CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This particular chapter discussed and presented the results of the data gathering procedure

through a research instrument in a form of the self-administered survey questionnaire. This

particular chapter also analyzed and interpreted the data collected to attain the objective and

significance of the study.

Sub-Problem 1. What are the initiatives of school heads intended for the enhancement of

teaching?

Table 1. Perception of Teachers on the Enhancement of Teaching

No. Indicators Weighted Interpretation

Mean

1 SLAC on differentiated Instruction implementing 4.63 Outstanding

K to 12 Curriculum

2 SLAC on innovative assessment tools to improve 4.63 Outstanding

academic performance

3 SLAC on multiple learning delivery modalities: 4.63 Outstanding

implementing elementary science teaching and
learning in the New Normal
4 SLAC on capacity building of EsP teachers in 4.50 Outstanding
teaching EsP using flexible blended learning and
orientation on the preparation of learning materials
5 SLAC on reorientation on preparation, 4.50 Outstanding
development, and evaluation of supplementary
learning resources
6 SLAC on orientation on assessment of learning 4.63 Outstanding
and grading system in the Basic Education
Learning Continuity Plan (BE-LCP)
7 SLAC on ICT (using Google Docs, Google Slides, 4.50 Outstanding
and Google forms)
 8 SLAC on test construction on the New Normal 4.56 Outstanding
mode of learning

9 SLAC on effective teaching strategies on higher- 4.63 Outstanding

order thinking skills for better classroom
instruction in the New Normal set-up
10 SLAC on digital literacy and research updates 4.50 Outstanding

  Composite Mean 4.57 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

The table above described the perception of the teachers on the initiative of the school

head on the enhancement of teaching in terms of its quality as it could help the school

performance as well. Based on the result of the data gathering procedure, the sixteen teacher

respondents from Tabon Elementary School found the initiatives of the school head as

“outstanding” (WM = 4.57).

Sub-Problem 2. What is the level of performance of teachers to be analyzed using the

objectives of IPCRF?

Table 2.1 Teachers’ IPCRF (Individual Performance Commitment and Review Form)

Results from 2018-2020

S.Y 2018-2019 S.Y 2019-2020

T1 4.65 4.711
T2 4.485 4.522
T3 4.485 4.735
T4 4.484 4.474
T5 4.472 4.497
T6 4.472 4.622
T7 4.298 4.484
T8 4.199 4.485
T9 4.298 4.348
 T10 4.125 4.484
T11 4.072 4.472
T12 4.072 4.685
T13 4.048 4.597
T14 4.034 4.423
T15 4.034 4.509
T16 4.034 4.622
Weighted
4.27 4.54
Mean

Legends: below 1.499 (Poor), 1.500 – 2.499 (Unsatisfactory), 2.500 – 3.499 (Satisfactory), 3.5 – 4.499 (Very Satisfactory),

4.500 – 5.000 (Outstanding)

The table above shows the IPCRF results from the school year 2018-2019 and school

year 2019-2020. Hence, the result shows that in the school year 2018-2019, the 16 teachers

were evaluated as “very satisfactory” (WM = 4.27), while the succeeding school year resulted

as “outstanding” (WM = 4.54). It was evaluated by sixteen (16) teachers from Tabon

Elementary School.

Table 2.2 Evaluation of School Head and Master Teachers on Teachers’ Level of

Performance in accordance to IPCRF Objectives

No. Indicators Weighted Interpretation

Mean
1 Teachers apply knowledge of content within 4.33 Outstanding
and across curriculum teaching areas
2 Teachers ensure the positive use of ICT to 5.00 Outstanding
facilitate the teaching and learning process
3 Teachers apply a range of teaching strategies to 5.00 Outstanding
develop critical and creative thinking, as well as
other higher-order thinking skills
4 Teachers establish a learner-centered culture by 5.00 Outstanding
using teaching strategies that respond to
learners’ linguistic, cultural, socioeconomic,
and religious backgrounds
5 Teachers plan and deliver teaching strategies 5.00 Outstanding
that are responsive to the special educational
needs of learners in difficult circumstances,
including geographic isolation; chronic illness;
 displacement due to armed conflict, urban
resettlement, or disasters; child abuse and child
labor practices
6 Teachers use strategies for providing timely, 4.67 Outstanding
accurate, and constructive feedback to improve
learner performance
7 Teachers select, develop, organize, and use 5.00 Outstanding
appropriate teaching and learning resources,
including ICT, to address learning goals
8 Teachers set achievable and appropriate 5.00 Outstanding
learning outcomes that are aligned with learning
competencies
9 Teachers build relationships with parents/ 5.00 Outstanding
guardians and the wider school community to
facilitate their involvement in the educative
process
10 Teachers participate in professional networks to 5.00 Outstanding
share knowledge and to enhance practice
11 Teachers develop a personal improvement plan 5.00 Outstanding
based on reflection of their practice and
ongoing professional training
12 Teachers perform various related 5.00 Outstanding
works/activities that contribute to the teaching-
learning process
  Composite Mean 4.92 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

