Sample Thesis 1

LEVEL OF CONTINUING PROFESSIONAL DEVELOPMENT COMPLIANCE,
PERSONAL GROWTH AND PROFESSIONAL COMPETENCE

OF CERTIFIED PUBLIC ACCOUNTANTS
A Thesis Presented to the Faculty Of

College of Business Administration and Accountancy
Baliuag University
Baliwag, Bulacan
In Partial Fulfillment of the Requirements in the Subject Management Consultancy

For the Degree of Bachelor of Science in Accountancy
By:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.
April 2019
ii
APPROVAL SHEET
This thesis hereto entitled “LEVEL OF CONTINUING PROFESSIONAL
DEVELOPMENT, PERSONAL GROWTH AND PROFESSIONAL COMPETENCE OF
CERTIFIED PUBLIC ACCOUNTANTS”, prepared and submitted by the proponents, in partial
fulfilment of the requirements in the subject Management Consultancy for the degree of Bachelor
of Science in Accountancy has been examined and is recommended for acceptance and approval
for ORAL EXAMINATION.
MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser
Approved by the Committee on Oral Examination conducted on April 11, 2019
MR. ROLANDO R. CALMA

Chair
MRS. ELENITA MAGLAQUE

Member
Accepted in partial fulfilment of the requirements for the degree of Bachelor of Science in
Accountancy.
MRS. WILHELMINA L. NEIS, CPA

Dean
College of Business Administration and Accountancy

iii
CERTIFICATE OF ORIGINALITY
We hereby declare that this study entitled “Level of Continuing Professional Development
Compliance, Personal Growth and Professional Competence of Certified Public Accountants” is
our own work and to the best of our knowledge, except to the extent of assistance from others in
the format, presentation and linguistic which are properly cited or recognized. Furthermore, all
materials from previous works or any other materials previously written that are used in the study
were duly cited or recognized in the study
Angeles, Diana P. Macapagal, Filipinas C.
Butuhan, Clarisse Ann V. Merced, Madeleine C.
Calderon, Joy Angelica M. Milasky, Trisha Angela G.
De Jesus, Mary Grace A. Salvador, Reicee Ann P.
Dela Cruz, Shayne S. San Miguel, Jedah T.
Erespe, Larra Ellaine C. Sayco, Pamela Angelica D.
(Candidates)
April 2019
MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser
iv
CERTIFICATE OF THE STATISTICIAN
This is to certify that I have provided the statistical treatment and data analysis of the
thesis entitled:
“Level of Continuing Professional Development Compliance, Personal Growth and
Professional Competence of Certified Public Accountants”
Researchers:
Angeles, Diana P.
ENGR. FRANCIS JOHN C. GOTOMANGGA

Statistician
(0926) 221-4797
Contact Number
v
CERTIFICATE OF ENGLISH EDITING
This is to certify that I have edited and corrected the grammar, spelling, punctuations,
sentence structure and phrasing of this thesis entitled:
“Level of Continuing Professional Development Compliance, Personal Growth and
Professional Competence of Certified Public Accountants”
Researchers:
Angeles, Diana P.
MR. ERWIN CALILAP

English Auditor
(0935) 577-0089
Contact Number
vi
ACKNOWLEDGEMENT
The researchers wish to acknowledge, with profound gratitude and deepest appreciation,
the following people who helped us to make this research possible:
Mr. Luisito Correa, Jr. CPA, for the support and guidance that is material to the completion
of this research. For entertaining all the ideas and questions of the researchers with great
enthusiasm.
Mr. Glen De Vera De Leon, CPA, for his unselfish guidance and timely suggestion while
the researchers are proposing this study.
Engr. Francis John Gotomanga, for his statistical services that made it possible for the
researchers to discuss and interpret the results of this study leading to its completion and
conclusion.
The parents and guardians of the researchers, for giving them emotional and financial
support while doing this research.
And above all, “The Almighty God”, for His guidance and for sustaining the researchers
throughout the process.

