FEU Roosevelt, Cainta, Philippines: Assessment On The Cultural Competencies

ASSESSMENT ON THE CULTURAL COMPETENCIES 1
FEU Roosevelt, Cainta, Philippines
ASSESSMENT ON THE CULTURAL COMPETENCIES OF ARALING
PANLIPUNAN TEACHERS IN PUBLIC SECONDARY SCHOOLS
OF BARAS DISTRICT DIVISION OF RIZAL
By
Sheryl G. Iballa
And
Dr. Alma Emerita Dela Cruz
October 2019
Electronic copy available at: https://ssrn.com/abstract=3687890

CHAPTER I
THE PROBLEM
Introduction
Educators with the skills, knowledge, and attitudes to value the diversity among
students will contribute to an educational system designed to serve all students well. Our
nation can no longer be satisfied with success for some students; instead we must cultivate
the strengths of all.
—NEA President Dennis Van Roeke
Societies have different cultures and change throughout history. Culture as a
concept is defined by sociologists and anthropologists emphasizing different
dimensions focusing mainly on its symbolic dimensions. It is viewed as a real
phenomenon that may be seen in material objects, or as an abstraction from behavior
as observed in the activities of people. It is the basic parameter between human
beings and lower animals (Panopio, MacDonald, & Raymundo, 1994).
Culture is learned, social, shared, transmitted, continuous, accumulative,
integrated, changing, responsive, varied, and gratifying. It is not inherited
biologically; instead it is acquired by people through the process of socialization. It
develops in society through social interaction from one generation to the next. It is
the product of continuous process evolving from the past flowing to the next
centuries. It remains changing with different speeds that vary according to society
and generation. It responds to the changing conditions of the environment for
adaptation and survival. Culture includes different elements such as symbols, values,

norms, and language. Symbols refers to anything to which people attach meaning
and use to communicate with others. It includes words, objects, gestures, sounds or
images. Language is the basic foundation of human culture development by using
systematized speech communication both verbal and non-verbal in form. Values
serves as guidelines for decision-making, goal setting, and taking course of action
(Doda, 2005). These elements are not isolated from each other, instead they are
organized and patterned to fit each other.
Contemporary Philippine Culture is diverse in character. The historical and
geographical background of the Philippines as a country resulted to the diverse
culture of over a hundred ethnic groups and a mixture of both from long colonial rule
and visits by foreign merchants and traders (Barrows, 1905).
The Philippine Statistics Authority (PSA) recorded that the total population
of the Filipinos is 104,256,076 as of July 2017 divided according to ethnicity,
religion, and languages. The majority of the people are of Malay race. The largest of
these groups are the Visayans,, Tagalogs, Ilocanos, Bicolanos, Moros,
Kapampangans, Pangasinense and the Zamboanguenos. The indigenous people
groups comprise the minority are mestizo of Spanish, American, Japanese, Chinese,
Indian, Latino, and Arab descent. All these groups have their own unique culture,
beliefs, and history which contributed to the Philippine culture. In their veins run the
rich Christian values of European culture, the pragmatic and democratic values of the
Americans, and the spiritual values of Asian People (Andres T. and Andres P.,
1987). The Komisyon Ng Wikang Filipino has reported 135 ethnic languages all

over the Philippines of different varieties. In 2015, it was reported that there were
80.58% Roman Catholics, 10.8% were Protestants, 5.57% Islamic while the rest
were of different Christian denominations including Iglesia Ni Cristo, Evangelicals,
and the likes.
Region IV-A CALABARZON is the main destination for long-distance
movers in the country, which constitutes 27.7%, followed by Metro Manila (19.7%)
and Central Luzon (13%) (Philippines Statistics Authority 2012). Based on the
results of the 2010 Census on Domestic and International Migrants in the Philippines
there were 1.4 million long-distance movers counted. The main destination for long-
distance movers is Calabarzon, which absorbs 27.7% of them (Philippines Statistics
Authority 2012).
The Rizal Provincial Government reported that the province of Rizal ranks
third in terms of population size in Region IV-A accounting to 19.85% with annual
growth rate of 4.10%. The fast growing municipalities are Rodriguez (9.65),
followed by Teresa (5.73), San Mateo (4.40), Antipolo (4.22), Taytay (3.98),
Angono (3.73), Pililia (3.63), Baras (3.55), and Binangonan (3.41). These population
size resulted from spilled-over population of Metro Manila and the proximity of
these municipalities to Metro Manila and the emergence of different commercial and
industrial establishments. Based on the 2015 Census of Population of PSA Rizal
Province population was 2,884,227 with 2.88% population growth rate. This high
population growth rate in Rizal is attributed mainly to the rapid subdivision
development in the province. As of 2008, there were 992 housing subdivisions in the

province with the city of Antipolo having the highest at 476, followed by Cainta with
113, San Mateo with 99, Taytay with 85, Angono with 71, Teresa with seven, Baras
with six, Morong with five and Pililia with three subdivisions catering to different
types of migrants: high, middle, and low income groups. The Municipality of Taytay
has the highest density among the fastest growing settlements while Baras has the
lowest density but with an annual growth rate of 3.555, which is higher than the
provincial average.
Background of the Study
The existence of diverse cultures of people in the province of Rizal is mainly
attributed to several factors. The migration of different people to the province,
specifically to the municipality of Baras, has added to the existing culture and
traditions of the native people created cultural gap leading to misunderstanding and
discrimination.
This dilemma is also evident in the education sector especially in the school
setting, in which both teachers and learners have diverse cultures resulting from the
unpredictable and uncontrollable transfer from one place to another not to mention
the effects of global trend. This resulted to cultural gap in the schools as a growing
number of educators struggle to better serve students from cultures other than their
own in response to dramatic demographic changes that have created culturally
diverse schools in many areas of the province. This cultural gap has a great impact
on students’ academic performance and behavior. Tumapon (2016), emphasized the
different sources of complexity or diversity in the classroom such as gender, religion,

socio-economic status, and communication patterns. In a non-sectarian school,
enrollees may come from various churches. Some teachers ask their students to recite
prescribed prayers different from other students’ beliefs and practice. A Muslim
student would not make the sign of the cross as Catholics do. A Jehovah witness
member would not display honor to the Philippine flag. Thus far, we have slightly
dealt with complexities in the classroom. Socio-economic status draws a big
difference between students. Regional origins is also a factor since each region has
differences in culture as in communication patterns– for example,where the
Cebuanos would not have the honorifics po or ho or kayo in addressing the elderly
which does not mean they are less respectful in their manner of speech as compared
to those from Luzon. Similarly, people in Luzon address an elderly differently, in the
second person and in the plural form. Based on the above statement, it is very vital
for a teacher to acquire language competencies to better understand his learners. As
cited by Bernardos ( 2011), language competence is a pre-requisite to have a
productive and satisfying experience since language serves different functions such
as; to manipulate the environment to cause certain events to happen, to convey or
present reality as one sees it, social communication to allow social contacts among
people, express feelings, emotions, personality, and other reactions and invite
creative system of persons such as composing songs, writing poetry, novels and the
like.
In the same vein, Garcia (2018), reiterated the importance of having enough
knowledge about the diverse personality, ideas, preference, and family background

of students to be consistent in the effective ways of dealing with diverse learners in
order to build a stronger foundation in the holistic aspect of their lives. This setting
demonstrates the challenges of educating students of diverse cultures and sub-
cultures throughout the country.
As the diversity of students within the school population increases, the need
for teachers to provide cultural competence in their programming, daily interactions
and overall classroom environment must also grow (Leighton and Harkins, 2010).
Teachers need to improve knowledge and skills to enhance, improve and explore
their teaching practices.
In the Philippines, the teachers’ competencies are already specified in the
National Competency Based Teacher Standards (NCBTS). These competencies were
created to set standards on a set of behaviors, attitudes and skills that teachers must
have in order for them to perform better as teachers. The NCBTS is anchored on the
core values of Filipino teachers and the principles of effective teaching and learning.
There are seven domains that serve as indicators of teachers’ performance; two of
these are related to cultural competence: Social Regard for Learning and Diversity of
Learners. Social Regard for Learning describes the social interaction of teachers with
students. For Diversity of Learners, teachers are expected to facilitate the learning
process even with diverse learners. The sub domains include: the teacher is familiar
with learners’ background knowledge and experiences, and the teacher demonstrates
concern for holistic development of learners. However, there is a need to identify
further appropriate cultural competencies and micro skills of teachers. When these

cultural competencies are specified, and evaluated, teachers are better guided in their
practice to meet the needs of their diverse learners.
Having been an Araling Panlipunan teacher for twelve years, the researcher
has been exposed to the above issues. The researcher taught in a private school for
two years at San Jose Del Monte Bulacan, in a public school for two years at Lipa
City Batangas, and for two and a half months at the Municipality of Taytay Rizal
before she finally settled in her present station in 2012 at Baras, Rizal where
students are diverse since it is a relocation site.
This prompted the researcher to conduct this study because she believes that
understanding cultural competencies will enable teachers to have a positive
interaction with their students. By recognizing and respecting their students’
individual differences and using this knowledge and skills about their differences,
teachers can design diverse sets of learning activities to improve student’s
performance and behavior.
Statement of the Problem
This study focused on the cultural competencies of Public Secondary Araling
Panlipunan teachers in Baras District, Province of Rizal. Specifically, this study
sought to answer the following questions:
1. What is the demographic profile of Araling Panlipunan Teachers in
the Public Secondary Schools in Baras District Province of Rizal in terms of:
1.1 Educational Attainment
1.2 Numbers of years in service