The table above showed the evaluation of the school head and master teachers on

teachers’ performance level in accordance to the objectives of IPCRF. As per the result

gathered by the researcher, the evaluation of the school head and master teachers found as

“Outstanding” (WM= 4.92). It was also supported and in accordance to the objectives of

IPCRF (Individual Commitment and Review Form) and the Office Commitment and Review

Form (OPCRF) of School Heads document what a teacher and a school head have

accomplished during the school year. The key result area or KRAs, are the benchmarks to
which individual performance is evaluated. Paperwork, photographs, test results, computed

ratings, seminars/workshops, and other related evidence are all included.

Sub-Problem 3. How may the students’ academic performance be analyzed using the 1 st

and 2nd quarter grade?

Table 3. Performance of the Learners in First and Second Grading Period

General

Grading Period Weighted Verbal Interpretation

Average
First Grading Period 86 Proficient

Second Grading Period 87 Proficient

Legends: below 74% (Beginning), 75-79% (Developing), 80-84% (Approaching Proficiency), 85-89% (Proficient), 90% and

above (Advanced)

The table above shows the performance of the learners during the first and second

grading periods in the current school year. Hence, the data was gathered from eighty-four

learners from Tabon Elementary School. And as the result, the first grading period landed at

the mean of 86% while 87% to succeeding grading period or the second grading period and

interpreted as Proficient. Therefore, it was concluded that the programs of the school head in

the institution aim to ensure the delivery of quality education to its learners.

Thus, it was supported by the study made by Liebowitz & Porter (2019) wherein it stated

that the Principals are perceived to be vital agents in improving teaching and learning

conditions in schools; in any case, generally little is thought about the initiative to which

principals should devote their time and exertion to improve results.

Sub-Problem 4. How do teachers and learners gain on school head reform efforts and

initiatives on:

Table 4.1 Perception of the Learners in terms of Quality of Teaching

No. Quality of Teaching WM Interpretation

1 The school head provides 4.79 Outstanding

meaningful professional
development.
2 The school head has a special 4.79 Outstanding
ability and talent for seeing what is
important to consider in my
teaching job and personal life.
3 The school head offers constructive 4.57 Outstanding
feedback/suggestions.

4 The school head provides adequate 4.8 Outstanding

resources.

5 The school head provides feedback 4.82 Outstanding

and offers suggestions for
instructional improvement.
6 The school head establishes 4.81 Outstanding
ongoing, open communication.

7 The school head introduces 4.82 Outstanding

innovative ways of doing things.

8 The school head provides me with 4.8 Outstanding

knowledge or information that is
very useful to me in the classroom.
9 The school head analyzes my 4.58 Outstanding
students' work and comments on
ways I could improve their learning
of the subject matter.
10 The school head assesses teachers 4.81 Outstanding
objectively and sees where they can
improve.
   Composite Mean 4.759 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

Based on the result of the study, the researcher found out that the learner respondents had

a good impression when it comes to the school head’s initiative in empowering the quality of

teaching. With the weighted mean of 4.759, the respondents interpreted it as “outstanding”.

Table 4.2 Perception of the Teachers in terms of Quality of Teaching

No. Quality of Teaching WM Interpretation

1 The school head provides 4.44 Outstanding

meaningful professional
development.
2 The school head has a special 4.44 Outstanding
ability and talent for seeing what is
important to consider in my
teaching job and personal life.
3 The school head offers constructive 4.50 Outstanding
feedback/suggestions.

4 The school head provides adequate 4.38 Outstanding

resources.

5 The school head provides feedback 4.50 Outstanding

and offers suggestions for
instructional improvement.
6 The school head establishes 4.38 Outstanding
ongoing, open communication.