vii
DEDICATION
The researchers dedicate this study first, to our Almighty God, the source of our wisdom,
knowledge and strength. He is the reason for their motivation and the inspiration towards attaining
their objectives.
Second, to the valued family, friends and peers of the researchers who gave their support
and encouragement to finish this study.
Third, to their professors and thesis adviser who guided them from the beginning to the
end of this study. Lastly, to their respective respondents, the Certified Public Accountants from
different accounting firms in Bulacan, for sharing time and information that is necessary to finish
this study.
- The Researchers
viii
ABSTRACT
In order to fully comprehend the implications of completing and complying with the Continuing
Professional Development (CPD) requirements in the Certified Public Accountant (CPA)
profession that is a relevant concern of CPAs in the present time, this descriptive-correlational
study is done to determine the relationship of CPD on personal growth and professional
competence of independent CPAs in Bulacan. A total of 19 CPAs in public practice in Bulacan
were chosen as the respondents of this study. Respondents were CPAs fairly distributed as to age,
gender, qualifications, and years in public practice. The study covered the year 2018. The paper
employed descriptive-correlational design and used a validated, modified questionnaire as
instrument. Results were analyzed to determine the relationship between the independent variable
and dependent variable through Spearman's rank order correlation and One-way Analysis of
Variance (ANOVA) to determine the significant relationship of certain variables to CPD
compliance. Variables under personal growth and professional competence showed a “Very High”
degree of relationship to CPD compliance. Factors that fall under demographics showed no
significant difference in the level of CPD compliance except the age of the respondents. The results
suggest that CPD compliance has a significant relationship on personal growth and professional
competence of CPAs in public practice around Bulacan.
Keywords: continuing professional development, certified public accountants, personal
growth, professional competence, demographics

ix
TABLE OF CONTENTS
TITLE PAGE …………………………………………………………….…….… i
APPROVAL SHEET ……..……………………………………………………… ii
CERTIFICATE…………………………………………………………………… iii
ACKNOWLEDGMENT ………..………………………………………..……… vi
DEDICATION …………………………..……………………………….……… vii
ABSTRACT ………………..…..…..……………………………….…………….. viii
TABLE OF CONTENTS ………………………..……………………….………. ix
LIST OF TABLES……………………………………………………………...... xii
LIST OF FIGURES……………………………………………………………… xiii
LIST OF APPENDICES………………………………………………………… xiv
CHAPTER
I. INTRODUCTION
The Problem and its Background……………………..……………..…………… 1
Significance of the Study …………………………………………..……………. 5
Review of Related Literature ……………………………..……..………………. 7
Theoretical Framework…………………………………………………………... 20
Conceptual Framework………………………………………………................... 21
Statement of the Problem………………………………………………………… 22
Hypothesis of the Study……………………………………………………….. 23
Definition of Variables…………………………………………………………... 24
Scope and Delimitation …………………………………..……...………………. 27

x
II. RESEARCH METHODOLOGY
Research Design…………………………………………………………… 28
Participants and Sampling Procedures…………………….……………….. 30
Instrument………………………………………………………………….. 30
Data Gathering Procedure ……………….………….................................... 31
Data Analysis and Statistical Treatment of Data...……...……..................... 32
III. RESULT AND DISCUSSION
Demographic Profile of Surveyed CPAs……………….……………….….. 35
CPD Compliance of the CPAs in Terms of the Given Factors…..……….… 38
Mean and Mean Interpretation of Personal Growth- Personal Competence
and Personal Skills………………………………..…………………….…... 40
Mean and Mean Interpretation of Professional Competence- Professional
Skills and Professional Ethics and Values………………………………….. 44
Significant Difference Between Level of CPD Compliance and
Demographic Profile………………………………………………………... 49
Significant Relationship Between Level of CPD of Compliance and
Personal Growth…………………………………………………………….. 50
Significant Relationship Between Level of CPD Compliance and
Professional Competence……………………………………………………. 51
IV. SUMMARY, CONCLUSIONS AND RECOMMENDATION
Summary……….....………………………………………………............. 53
Conclusions…………………………………….......................................... 56
xi
Recommendations………………………………………………………… 58
REFERENCES…………………………………………………………….…. 61
APPENDICES……………………………………………………………....... 71
CURRICULUM VITAE…………………………………………………....... 97
LIST OF TABLES
xiv
Table No. Description Page
1 Interpretation of Likert Scale for CPD Compliance, Personal Growth,
and Professional Competence………………………………………… 33
2 Interpretation of Positive Spearman Rho Coefficient and Correlation 33
3 Interpretation of Negative Spearman Rho Coefficient and Correlation 34
4 Demographic Profile of Surveyed CPAs……………………………… 35
5 CPD Compliance of the CPAs in Terms of the Given Factors………... 38
6 Mean and Mean Interpretation of Personal Growth- Personal
Competence and Personal Skills……………………………………….. 40
7 Mean and Mean Interpretation of Professional Competence-
Professional Skills and Professional Ethics and Values………………. 44
8 Significant Difference Between Level of CPD Compliance and
Demographic Profile…………………………………………………... 49
9 Significant Relationship Between Level of CPD of Compliance and
Personal Growth……………………………………………………….. 50
10 Significant Relationship Between Level of CPD Compliance and
Professional Competence…………………………………………….... 51
LIST OF FIGURES
xiii
Figure No. Page
1 Conceptual Framework………………………………………………. 21
xiv
LIST OF APPENDICES
Appendix Description Page
A Sample Request Letter Sent to Municipalities and Responded Received
– Malolos………………………………………………………………. 71
B Sample Request Letter to Municipally Registered Accounting Firm and
Responded Received…………………………………………………… 74
C Survey Intrument………………………………………………………. 76
D BOA- CPD AMMENDMENT (2019)………………………………..... 81
E BOA-CPD……………………………………………………………… 91
CHAPTER I
INTRODUCTION
The present study aims to determine the relationship of Continuing Professional
Development (CPD) compliance of Certified Public Accountants (CPAs) practicing their
profession in firms around Bulacan to their personal growth and professional and competence. The
paper is divided into three chapters. Chapter I presents the background of CPD, theoretical and
conceptual framework to be used, statement of the problem, hypotheses formulated, and its scope
and limitations of the study. Chapters II and III are discussed later in the study. This study is
anchored on the idea that CPD is essential to all CPAs in order to enrich and refine the professional
knowledge, skills and ethics earned by the time of qualification, to add to the limited number of
studies focusing on this area.
The Problem and its Background
Continuing Professional Development (CPD) in the Globalized Environment. The
International Education Standard (IES) prescribes the CPD required for professional accountants
to develop and maintain the professional competence necessary to provide high quality services
and thereby to strengthen public trust in the accountancy profession. (IES 7)
The IES is addressed to International Federation of Accountants (IFAC) member bodies.
IFAC member bodies have a responsibility for the CPD of professional accountants as set out in
the requirements of IES. In addition, the IES will be of great help to professional accountants,
employers, regulators, government authorities, educational organizations, and any other
stakeholders who support the CPD of professional accountants. (IES 7)