1.3 Trainings, seminars and other related activities and programs
attended related to cultural competence attended
2. What is the level of cultural competencies of Araling Panlipunan
Teachers in Public Secondary Schools in Baras District Province of Rizal as assessed
by the teacher-respondents in terms of:
2.1. Awareness of beliefs and attitude;
2.2. Skills;
2.3. Knowledge;
2.4 Language;
3. Is there any significant difference in the level of cultural competence
of Araling Panlipunan teachers in public secondary schools in Baras District
Province of Rizal as assessed by themselves in terms of the following variables when
grouped according to profile:
3.1 Educational Attainment;
3.2 Number of years in service;
3,3 Trainings, seminars and other related activities and programs
attended related to cultural competencies
4. What are the challenges encountered by the Araling Panlipunan
Teachers in the acquisition and practice of cultural competencies in the Public
Secondary Schools in Baras District in Division of Rizal?

Hypothesis
From the problems stated, the study tested the null hypothesis that:
There is no significant relationship between the level of cultural
competencies of Araling Panlipunan Teachers and the following factors:
a. Educational Attainment;
b. Number of years in service;
c. Trainings, seminars and other related activities and programs attended
related to cultural competencies
Significance of the Study
The results of the study will benefit Araling Panlipunan teachers and learners
since cultural competence centers on the skills and knowledge to effectively serve
students from diverse cultures. Assessing teachers' cultural competence is a vital step
in developing culturally competent practices to deliver effective pedagogies and
interventions for different types of learners. For administrators, curriculum planners
and future researchers, the findings of the study will facilitate the formulation of
guidelines and programs that will enhance the cultural competence among teachers.
Scope and Delimitations
The study explored the level of cultural competencies of AP teachers.
Further, it identified issues and concerns met by the respondents in the acquisition
and practice of cultural competencies.
The respondents consisted of all Araling Panlipunan Junior High School
Teachers from Public Secondary Schools in Baras District, province of Rizal.

Demographic survey and questionnaire was utilized to determine the Araling
Panlipunan Teachers’ profile and cultural competencies in terms of awareness,
knowledge, and skills.
The researcher used an adapted and modified questionnaire checklist on the
competencies of AP-HEKASI Teachers developed by Edmund Olevario in his
Master’s Thesis entitled “ A study of the competencies of Araling panlipunan –
HEKASI Teachers in the Public Elementary Schools in the second District of Las
Piñas City: Basis for a proposed competency Development Program” and the
“Cultural Competence Self Assessment Checklist developed by Central Vancouver
Island Multicultural Society in Canada.
Definition of Terms
For a better understanding of this study, the following terms were defined
operationally:
Araling Panlipunan. The subject taught in Public Secondary Schools from
grade seven to ten which deals with Asian History, World History, Economics, and
Contemporary Issues.
Competence. This refers to sufficiency of knowledge, skills and attitude of
the AP teachers in providing the appropriate lesson suited to students needs.
Competencies. These are sets of knowledge, skills and attitude set by the
National Standards for Social Studies Center and the Department of Education,
Philippines that must be possessed by teachers

Cultural Competencies. These are sets of knowledge, skills and attitude that
an Araling Panlipunan teacher must possess to be culturally responsive
Culturally Responsive Teaching. This describes teaching in which
academic knowledge and skills are situated within the lived experience and frame of
reference of students.
Educational Attainment. It refers to the degree earned by teachers classified
as Bachelors, Masters and Doctorate relevant to teaching.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains discussion on related literature and studies, Synthesis,
Conceptual Framework and Definition of terms relevant to cultural competence of
Araling Panlipunan Teachers.
On Culture
In order to better understand the concept of cultural competence it is ideal to
know first the concept of culture. As cited by Lum (1999), culture is how different
groups of people live in a certain society prescribing ways of behaving or norms of
conduct, beliefs, values, and skills. It is how life patterns of social and interpersonal
relationships hand over from generation to generation within a group of people.
Likewise, Abocol, R. & Añonuevo R., (2015) emphasize that culture is the
organization of different societal relationships created by different institutions and
structures using political, economic and ideological practices.
Culture is viewed as a lens which influences individual life’s perception
based from their different experiences and cultural backgrounds in terms of
language, values, personality, family patterns, world view, sense of time and space,
and rules of interaction (Moule,2012).
In the research done to explore the connections between the skills student
teachers acquire and the application of these newly developed skills to professional
practices, Salmona et.al., (2015) found out that participation in cultural based events

is part of a complex decision making process. Moreover, a variety of cultures that
now exist in schools requires new teachers to obtain and apply a skill set that
promotes and understand the many definitions of culture. A better understanding of
this process may strengthen curricula and improvements in teacher education
program delivery and further enhance higher education study-abroad international
partnerships.
On Cultural Competence and Competencies
Cultural competence refers to the ability of teachers to successfully teach
students who come from cultures other than their own. This entails developing
certain personal and interpersonal awareness and sensitivities, learning specific
bodies of knowledge, and mastering a set of skills which taken together, underlie
effective cross-cultural teaching (Moule, 2012). Given the fundamental nature of
attitudes and beliefs, it is likely these factors should be assessed during the teacher
selection process, while training programs can be utilized to address the knowledge
and skills components. Relative to the development of cultural competence in
individual teachers are the five basic skills areas essential for cross-cultural teaching:
Awareness and acceptance of differences, Self-Awareness, Dynamics of Difference,
Knowledge of the Student’s Culture, and Adaptation of Skills. Awareness and
acceptance of differences wherein educators are moving towards cultural
competence by broadening his perspective which acknowledges the simultaneous
existence of different realities and value complexity. For Self-Awareness which
focuses on understanding one’s own behavior shaped by cultural norms and values

and reinforced by family and community traditions (Moule, 2012). Appreciate the
impact of their own ethnicity and racial attitudes on potentials clients and actively
work to limit the impact of such factor (Diller, 2007). Dynamics of Difference which
involves knowing what can go wrong in cross-cultural communication and knowing
how to set it right by responding to differences in cultural style with openness and
respect. Knowledge of the Student’s Culture which identify the cultural information
from the context of the student’s cultural group by being open in order to bridge the
cultural gap (Moule, 2012). Individual are active in educating themselves in regards
to client’s culture to understand behavior in its own context (Diller, 2007).
Adaptation of Skills which involve adjustment in the learning process to fit cultural
values of the students in order for them to relate to the concepts being learned
(Moule, 2012).
Cultural competence is not a new idea anymore because it has been referred
to as “ethnic sensitive practice”, “cross-cultural awareness practice”, “ethnic
competence”, “ethnic minority practice”, “intercultural communication”, “cross-
cultural counseling”, “multicultural counseling”, “cultural diversity”, “culturally
responsive”, and “cultural proficiency” in the past as mentioned by Diller (2007). It
is a set of harmonious behaviors, attitudes, and policies that come together in a
system, agency, or among professionals and enable the system, agency, or
professionals to work effectively in cross-cultural situations.
Cultural competence or cultural diversity competence is concerned with
cultural awareness coupled with the skills needed to interact successfully with people

