

different parts of the computer with a mean of 2.99. They were also moderately

competent to explain what an internet is 3.10 and taught the pupils how to make

a power point presentation with a mean of 2.68.

64
 Table 4d

Teachers’ Teaching Competence Based on the

Use of Technology

Items Mean Description

Our teacher

3.22 Moderately Competent

1.uses computer in discussing the lesson.
2.encourages us to use projectors when we
present our assigned reports. 2.72 Moderately Competent
3.shows to us the different parts of a
computer and its uses. 2.99 Moderately Competent
4. explains to us what an internet is. 3.10 Moderately Competent
5.teaches us how to make power point
presentation. 2.68 Moderately Competent
Mean 2.94 Moderately Competent

This is an indication that the teachers have the courage to teach the pupils

to the new trends of education because they will precisely belong to the 21 st

century learners. The teachers do not want that their children will be left behind

from the other learners. So teachers will really try their best to teach their children

on the new trends of technology.

This result jibes with the idea of Egbert (2009), Kelly, McCain & Jukes,

(2009) who stated that students of today are growing in a world that is

technologically different from the world in which their parents and grandparents

were still the students. If the students are to be adequately prepared for

65
tomorrow’s job, then technology must be one of the integral parts in schools and

in the classrooms. Students should be knowledgeable enough about technology.

It is now the responsibility of the schools to provide different gadgets of

technology for the students during their classes for them to be equipped with

knowledge about technology.

Table 4e shows the summary of results of the teachers’ teaching

competence

Table 4e

Summary Table on Teachers’ Teaching Competence

Teachers’ Teaching
Competence Mean Description
Classroom Arrangement 4.06 Competent
Instructional Strategies 4.42 Competent
Giving of Examinations 4.27 Competent
Use of Technology 2.94 Moderately Competent

As a summary from the evaluation of the pupils, the teachers have these

average mean of their teaching competence. The teachers garnered an average

mean of 4.06 in their classroom management described as competent,

instructional strategies with an average mean of 4.42, in giving of examinations

the average mean is 4.27 described also as competent. It is only in the use of

technology where the teachers obtained only an average mean of 2.94 verbally

described as moderately competent.

66
 This implies that the teachers need further training and need update

themselves in the use of modern technology. Thus, there is a need for school

principals, parents, and other stakeholders to look into this situation for the

children to be also updated of the new trends of education.

Table 5 shows the difference in the teachers’ teaching competence when

grouped according to sex.

Table 5

Difference in Teachers’ Teaching Competence

When Grouped According to Sex

Group Mean t-value p- value Remarks

Female 3.87 1.327 0.187 No significant

difference
Male 3.98

Male and female teachers did not differ in their teaching competence. This

was based on the t-value of 1.327 and the p-value of (p>, 05). This means that

both the male and female teachers were of the same level of teaching

competencies. Both were trying their best to look for ways and means to have an

efficient teaching good enough for the pupils to fully understand of what the

topics are all about.

Table 6 shows the relationship between the administrative practices of

school principals and the teachers’ teaching competence.

67
 The result of the correlation showed that the administrative practices of

school principals have significant relationship to the teachers’ teaching

competence. This was based on the correlation coefficient of r – 0.342 and the p-

value of 0. 014 (p< .05).

Table 6

Relationship Between Administrative Practices of School Principals

and the Teachers’ Teaching Competencies

Variables Teaching Competence of Teachers

Correlation p- value Remarks
Coefficient (r)
Administrative With Significant
Practices of 0.342 0.014 Relationship
Principals

Good principals bring together the teachers and the students making them

to have the feelings of cohesiveness and considers it a part of the whole

educational system. When all school members of the school system take pride of

their place of learning, then education is fostered and both the students and the

teachers as well as the parents will feel engaged. Teachers will gain

understanding on the organizational objectives and can easily determine the

tasks assigned to them (Department of Education, 2010).

68
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions and

recommendations of the study.

Summary of Findings

Based on the results of the study, the following are the summary of

findings:

1. School Principals administrative practices.

1.1 School principals often practiced their relationship with teachers as

indicated by the mean of 4.21.

1.2 School principals often practiced their hiring of applicants as

indicated by the mean of 4.46.

1.3 School principals’ often practiced in attending their personnel with

problem as indicated by the mean of 4.32.

