Competencies of K to 12 Teachers: Its Relation to Junior High Schools’ Academic

Performance in Mathematics

A Thesis
Presented to
The Faculty of the Graduate School
Kabankalan State University
Kabankalan City

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education
Major in Administration and Supervision

By

Leonilyn Oropel
March 2021
 Chapter 1
The Problem and Its Setting
Introduction

Teaching is a continuous and unending task. It deals with instruction,

tutorials and education. Teachers are often addressed as the prime movers of

knowledge; this gives them the identity that “Teachers make the world go round”.

Thus, teachers are leaders and molders of future; it is a must that teachers ensure

that they can teach effectively inside and outside the classroom environment.

Different factors related to teachers may affect the students’ learning

capability. These factors are being addressed in the K-12 tool kit as the attributes

of K-12 teachers’. Wherein, teachers in the K-12 curriculum must be a multi-

literate, multi-skilled, multi-specialist, self-directed, life-long learner, flexible,

creative problem solver, critical thinker, has passion for excellent teaching and has

high Emotional Quotient (EQ). These skills that the teachers possess can be a great

motivational factor for the students to learn effectively in all subject matter,

particularly in mathematics.

Mathematics is one of the major subjects taught in school, particularly in

High School. In studying Mathematics, one can develop the ability of analytical and

critical thinking, which is very necessary in solving problems not only in the

mentioned subject but also in solving actual life problems which can help them

choose their tracks and career in entering senior high school, then after tertiary.

However, most of the students find it difficult to understand and learn

Mathematics. Because of this, educators and researchers do not stop in finding

factors that affects the academic performance of the students.

It is true that mathematics teachers are often called as boring teachers,

because mathematics requires a higher order of thinking skills and analysis, this

sometimes affects the interest for learning of the students. And so, the K-12

curriculum set the essential characteristics or attributes that teachers should have,

so that they can teach to satisfy the three domains of learning, and that is cognitive,

affective and psychomotor to ensure that the academic performance of the

students are being positively attained.

An academic performance is a way wherein a person excels in terms of

school requirements, task, awards and achievement. Academic performance was

measured in society in many ways (FRIAS, 2000). It is therefore interconnected on

the capability in teaching of the teacher.

In this case, the researcher would like to find out the competencies of a K-12

teacher that all public secondary school teachers in Manjuyod District have in

practice of their vocation and profession and the relationship of this attributes to

the academic performance in Mathematics of the Junior high school students. Thus,

this study is conducted.

Statement of the Problem

This study assesses the level of competency of the mathematics teachers in

relation to students’ academic performance.

 It specifically seeks answers to the following:

1. What is the profile of the mathematics teachers in terms of:

1.1 age;

1.2 sex;

1.3 civil status;

1.4 years of experience being a math teacher;

1.5 plantilla position;

1.6 highest educational qualification;

1.7 trainings attended?

2 What is the competency level of mathematics teacher with respect to:

2.1 dedication to teaching;

2.2 knowledge of subject matter;

2.3 classroom organization and management;

2.4 instructional organization;

2.5 instructional implementation; and

2.6 monitoring of student progress and potentials?

3. What is the academic performance of the students in terms of their GPA

during the first and second quarter?

 4. Is there a significant relationship between the level of competency of

mathematics teachers and:

4.1. their profile; and

4.2. academic performance of performance?

5. Based on the results of the study, what training program in school

administration can be proposed?

Statement of the Hypothesis

There is no significant relationship between the level of competency of

teachers and their profile as well as the academic performance in math of high

school students.

Theoretical Background/Framework of the Study

This study is anchored on Fred Fiedler's Contingency Theory, one of the

contingency theories that states that effective teaching depends not only on the

style of teaching but on the control over a situation. This is anchored on three

highlighted points namely; leaders’ personality, psychological disposition and

competency level in which a teacher must possess in dealing with clientele.

Leaders’ personality. Proper pleasing and grooming may conclude the

whole you in dealing with people in all aspects of life. Thus, it penetrates and talks

about your way of making sense with the people around. It is not a requirement to

be beautiful and handsome but the proper decorum may serve him/her best. If
indeed given the chance, a certain administrator may have the control of a certain

problem in a given situation.

Psychological disposition. leaders’ psychological disposition has a big

impact also towards his capacity to control over a situation. There must be a need of

a well psychological balance and appropriate mind setting in order to consider the

people you are dealing with. In the absence of skills in managing your idea, there

might be a failure of leading a group. A great impact on different test on human

relation will also determine the capacity to lead. The responsibility is less important

and issues in doing it may be compensated with good human relations. To engage

better understanding in the educational setting, supervision connotes leadership

because it is the superior that supervises the subordinates. Adesina (2010)

explained that, some consider the leader as the person contributing the best ideas in

the group with wider perspective in understanding and giving technical assistance.

A functional leader leads the group by showing them a good example. Providing

them the idea on how systems work and how will it progress along the way. There

might be lapses onwards, a good leader guides them and teaches them how to arrive

solutions rather than feeding them immediately. Thus, it will require each of the

subordinates to practice acquiring solution through critical thinking.

Competency level - Fieldlers’ Contingency Theory highlighted roles and

tasks of a certain leader to handle a certain organization. Thus, in relation to being a

school administrator, it is their competencies which will be the maximum basis in

dealing with subordinates. Above all, competency level of school heads matters the

most. Competencies are measured the way you progress and develop of course the
needs of a certain organization. For Fieldler, if one composed herself with the three

components namely; leaders’ personality, leaders’ psychological disposition and

competencies, then one may call herself a good and effective administrator. The

reasons are: one has the edge over the others in controlling over the situation, one

has the command embedded with humility, and of course effective way of handling

highlighted scenarios in a certain organization. Generally, good administrative

performance is achievable. If indeed this will be applied to all schools, it is expected

that a good and a well-organized structure is evident all throughout the nation.

If all these three characteristics mentioned above will be embraced by the

school administrators, then it would be very easy for them to grasp the content of

the eight sub-factors of the school climate and strengthen it for better school and

teacher performance. The school head can control over the situation it could be

physical appearance of the school, faculty relations, student relation, discipline

environment and many others. After all the controlled situation of the eight sub-

factors, eventually school will improve and will impact to teacher’s performance

evaluation.
 teachers’
teachers’ Teachers’ Psychological
Personality Competency Disposition
Level

Teachers’ level of competence in

teaching mathematics

Students’ academic
performance

Figure 1: The Theoretical Framework of the Study Based on Fred Fielder’s

Contingency Theory

Conceptual Framework of the Study

As a teacher, it is their responsibility to help improve the level of academic

performance of their students. Hence, they must see to it that their students really understand

what he teaches. Below is the conceptual framework of this study.

Independent Variable Dependent Variable

Academic Performance in
Teaching Competencies of a K-12 Mathematics of the Junior high
Teacher School Students
Significance of the Study

This study is beneficial to various stakeholders, namely:

To the Administrator. The findings of this study will serve as a basis for the

administrator to identify what characteristics or attributes a a K-12 or 21st

century teacher need to be improved by the mathematics teachers’.

To the Teachers’. The result of this study will provide insights on how will

they enhance their teaching guided by the ten attributes given in the K-12 tool kit

of the K-12 curriculum for a better teaching and learning process.

To the Parents. The result of this study will help them identify their

children’s weaknesses and that they can give encouragement and support so that

learning will become feasible.

To the Future Researcher. This will serve as a workable reference material

in the conduct of study along the same line.

Scope and Limitations of the Study

Scope of the Study. This study will be conducted to determine if there is a

significant relationship between the teaching competciess of a K-12 teacher and

the academic performance in Mathematics of the junior high school students.