2
CPD is a recognition and eligibility requirement in bilateral, regional or international
agreements, such as in the Association of Southeast Asian Nation Mutual Recognition Agreements
(ASEAN MRA), that facilitate the mobility and cross border practice. (Professional Regulation
Commission (PRC), 2019). Moreover, as cited to the Board of Accountancy (BOA), the ASEAN
MRA for Accounting Services made it necessary for professional accountants to keep and maintain
competitiveness vis-à-vis their Southeast Asian counterparts, in view of the ASEAN Economic
integration. Such competitiveness is achieved through the continued acquisition and updating of
knowledge, the honing of skills, and lifelong learning.
According to the study conducted by Friedman and Phillips (2004), although CPD was
regarded primarily as a means of maintaining competence, more than half of the employees
interviewed indicated that they do CPD as much for personal development and interest as for
professional development. Thus, CPD promises to deliver strategies of learning that will be of
benefit to individuals, foster personal development, and produce professionals who are flexible,
self-reflective and empowered to take control of their own learning. This emphasis, however, could
conflict with concepts of CPD as a means of training professionals to fulfil specific work roles and
as a guarantee of individual, professional competence.
Professional accountants face increased expectations to display professional competence.
These pressures apply to professional accountants in all sectors. Continuing development is critical
if the professional accountant’s goal is to meet public expectations. Continuous learning is integral
to CPD as professional accountants need actively to pursue the education, training, knowledge,
and skills which they need to anticipate and adapt to changes in processes, technology,
3
professional standards, regulatory requirements, employer demands, and other areas. Because the
accountancy profession operates in an environment of change, it may be appropriate for IFAC
member bodies to periodically review their CPD policies and the application of the IES. (IES 7)
CPD Compliance in the Philippines. With the demands of the ever-changing
environment, the BOA has instituted programs to align the accountancy profession. These
programs include the accreditation of Certified Public Accountants in academe, in commerce and
industry, and in public practice; and its impact on Philippine accountancy services; the revision of
the curriculum in Accountancy education; and the reconfiguration of the country’s CPA licensure
examinations. CPD plays an important part in enabling professional accountants to develop and
maintain professional competence that is relevant to their role.
The Philippine Institute of Certified Public Accountants (PICPA), the Accredited
Integrated Professional Organization (AIPO) of CPAs in the Philippines, has among its objectives
the promotion and maintenance of high professional and ethical standards among accountants, the
advancement of the science of accounting, and development and improvement of accountancy
education. (PRC, 2016)
Republic Act (R.A) No. 10912 or the “Continuing Professional Development Act of 2016”
was enacted to promote and upgrade the practice of the professional in the country and institute
measures that will continuously improve the competence of the professionals in accordance with
the international standards of practice, thereby, ensuring their contribution in uplifting the general
welfare, economic growth and development of the nation. (PRC, 2016)