7 The school head introduces 4.31 Outstanding

innovative ways of doing things.
 8 The school head provides me with 4.31 Outstanding
knowledge or information that is
very useful to me in the classroom.
9 The school head analyzes my 4.50 Outstanding
students' work and comments on
ways I could improve their learning
of the subject matter.
10 The school head assesses teachers 4.50 Outstanding
objectively and sees where they can
improve.
  Composite Mean 4.43 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

Based on the result of the study, the researcher found out that the teacher respondents had

a greater satisfaction towards the school head’s initiative in empowering the quality of

teaching. With the weighted mean of 4.43, the respondents interpreted it as “outstanding”.

Table 4.3 Perception of the Learners in terms of Learner’s Academic Performance

No. Learner's Academic WM Interpretation

Performance

1 The school head empowers 4.83 Outstanding

students to be active learners.

2 The school head creates a strong 4.81 Outstanding

learning climate.

3 The school head directs observation 4.86 Outstanding

of classroom teaching.

4 The school head encourages 4.54 Outstanding

student surveys about teaching.
 5 The school head arranges personal 4.82 Outstanding
attention to students with special
needs.
6 The school head has a say in 4.81 Outstanding
deciding the best for students.

7 The school head provides a reward 4.6 Outstanding

system for students.

8 The school head promotes teacher's 4.81 Outstanding

and students’ positive bonds with
each other.
9 The school head encourages 4.82 Outstanding
support from parents/guardians.

10 The school head respects and 4.83 Outstanding

encourages the warm relationship
between teachers and students.
  Composite Mean 4.773 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

The table above described the level of perception of the respondents in terms of learners’

academic performance, the researcher found out that the learner respondents had a good

impression when it comes to the school head’s initiative in nurturing the learners’ academic

performance. The researcher interpreted it as “outstanding” for the weighted mean was

4.773.

Table 4.4 Perception of the Teachers in terms of Learner’s Academic Performance

 No. Learner's Academic WM Interpretation
Performance

1 The school head empowers 4.44 Outstanding

students to be active learners.

2 The school head creates a strong 4.44 Outstanding

learning climate.

3 The school head directs observation 4.69 Outstanding

of classroom teaching.

4 The school head encourages 4.38 Outstanding

student surveys about teaching.

5 The school head arranges personal 4.38 Outstanding

attention to students with special
needs.
6 The school head has a say in 4.31 Outstanding
deciding the best for students.

7 The school head provides a reward 4.63 Outstanding

system for students.

8 The school head promotes teacher's 4.56 Outstanding

and students’ positive bonds with
each other.
9 The school head encourages 4.56 Outstanding
support from parents/guardians.

10 The school head respects and 4.44 Outstanding

encourages the warm relationship
between teachers and students.
  Composite Mean 4.48 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

 The table above described the level of perception of the teacher respondents in terms of

learners’ academic performance, the respondents gave a good impression on the school

head’s initiative in giving focus to develop the learners’ academic performance. The

researcher interpreted it as “outstanding” since the weighted mean scored at 4.48.

Table 4.5 Perception of the Learners in terms of School Performance Outcome

No. School Performance Outcome WM Interpretation

1 The school head takes 4.83 Outstanding

responsibility for the quality of
learning and teaching.
2 The school head establishes good 4.82 Outstanding
disciplinary policies and
procedures.
3 The school head provides parents 4.61 Outstanding
or guardians with opportunities to
actively participate in school
decisions.
4 The school head provides teaching 4.8 Outstanding
staff with opportunities to actively
participate in school decisions.
5 The school head implements 4.82 Outstanding
excellent extra-curricular planning
and supervision.
6 The school head makes good 4.81 Outstanding
decisions about school planning
and improvement.
7 The school head manages school 4.62 Outstanding
finances and resources judiciously.

8 The school head allows the use of 4.76 Outstanding

ICT equipment.

9 The school head promotes a child- 4.83 Outstanding

friendly school environment.
 10 The school head takes charge of 4.82 Outstanding
operations to ensure good
classroom management and/or
student discipline.
  Composite Mean 4.772 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

The table above described the respondents’ level of perception on school performance

outcome. The researcher found out that the learner respondents had a good impression when

it comes to the school head’s initiative in developing the performance of the school

specifically, the Tabon Elementary School. With the weighted mean of 4.772, the

respondents interpreted it as “outstanding”.

Table 4.6 Perception of the Teachers in terms of School Performance Outcome

No. School Performance Outcome WM Interpretation

1 The school head takes 4.63 Outstanding

responsibility for the quality of
learning and teaching.
2 The school head establishes good 4.63 Outstanding
disciplinary policies and
procedures.
3 The school head provides parents 4.63 Outstanding
or guardians with opportunities to
actively participate in school
decisions.
4 The school head provides teaching 4.63 Outstanding
staff with opportunities to actively
participate in school decisions.
 5 The school head implements 4.44 Outstanding
excellent extra-curricular planning
and supervision.
6 The school head makes good 4.50 Outstanding
decisions about school planning
and improvement.
7 The school head manages school 4.56 Outstanding
finances and resources judiciously.