The study will be focused on the attributes of a K-12 teacher and the

academic performance in Mathematics of the Junior High School students. With

this, the researcher will analyze the profile of the respondents, their characteristics
in line with the attributes of a K-12 teacher and the grades of the students on their

first and second grading period for the school year 2016-2017.

Limitations of the Study. In the conduct of the study, the researcher

recognizes some limitations. The study uses the respondents’ perception. The

researcher also relies on the impartiality of the respondent as to the objectiveness

of the assessment made by them. Thus, answers are beyond the control of the

researcher since all items require their individual perception. Others may

overestimate or underestimate their perceptions. Teachers have different

background and perception about their school heads as well as their level of

experience, thus, affecting the study. Personal factors can also be a recognized

limitation as some teachers may accept this study with passivity. The negative

attitude towards the study may affect the percentage of retrieval as other students

may refuse to respond to the questionnaire.

It is also a recognized limitation of the study that the findings hold time for

Division of Negros Oriental and may not be construed as also true to other division.
 Definition of Terms

To ensure clarity and definiteness to their usage, the following terms are hereby defined

in accordance with how they are used in the present study.

Academic Performance- refers to the final grades obtained by the students in mathematics.

Mathematics- refers to the subject taken by high school students. It deals with numbers,

figures, problems and operations.

Mathematics Teachers – refers to the junior high School teachers who teach Mathematics in

all public secondary schools in Manjuyod District

Students – refers to the junior High School students in all public secondary schools in

Manjuyod

Attributes- Characteristics of a 21st century teacher or a K-12 teacher.

Multi-Literate – refers to the teachers’ ability to us various technologies in teaching.

Multi-Specialist – refers to the teacher who is knowledgeable not only in his subject area but

also in other subject areas.

Multi-Skilled – refers to the teachers’ ability in facilitating and organizing groups and

activities.

Self-Directed – refers to the teachers’ who knows how to initiate actions and bring to

fruition the learning goals of the students and the educational goals of the country.

Life Long Learner – refers to the teacher who is updated to the latest information related to

their subject and the trends in pedagogy.

Flexible- refers to the teacher who can adopt to various learning styles and needs of the

learners.

Critical Thinker- refers to the teacher who can stir students to think about what they have

learned, ask questions, reason out, probe and establish their own knowledge and belief.

Has Passion for Excellent Teaching- refers to the teacher who can motivate student to learn

and succeed in life.

High Emotional Quotient (EQ) - refers to the teachers who have not only the head but the

heart to teach.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

A review of the relevant literature of the research is presented in this

chapter. It explores the significance of teachers in the education system, factors

affecting teachers and students’ performance. This chapter also deals with the

standards of teacher competence that affect students’ achievement. In the final

section, a critical review of the related studies is presented.

Competence. Teacher is the pivot of education system. With the

developments of modern electronic gadgets (internet, cellular phone, TV, radio etc)

his importance may have become less but at school level, he is still playing a major

role. The task of a teacher is directly related to the nature of the classroom.

According to Darling (2006, p300) the 21st century classrooms demand from the

teachers “to prepare virtually all students for higher order thinking and

performance skills”. Competence is a widely used term in field of education that

refers to, “Appropriate prior knowledge, skills, attitudes, and abilities in a given

context that adjust and develop with time and needs in order to effectively and

efficiently accomplish a task and that are measured against a minimum standard”.

(Varvel, 2013, p.5)

According to the above definition competence refers to a wide variety of

knowledge,information,skills,abilitites,capabilities,attitude,that make a person able

to get adjustment in job and perform well in his job by utilizing his knowledge and

skills effectively to achieve school goals and objectives. Competence indicates

sufficiency of knowledge and skills to enable the person to act in a various

situations by using that knowledge efficiently to complete the requirements of

his /her job or career.

The teacher has many tasks to perform in classroom e.g. managing and

organizing classroom activities, maintaining record and discipline, contact with

parents, creatingconducive environmentfor learning with patience and touch of

humor, arranging workshops, helping weak students, guiding intelligent students

etc. The competent teacher can handle all above mentioned tasks confidently and

effectively.

Competent Teacher. A competent teacher is versatile in nature and

possesses variety of knowledge, abilities, skills, techniques and can effectively

apply them according to required situations in his job and his students’ shows

significant performance and progress in achievement tests. According to Vavral

(2013, p.5) the competent teacher is “one who effectively and efficiently

accomplishes a task (instructs) in a given context (in classroom) using appropriate

knowledge, skills, attitudes, and abilities that have adjusted and developed with

time and needs.” He feels responsible for students learning difficulties and takes

active steps for their resolutions. He provides friendly environment to students to

get aware with their problems and for free expression of their ideas. He provides

clear explanations, relevant examples, asks questions to develop students’

confidence, believes in research; maintain classroom management and

involvement of society to get latest ideas and demands for enhancement of

teaching learning process. According to Arshad (2007,p.54) the competent teacher

is he who has in depth knowledge of subject matter, good verbal and non verbal

Communication skills, complete work within time, initiative, take appropriate

decisions, get adjustment in every situation, believe in research, cooperative

attitude towards pupils, colleagues, parents and administration etc

Types of Teacher Competencies. According to Isave (2010, p.25),there are

three main types of teacher competence, which are discussed below:

CONTENT COMPETENCE. Teacher with content competence must have

knowledge of objectives of curriculum on national level, institutional level,

syllabus, textbooks, ,unit and sub units, in depth understanding of whole

curriculum i.e. principles, rules, facts, concepts, diagram, current issues etc. and

awareness about references ,handbooks, periodicals, encyclopedia, internet, etc.

TEACHING AIDS COMPETENCY. Teachers with teaching aids competency use

audio visual aids (TV, computers, sports scientific instruments, Audio Radio

Cassette C.D. D.V.D. Mobile Visual projective non-projective aids, and exhibitions)

effectively to make learning clear, accurate, durable and practicable.

CURRICULUM TRANSACTION COMPETENCY. Teacher develops teacher

-student interaction in respectful, appreciative, encouraging, disciplined,

approachable and comprehensive environment. Teachers use variety of methods

motivational techniques, models, pedagogical skills by considering resources,

individual differences, etc. Teachers provide opportunity to experience things,

challenging tasks, self- learning, visits to educational trips, and guide to develop
notes, interpretations, observation, and experiments. Teacher plays a cooperative

role for students i.e. as a guide, facilitator, helper who tries his best to

communicate curriculum objectives and promote students cognitive, affective and

psychomotor skills in their excellence

Factors Affecting Teacher Competence. In every education, system

teachers’ performance is considered one of the most significant factors in students’

achievement and school effectiveness. Teachers maintain their high performance

with the help of continuous research and professional attitude. The 21st century

has faced various challenges (e.g. technological developments, nuclear weapons,

natural disasters etc.); to compete in this era critical teachers are essential for

students’ progress and high achievement.

Nadeem (2011, p.218) elaborates factors affecting teachers’ performance and

competence. The teaching is successful only when it takes place in peaceful and

relaxed environment. However, various factors internal or external place obstacles

in provision of such an environment. For example low income, misconduct of

students, work pressure, Job placement in distant areas, negative attitude of

colleagues, lack of encouragement from management, household responsibilities,

health (physical, mental, emotional) stress, transport problems, home distance

from school location, lack of A.V aids, lack of facilities in school, terrorism and etc.

These few factors negatively affect the performance of teachers and hinder in their

way to success. The teacher’s poor performance ultimately affects the students’

achievement and low quality education system.