69
 1.4 School principals often practiced their observation of classes as

indicated by the mean of 4.55.

2. Administrative Practices of School Principals when Grouped

According to Sex.

The result of the t-test showed no significant difference in the

administrative practices of male and female principals as shown in

the t-test value of 0 .262 and P – value of 0.794 (p > .05)

3. Teaching Competence of Teachers

3,1 The teachers’ teaching competence in the aspect of classroom

management is competent as indicated by the mean of 4.06.

3.2. The teachers’ teaching competence in the aspect of instructional

strategies is competent as indicated by the mean of 4.42.

3.3 The teachers teaching competence in the aspect of giving

examinations is competent as indicated by the mean of 4.27.

3.4 The teachers’ teaching competence in the aspect of the use of

technology is moderately competent as indicated by the mean of

2.94.

4. Difference in the Teachers’ Teaching Competence when Grouped

according to Sex.

Male and female teachers did not differ in their teaching

competence. This is based on the t-value of 1.327 and the p-value

of 0.187 (p. > .05).

70
 5. Relationships on the Administrative Practices of School Principals
and the Teachers’ Teaching Competence

The administrative practices of school principals had a

significant relationship with the teachers’ teaching competence

based on the correlation coefficient of r = 0. 342, and p – value of

0. 014 (p < .05).

Conclusions

Based on the findings of the study, the following conclusions are hereby

formulated;

1. The school principals often have a good relationship with teachers,

observe the rules in the hiring of applicants, and attend to teachers

with problems. They also always conduct class observation.

2. Male and female school principals do not differ in their administrative

practices

3. Teachers are generally competent in their classroom management,

In their instructional strategies, and the giving of examinations, but

are only moderately competent in the use of technology.

4. Male and female teachers do not differ in their teaching

competence.

5. Teachers’ teaching competence is significantly influenced by their

principals’ administrative practices..

71
Recommendations

Based on the findings and conclusions, the following recommendations

are hereby formulated:

1. Teachers may undergo trainings on the use of computers and internet

because they rated low in the use of technology.

2. Teachers may maintain in making use of varied instructional materials

for the pupils to easily understand the lessons

3. School Principals should maintain good relationships with teachers as

model to their pupils, parents, and other stockholders in the

community.

4. Principals may maintain their fairness and objectivity on the hiring of

teacher-applicants to achieve quality of instruction.

5. Principals may conduct regular observations of classroom instruction

to ensure that teachers create conducive learning environment for the

pupils.

72
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Appendix A
Letter of Permission to the Schools Division Superintendent

77
 Appendix B1
Letter of Permission to the Principals/School Heads

78
 Appendix B2
Letter of Permission to the Principals/School Heads

79
 Appendix B2
Letter of Permission to the Principals/School Heads

80
 Appendix B3
Letter of Permission to the Principals/School Heads

81
 Appendix B4
Letter of Permission to the Principals/School Heads

82
 Appendix B5
Letter of Permission to the Principals/School Heads

83
 Appendix C1
Content Validation Form of the Questionnaire on the
Administrative Practices of School Principals

84
 Appendix C2
Content Validation Result of the Questionnaire on the
Administrative Practices of School Principles

85
 Appendix C3
Content Validation Form of the Questionnaire on the
Teachers’ Teaching Competence

86
 Appendix C4
Content Validation Result of the Questionnaire on the
Teachers’ Teaching Competence

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 Appendix D1
Questionnaire on the Administrative Practices of Principals
(to be rated by the teachers)

Name (Optional) _____________________________ Age ____ Sex _________

School ____________________________Number of Years Teaching ________
Direction Read the statements below and marked a check in the box in
accordance to what you observed in your school principal by following the scale
below.

Scale Description

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 5 Always
4 Often
3 Sometimes
2 Seldom
1 Never

A. Relationship with Teachers

Our school principal: 5 4 3 2 1

1. observes proper conduct and
professionalism towards teachers. () () () () ()

2. practices cooperation rather than competition. () () () () ()

3. conduct a healthy discussion

with the teachers. () () () () ()

4. establishes camaraderie and teamwork

with the teachers. () () () () ()

5. socializes with teachers wherever they are. () () () () ()

.