8 The school head allows the use of 4.56 Outstanding

ICT equipment.

9 The school head promotes a child- 4.63 Outstanding

friendly school environment.

10 The school head takes charge of 4.56 Outstanding

operations to ensure good
classroom management and/or
student discipline.
  Composite Mean 4.58 Outstanding

Legends: below 1.00 – 1.79 (Needs Improvement), 1.80 – 2.59 (Fair), 2.60 – 3.39 (Satisfactory), 3.40 – 4.19 (Very

Satisfactory), 4.20 – 5.00 (Outstanding)

The table above showed the perception of the respondents in terms of school performance

outcome. The researcher found out that the teacher respondents had a great perception

towards the school head’s initiative in developing the performance of Tabon Elementary

School. As the result of 4.58 as its weighted mean, the respondents interpreted it as

“outstanding”.

Sub-Problem 5. Is there a significant relationship between the school heads’ initiative and

the teacher’s quality delivery of instruction and student learning?

 Table 5. Hypothesis Testing on the Significant Relationship of the Variables used in the

Study

Variables Mean r Interpretation sig. Decision Interpretation

School Head’s
4.57
Initiative
Teacher’s
Weak There is no
Quality of
0.0309 Positive 0.7567 Accept H0 significant
Delivery of
4.92 Correlation relationship
Instruction and

Student

Learning

Based on the table as shown above, the researcher found out that there was a weak

positive correlation between the school head’s initiative and the teacher’s quality of delivery

of instruction and student learning as it resulted to 0.0309. Hence, when it comes to

significance, the study revealed that there is no significant relationship between the two

variables used in the study as the result was higher than the standard confidence level of 5%

or 0.05.

Sub-Problem 6. What enhancement program may be proposed to further improve teaching

and learning?

The demand on quality education is very rampant; that is why teachers are required to

join in different programs as well as having an academic growth. The educators were believing

that these necessary measures were highly essential specifically on those teachers who wishes to

upgrade and improve their instructional competency. The table below describes the prototype of

the proposed intervention and the results of the data gathering procedure for the acceptability of
the proposed Strategic Plan. The proposed plan was anchored from the result of the study on the

school head’s initiative and efforts in elevating quality of teaching and learning which were far

expected from them that would require retooling or retraining for them to attain the vision,

mission, goals and objectives of the program. The Training plan is composed of the key result

area, objectives, activities, timeline, person involved, sources of fund and expected output.

KEY OBJECTIVES ACTIVITIES TIMELIN PERSON SOURCE EXPECTED

RESPONS ES INVOLVE OF OUTPUT
IBILITY D BUDGET
AREA
Quality of Developed on daily Faculty IGP Implement
Teaching Implement a classroom rules basis classroom
strength and and regulation for rules and
humane specific purpose regulation
disciplinary policies without biased
to control the order
inside the
classroom
as the need Faculty IGP Close faculty
Strengthen social Support the arises and student
relationship with student social and relationship
the students other relevant
activities

Maintained well- monthly School GAA / A safe and

Practiced a safe and manage and basis Administra IGP well
well-maintained conducive tor/ Faculty mentioned
learning and learning / Professor learning
conducive environment environment
environment

Recruit / hire Recommend for as the need School GAA / Recruitment

faculty that met the the school arises Administra IGP of the faculty
qualification administrator to tor/ Faculty based from the
standard set by the recruit qualified / Professor CHED / CSC
CHED / CSC and competent standard and
faculty and staff fitness
 Acquired the Training of the Every Faculty/ GAA / Improved the
knowledge and faculty for various summer Professor IGP knowledge
skills in various computerized periods and skills in
computerized aided aided machines various
machines processes for domestic and computerized
international aided
venue machines
operation and
processes

Avails of the Send faculty for as the need School GAA / Faculty
regular upgrading the assessor arises Administra IGP upgraded/
related skills training and tor/ Faculty attended
training development / Professor assessor
training

Learner's Explain the relevant Encourage the on daily Faculty/   Faculty uses
Academic
topics and reflect to faculty to study basis Professor several
Performance
the current issues and explain the methodologies
and / or daily life topic and reflect it of teaching
in the real-life and
situation approaches