 Teachers Standards. Performance Standards of teachers are the written

statements of how well teachers must perform. Teacher standards are clearly

written or defined statements of quality. Standards are the indicators to check the

quality of teaching and its effects on students’ performance. According to UK

Education Department (2012, pp.6-12) teacher standards are a key to improve

teacher performance and quality of teaching.UK Department of Education enlists

the standards for its teachers mentioned below.

i. Set high expectations that inspire, motivate and challenge pupils

ii. Promote good progress and outcomes by pupils

iii. Demonstrate good subject and curriculum knowledge

iv. Plan and teach well-structured lessons

v. Adapt teaching to respond to the strengths and needs of all pupils

vi. Make accurate and productive use of assessment

vii. Manage behavior effectively to ensure a good and safe learning environment

viii. Fulfill wider professional responsibilities

The Departments of Education from various countries have developed

standards for their teachers according to their national and local needs. The

teacher educators teach and train their teachers according to those set standards,

and check their performance against those standards. According to Hawaii Teacher

Standards Board (2014) the teachers’ performance standards elaborate the type of
knowledge and skills that teachers should have in this challenging and

technological era to make sure students achievement of learning objectives;

motivate teachers to develop creative and innovative skills beyond the curriculum;

and encourage students to confront manifold aspects in inquiring ideas, resolving

issues and problems. The teachers’ performance standards also explain the multi-

disciplinary topics (e.g., vocational skills, financial and computer literacy, global

awareness, training to tackle natural or war disaster etc.) and teacher’s capability

to draw various aspects/themes from content.

Standards to Measure Teachers Competence. Teachers performance can

be measured through various ways like students achievement in evaluation,

observation by internal (principal, head teacher) and external persons

(supervisors, education officer etc.) e.g. via direct observation, camera or CCTV etc.

The educators developed teachers’ standards to measure teachers’ performance to

check whether teachers are working according to set criteria or not. These

standards help the teachers to identify the area of their weakness that need

improvement. The standards can be used for teachers’ self- evaluation, supervisors

who evaluate the in-service and pre service teachers, school administration to

assess its teachers’ competence, for educators and trainers because they formulate

programs for teachers preparation.

The competencies of Teachers’ can be checked in regard to professional standards

defined by various educators. The purpose of national teacher standards was to

improve the performance of teachers which ultimately leads towards the high

performance of students. The present study uses professional standards described

by Ministry of Education Islamabad to measure the professional competence of

teachers that were:

i. Instructional Planning and Strategies

ii. Subject matter Knowledge

iii. Human Growth and Development

iv. Learning Environment

v. Assessment of Students (Professional Standards for teachers in Pakistan,

2009,p.9)

INSTRUCTIONAL PLANNINGAND STRATEGIES. Planning is the very first step

of teaching and takes place before going to class room. The quality of teaching

mostly depends upon the quality of planning. For effective planning teacher has

sound knowledge of national aims, schools goals and curriculum objectives.

Niksolehin (2009)explains that Instructional planning involves preparing for

teaching learning activities, developing of general and specific objectives, making

clear the instructional strategies and assessment techniques to check whether the

objectives have been achieved or not.

If pupils are definite about their learning objective they can easily focus their

attention on learning activities. Their efforts get clear direction. If teachers know
about their objectives in that case they can use time, course, facilities, resources etc

effectively. The both teachers and students get benefits from instructional

planning. Professional standards for teachers in Pakistan (2009, p.12) define

instructional planning as the teacher comprehends the concept of instructional

planning, formulate long-term and short –term plans consist of concepts of content

material, curriculum goals, need of society and pupils. The teacher applies an array

of suitable strategies in pursuance of endorsing analytical rational, issue resolving

and practical skills of all students. The process of planning is critical and cyclical in

its nature. The whole teaching learning activities based upon its quality. Teachers

plan the classroom activities, choose among strategies, implement them in actual

classroom setting, assess students performance and then re-plan to cover the

shortcomings or for further improvement. According to Gardner (2010, pp.41-42)

the process of instructional planning involves usually three steps: first, it includes

planning of general and specific objectives, selecting of appropriate teaching

material to achieve these objectives, and organize the learning activities. The

second step includes the teaching of planned instructions in an actual classroom

setting. The third step includes assessment of students to know that to what extent

the planned objectives have been achieved. All the three steps linked with each

other in sequence. Instructional Planning helps teacher in the following ways:

i. It helps teachers to feel confident about their teaching and about their planning.

ii. It makes a teacher focused on subject matter and provides purpose.

iii. It provides an opportunity to review the topic before actual teaching takes

place.

iv. It provides a clear framework for classroom activities and saves time, makes

clear about home task to be assigned.

v. It helps in integration of daily lesson objectives with goal of units, whole

curriculum and overall aims of education.

Good planning is essential for quality teaching. Teachers include other

members, students, and colleagues, etc. to get new ideas. They plan the lesson by

keeping in view needs of students, curriculum, school, society, etc. They frequently

discuss about their plans with students, colleagues, parents, and administration so

that they get feedback and modify accordingly. Kizlik (2014, pp.12-13) describes

the considerations of good planning: The lesson plan should adjust with students

of various abilities. It encourages the pupils to become actively and consciously

involved in classroom activities. Adequate content material should be included in

lesson so that all students can learn it effectively. It includes the activities through

which a teacher can assess students learning on a daily basis, e.g. simple question

answer, an explanation of any concept from students, white board test, etc. The

lesson plan provides necessary help for those pupils who do not learn in the very

first trial. Teachers include some activities for quick learners which keep them

busy at that time when teacher work with slow learners to making them clear the

concept of content. The lesson should include appropriate integration of skills

related to content. The time must be allocated for practical activities. So that
cognitive, affective and psychomotor all skills of students develop side by side.

Teachers plan to modify the curriculum according to the needs and understanding

of pupils. The teacher reflects and links subject matter with the current issues,

religious and cultural values, available resources, class environment, time and

numbers of students etc.

According to Pakistan professional standards for teachers (2009, p.20)

teacher must know the aims, goals and objectives of any specific subject as well of

education and their significance in instructional planning. They know the

principles of developing reading, writing, arithmetic skills in students of various

grades. They know the importance of suitable resources for planning, information

technology for motivating students’ attention nd techniques to create environment

that help all students to learn. Teachers are committed to attain objectives of

course, development of critical thinking, problem solving ability among students.

Teachers plan instruction by keeping in view classroom environment, school and

cultural values. Instructional strategies are the simple way or methods that

teachers use in their teaching to deliver concepts, behaviors, and teach skills to

students.Browne (2011,p.23)explains that an instructional strategy is a

technique/method which teachers use in their teaching to motivate and involve

pupils in developing curiosity, analytical thinking, positive relationship with

classroom, and in enhancement of students’ achievement. It is used to cover the

wide range of activities, concepts of content, and the decision about how to deliver

the content to students of various abilities. Teaching strategies help a lot in

teaching learning process both the teachers and the learners in various ways. It
involves a variety of activities and techniques that students adopt related to their

abilities. Armstrong (2013, p.25) defines the teaching strategy as:

Teaching strategies refer to methods used to help students learn the desired

course contents and be able to develop achievable goals in the future. Teaching

strategies identify the different available learning methods to enable them to

develop the right strategy to deal with the target group identified. Assessment of

the learning capabilities of students provides a key pillar in development of a

successful teaching strategy. E.g. Similarities and difference identification, Note

taking and summarizing, Objective setting and feedback provision, Homework and

practice, Nonlinguistic representation, Generation and test hypotheses, Use of cues,

organizer and questions, mental rehearsal, Concept attainment etc.