of diverse cultural backgrounds living and working in the same place (Hogan, 2013).
To achieve high cultural competence, teachers should be able to acknowledge the
immense influence of culture, assess cross-cultural relations and be vigilant
concerning the dynamics that results from cultural differences, expand their cultural
knowledge and incorporate this knowledge into their everyday practice and adapt the
diversity among the students. It is the collection of three components:
attitudes/beliefs, knowledge, and skills used in working with diverse groups of
people (Leighton, L. & Harkins, M.J., 2010). It aims to learn new patterns of
behavior and effectively applying them in the appropriate settings and having the
capacity to function effectively in other cultural contexts.
Public schools with diverse student populations should assess the cultural
competence of pre-service teachers in teacher education institutions for a culturally
responsive teaching (Bustamante, 2016).
The introduction of cross-cultural competence in adult education in Southeast
Asia should take into consideration the unique value and belief system of the people
in the region. Since the Philippines is a country that subscribes to the principle of
democracy, social justice, and progressive transformation of its society it must
therefore accept, if not embrace, multiculturalism ( Panahon II, 2011 ).
On Culturally Competent and Responsive Teachers
Several researches have established the importance of cultural competency in
improving students’ academic and behavioral outcomes resulting to an increase in

identifying effective methods for growing culturally responsive practices in K-12
education.
According to Cooper (2007), with the increasing complexity of student
diversity educator must go beyond knowledge of self, of one’s student, their families
and communities in order to develop critical cultural competence which entails
teachers’ abilities to engage in a self-reflection about their cultural identities and
experiences and also in critical reflection to surface personal biases and to form
visions and beliefs that guide, and even transform, educational practices in diverse
settings; explore the cultural backgrounds of their students, families, and the
communities and find ways to negotiate their roles as teachers and administrators to
leverage students’ strengths and assets to maximize learning; and transform their
individual practices in classrooms, schools, and in their local educational settings by
using systematic, thoughtful, and innovative practices and collaborations. Moreover,
culturally responsive educators reject color-blind construct by recognizing ethnic
groups, their students’ origin and incorporate students’ languages and cultures in
their teaching. Culturally responsive educators acknowledge that being colorblind is
detrimental to their students’ academic, social, emotional, and psychological
development and limits their professional development and disposition. With this
educators will learn to see students for who they are, and they become and value the
strengths they acquire from their diverse cultural backgrounds. They negotiate the
cultural conflict that their positions of power often represent by accepting the fact
that not all their students are of the same level and status. They reject the myth of

meritocracy by encouraging students to work hard by providing them content and
skills and encourage to keep on going despite different barriers. Lastly, they reject
deficit-based thinking by valuing the identities of their students and treat them
equally and go beyond traditional practices (Cooper,2007).
Culturally responsive schools should support teachers’ skill-building through
professional development that reinforces culturally competent practices. The national
Center for Culturally Responsive Educational Systems (NCCRESt) highlights six
“Principles of professional learning to prepare culturally responsive teachers
(Hanover Research, 2014). These principles are: Improving learning within a
diverse, multicultural community, engaging in joint, productive activity through
discourse, inquiry, and public professional practice, facet of daily living, not a
compartmentalized activity, improved learning for students who have been
marginalized from the academic and social curricula of the public school system,
influences decisions about what is taught and why, and focuses on the diffusion of
professional knowledge to build sustainable educational communities focused on
improving learning outcomes for all students and their families.
Culturally Responsive Teaching engages students from diverse backgrounds
using teaching methodologies that can relate to their cultural heritages and
educational experiences and considers the cultural characteristics, experiences, and
perspectives of ethnically, and diverse students in order to have an effective learning
(Wilson, McChesney and Brown, 2017). Samuels (2018) elaborated the
characteristics of Culturally Responsive Pedagogy which is a student-centered

approach focusing on cultural references and recognizes the importance of students’
cultural backgrounds and experiences in all aspects of learning aiming on the
promotion of students’ engagement, enrichment, and achievement embracing a
wealth of diversity, identifying and nurturing students’ cultural strengths, and
validating students’ lived experiences and their place in the world.
In Philippine Education, the Enhanced Basic Education Act of 2013 or RA
10533 mandates an education that is “learner-oriented and responsive to the needs,
cognitive and cultural capacity, circumstances, and diversity of learners.” The
Department of Education issued the Department Order No. 43 s. 2013 that calls for
the inclusiveness of basic education through the implementation of programs for the
gifted, learners with disabilities, Muslim learners, indigenous peoples, and learners
under difficult circumstances. This policy requires teachers to become culturally
responsive in their teaching methodologies to institutionalize inclusive education.
Araling Panlipunan Teachers’ Competence and competency
The existence of teaching competency standards represents quality teaching
which advances students’ achievements and success. Ministries of Education around
the world set specific standards for teachers’ competency which shows the
expectations on how teaching is supposed to be practiced within a specific scale of
acceptable level and in order to produce good effects especially on improving
students’ learning. The teachers’ competency reflects the quality and caliber of
teachers of a country. The excellence of education in an institution inseparable from
the excellence of its faculty. The character of an institution depends heavily on the

vigor and commitment of its teaching staff. An institution cannot offer quality
education without high caliber and dedicated teachers (Idul, 2018). Teaching
competencies are defined as the level of integration of knowledge, skills, and
attitudes (Magno, 2013).
The National Council for the Social Studies describes and explains the
national standards for Social Studies teachers consisting two types: The Subject
Matter Standards and the Pedagogical Standards. In Subject Matter Standards, Social
Studies teachers should have wide kowledge about the content and possess the skills
in teaching the subject. Pedagogical Standards, is the ability of teachers in utilizing
appropriate teaching strategies to become effective. The Subject Matter Standards
are of three types: thematic standards, disciplinary standards, and programmatic
standards for initial licensure. One of the thematic standards is “Culture and Cultural
Diversity” which emphasize that Social studies teachers should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of culture and cultural diversity.
Southeast Asian Ministers of Education Organization (SEAMEO
INNOTECH, 2010) was tasked to study and explore the commonalities in teaching
competency standards across the region in pursuit of international development
goals. SEAMEO INNOTECH has identified five common domains of teaching
competency standards for Southeast Asia namely: professional knowledge,
professional skills, personal sharacteristics, professional/personal ethical standards
and values, and Professional development and lifelong learning. Moreover, the

general area competencies of Southeast Asian teachers in the 21st century are
facilitating the development of learner’s and career skills, dreating a conducive
learning environment, facilitating learning, preparing appropriate lesson plans in line
with the school vision and mission, developing higher order thinking skills,
developing and utilizing teaching and learning resources, enhancing ethical and
moral values, assessing and evaluating learner performance, engaging in professional
development, networking with stakeholders especially with parents, and managing
students’ welfare and other tasks.
Based on the Philippine Education For All 2015 National Plan of Action, the
Philippine Government should provide basic competencies to everyone to achieve
functional literacy for all. This will be done through the four-component objectives
namely: universal coverage of out-of-school youth and adults in the provision of
learning needs; universal school participation and total elimination of dropouts and
repetition in Grades 1 to 3 ; universal completion of full cycle of basic education
schooling with satisfactory achievement levels by all at every grade or year;
commitment by all Philippine communities to the attainment of basic education
competencies for all – Education for All by All. To achieve these goals, nine urgent
and critical tasks categorized into general classes were formulated. One of these
tasks is that teachers should promote practice of high quality teaching.
The Department of Education recently issued a DepEd Order entitled
“National Adoption and Implementation of the Philippine Professional Standards for
Teachers” which engage teachers to actively embrace a continuing effort in attaining

proficiency cognizant to K to 12 Reform, ASEAN Integration, globalization, and the
character of 21st Century learners. Relatively, Magno (2013) pointed out that in the
Philippines, the set of teacher competencies are stated as one of the domains of the
National Competency Based Teaching Standards (NCBTS). There are seven
domains that serve as indicators of teachers’ performance. Two of these are related
to cultural competence; Social Regard for Learning in which teachers serves as
positive role models which describes the social interaction of teachers with students
and the Diversity of Learners.
Ali, M.F.B., Ahmad,A.R. and Seman, A.A. (2017), explained that among
teachers’ knowledge domain is the pedagogical knowledge of the content consisting
of knowledge about conception and the purpose of teaching a subject, knowledge on
student understanding, knowledge about curriculum and knowledge on teaching
strategy. Effective teaching is the result of a teacher’s skill in using pedagogy
suitable to the needs of his students’ learning styles.
As discussed by Altarejos (2017), teachers’ competencies may hinder or
improve the learning of students with their mastery of the subject matter,
communication skills and school-community linkages. She further emphasized the
importance of assessing teachers’ competencies to meet their full potentials.
In the study conducted by Murcia et.al (2015), the authors argue that it is
very essential to have processes for evaluating performance methodologies that
respond to the educational and professional needs. This is similar to basic education

teachers should be active in the aforementioned evaluation to improve their
teaching strategies to optimize quality in the tertiary education.
The results of the research conducted by Olegario ( 2016 ) on the
competencies of Araling Panlipunan- HEKASI Teachers in the Public Elementary
Schools in Las Pinas showed that most of the respondents as rated by themselves
and their principals were competent in all four aspects of competencies, namely:
General Competencies, Teaching Geography, Civics, and History.
On Araling Panlipunan/Social Studies as a Subject
As stipulated in DepEd Order No. 20 s.2014, Social Studies or Araling
Panlipunan is described as a subject that aims to show deep understanding of the
primary ideas and current issues in teaching History, Government, Culture and the
Society of the Asian Region; History of the World; Concepts of Economics and
National Growth and development and current issues and concerns of the society.
The New Basic Education Curriculum clearly elucidates the scope and
themes of Araling Panlipunan which is adapted from the National Council for Social
Studies (2002). It consists of: People, Places, and Environments; Time, Continuity,
and Change; Culture and Cultural Diversity; Individual Development and Identity;
Individuals, Groups, and Institutions; Power, Authority, and Governance;
Production, Distribution, and Consumption; Civic Ideals and Practices and Global
Connections to develop learners’ skills such as creativity, critical thinking, logical
decision making, inquiry and research skills, historical competence, and
communication skills.