Integrates the Encourage the on daily Faculty/   Faculty uses

practical knowledge faculty to basis Professor several
and experience to integrate the methodologies
share with the practical of teaching
student knowledge and and
experience in approaches
teaching the
subject to the
learners
Provide on daily School GAA Faculty uses
Demonstrate the magazine, books basis Administra multiple
up-to-date and other tor/ strategies in
knowledge and materials as a Program teaching
awareness on the source of Coordinato
current trends and information to the r/ Faculty
issues of the various subject
program areas
 Used multiple Encourage faculty on daily School GAA Faculty uses
teaching strategies to use basis Administra multiple
with the support blended/selected tor/Progra strategies in
system of ICT approach of m teaching
teaching the Coordinato
subject r/ Faculty

before the Program   The subject

Structures/restructu Analyze the start of Coordinato content was
re teaching/ subject content classes r/ Faculty/ arranged
learning context to from conflict to Professor chronological
enhance the simple context order to
attainment of the easy understood simple from
learning subject by the learners complex

as the need School GAA / Institutionalize

Enhanced student's Practice by the arises Administra IGP d reward
self- esteem and/or given record to tor/Progra system to
given due the students for m outstanding
recognition to their any out-study Coordinato accomplishme
outstanding accomplishment r/ Faculty nt of the learns
performance/
potential

Develop research Submit one (1) every end School GAA / Research
School output that are research output of the Administra IGP output is
Performance
utilized as input to for every end of school tor/ Faculty submitted to
Outcome
institutional the school year year the research
development director for
implementatio
n
Design short term Conduct short Every School GAA / Conducted
program to educate term training for Saturday Administra IGP short term
the out of school program in the (80hours tor/ training
youth for community for per Program program for
technology transfer technology training Coordinato the out of
to eradicate the transfer term) r school youth
unemployment
problem in the
community
Encourage the Participate as the need School GAA / Participated in
faculty and students community arises Administra IGP the
to promote program and tor/ community
community projects beneficial Program program
project/program to the interest of Coordinato projects
the LGU's r
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This particular chapter discussed the findings, the conclusions and the recommendations

to be executed based on the result of the data gathering procedure.

SUMMARY OF FINDINGS

The researcher found out the following:

1. The researcher found out that in terms of school head’s initiative towards quality of

delivery of instruction and student learning, the respondents had a great impression

and interpreted as outstanding with the weighted mean of 4.57.

2. It was revealed that in terms of IPCRF, the teachers of Tabon Elementary School are

on the level of very satisfactory on school year 2018 – 2019 and outstanding rate on

2019-2020 as computed in average manner. Thus, the school head and master

teachers had good impressions and found the performance of its teachers outstanding.

3. The learners’ performance in first grading and second grading period interpreted as

proficient at 86 and 87% respectively.

4. In terms of teachers and learners’ perception on school head’s initiative in terms of

quality of teaching, learner’s academic performance and school performance

outcome, the respondents found it as outstanding.

5. The researcher found out that there is a weak correlation between the variables used

in the study and had no significant relationship.

CONCLUSION

The study revealed that the school head’s initiative towards the empowerment and

development of quality of teaching, learners’ academic performance and school performance

outcome was beyond the satisfaction of the school stakeholders. However, it is not the sole effort

of the school head but also the efforts of the stakeholders of the institution as the result of the

study reflected that there was a weak positive correlation between the school head’s initiative on

quality of teaching, learners’ academic performance and school performance outcomes and the

teachers’ quality of delivery of instructions and student learning. Hence, these two variables had

no significant relationship to each other as the result reflected higher than it’s standard level of

confidence which was 5% or 0.05.

RECOMMENDATIONS

The researcher has developed the following recommendations in connection with the findings:

1. Teachers must undergo training and development regularly to promote increasing

the skills and competency in all aspects of instructional competency. Also, it will help in the

development of the quality of delivery of instructions and student learning.

2. They must provide high-tech equipment, supplies and materials needed for

instruction in elementary programs in order to develop knowledge and skills which are required

and needed.

3. The problem encountered/met by the respondents must be properly addressed by

the school official to enhance the competency of the learners and teachers as well as the school

performance.

4. The proposed strategic plan should be adopted to provide base line information

for policy formulation on the training and development of their teacher.

 5. School administrators must regularly share the knowledge they gained for the past

years of experience in order to boost the confidence and support the teachers on their path.

6. Parallel study should be conducted to discover other variables or areas which are

not covered with the framework of the study.