Teachers usually link external factors e.g. home environment, students’

health, parents’ education, economic status etc. with students’ achievement. But

they give little attention to their effective teaching that impacts the greater on

students’ achievement. Luke (2010) describes that the three elements are

necessary to consider while deciding about classroom strategies, i.e. characteristics

of the learners, the objectives of the content, and qualities of the teacher. These all

aspects are interlinked. The teacher selects methods and strategies according to

the needs of students, available resources, time, nature of content material and

his/her ability to implement those strategies in actual settings, etc. According to

Janssen (2014, p.421) the purpose of an instructional strategy is to involve

students, encourage, motivate and make them focus on learning. Teachers select
and use from different teaching strategies according to the need of concepts,

learners, resources, etc. It is necessary for teachers to use a large range of

strategies to develop and maintain pupils’ interest and appeal them. A wise

selection and implementation of strategies make teachers’ lesson more interesting,

effective and comprehensible.

According to Pakistan teachers standards (2009, p.13) teachers use suitable

strategies and resources to follow instructions according to the needs of

individuals and groups of students. Teachers regularly guide pupils learning,

involve learners in analyzing their progress, and sets instruction /resources

according to students learning needs. Teachers adapt several roles in teaching

learning process e.g. instructor, facilitator, counselor, listener, observer etc.

according to the nature of content and objectives of instruction. Teachers provide

manifold models and explanations of concepts, behaviors and skills to develop

inquiry and questioning skills that promote higher order thinking skills. Teachers

promote creative and critical thinking, problem solving ability, curiosity,

memorization etc. Teachers consider the technique of differentiate instruction and

involve all pupils in meaningful activities. Teachers know how to use various

technological and communication modes, resources, media etc to enhance students

learning experiences. Teachers believe in change and flexibility in teaching

learning process. The teaching strategies have great positive impact on the

learning outcomes for students in the classroom with several learning habits and

abilities. When the best sort of strategies and classroom environment is

coordinated and implemented the best achievement of students cannot be denied.

 SUBJECT MATTER KNOWLEDGE. The main objective of the school is to

transmit knowledge and information to students. For this purpose, the teachers

with latest knowledge are main component who can complete this objective of the

school. Bascia, (2014, p.21) defines subject matter as: To teach all students

according to today’s standards, teachers need to understand subject matter deeply

and flexibly so they can help students create useful cognitive maps, relate one idea

to another, and address misconceptions. Teachers need to see how ideas connect

across fields and to everyday life. This kind of understanding provides a

foundation for pedagogical content knowledge that enables teachers to make ideas

accessible to others. Parents send their children into learning institutions to learn

knowledge, appropriate behavior and practical skills. This is only possible when

quality content is available for students; and teachers teach it effectively so that

students can learn and apply it in their lives wherever they need. As short, content

develops problem-solving capability in learners. According to the Glossary of

Education (2013) content knowledge is:

The body of information that teachers teach and that students are expected to

learn in a given subject or content area, such as English language arts,

mathematics, science, or social studies. Content knowledge generally refers to the

facts, concepts, theories, and principles that are taught and learned, rather than to

related skills—such as reading, writing, or researching—those students also learn

in academic courses. Teacher comprehends all the dimensions of content; its

objectives, theories, principles, laws, hidden meaning, themes, etc., then teach

students by using multiple methods and techniques and make them able to

discover that what they have learned from specific concept. Knowledgeable

teacher promotes the analytical and the research base attitude in his/her students.

According to the Glossary of Education (2013) content knowledge is: The body of

information that teachers teach and that students are expected to learn in a given

subject or content area, such as English language arts, mathematics, science, or

social studies. Content knowledge generally refers to the facts, concepts, theories,

and principles that are taught and learned, rather than to related skills—such as

reading, writing, or researching—those students also learn in academic courses.

According to Theall (2012, p.13), there are several reasons for integration of

actual-life situations in education. Teachers make the value of their teaching

through application of content material in practical situations by giving examples

from the real world. Teachers make content more understandable by connecting it

with students’ real life situations and giving easy and concrete examples. Students

feel more motivated when they find content practical and relevant to their lives.

Student’ previous knowledge, applicability of concepts enhances their interest in

learning process. Teachers can relate content with practical life by giving

theoretical examples, using technology, organizing field trips, demonstration, etc.

Teachers, who are expert in their subject matter, can better implement their

planned lesson and keep busy students in classroom proficiently. Students respect

and ready to learn more from the teachers who has well command on the concepts.
According to Aggarwal (2009, p.57),”the soul of effective teaching learning is a

good command of subject matter.” The various educators and researchers have

said that teachers command over subject matter is a major contributor towards

students’ motivation, because the students’ purpose of going to school is to learn

various knowledge, skills and behaviors. Jadama (2014,pp.23-27) argues that the

in- depth knowledge of subject matter which teachers are going to teach make

them able to use various methodologies suited to deliver it. The full understanding

of content makes them confident about selection of teaching strategies and skills,

which are best for students’ understanding. Some students demand detail

clarification on any topic which is only possible when the teacher has command

over it. Teacher’s expertise and latest knowledge of content has a great positive

effect on the process of teaching learning process. It makes students able to learn,

practice and apply the knowledge and skills in their daily lives.

According to Theall (2012, p.3), There are several reasons for integration of

actual-life situations in education. Teachers make the value of their teaching

through application of content material in practical situations by giving examples

from the real world. Teachers make content more understandable by connecting it

with students’ real life situations and giving easy and concrete examples. Students

feel more motivated when they find content being practical and relevant to their

lives. Student’ previous knowledge, applicability of concepts enhances their

interest in learning process. Teachers can relate content with practical life by

giving theoretical examples, using technology, organizing field trips,

demonstration, etc. Pupils get more motivation towards learning when they
encounter with real life situations and they prefer learning by doing. Due to the

emergence of technology, it is feasible for teachers to show real –life situations (e.g.

earthquake, bomb blasts, experiments, operations by expert doctors, the depth of

the sea, and people of various countries etc.) in classroom through electronic

gadgets and media. Harris et al, (2007, p.87) elaborate, “knowledge of subject

matter is a prerequisite for effective classroom instruction. A teacher’s

understanding of subject facts, concepts, principles, methodology, and important

generalizations determine his/her pedagogical thinking and decision making.”

Teacher can make his/her content more elaborate by asking the students’ inquiry

based questions, explanations and activities of their own. Parents send their

children to learning institutions to learn knowledge, appropriate behavior and

practical skills. This is only possible when quality content is available for students;

and teachers teach it effectively so that students can learn and apply it in their lives

wherever they need. In short, content develops problem-solving capability in

learners.

According to Arlington Public Schools (2012, p.17), researchers found out from

various researches that teachers’ subject matter knowledge has great effect on

achievement of students. It makes teachers confident and more loved by students.

The less expert teacher cannot satisfy the needs of students learning which make

them in effective in their profession.