According to the study conducted by Crisolo, Camposano, & Rogayan
(2017), social studies is still relevant today as it provides knowledge, promotes
values formation, fosters cultural sensitivity, encourages community participation
and broadens global perspective. Moreover, participants claimed that Araling
Panlipunan promotes cultural heritage, fosters economic efficiency, serves as a
source of meaningful information and brings people back to the past.
Synthesis
Araling Panlipunan as a subject was defined differently by different authors
and organizations but they targeted the same goal which is to develop a responsible
citizens who are globally competitive. Through this discipline, students acquire
knowledge, skills and attitudes that will make them deal effectively with the different
issues of the society.
To establish quality education, schools and educators should be culturally
responsive. Cooper (2011) and Moule (2012) both agreed that in order to be
culturally responsive one must possess the skills of awareness and acceptance of
differences, self-Awareness, dynamics of difference, knowledge of the student’s
culture and adaptation of skills .
The study conducted by Murcia et.al (2015) is parallel to the present study
since it assesses teachers in response to their educational and professional needs. The
researcher agree that teachers should be active in the aforementioned evaluation to
improve their teaching strategies to optimize quality education by being culturally
responsive.

Considering the current study, it is critical for Araling Panlipunan teachers to
have in-depth understanding of the concept of cultural competence to employ
culturally responsive teaching for their students. Educators should use culturally
relevant instructional materials and practices to have effective communication with
diverse learners because students learn best when course content relates to their own
context (Hanover Research, 2014).
Theoretical Framework
The study is anchored on the Conscious Competence Theory of Broadwell.
As cited by Altajeros (2017), Conscious Competence Theory explains the process
and stages of learning a new skill such as ability, behavior and the like. Every
individual possesses natural strengths and preferences which affects their attitudes
and commitment towards learning as well as developing their own competence. We
experience different levels of challenges in progressing through learning stages. This
theory supports this study since it tries to explain how to learn and develop
competence in different disciplines like in the field of teaching. Teachers pass
different stages of competency until they become highly competent and effective.
Neophyte teachers at first have ‘unconscious competence’since they are not fully
aware of their own skills and abilities until moving to the ‘consciousness
competence’ stage wherein they will realize the relevance of equipping themselves
with the necessary skills to improve their performance to better serve their learners
Moreover Erick Ericsson's Theory of Expertise explains that the amount of
practice and experience in the development of expertise incorporated with quality in

the form of sustained deliberate practice is more important. Expert performance
reflects the mastery of the available knowledge or current performance standards and
relates to skills that master teachers and coaches know how to train. The finding that
expert performers in very different domains reflect the acquisition of similar
mediating mechanisms for their performance presumes that there are specific
components necessary for the acquisition of any form of expert performance or
knowledge (Theiler, 2016). Ericsons’ theory supports this study because of the
possibility and discovery of the different contributory factor to achieve expert
performance in the teaching field through the career life of an educator with the aid
of deliberate practice.
According to Draganidis and Mentzas as mentioned by Russo (2016),
competency model is a list of competencies which are derived from observing
satisfactory or exceptional employee performance for a specific occupation. The
model can provide identification of the competencies employees need to develop in
order to improve performance in their current job or to prepare for other jobs via
promotion or transfer. Competencies are grouped into three categories: Knowledge
which concerns everything that can be learned from educational/formative systems
and training courses and everything which involves cognitive processes; Know-how
which is related to personal experiences and working conditions; Behavior which
refers to individual characters, talents, human traits, or qualities that drive someone
to act or react in a certain way under certain circumstances.

Moreover, Metsanen (2011, as cited by Soininen, A. 2012) presents cultural
competence in three factors which includes knowledge, skills and attitudes and
qualities a teacher should have. Knowledge competencies includes awareness on
cultural differences; background information on students, situation in country of
origin; idea of studying culture; recognition of cultural shock; prejudice in learning
process; process of acculturation and different interaction and communication
methods. Skills includes flexible pedagogical skills; planning curriculum for
heterogeneous group; different teaching methods; different interaction and
communication skills; conflict resolution; interaction in unpredicted situations;
interaction with different people and high language Skills. Attitudes includes self-
awareness on effects of own culture; equality; tolerance towards stress and conflicts;
tolerance towards cultures and flexibility; sense of humor; tolerance to cope with
uncertain situations; tolerance to function in unpredicted situations and facing people
without prejudice.

Conceptual Framework
Teachers’ Demographic Cultural Competencies

Profile of AP Teachers
assessed by themselves
 Educational Attainment
 No. of years in the service  Awareness of beliefs
 Trainings, seminars and and attitude
other related activities and  Knowledge
programs related to  Skills
cultural competence
attended
Problems/Challenges
Recommendations
Figure 1 . The Cultural Competencies of Araling Panlipunan Teachers in
Public Secondary Schools of Baras Rizal
The study sought to describe the cultural competencies of Araling Panlipunan
Teachers in public secondary schools of Baras Rizal by assessing their educational
attainment, no. of years in service and trainings, seminars and other related activities
and programs related to cultural competence attended by Araling Panlipunan
Teachers. Cultural Competences comprise awareness of beliefs and attitudes, skills
and knowledge (Hanover Research, 2014). As cited by Evola (2012), emphasized

that Attitudes/Beliefs component of cultural competence is defined as “an
understanding of one’s own cultural conditioning that affects personal beliefs,
values, and attitudes”; while the Knowledge component is defined as “understanding
and knowledge of the worldviews of culturally different individuals and groups”; and
the Skills component is defined as the “use of culturally appropriate
intervention/communication. This clearly explains that teachers’ attitudes and beliefs
regarding cultural issues, their cultural knowledge, and possession of the skills to
function in a multicultural environment are all essential components of cultural
competence.
The researcher determined the challenges or problem encountered by AP
teachers in the acquisition and practice of cultural competencies.

CHAPTER III
RESEARCH METHODOLOGY
In order to have a clear view of the study, presented in this chapter are the
research design, setting of the study, description of the subjects, sampling technique,
instrumentation utilized, and statistical treatment used in response to the objectives
of the study.
Research Design
This study used the descriptive comparative approach in collecting the data
needed. This design is appropriate because the intention is to describe the level of
cultural competence of Araling Panlipunan teachers in relation to their educational
attainment, number of years in service, and trainings and seminars attended. The
researcher examined the differences that exist among variables.
Data gathering was done through the use of adapted-modified questionnaire-
checklists as an instrument.
Research Locale
The study was conducted in the Public Secondary Schools in the District of
Baras Province of Rizal. In particular it was held at three Public Secondary Schools
in Baras, Rizal which includes Baras National High School, Baras-Pinugay
Integrated High School, and Baras-Pinugay Phase 2 National High School.
According to the official website of the Department of Interior and Local
Government Region IV-A CALABARZON, Baras is a 4th class municipality of the

Province of Rizal which is bounded by the City of Antipolo on the north, on the east
by the Municipality of Tanay, and on the west by the Municipality of Morong. It is
around 51 kilometers from the Luneta Grandstand and 21 kilometers from the
Provincial Government Center. It is s located at the foothills of the Sierra Madre
Mountains and is described as a funnel-like shape which dips into the Laguna de
Bay. The Poblacion area in the southern end of the town is where the settlements and
human activities are concentrated. Residences, commercial establishments, the local
government center, institutional centers and the historic church of Baras are all found
here. Amidst all these, winds the Baras River. At the southernmost, the Baras tip dips
into the waters of grand old Laguna de Bay. Small fishing villages, marshlands, and
fish pens intermingle in this area.
It is politically subdivided into ten (10) barangays namely; Evangelista, Rizal, San
Jose, Santiago, San Salvador, Concepcion, San Juan, San Miguel, Mabini, and
Pinugay.