B. Hiring of Applicants
Our school principal
1. uses valid criteria in hiring applicants. () () () () ()

2. considers the personality and

qualifications of the applicants. () () () () ()

3. based his hiring of applicants on the mission,

vision and goals of the school. () () () () ()

4. initiates the applicants to make their voice

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 louder during the interview. () () () () ()

5. considers the applicants’ membership in

different organizations. () () () () ()

C. Attending a Personnel with Problems

Our school principal
1. assists and guides the teacher
who needs help. () () () () ()

2. provides the teacher with the benefits of

the doubt. () () () () ()

3. gives the teacher an opportunity to

respond honestly to any allegation. () () () () ()

4. encourages the teacher to have an

opportunity to improve. () () () () ()

5. gives the teacher enough time to improve

his/her performance. () () () () ()

D. Observation of Classes
Our School Principal

1. enters the classroom before the class starts. () () () () ()

2. jots down his comments during his observation. () () () () ()

3. focuses his attention to the discussions of

the teachers. () () () () ()

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4. gives attention to the interactions between
the teacher and the pupils () () () () ()

5.uses the teacher’s lesson plan as his

guide during his observation of classes. () () () () ()

Appendix D2

Questionnaire on the Teachers’ Teaching Competence

(to be rated by the pupils)

Name (Optional) __________________________

School _______________________________ Age _________ Sex_________

91
Direction Read the statements below and marked a check in the box in
accordance to what you observed in your teachers by following the scale below.
Scale Description

5 Very Competent
4 Competent
3 Moderately Competent
2 Incompetent
1 Very Incompetent

A. Classroom Arrangement 5 4 3 2 1
Our teacher:

1. arranges all the things in the classroom

to make it conducive for learning. () () () () ()

2. displays the mission, vision and

goals of the school. () () () () ()

3. creates and maintains an effective

learning environment by updating
the bulletin boards, charts and maps. () () () () ()

4. arranges all the things in the classroom

in such a way that everybody
can see each other. () () () () ()

5. designs classroom using updated facilities

commonly available in the learners’ home () () () () ()

B. Instructional Strategies
Our teacher

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 1.clearly states the objectives of our
daily lesson. () () () () ()

2. masters the topic to be discussed everyday. () () () () ()

3. uses a variety of classroom activities to

improve the learning skills of pupils. () () () () ()

4. makes use of instructional materials which

makes the lesson easy to understand
by the pupils. () () () () ()

5. designs assessment strategies that

measure pupils’ learning. () () () () ()

C. Giving of Examinations
our teacher

1. gives a short quiz after the discussion

of the lesson. () () () () ()

2. gives a discussion type of test. () () () () ()

3. gives multiple types of test during

periodical examination. () () () () ()

4. reviews the lessons taken a day

before giving the examination. () () () () ()

5.gives a type of test fitted to the mental

capacity of the learners. () () () () ()

D. Use of Technology
Our teacher

1. uses computer in discussing the lesson. () () () () ()

2. encourages us to use projectors when we

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 present our assigned reports. () () () () ()

3. shows to us the different parts of a computer

and its uses. () () () () ()

4. explains to us what an internet is. () () () () ()

5. teaches us how to make power

point presentation. () () () () ()

CURRICULUM VITAE

PERSONAL INFORMATION

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Name : Daniel C. Sabanal
Birthdate : August 25, 1982
Birthplace : Poblacion, Maasim,
Sarangani Province
Address : Poblacion, Maasim,
Sarangani Province
Civil Status : Married
Spouce : Grace Aileen A. Sabanal
Children : Daniel Grace A. Sabanal
Gadleniellle A. Sabana
Parents : Nelida C. Toto

EDUCATIONAL BACKGROUND

Graduates Studies : Holy Trinity College of General Santos City

Master of Arts in Education
Major in Educational Administration
March 2019

Tertiary : Mountain View College

Bachelor of Secondary Education
Valencia, Bukidnon
2001-2009

Secondary : Tubalan High School

Colon, Maasim, Sarangani Province
1995-1999

Elementary : Tubalan Elementary School

Tubalan, Malita, Davao del Sur
1989-2005

TEACHING EXPERIENCE

Teacher 1 : Semirara Aventist Academy

2010-2012

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Teacher 1 : Tubalan National High School
June – August 2012

Teacher 1 : Maasim Central Elementary School

August 2012-2013

Teacher 1 : Maasim Central Elementary School

May 2013 – Present

ELIGIBILITY

(LET) : Licensure Examination for Teachers

September 25, 2011

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