 HUMAN GROWTH AND DEVELOPMENT. The term individual differences is

very common among psychologists and educationists. Allah has created human

beings by giving them their individual identity. Due to this unique characteristic,

the world is beautiful and attractive. According to the Education Dictionary (2009)

the individual differences are: A learner's personal characteristics that can affect

how he/she learns. Individual differences are often explanations for differences in

learning and performance among learners. The study of individual differences

among learners permits content developers to design syllabuses in way that can

best meet learners 'needs. Children are different from each other in intelligence,

physical appearance, height, health, emotions, social behavior, thinking, and

learning skills, etc. These differences are God gifted and man has no control over

them. According to Diamond (2013.p.37), teacher has a great responsibility while

handling individual differences. The curriculum is same for all students, but the

teachers’ methodology and techniques that make able various students learn the

same curriculum. The students who perform well in one subject may not do well in

another subject. Teachers must be aware of the needs of students, make

connection with various parts of content, provide a variety of learning activities,

explanations, and use multi-techniques to make all types of students

understandable. Teachers can ask the students to explain the concept, who knows

it already and add more examples to clarify for those who do not know. The

teacher can take a pre test to analyze students’ aptitude. The teacher can involve

students more and more in teaching learning process so that they can feel feasible

in a classroom environment and can ask the teacher if they feel difficulty. Teachers
can use different techniques like questioning, assigning assignments, activities,

grouping techniques, assessing etc. to motivate and involve students more in

learning. Teachers handle individual differences of students by using various

techniques. The most important of them is the use of differentiated instruction

technique in teaching learning process.

Differentiated instruction. The term differentiated instruction technique

was defined by Abbott (2014, p.45) in following lines: Differentiation refers to a

wide variety of teaching techniques and lesson adaptations that educators use to

instruct a diverse group of students, with diverse learning needs, in the same

course, classroom, or learning environment. Differentiation is commonly used in

“heterogeneous grouping” an educational strategy in which students of different

abilities, learning needs, and levels of academic achievement are grouped together.

In heterogeneously grouped classrooms, for example, teachers vary instructional

strategies and use more flexibly designed lessons to engage student interests and

address distinct learning needs—all of which may vary from student to student.

The basic idea is that the primary educational objectives—making sure all students

master essential knowledge, concepts, and skills—remain the same for every

student, but teachers may use different instructional methods to help students

meet those expectations. Teachers use differentiated instruction technique in

classroom for assisting the students of various abilities, so that they can better

achieve educational objectives by taking all types of students with side by side.

Teachers usually assign extra relevant tasks for quick learners and meanwhile

apply another technique to clarify the concept for slow learners. According to
Professional Standards of Pakistan (2009, p.12)the teachers develop, shape, and

convey instructions according to each pupils’ different learning needs,then create

opportunities for pupils to exhibit their learning in various directions. Teachers

form instructions based on students’ previous knowledge and experiences,

conceding learners to stimulate as they exhibit their understandings. Teachers use

many angles in the discussion of topics, involving consideration to students’

personal, family, social experiences, cultural and Islamic values. Teachers know the

importance of second language and use strategies to develop proficiency in English

language. Teachers have knowledge of different learning approaches and their

application for special students (gifted and disabled). Teachers know that all pupils

can strive for high academic achievement and pursue in guiding every pupil to

reach his full potential. Teachers respect pupils as individuals with various

personality and family traits, attitude, capabilities, aptitude, interests etc. The in

depth knowledge about human growth and development leads teachers towards

best teaching learning process.

LEARNING ENVIRONMENT. The Classroom environment is a mixture of

physical and social attributes that create the learning experiences. It comprises the

management strategies, the organization of space, furnishing and maintaining of

classroom, teacher student interaction, peer relationship, etc. Amborse etal . (2010,

p.70) defines classroom environment as: The intellectual, social, emotional, and

physical environments in which our students learn. Climate is determined by a

constellation of interacting factors that include faculty-student interaction, the

tone instructors set, instances of stereotyping or tokenism, the course

demographics (for example, relative size of racial and other social groups enrolled

in the course), student-student interaction, and the range of perspectives

represented in the course content and materials. Teachers’ attention towards the

physical, intellectual, emotional, and social climates create a classroom

environment feasible for students’ integration with the subject matter and skills of

the course. Larsson (2010, p.42) describes that in the intellectual environment;

teachers provide subject matter in an arranged and organized manner and provide

pupils challenging tasks that motivate them for creative practices in the course.

From the aspect of the physical environment, teachers remove distracters and

solve problems in the way of learning and comprehension so that all pupils can get

access the subject matter. Teachers can change seating arrangements for mobility

and the development of broader level relationships with peers. In terms of

emotional aspects of classroom environment, teachers create a motivating

atmosphere where pupils feel easy in taking risks, get encouragement while

expressing their ideas on a certain issue, and they believe in success if they make

efforts. Teachers create cooperative and approachable social interaction among

teacher and pupil, peers, other staff, which leads pupils towards cooperative

learning and positive relationship. Teachers can create best learning environment

if they use a wide range of audio visual aids in their teaching as well as decorate

their classrooms according to the interest and needs of students. Proper sitting

positions, hearing of the teacher’s voice, proper light, moderate temperature, etc.
all are necessary elements of effective classroom environment. According to Aila

(2010, p.69) the well settled, arranged classrooms, attractiveness through charts,

pictures, and bulletin boards attract students very much. The proper light,

temperature, noise level, etc. motivate students for an active learning process

which leads towards high academic achievement. Some students learn better in

low light and others in bright light teacher can settle them according to their

choice near the window, etc. Students’ work more actively if they are provided

with opportunities to move in class, e.g. asks them to answer/ask the question by

standing instead of raising hand. Teachers provide a large range of learning

experiences which elaborate the concept more clearly by using various resources

print and non-print related to the topic for students, e.g. pictures, real things,

charts, models, diagrams, sketches, art objects, and integrate technology i.e. use of

projector, multimedia, internet etc. The educational researchers from various

developed and undeveloped countries proved that students learn well and more

easily if they have an environment in which they feel respected, caring, and can

maintain individual identity. According to Jennifer (2008, p.19), educational

researches support the fact that environment of mutual respect, care in which

students feel easy to ask questions and express their ideas freely leads toward to

effective learning. Teacher with quality of tolerance, patience, can create an

atmosphere of individual identity and community in which students learn the

concepts and skills with a sense of self importance, cooperation and motivation.
 The warm, caring, safe, well-settled classroom, according to the needs of

students has a positive influence on the activities of students, which regulate their

learning and set criteria for their high achievements.

ASSESSMENT. The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to monitor the learner’s

progress, and to guide the teacher and learner decision making. The Glossary of

Education (2014) defines assessment as: “the wide variety of methods that

educators use to evaluate, measure, and document the academic readiness,

learning progress, and skill acquisition of students from preschool through college

and adulthood.” According to Erwin (2013, p.59) assessment is the systematic

basis for making inferences about the learning and development of students. It is

the process of defining, selecting, designing, collecting, analyzing, interpreting, and

using information to increase students’ learning and development. In the 21st

century, the educators, policy makers, scholars and reformers have explained that

the best way of improving students’ results and educational outcomes is to provide

effective teachers. There are various types of assessment that teachers mostly used

in their classroom teaching. Pre-assessments are conducted before pupils start a

lesson, unit, course, or an academic program. This sort of assessment just provides

brief information about students .According to Garrison et al (2010, p.12)

formative assessment is used many times during the process of pupil learning, e.g.

quiz, oral or written test, weekly or monthly paper, etc. Its main purpose is to

modify objectives, techniques, strategies, materials, etc. according to feedback on

formative evaluation. The major type of assessment in education is summative

evaluation because it covers all aspects of the education program. Important

decisions are made on the result of summative assessment. According to

Farooq(2011, p.38), s ummative assessment is used to measure pupil learning at

the end of a unit, , course, semester program, or school year. Its main purpose is to

determine that to what extent pupils have achieved or learned the specific

objectives from a particular course. Grades or degrees are assigned to the result of

summative evaluation. According to Arshad (2007, p.28) performance assessment

is used to check the students’ performance in certain tasks. In performance

assessment teacher asks pupils to complete a manifold task, e.g. writing a critical

review of a book, assignments, experiments, debates, presentations, short term or

long-term projects etc. Its purpose is to develop and measure critical skills and

behaviors in students. In Pakistan formative assessment is used at every level from

school to university in the form of weekly, monthly tests, quizzes, white board test,

and teacher observation in classroom participation etc. Summative evaluation is

also considered crucial in every education system, same in Pakistan. Internal

(within institution) and external (board) exams are common examples of

summative evaluation. On the basis of its result degrees, certificates are assigned

to students and they get further admissions or jobs on the basis of their results.