. Figure 2 Location Map of Baras, Rizal
The Public Secondary Schools in Baras District in the Division of Rizal is
divided into three such as Baras National High School which is the pioneering school
located in Sitio Malalim, Barangay San Juan, Baras-Pinugay National High School
,later named as Baras-Pinugay Integrated High School, and Baras-Pinugay Phase 2
National High School. The last two are located in Barangay Pinugay.
Participants of the Study
The respondents of the study are fifteen (15) AP Teachers in the Public
Junior High School Baras District Division of Rizal.
The researcher utilized the purposive sampling technique by including all the
Araling Panlipunan teachers in the District. Table 1 presents the frequency
distribution of the AP teachers in Baras District.

Table A: Frequency Distribution of Araling Panlipunan Teachers as

Respondents in Baras District province of Rizal
No. of. AP
Name of School Teachers
Respondent
Baras National High School 5
Baras Pinugay Integrated High School 5
Baras-Pinugay Phase 2 National High School 5
TOTAL 15
Research Instrument/s
The researcher used an adapted and modified questionnaire checklist on the
competencies of AP-HEKASI Teachers developed by Edmund Olevario in his
Master Thesis entitled “A study of the competencies of Araling Panlipunan –
HEKASI Teachers in the Public Elementary Schools in the second District of Las
Piñas City: Basis for a proposed competency Development Program” and the
“Cultural Competence Self Assessment Checklist” developed by Central Vancouver
Island Multicultural Society in Canada.
The level of cultural competencies in terms of awareness of beliefs and
attitude, skills and content-knowledge was measured using a five-point Likert-type
scale with corresponding appropriate verbal interpretation as indicated below:
Range Verbal Interpretation

4.20 – 5.00 Highly Competent
3.40 – 4.19 Competent
2.60 – 3.39 Moderately Competent
1.80 – 2.59 Fairly Competent
1.00 – 1.79 Least Competent

The challenges encountered by Secondary Araling Panlipunan Teachers in
Baras were measured using a five-point Likert-type scale with corresponding
appropriate verbal interpretation as indicated below:
Range Verbal Interpretation
4.20 – 5.00 Always Available
3.40 – 4.19 Very Often Available
2.60 – 3.39 Sometimes Available
1.80 – 2.59 Rarely Available
1.00 – 1.79 Not Available
Validation of the instruments was done by Araling Panlipunan and Social
Science Teachers who are Masters’ degree holders who are not included in the study
in order to have a clear, concise, and reliable research instrument.
Data Gathering Procedure
The researcher consulted Dr. Barbara Wong-Fernandez for advice about the
instrument. The researcher was advised to adapt and modify an existing validated
questionnaire-checklist by asking permission from authors. The researcher was able
to get permission from Edmund Olevario to adapt the questionnaire he developed in
his Master Thesis in De La Salle University, Dasmarinas, Cavite entitled “A study
of the competencies of Araling Panlipunan – HEKASI Teachers in the Public
Elementary Schools in the second District of Las Piñas City: Basis for a proposed
competency Development Program”. The researcher was able to get a copy of the
said questionnaire personally sent by the author through Facebook messenger. The

researcher also ask permission from Jennifer Fowler, Executive Director of Central
Vancouver Island Multicultural Society in Canada via email to adapt and modify the
“Cultural Competence Self Assessment Checklist developed by their organization.
With this the researcher was able to come up with a modified questionnaire from the
two instruments to suit the needs of her respondents.
The adapted-modified survey checklist underwent content validation among
the experts in the field of Araling Panlipunan and Social Science and was further
refined with the help of the adviser and panel members.
After the validation of the instrument, the researcher secured permission from
the Department of Education both Division Office of Rizal and District of Baras to
conduct the study. The survey-checklist was administered by the researcher to the
respondents during her school to school visitation.
Data gathered were tallied, interpreted and analyzed applying the appropriate
statistical tools.
Treatment of Data
In response to the statement of the problem of this study, the gathered data
were treated statistically using the following tools.:
Frequency and Percentage Distribution was used to determine the
demographic profile of Araling Panlipunan teachers in the public secondary schools
in Baras District D of Rizal in terms of: Educational Attainment, No. of years in
service, and Trainings, seminars and other related activities and programs related to
cultural competence attended. Frequency was the actual response to question for

which the respondent ticked his choice in the questionnaire. Percentage was used as
descriptive statistics to describes a part of the whole.
To measure the level of cultural competencies of Araling Panlipunan teachers
in public secondary schools in the Baras District as assessed by teachers themselves
in terms of Awareness of beliefs and attitude, Skills, and Knowledge and challenges
encountered by the selected Araling Panlipunan Teachers in the acquisition and
practice of cultural competencies in the public secondary schools in Division of
Rizal weighted mean was utilized. Weighted Mean measured the respondent’s
assessments by multiplying each value in the group by the appropriate weight factor.
The product were summed up and divided by the total number of respondents.
Analysis of Variance was used to find out if there any significant difference
in the level of Cultural Competencies of Araling Panlipunan Teachers Cultural
Competencies of Araling Panlipunan Teachers as assessed by themselves in terms
of the following variables grouped according to their Educational Attainment, No.
of years in service, and Trainings, seminars and other related activities and
programs related to cultural competencies attended by Araling Panlipunan Teachers
in public secondary schools assessed by themselves and their school heads.
Ethical Considerations
The teacher-respondents were given a brief description of the objectives and
methods used in the study which gave them an idea of what to expect from their
involvement in the conduct of the study.

Confidentiality of the information from the respondents was assured. Data
was treated in a private and fair manner by protecting and valuing their welfare.
The privacy of all individuals was highly considered and their identity
remained anonymous throughout the study.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains information about the results of the study and the
analysis and interpretation of data gathered with the use of the adapted statistical
measures. The presentation includes a narrative discussion of the results and
implications of the data gathered which are illustrated in tables.
Problem No. 1. The demographic profile of Araling Panlipunan Teachers in

Public Secondary Schools in Baras District province of Rizal as
the respondents in terms of the following:
1.1 Educational Attainment
1.2 Number of years in service
1.3 Trainings, seminars, programs and other activities related to
cultural competence attended.
Table 1.1 Demographic Profile of the Respondents in terms of Educational

Attainment
Educational Attainment Frequency Percentage

With Doctoral Units 1 6.7%
Master’s Degree Graduate 1 6.7%
With Master’s Degree Unit 3 20.0%
Bachelor’s Degree Graduate 10 66.7%
Total 15 100%
Table 1.1 presents the frequency and percentage distribution of the
respondents with respect to their educational attainment. As revealed by the data, ten
(10) respondents, comprising the majority attained Bachelor’s Degree or 66.7% of
the total population, 20% has Masters’ Degree units, only one respondent or 6.7%

finished Masters’ Degree and one or 6.7% has doctoral units. The findings imply that
majority of the respondents have not yet pursued post graduate education which can
be attributed to financial incapability, lack of motivation or preoccupation with too
much paper works and other tasks aside from teaching.
Table 1.2: Demographic Profile of the Respondents in terms of Number of Years in

the Service
No. of Years in the Service Frequency Percentage
30 yrs and above 1 6.7%
26-29 yrs
21-25 yrs
16-20 yrs 1 6.7%
11-15 yrs 1 6.7%
6-10 yrs 2 13.3%
5 yrs and below 10 66.7%
Total 15 100%
In terms of length of service, Table 1.2 shows that majority of the
respondents have been in the service for five (5) years and below comprising 66.7%
of the total population. This means that most of the Araling Panlipunan
Teachers in Public Secondary Schools of Baras District are generally new and young
in the teaching profession. The result of the data can be explained by the fact that the
two schools in Baras District are newly established especially Baras-Pinugay Phase 2
National High School in which majority of the teachers are newly hired.

Table 1.3: Demographic Profile of the Respondents in terms of Training, and

Seminars Attended Related to Cultural Competence
No. of Trainings Frequency Percentage
International Level
None 13
1
2 1 6.7%
3 1 6.7%
Total 15 100%
Nation al Level
None 12 80%
1 2 13.3%
2 1 6.7%
Total 15 100%
Regional Level
None 12 80%
1 3 20%
Total 15 100%
Division Level
None 14 93.3%
2 1 6.7%
Total 15 100%
District Level
None 13 86.7%
1 2 13.3%
Total 15 100%
School Level
None 14 93.3 %
1 1 6.7%
Total 15 100%
Table 1.3 shows that most of the Secondary AP Teachers in Baras District
have had very few number of trainings and seminars related to cultural competence
for the past five years ranging from school to international level. The results indicate
that there are limited number of trainings and seminars designed for AP teachers
related to cultural competencies.