Performance assessment is also common now days in Pakistani institutions

because now the focus is on activity based method. Various types of projects,

assignments, tasks etc are assigned to students to develop their practical, critical

and problem solving skills. Teachers use all types of assessments formative,

performance and summative etc. in a balanced way to ensure maximum

information about students that minimizes the chances of bias. Assessment results

help students to focus on their task, time, motivate them for more work, and show

them their weaknesses and strengths. Teachers recognize how to interpret

assessment data to comprehend weaknesses and strengths in learning, to monitor

planning and teaching, and to add purposeful feedback to all students. Teachers

inform parents and administration about students’ performance so that measures

can be taken if necessary. Assessment conclusions are often used as a tool for

modifying the instructional process, quality and students’ achievement. Teachers

use a variety of assessment techniques to identify pupils’ needs, their difficulties in

learning process, to specify their aptitude, etc. so that they provide special

educational services to students and guide them accordingly.

STUDENTS ACHIEVEMENT. The supreme objective of any education system

is to increase the knowledge of students, prepare them for future lives and make

them active member of the global world. Student achievement means the success

rate of students at different subjects. How well they have performed in various

subjects. Washington Elementary School (2012, p.332) defines school achievement

as: "Student achievement is when a child has the qualities of being a lifelong

learner who applies knowledge and skills to real world situations. He or she

displays social and academic growth by developing confidence and responsibility.”

Student achievement is related to students’ performance in the academic

area, acquiring skills and giving some benefits to their society with a sense of

responsibility. For example a high school student with an 80 percent achievement

level who works as a voluntary to help slow learners in explaining concepts which

they feel difficult. Generally, student achievement is considered as students’ scores

in their exams and practical.

Academic Performance. Academic performance involves the students’

classroom behavior, activities, classroom participation, attitude towards learning

and teaching, learning capabilities, motivation, and discipline and so on. The well

learned lessons, good behave with peers, teachers and other staff and good

achievement in curricular and co-curricular activities show better academic

performance on the part of students. Oxford Advanced Learners Dictionary, (1994,

p.66), stated: While academic performance refers to the quality and quantity of

knowledge, skills techniques and positive attitudes, behavior and philosophy that

learners achieve or acquire. This ability is evaluated by the marks and grades that

the pupils attain in a test or examination which is done at the end of a topic, school

term, and year or education cycle. The scores and grades that each pupil obtains

measure the degree of achievement. The quality of the grade and the number of

candidates who pass in various grades determine the level of academic

performance in a given class or institution in a given period in a particular

examination, be it internal or public. Bell (2012,p.21) states that academic

performance most commonly is measured through students written and oral tests,

presentations, field work, classroom activities, discussions, homework, teacher

observations, etc. Academic performance does not only involve the students grades

in exams, but other factors like their behavior, skills, communication, situation

handling, creativity, art etc. also determine in academic performance. Some

students cannot perform well on paper due to certain reason, e.g. illness, death of

some relative, depression, etc., but it does not mean that they did not achieve the

objectives.

Academic Failure. The academic failure or success can be figured out by the

extent to which the pupils have accomplished (partially/completely) set

educational objectives/goals. Giavrimis et al (2008, p.328) describes that academic

failure occurs when the main objectives of education cannot be achieved fully due

to poor learning abilities, problems (social, emotional and behavioral etc.) of a

student. When students show poor performance in one or more than one subjects

or less than according to set criteria (i.e. 40%or 50% etc.) students are considered

academically fail or unsuccessful. It occurs due to various reasons, e.g., broken

families, death, poverty, parent disease, poverty, pressure on the choice of subject,

illness, lack of motivation, teacher strict attitude, competition, negative behavior of

peers, etc.

Factors affecting Students Achievement. The pupils’ performance

continues at first rank for educators. Its purpose is to improve and enhance

learners’ performance, and find out the variables which effect the positively or

negatively on the quality performance of pupils. Betts et al(2006,p.172)describes

that the family factors like economic condition of family, health of parents,

relationship of parents, religious beliefs, joint or nuclear family system,

relationship with siblings etc. have been of great importance in the performance of
students and their academic achievement. Pupils’ joining in co-curricular activities

and sports, etc. and their use of time outside school has great positive or negative

effect on academic achievement. According to National Education Association

(2014) Pupils’ understanding about themselves affects the quantity of efforts they

are agreeing to apply in learning, their educational ambitiousness, and their

academic achievement. Researchers find out that high attitude about self cause a

great motivation for learning. Students' feelings of responsibility for their learning,

interest, rate of attendance in schools, physical and mental health, positive

attributions towards learning, e.g. success is due to hard work, and negative

attributions e.g. failure is due to luck or external factors put a great effect on

quality performance and high or low achievement.

Gravely (2014, p.4) describes that students spend most of their time in

school, so it is obvious that the environment and people of school has a crucial

effect on their performance and achievement. The number of students, classroom

environment, inequalities in class, class size, facilities during class, proper room

temperature, ground facilities, resources of schools, unsafe schools, care of self

-respect and etc. has a major effect on students’ performance. According to Scand

(2012, p.610) one way to improve students’ achievement is to make possible the

provision of effective teachers. With the political pressure on education, teachers

are in critical check by administration, families, students and media. In this regard

students’ academic results are considered a primary source for teachers’

evaluation. Hallinan (2011,p.494) describes in her article that researches proved

that content knowledge, teaching experience, training and certification make a

teacher more effective and active in the classroom. According to Harris et al (2008,

p.8) teacher quality is the dominant factor among other factors in relation with

students’ high achievement. The “National Commission on Teaching and America’s

Future” enlist three basics for educational personals. This is as follows:

i. What teachers know and can do is the most important influence on what

students learn.

ii. Recruiting, preparing, and retaining good teachers is the central strategy for

improving our schools.

iii. School reform cannot succeed unless it focuses on creating the conditions under

which teachers can teach and teach well.

Review of related studies

According to Meyer (2010, p.78), effective instructional planning has deep

positive influence on the performance of teachers and students. The instructional

activities of school based on the quality of instructional planning. According to

Barge (2012, p.88) teachers are the core of any education system, so trained,

skilled teachers are necessary for every student .The teachers with good

instructional planning plan the lessons by merging his own ideas, thoughts, beliefs,

students thinking and understanding of concepts. The teachers who plan lessons

by considering students’ needs, cultural values, and global demands to make their

lesson actionable and understandable get success in delivering content material.

“Further, expert teachers anticipate the difficulties students might encounter while

learning the content of the lesson. They consider students’ thinking in order to
assess the success of the lesson plan and then modify their instruction promptly.”

In his research conducted in American secondary classes found that teachers who

frequently assessed by themselves, their supervisors and other educational

personals in relation to professional standards work best and their students also

show best performance as compared to those teachers who have less chances of

professional evaluation. The sound knowledge of subject matter increases the

confidence of teachers. Without the deep command over content teachers cannot

implement lesson planning and instructional strategies in an effective way.

According to Ghazi (2013, p.455),

Knowledge of subject matter theory enquires about the value of knowing

everything about a subject if a teacher does not have firsthand knowledge about

the subject matter how students will learn and how his teaching method would be

the best instructional strategies, if his teaching strategies cannot deliver high

quality subject matter knowledge. Ultimately, existing professional development

principles guide the process of teaching learning in such direction that supports

knowledge of subject matter.

Ijeh (2013, p.363) found in his research conducted in South African schools that

teachers who have used instructional skills and strategies which enhance students

critical thinking, stimulate new ideas and problem solving ability are more

successful teachers in terms of their students’ performance. They use inquiry,

project based investigations, demonstration, provide challenges, and activate prior

knowledge and a lot of other techniques and strategies to develop students

cognitive, affective and psychomotor skills. According to Smit (2014, p.24) among

the most challenging and important competencies are the ability to provide

differentiated instruction in the classroom, for students of individual abilities. In

research conducted in Swiss Secondary Schools, he found out that the most

difficult situation faced by the teachers was to use differentiated instruction

technique effectively to balance their expectations with their personal established

standards and with students’ individual differences. Every student has his own

learning style, and he learns better in various circumstances with various styles

and from various people. Thus, the teachers need to identify the students’ ‟

learning styles and apply different teaching techniques according to their needs.

The more teachers can involve all modalities and learning styles, the more chances

they have of engaging learners in using their whole brains.” Classroom

environment leads towards a peaceful and critical learning that enhance students’

capabilities and motivate them to learn and explore the facts. According to

Steinhardt School of Culture, Education, and Human Development (2008, p.2)

Research over the past 30 years indicates that in a poorly managed classrooms

teachers struggled to teach and students usually learn less than they should, and

there is abundance of discipline issues while a well-managed classroom provides

an environment in which teaching and learning can flourish. A good study

environment, peace, care, and enjoyment are considered essential conditions for a
better learning environment. According to Rosen (2010, p.2) a research during the

last four decades shows that a school environment of “high expectations of pupils'

work and a strong emphasis on the school's learning goals correlates with high

student achievement”. Other factors may affect students’ performance, but school

and class environment have a greater impact on their learning and learning

outcomes. The students and teachers learn and teach best when they have a safe

environment of mutual respect and care.

The teacher knows the connection of concepts with real life through

examples. According to Kentucky Education Department (2015, p.4) an extensive

research shows that teachers get success in his teaching only when they are

successful in elaborating content concepts meaning and relating it to real life

situations. Teacher facilitates learning experiences with meaningful and concrete

examples, explanations and elaborations. Teachers link concepts with students’

previous knowledge, understanding, culture, religion, and with real life situations

with the help of a variety of activities and technology.

According to Admiraal et al (2014, p.23) assessment is an integral part of

teaching. Teachers use assessment techniques that assess all the skills (i.e.

cognitive, affective, and psychomotor) of student. In his research conducted in

Turkish Secondary Schools the teachers are more successful who use a variety of

evaluation techniques to evaluate students’ performance and give more weight age

to observation, class performance, discussion, etc. than weekly or monthly test

scores. The key objective of the assessment is to explore the students learning, it is

only possible when the teacher assesses all the aspects of students’ personality (i.e.

communication, expression, writing, reading, explaining, thinking skills etc.).

Summary

Teachers and students are the two main parts of education system. Teachers

teach and students learn whatever they teach them, so quality of learning depends

upon teachers’ efficiency in subject matter, planning skills, creating conducive

classroom climate, knowledge of individual differences and how to handle them in

teaching, use of various instructions techniques for various types of students and

content material, implication of knowledge in real life through A.V aids and

modern gadgets, assessment techniques and lot of other skills and techniques.

Teacher is not a product but he is a process who always learns from situations,

students, his own mistakes, form colleagues, society internet and lot of other

resources. The learning of teacher is more mature and broad in a sense because he

has to teach the innocent minds of students who are under his guidance to learn

the values and skills to adjust in society and play their role as a productive

member. According to above discussion competent and trained teachers are the

key demand of education system to give output of intelligent, knowledge able and

confident students who have capability to lead the country beyond the sky.

Knowles (1970) asserted that “The behavior of the teacher probably

influences the character of the learning climate more than any factor”. This
explains why did the K-12 curriculum emphasizes the role of the teacher as a

facilitator of learning.

Geothe (1976) found out that weak students do better when grouped with

other weak students. Thus, a multi-skilled teacher, a creative problem solver

teacher and a teacher who has a high emotional quotient tends to be effective in

terms of facilitating learning process.

Staffolani and Pratti (2002) observed that “The measurements of the student

previous educational outcomes are the most important indicators of student future

achievement. This refers as the higher previous appearance, better the student’s

academic performance in the future endeavors. That is why teachers should be a

multi specialist in dealing and inculcating other subjects in their subject areas.

Sparkles (1999) showed that school environment and teacher expectations

from their students have strong influences on student’s performance. Most of the

teachers working in poor schools or schools having run short of basis facilities

often have low performance expectations from their students know that their

teachers have low performance expectations from them; hence it leads to poor

performance by the students. Therefore, it is very essential that a 21st century

teacher should be a flexible in all aspect of life and teaching setting, since they are

dealing with the noblest profession, it is a must that they could withstand any

circumstances and challenges that may come in their teaching career to ensure

that they exercise their function as teachers in and out of the classroom.
 Dohrmann, Kaisere and Blomeke (2012) pointed out that “successful

teaching depends on professional knowledge and teacher beliefs”, this definitely

explains that teachers make the world go round. It is always the teacher who

molds the future. Mathematics teachers are framed in terms of cognitive and

affective motivational facets. In such frame work which is the theoretical basis of

the study Teacher Educational and development study in Mathematics (TEDS-M).

Mathematics teachers’ will play a central role in the preparation for the

future generations, the K-12 graduates. An examination of Mathematics teachers’

knowledge is therefore an important parameter of school quality. It is for high

relevance to ascertain whether and how teacher training contributes to the

development of teacher knowledge (Cochran-Smith &Zeichner; darling-Hammond,

2000)

Miranda (2001) as sited by Dela Cruz (2007) said that, Mathematics

educators are constantly challenge to provide the learners with Mathematical

experiences that are interesting and then expect them to achieve better

Mathematical ability.

“Teachers leadership is the process by which teachers’, individually or

collectively influence their colleagues, principals and other members of school

communities to improve teaching and learning practices with the aim of increased

student learning and achievement” (York-Barr & Duke, 2004).

According to Darensbourgh (2011), as cited by Perdido (2013) teacher

leaders:
• Are Passionate, driven and have expertise in instruction

• Engage in continuous inquiry, inform, persuade, mobilize and energize other

to do more with their communities.

• Are willing to take the risk and participate in shared decision making

• Stay current in the field

• Are often politically active and socially aware of issues pertaining to their

professions.

It is somewhat inter related to the attributes being cited in the K-12 tool kit (2012)

guide reference for teacher educators, school administrators and teachers, where

in a K-12 or 21st century teacher must be:

• Multi-Literate

• Multi-skilled

• Multi-Specialist

• Self-Directed

• Lifelong learner

• Flexible

• Creative problem solver

• Critical Thinker

• Has passion for excellent teaching

• Has High Emotional quotient (EQ)

Studies suggest that a student who has great teachers for several years in a row

will be on a path of continued growth and success, while a student who is taught by

a succession of less effective teachers may experience lasting academic challenges

(Hanushek, 2009, Sanders and Rivers, 1996).

CHAPTER III

METHODOLOGY

Research Design. The study will use the descriptive correlation method and

inferential statistics to determine the relationship between the competencies of a

K-12 teacher and the academic performance in Mathematics of the Junior high

school students.