Problem No. 2. The level of cultural competence of Araling Panlipunan

teachers in public secondary schools in Baras District Province
of Rizal as assessed by teachers themselves in terms:
2.1 Awareness of beliefs and attitude
2.2 Skills
2.3 Knowledge
2.4 Language
Table 2.1: Level of Cultural Competencies of Araling Panlipunan Teachers in Baras

District as Perceived by the respondents in Terms of Awareness of
Beliefs and Attitude
Competencies WM VI
1. Value Diversity: I view difference among my learners as a positive and
C
cause for celebration 4.47
2. Self-knowledge: I have a clear sense of my own ethnic, cultural and racial
HC
identity. 4.60
3. Share one’s culture: I am aware that in order to teach more about others
especially my students I need to understand and be prepared to share my HC
own culture. 4.73
4. Discomfort Awareness: I am aware of my discomfort when I encounter
differences in race, color, religion, sexual orientation, language, and C
ethnicity. 4.13
5. Assumptions: I am aware of the assumptions that I hold about people of
C
cultures different from my own. 4.20
6. Stereotypes: I am aware of my stereotypes as they arise and have
C
developed personal strategies for reducing the harm they cause. 4.27
7. Reflect on own culture informs judgment: I am aware of how my cultural
perspective influences my judgment about what are ‘appropriate’, C
‘normal’, or ‘superior’ behaviors, values, and communication styles. 4.13
8. Accept ambiguity: I accept that in cross cultural situations there can be
uncertainty that can make me anxious. It can also mean that I do not C
respond quickly and take the time needed to get more information. 4.07
9. Be Curious: I take any opportunity to put myself in places where I can
learn about difference and create relationship with my students and HC
colleagues. 4.60
10. Aware of my rights, privileges and responsibilities: I understand that I am
a person with rights, privileges, and responsibilities as a Filipino teacher. I HC
should be responsible of my actions. 4.80
Composite Mean 4.40 C
Legend: Highly Competent (HC)=4.50-5.00, Competent (C) =3.50-4.49,
Moderately Competent (MC) = 2.50-3.49, Fairly Competent (FC)=1.50-2.49,
Least Competent (LC)=1.00-1.49

Table 2.1 presents the level of cultural competencies of Araling Panlipunan
Teachers in Baras District as assessed by themselves in terms of Awareness of
Beliefs and Attitude. As reflected from the table, most of the respondents’ level of
cultural competence reached the competent level in terms of awareness of beliefs
and attitude.
The result implies that respondents are conscious of their own beliefs and
attitude although majority of the respondents are just five years below in the service.
Similarly, the Conscious Competence Theory of Broadwell (n.d.) reinforced the
result that every individual possesses natural strengths and preferences which affects
his attitudes and commitment towards learning as well as developing his own
competence. We experience different levels of challenges in progressing through the
learning stages. This theory is relevant to this study since it tries to explain how to
learn and develop competence in different disciplines in the teaching profession.
Teachers acquire different competencies until they become highly competent. (as
cited by Altajeros, 2017).
Culturally competent individuals move towards broadening their perspective
which acknowledges the simultaneous existence of different realities and value
complexity ( Moule, 2012). They are aware of the existence of cultural differences,
accept their reality and value and actively use them in helping others (Diller, 2007).


District as Assessed by Themselves in Terms of Skills
Competencies WM VI
1. Adapt to different situations: I am developing ways to interact respectfully
C
and effectively with individual and groups of learner. 4.33
2. Challenge discriminatory behavior: I can effectively intervene when I C
observe my students and colleagues behaving discriminatory manner. 3.93
3. Communicate across cultures: I am able to adapt my communication style C
to effectively communicate with students and colleagues who
communicate in ways that are different from my own. 4.13
4. Become engaged: I am actively involved in initiatives that promote
C
understanding among members of diverse group specifically my students. 4.07
5. Act Respectfully in cross-cultural situations: I can act in ways that
C
demonstrate respect for the culture and beliefs of others. 4.40
6. Practice cultural protocol: I can design and employ culturally responsive
C
pedagogy. 4.07
7. Be flexible: I can work hard to understand the different perspective of my
C
learners and consult with my diverse colleagues. 4.27
8. Adaptive: I know and use a variety of relationship building skills to create
C
connections with my learners and colleagues who are different from me. 4.27
9. Contextualize and indigenize: I design and employ classroom activities C
based on the context of my students and use indigenous materials. 4.13
10. Family and Community Involvement: I design and employ activities that C
encourage involvement of family members and community stakeholders. 3.93
Table 2.2 presents the level of cultural competencies of AP Teachers in Baras
District as perceived by the respondents in terms of skills. The table shows that all
respondents’ level of cultural competence are competent in terms of skills.
The statistical results explain that all of the respondents are competent in all
cultural skills. The teacher-respondents have competent ability to use content
knowledge for culturally-responsive teaching. This further explains that they are
aware of the importance of employing culturally-responsive pedagogy. Likewise,

Samuels (2008) explained the key features of culturally responsive pedagogy which
refers to a student-centered approach focusing on cultural references and recognizes
the importance of students’ cultural backgrounds and experiences in all aspects of
the teaching-learning process. Moreover, Wilson, McChesney, and Brown (2017)
emphasized that in order to have an effective learning, teachers shall engage students
from various backgrounds using teaching methodologies that can relate to their
cultural heritages and context.
This study is consistent with the Competency Model by Russo as mentioned
by Draganidis and Mentzas (2016). AP teachers are culturally competent in terms of
skills regardless of their teaching experience. The Competency Model explains that
competencies can be derived from observing satisfactory or exceptional employee
performance. The model can provide identification of the competencies employees
need to develop in order to improve performance in their current job or to prepare for
other jobs via promotion or transfer. Competencies can be learned from educational
systems and training courses. The paradigm shift in tertiary education which give
more exposure to education students in the field gives them more opportunity to
observe and acquire the necessary skills they need for their employment.
The findings were in consonance with the belief of the Department of
Education that the success of any educational system greatly relies on the
competence of its teachers. In order to realize this, DepEd institutionalized the
Teacher Induction Program (TIP) which provides activities that enhances teachers’
knowledge, skills, values and commitment to the teaching profession. Ferrer,

Abulencia and Hermosisima (2018), recommended to the DepEd the
implementation of the TIP for new teachers in public schools in reference to the
results of their study which showed that new teachers encounter different challenges
such as handling large classes, student differences, and classroom management
which may result to incompetency since most of them have no teaching experience
or are transferees from private schools. The implementation of the TIP enhances
teachers’ knowledge, skills, values, and commitment to the profession as well as
improving students’ performance. This program helped the ten respondents who are
new in the service to be competent in the profession.

District as Assessed by Themselves in Terms of Knowledge
Competencies WM VI
I possess competent knowledge about the social studies thematic standards in a
local perspective namely:
1. People, Places, and Environments 4.33 C
2. Time, Continuity, and Change 4.00 C
3. Culture and Cultural Diversity 4.13 C
4. Individual Development and Identity 4.00 C
5. Individuals, Groups, and Institutions 3.87 C
6. Power, Authority, and Governance 4.07 C
7. Production, Distribution, and Consumption 4.00 C
8. Civic Ideals and Practice 4.13 C
9. Global Connections 3.87 C


Table 2.3 presents the level of cultural competencies of AP Teachers in Baras
District as Assessed by themselves in Terms of Knowledge. The table shows that all
respondents’ are competent in terms of knowledge.
The results explain that teacher-respondents have a wide knowledge about
the different aspects of social studies despite the fact that majority of the respondents
are neophytes. The teachers’ total composite mean of 4.04 falling under competent
level can be explained by the implementation of new hiring guidelines for teachers in
the public schools, a move underlies the success of any education system greatly
relies on the competence of its teachers. In view of this, the hiring system was
improved to meet the professional standards to make sure that the teachers that will
be hired are able to contribute meaningfully to the development of the students and
the teaching profession. Teacher applicants are evaluated according to education,
teaching experience, licensure rating, specialized training and skills, interview,
demonstration teaching and communication skills attested by experts in the field.
This rigorous system has contributed to roster of competent newly hired teachers in
public school.