Questionnaire made by the researcher based on the evaluation form for

teachers will be used to gather the date on attributes of a K-12 teacher.

The grades of the Junior high school students in Mathematics will be taken

from their form-138 and from the permanent records from their respective

Mathematics teachers.

Locale of the Study. The study will be conducted in the Division of Negros

Oriental which covers three congressional districts. The study focused among the

secondary school principals with item in the aforementioned districts. The

schools’ division of Oriental Negros used to have 29 school districts, each city and

municipality being a school district, except Dumaguete City, it being another

school’s division. However, in school-year 2001-2002, the Department of

Education made the cities of Bais, Bayawan and Tanjay separate interim divisions,

leaving 26 school districts under the Negros Oriental schools division with 511

schools. The First Congressional District has the highest number of schools with

257, followed by the Third Congressional District with 149 schools and the Second

Congressional District with 105 schools.

Every school district is managed by a Public Schools District Supervisor or a

District In-Charge in the absence of a qualified District Supervisor. Under the line

of the Public Schools District Supervisor (PSDS) are the school administrators with

the plantilla position of a Principal or Head Teacher. In the absence of a qualified

 school administrator, Teacher-In-Charge (TIC) is designated to act in the capacity

of a school head. The implementing units (IUs) are capable of administering their

own funds since they have position items assigned to handle cashiering and

bookkeeping functions, whether on a permanent or temporary basis. The DBM has

already assigned agency codes to the said IUs, hence, they are authorized to open

Modified Disbursement Scheme (MDS) Sub-Accounts in government depository

banks and that the cash allocations intended for the aforementioned IUs are

directly issued by the DBM to their respective MDS Sub-Accounts. The IUs are

required to maintain sets of books of accounts. The MDS Sub-Accounts of Schools

Division Offices (SDOs) shall cover transactions of the SDO (Proper).

Research Respondents

The respondents of this study are the mathematics teachers of Manjuyod

District.

Table 1

Distribution of Respondents
Respondents Frequency Percentage
Teachers 150 100
Total 150 100

Research Instrument

The researcher will use the questionnaire method to gather the data.

The questionnaire consists of statements containing information about the

attributes of a K-12 teacher identified by the Department of Education in the

K-12 tool kit.

 Some statements for the attributes of a K-12 teacher will be adopted by

the researcher from the forms used by the Department of Education (DepEd)

in appraising the performance of teachers.

Data Gathering Procedure

The researcher will request permit from the Schools Division

Superintendent of Negros Oriental Division to distribute copies of the

research tool to the identified respondents. After getting the approval from

them, the researcher personally distributes copies of the instrument to the

identified respondents to ensure reliability of answers.

Maximum of one month was allotted to retrieve copies of the

instrument from the respondents. Tabulation, computation, analysis, and

interpretation of data followed which served as bases in drawing conclusions

and recommendations of the study.

The researcher will go to one of the school-respondents with a letter asking

permission to have a copy of evaluation forms for teachers. Afterward, the

researcher will go to the selected schools. She will present a letter of request to

the different principals and the teacher concerned to conduct the study. She will

also ask the help of other teachers particularly the advisers of the student in

administering the questionnaire and in gathering their grade in mathematics.

Statistical Treatment
 The statistical tools to be use to determine the level of competencies of the K-12

teacher are the frequency count and weighted mean.

To analyze the significant perception of the three groups of respondents in

attributes of a K-12 teacher, the analysis of variance (ANOVA) will be used.

To determine the academic performance (grades) of the students in mathematics,

the following grade intervals will be used:

Grade Interval Descriptive Rating

95-99 Excellent
90-94 Very Good
85-89 Good
80-84 Fairly Good
75-79 Poor
 The chi-square (X2) (Fischer’s Exact Test or Yate’s Correction Formula) will be

used to determine the significant relationship between the level of competencies of a

K-12 teacher and the academic performance in Mathematics of the Junior high school

students.

2
2
X =∑
[|fo−fe|−0.50 ] (Albert, 2008)
fe

Where: X2 = the Chi-square Fischer’s Exact Test or Yate’s correlation value

fo = the actually observed frequencies

fe = the expected frequencies

To interpret the scaled response in the attributes of a K-12 teachers, the following

descriptive ratings with the corresponding numerical value, mean intervals and

interpretation were used:

Descriptive Rating Numerical Value Mean Intervals Interpretation

Always 5 4.50 -5.00 Outstanding
Often 4 3.50 – 4.49 Very Satisfactory
Sometimes 3 2.50 – 3.49 Satisfactory
Seldom 2 1.50 – 2.49 Fair
Never 1 1.00 -1.49 Poor

APPENDIX A

Competencies of K to 12 Teachers: Its Relation to Junior High Schools’ Academic Performance

in Mathematics

I. Profile
Name (Optional) ___________________________________________
School ____________________________________

Directions: Please put a check on the space provided for your answer.

1. Performance Rating for the last 3 years:

Directions: Just choose between Outstanding, Very Satisfactory, Satisfactory

S.Y. 2017 – 2018 S.Y. 2018 - 2019 S.Y. 2019 - 2020 Average

2. Position___________________________________

3. Experience as teacher

____5 years and below ____16 to 20 years

____6 to 10 years ____ 21 and above
____11 to 15 years
4. Highest educational attainment
_____Bachelor’s Degree _____Earned Doctoral Units
_____Earned Masteral Units _____Unit Doctor’s Degree Holder
_____Master’s Degree Holder

5. Trainings and Seminar Attended for the Last Three Years

Level(National,
Name of training Regional Division, Inclusive Dates Conducted by:
District)

II. Competencies of K to 12 Teachers: Its Relation to Junior High Schools’

Academic Performance in Mathematics
Directions: Make an honest assessment of the level of competency you possess by
checking the box that corresponds to your response on each of the item indicated.
 SCALE DESCRIPTION

Descriptive Rating Numerical Value Mean Intervals Interpretation

Always 5 4.50 -5.00 Outstanding
Often 4 3.50 – 4.49 Very Satisfactory
Sometimes 3 2.50 – 3.49 Satisfactory
Seldom 2 1.50 – 2.49 Fair
Never 1 1.00 -1.49 Poor

A Dedication to Teaching 1 2 3 4 5
1 Develops one’s own competency as a Mathematics teacher

2 Possesses a positive attitude about life and in teaching Mathematics

3 Spends time for community outreach

4 Accepts responsibility of students outcome

5 Finds, implements, and shares new instructional strategies

B Knowledge of Subject Matter

1 Analyses, assesses, relates to, and implements curricula and syllabi and construct
new ones
2 Masters Mathematics modes of thought
3 Communicates within and about Mathematics
4. Relates the subject matter to other pertinent topics
5. Raises problems and issues relevant to the topic(s) of discussion
C Classroom Organization and Management
1 Orchestrates smooth transitions and continuity of classroom momentum

2 Organizes multi-task properly

3 Is aware of all the activities in the classroom

4 Interprets and responds to inappropriate behavior promptly

5
Implements rules of behavior fairly and consistently
D Instructional Organization
1 Makes use of aids and tools and relates these to Mathematics

2 Maintains momentum within and across lesson

3 Orients the classroom experience toward improvement and growth

4 Carefully links learning objectives and activities

5 Organizes content for effective presentation

E Instructional Implementation
.
1 Makes use of aids and tools and relates these to Mathematics

2 Maintains momentum within and across lesson

3 Orients the classroom experience toward improvement and growth

4 Carefully links learning objectives and activities

5 Organizes content for effective presentation