District as Assessed by Themselves in Terms of Language
Competencies WM VI
I possess competencies about the ff:
1. Familiarity towards learners’ spoken language characteristics C
3.73
2. Use of variety on language forms ranging from formal to informal C
3.67
3. Understand how to interpret verbal and written communications in a
large context
C
4.13
4. Understand the social meaning of utterances 3.87 C
5. Fluency in speaking, writing, listening, and reading of the local
C
language/s 3.80
Table 2.4 presents the level of cultural competencies of Araling Panlipunan
Teachers in Baras District as perceived by the respondents in terms of language. The
table shows that all respondents are competent in terms of language as revealed in
their composite mean of 3.84.
Problem No. 3. Significant difference in the level of cultural competence of

Araling Panlipunan teachers in public secondary schools in
Baras District Province of Rizal as assessed by teachers
themselves in terms of following variables when grouped
according to profile?
3.1 Awareness of beliefs and attitude
3.2 Skills
3.3 Knowledge
3.4 Language

Table 3.1: Significant Difference in the Level of Competence of Araling

Panlipunanan Teachers as Assessed by Teachers themselves when
grouped According to Profile
Computed Sig.
Profile ANOVA (p- Interpretation Decision
Value value)
Awareness of Beliefs and Attitude
Educational 4.50 0.034 Reject the Null
Attainment Significant Hypothesis
No. Years in 1.21 0.532 Not Do not Reject the
Teaching Significant Null Hypothesis
Trainings 1.08 0.542 Not Do not Reject the
Significant Null Hypothesis
Skills
Knowledge
Language
Note: p-value ≤ 0.05 – significant, p-value > 0.05 – not significant

Table 3.1 presents the results of the ANOVA value that determined if there is
a significant difference in the level of cultural competence of AP teachers in public
secondary schools in Baras District Province of Rizal as perceived by the
respondents in terms of awareness of belief and attitude, skills, knowledge and
language when grouped according to educational attainment, number of years in
teaching and seminars and trainings attended.
As can be seen from the results, there is a significant difference in the level of
cultural competence of AP teachers when grouped according to educational
attainment since the computed p-value of 0.034 for awareness of beliefs and attitude;
0.032 p-value for skills; 0.045 p-value for knowledge and 0.043 p-value for language
competencies are less than 0.05. This result is in line with the study made by Gorham
(2001, as cited by Leighton, L. & Harkins, M.J. 2010), which claimed that teachers
with higher levels of education have higher levels of cultural competence than
teachers with less education. This implies that teachers who have earned advanced
degrees other than bachelor’s degree show a deeper level of understanding of
cultural diversity. Teachers who have advanced degrees are equipped with a keener
insight into the theoretical and the practical knowledge and skills about culturally-
responsive pedagogy.
The result ultimately disagrees with the study conducted by Olegario, E.
(2016) which claimed that AP Teachers who are new in the service have low
competencies as perceived by the teacher-respondents and their respected principals
because they lacked experience.

However, there is no significant difference in the level of cultural
competence of AP teachers when grouped according to number of years in teaching
and trainings attended since the computed p-value is greater than alpha 0.05. This is
in line with the study of Dejaeghere, J & Zhang, Y (2008) which reveals that cultural
competence is not related to years of teaching experience. Likewise, Schim (2005,
as cited by Leighton, L. & Harkins, M.J. 2010), found that cultural competence is not
significantly associated with experience. Moreover, Leighton, L. & Harkins, M.J.
(2010), elaborated that novice teachers have gained competence from the changing
nature of teacher education curriculum that they had in their tertiary education which
include competencies to be culturally-responsive. The veteran teachers may have had
tertiary education which did not focus on cultural competencies but have learned
from their years of experience and exposure in the field with diverse learners and
colleagues. Furthermore, the results of this study is consistent with the findings of
Wilson, P. (2014) which found out that there is no significant differences in teachers’
total cultural competence levels and demographic responses related to years of
teaching experience and training. Consequently, Ang and Dyne (2008, as mentioned
by Allison, L. (2012), explained that new teachers are more culturally aware when
interacting with students from different cultures than teachers with long experience.
The bases for these differences is the age gap between the two groups of teachers.
Teachers who are new in the teaching profession are more culturally sensitive and
aware than their older colleagues since they are more exposed to changing
demographics as well as to the new curriculum focus on cultural sensitivity.

Consequently the ongoing paradigm shift of learning competency based standards in
Philippine Higher Education which aims to expose undergraduate students to various
domains of knowledge and ways of comprehending social and natural realities,
developing in the process, intellectual competencies and civic capacities.
On the other hand, the study conducted by Teasley, M., Baffour, T., & Tyson
E. (2005) reveals that the number of years of experience was a predictor of culturally
competent practice in school. Similarly, Aziz (2014) argued that teachers with
training were more competent than teachers having no training. Likewise,
Dejaeghere, J & Cao,Y (2009), found out that there is a significant change in
teachers’ competence when the school district implemented intercultural training
initiatives. This explains that the training programs initiated by the district increase
the educators’ level of competence.

Table No. 3.2: Post Hoc analysis on the Level of Competence of Araling
Panlipunanan Teachers as Assessed by Teachers themselves when grouped
According to Profile
Category Computed Sig (p - Interpretation Decision

T- Test value)
Value
A vs B 1.546 0.326 Not Significant Do not Reject Ho
A vs C 3.537 0.045 Significant Reject Ho
A vs D 3.528 0.047 Significant Reject Ho
B vs C 4.326 0.034 Significant Reject Ho
B vs D 3.216 0.041 Significant Reject Ho
C vs D 1.436 0.325 Not Significant Do not Reject Ho
Legend:
Doctoral Units (A), Masters Degree (B), With Master Degree Units (C), Bachelors Degree (D)
Table 3.2 presents the Post Hoc on the level of competence of Araling
Panlipunan teachers according to their educational attainment.
There is a significant difference between the level of cultural competence of
the respondents with Doctoral units and with Master’s degree units based on the p-
value of 0.045. Likewise, the difference in the level of cultural competence of the
respondents with doctoral units and bachelor’s degree was found to be significant as
revealed by the computed p-value of 0.047. Similarly, there is a significant difference
between the level of cultural competence of the respondents with Master’s degree
and with Master’s degree units based on the p-value of 0.034. There is also a
significant difference in the cultural competence of the respondents with Masters’
degree and Bachelor’s degree as revealed by the computed p-value of 0.041.

However, the data show that there was no significant difference between the
respondents with doctoral units and master’s degree groups ( p= 0.326) and with
masters’ degree units and bachelors’ degree groups (p= 0.325).
The data provides statistically significant evidence that the cultural
competence of AP teachers are not the same for all educational level. Overall the
data shows significant difference in cultural difference when grouped according to
educational attainment.
Problem No. 4. Challenges encountered by the Araling Panlipunan teachers in

the acquisition and practice of cultural competencies in the
public secondary schools in Baras District in Division of Rizal.
Table 4: Challenges Encountered by Araling Panlipunan Teachers in Acquisition

and Practice of Cultural Competencies
Problems/Challenges on the acquisition and practice of Cultural WM VI
Competencies
1. Availability of functional library 3.20 SA
2. Availability of sufficient instructional materials that is culturally
SA
responsive 3.07
3. Availability of training, workshops, seminars and other activities
about cultural competencies SA
2.93
4. Availability of mentor/s who are expert in the discipline 3.20 SA
5. Availability of community linkages and support 3.07 SA
Composite Mean 3.09 SA
Legend: Always Available (AA)=4.50-5.00, Very Often Available (VOA) =3.50-4.49,

Sometimes Available (SA) = 2.50-3.49, Rarely Available (RA)=1.50-2.49,
Not Available (NA)=1.00-1.49
Table 4 shows that the weighted mean of the responses of the teacher-
respondents range from 2.50 to 3.49. Respondents perceived that functional library,
sufficient instructional materials, training, workshops, seminars and other activities,

mentors, and community linkages and support are sometimes available which are
revealed by the composite mean of 3.09.
The results of the study show that the respondents are competent in terms of
awareness of beliefs and attitude, skills, knowledge and language according to their
perception; however they were less able to demonstrate their acquisition of a higher
level of cultural competencies because it of the lack of availability of diverse
resources from the school and community. The findings of this study is in line with
the study of Leighton, L. & Harkins, M.J. (2010) which pointed out that a higher
level cultural competence is impaired by different internal and external problems
encountered by teachers such as schedules, lack of implementation skills training,
lack of administrative support, and lack of motivation to implement the skills.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations based on the results of the study.
Summary of Findings
Among the important findings of this research were:
1. On the demographic profile of Araling Panlipunan Teachers in
Public Secondary Schools in Baras District province of Rizal as the respondents
in terms of:
1.1 Educational attainment
The survey-checklist accomplished by the respondents yielded the
information that ten (10) or 66.7% of the total population obtained Bachelor’s
Degree, 20% has Masters’ Degree units; one (1) or 6.7% finished Masters’
degree, and one(1) or 6.7% has doctoral units.
1.2 Number of years in service and trainings
In terms of length of service,10 out of the 15 respondents, or 66.7% of
the total population, have been in the service for five(5) years and below.
Two(2) or 13.3% of the respondents have been in the service for 6-10 years,
one(1) or 6.7% is between 11-15 years in the service, one or 6.7% has served
from 16-20 years and only one(1) or 6.7% has been in the service for 30
years.

1.3 Number of years in service and trainings, seminars, programs
and other activities attended related to cultural competence attended.
Most of the AP Teachers in Baras District have attended only a few
number of trainings and seminars related to cultural competence for the past
five years ranging from school to international level.
2. On the level of cultural competence of AP teachers in public
secondary schools in Baras District Province of Rizal as assessed by the
respondents in terms of:
2.1. Awareness of beliefs and attitude,
The teacher-respondents were found to be competent in terms of
awareness of beliefs as revealed by the composite mean of 4.40. However, for
self-knowledge, which obtained a weighted mean of 4.60, 4.73 for sharing of
culture, 4.60 for curiosity and 4.80 for awareness of rights, privileges and
responsibilites, the respondents were showm to be highly competent.
2.2 Skills
cultural skills in all criteria as revealed by the obtained composite mean
values of 4.15
2.3 Knowledge
knowledge in all criteria as revealed by the obtained composite mean values
of 4.04 .

2.4 Language
language in all criteria as revealed by the obtained composite mean values of
3.84 .
3. On the significant difference in the level of cultural competence of
AP teachers in as perceived by respondents in terms of following variables when
grouped according to profile.
3.1. Educational attainment
For educational attainment, the following computed p-value for the
given variables were obtained: awareness of beliefs and attitude (p=0.034);
skills (p=0.032); knowledge (p=0.045); and language (p=0.043). Each of the
p-values is lower than the level of significance of 0.05 which means that
there is a significant difference in the level of cultural competence of the
respondents when grouped according to educational attainment. This shows
that education plays a vital role in the acquisition of competence.
3.2. Number of years in teaching
For the number of years in teaching, the following p-values for the
given variables were obtained: awareness of beliefs and attitude (p=0.532);
skills (p=0.895); knowledge (p=0.312); and language (p=0.546). Each of the
p-values is higher than the level of significance of 0.05 which means that
there is no significant difference in the level of cultural competence of the
respondents when grouped according to number of years in teaching. Number

of teaching experience does not affect the level of competence of the
respondents.
3.3. Seminars and trainings
For seminar and trainings attended, the following p-values were
obtained awareness of beliefs and attitude (p=0.542); skills (p=0.547);
knowledge (p=0.456) ;and language (p=0.435). Each of the p-values is higher
than the level of significance of 0.05 which means that there is no significant
difference in the level of cultural competence of the respondents when
grouped according to seminars and trainings attended.
4. On the challenges encountered by AP teachers in the acquisition
and practice of cultural competencies in public secondary schools in Baras
District Division of Rizal.
In the acquisition and practice of cultural comptence , the AP teachers
encountered problems and challenges such as the lack of functional library,
sufficient instructional materials that are culturally responsive, seminars and training,
expert mentors and community linkages and support. These resources or means of
support were perceived as sometimes available as revealed by the computed
composite mean of 3.09.

Conclusions
Based on the foregoing findings, the following conclusions were drawn:
1. Majority of the population of AP teachers in Baras District are
generally new in the service, have no post graduate degree and lack seminars and
trainings related to cultural competencies.
2. AP teachers are culturally competent in terms of level of awareness of
beliefs and attitude, skills, knowledge and language.
3. There is a significant difference in the level of cultural competence of
Araling Panlipunan teachers in terms of awareness of beliefs and attitude, skills,
knowledge and language when grouped according to educational attainment.
There is no significant difference in the level of cultural competence of
Araling Panlipunan teachers in terms of awareness of beliefs and attitude, skills,
knowledge and language when grouped according to number of years in teaching
and seminars and trainings attended.
4. The respondents encountered problems/challenges in the acquisition
and practice of cultural competence. These challenges covers availability of
functional library, sufficient instructional materials that are culturally responsive,
seminars and training, expert mentors, and community linkages and support.

Recommendations
In the light of the conclusions drawn from the study, the following are hereby
recommended:
1. Conduct projects and programs that will focus on rekindling the
interest and spirit of teachers for professional growth such as pursuing post graduate
studies for the benefit of the students and community.
2. Since the results showed that AP Teachers are culturally competent,
they should employ pedagogies and practices that will immerse students in the
diverse cultures of the community.
3. Future research could examine the level of cultural competence of AP
teachers and other teachers by providing assessment tools for the students, peers,
parents and school administrators to have a 360° evaluation.
4. Design a program on community-based learning by creating
community linkages and partnership.

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FEU Roosevelt, Cainta, Philippines: Assessment On The Cultural Competencies

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ASSESSMENT ON THE CULTURAL COMPETENCIES 1

FEU Roosevelt, Cainta, Philippines

ASSESSMENT ON THE CULTURAL COMPETENCIES OF ARALING

PANLIPUNAN TEACHERS IN PUBLIC SECONDARY SCHOOLS

OF BARAS DISTRICT DIVISION OF RIZAL

Dr. Alma Emerita Dela Cruz

Electronic copy available at: https://ssrn.com/abstract=3687890

—NEA President Dennis Van Roeke

Societies have different cultures and change throughout history. Culture as a

concept is defined by sociologists and anthropologists emphasizing different

dimensions focusing mainly on its symbolic dimensions. It is viewed as a real

phenomenon that may be seen in material objects, or as an abstraction from behavior

as observed in the activities of people. It is the basic parameter between human

beings and lower animals (Panopio, MacDonald, & Raymundo, 1994).

Culture is learned, social, shared, transmitted, continuous, accumulative,

integrated, changing, responsive, varied, and gratifying. It is not inherited

biologically; instead it is acquired by people through the process of socialization. It

and generation. It responds to the changing conditions of the environment for

Electronic copy available at: https://ssrn.com/abstract=3687890

images. Language is the basic foundation of human culture development by using

systematized speech communication both verbal and non-verbal in form. Values

organized and patterned to fit each other.

Contemporary Philippine Culture is diverse in character. The historical and

geographical background of the Philippines as a country resulted to the diverse

and visits by foreign merchants and traders (Barrows, 1905).

of the Filipinos is 104,256,076 as of July 2017 divided according to ethnicity,

these groups are the Visayans,, Tagalogs, Ilocanos, Bicolanos, Moros,

Kapampangans, Pangasinense and the Zamboanguenos. The indigenous people

Electronic copy available at: https://ssrn.com/abstract=3687890

were of different Christian denominations including Iglesia Ni Cristo, Evangelicals,

and the likes.

Region IV-A CALABARZON is the main destination for long-distance

distance movers is Calabarzon, which absorbs 27.7% of them (Philippines Statistics

industrial establishments. Based on the 2015 Census of Population of PSA Rizal

population growth rate in Rizal is attributed mainly to the rapid subdivision

Electronic copy available at: https://ssrn.com/abstract=3687890

Background of the Study

The existence of diverse cultures of people in the province of Rizal is mainly

attributed to several factors. The migration of different people to the province,

own in response to dramatic demographic changes that have created culturally

on students’ academic performance and behavior. Tumapon (2016), emphasized the

different sources of complexity or diversity in the classroom such as gender, religion,

Electronic copy available at: https://ssrn.com/abstract=3687890

socio-economic status, and communication patterns. In a non-sectarian school,

dealt with complexities in the classroom. Socio-economic status draws a big

differences in culture as in communication patterns– for example,where the

for a teacher to acquire language competencies to better understand his learners. As

cited by Bernardos ( 2011), language competence is a pre-requisite to have a

as; to manipulate the environment to cause certain events to happen, to convey or

Electronic copy available at: https://ssrn.com/abstract=3687890

of students to be consistent in the effective ways of dealing with diverse learners in

demonstrates the challenges of educating students of diverse cultures and sub-

cultures throughout the country.

for teachers to provide cultural competence in their programming, daily interactions

their teaching practices.

In the Philippines, the teachers’ competencies are already specified in the

National Competency Based Teacher Standards (NCBTS). These competencies were

concern for holistic development of learners. However, there is a need to identify

Electronic copy available at: https://ssrn.com/abstract=3687890

practice to meet the needs of their diverse learners.

students are diverse since it is a relocation site.

understanding cultural competencies will enable teachers to have a positive

interaction with their students. By recognizing and respecting their students’