4
Among the initiatives undertaken by the BOA, the most talked about seems to be the
increase in CPD requirements from 60 units in 2016 to 120 units by 2019 for a three-year period
for all CPAs in Public Practice, Academe, Commerce and Industry and Government, and to change
the Thematic Area to Competence Areas which shall be categorized into Technical Competence,
Professional Skills and Values, Ethics and Attitudes. The act requires professionals registered
with the PRC to comply with prescribed CPD units as a prerequisite to license renewal.
According to Philippine Society of Mechanical Engineers (PSME), on February 7, PRC
issued Resolution No. 2019-1146 that outlined the new Implementing Regards and Regulations
(IRR) of the CPD Law. The document from the PRC has now been signed by Chairman Teofilo
Pilando Jr., Commissioner Yolanda D. Reyes and Commissioner Jose Y. Cueto Jr.
The new provisions will take effect by March 1, 2019. Among the significant provisions
under the new IRR is that CPD is still a mandatory requirement for the renewal of the PRC ID of
all registered and licensed professionals. Significant decrease in the number of required CPD units
for the renewal of professional license, from 45 units down to 15 units every three years. In-house
trainings and capacity-building activities of government agencies and corporations, including local
government units and private employers shall be credited and considered as CPD compliance.
As cited by Alejandrino (2017), many CPAs, especially individual practitioners, teachers
and ordinary employees, challenge the practicality and reasonableness of the extensive CPD
requirements imposed on CPAs. They contend that although the trainings are sometimes useful,
they are too tedious and often impractical, costly, redundant and time-consuming. Accessibility
for those in the rural areas (logistical and otherwise) is another issue. Despite the availability of
5
alternatives for earning CPD credits, many still do not have the means to avail themselves of these
options. There is the problem on the lack of reliable internet access, the lack of resources to pursue
higher learning and the lack of time and skill to do research work.
The BOA has encountered a large number of CPAs who are applying for practice
accreditation but failed to meet the required number of units for CPD. As a result, their practice is
derailed and/or discontinued. (Mendoza, 2013)
Significance of the Study
This study is conducted to find out the relationship of CPD compliance in the personal
growth and professional competence of CPAs in the public practice. This study is anchored on the
idea that CPD is essential to all CPAs in order to enrich and refine the professional knowledge,
skills and ethics earned by the time of qualification, to add to the limited number of studies
focusing on this area.
In keeping with the times, the BOA has instituted programs to align the accountancy
profession with the demands of the ever-changing environment. This study aimed to benefit the
CPAs in public practice in maintaining and enhancing their personal growth and professional
competence. Therefore, CPD is an important element in maintaining public confidence and trust.
Determining the relationship of CPD would benefit the CPA Practitioners, accounting firms and
employers, CPD Providers, Accreditors and Regulators, and the public.
This study will also help the professionals, particularly the CPA Practitioners, gain a deeper
understanding with regards to the relationship of CPD compliance to their personal growth and
professional competencies. They will be able to assess themselves about the advantages of
6
completing and attending seminars. It also seeks to determine the types of CPD activities which
CPAs have attended and their primary providers to improve the competence and capabilities of the
individual Filipino CPA and upgrade the accountancy profession.
This study will contribute to the accounting firms and employers as it will help them use
this information as they encourage their CPAs to engage with the CPD program and be active
participants of it in different generations of accounting profession. Through this, they can be well
equipped with relevant knowledge, values, ethics and competencies essential for personal
effectiveness and advancement.
In addition, the CPD professional training providers, accreditors and regulators may also
use the results of this study to ensure that they continually improve the implementation and
programming of CPD programs, activities, provide relevant trainings, meaningful, enriching and
responsive CPD experience to upgrade the skills of practicing CPAs.
Lastly, the public will also gain benefit from this study by assessing the competencies of
the CPAs in public practice in Bulacan. Their capabilities and how CPD requirement bring quality
accounting services and competent accountants in catering their particular service to the public.
Overall, this study is expecting that the results will contribute a lot, not only to CPAs in
any field, but also to their respective employers and accounting firms, and the CPD Providers and
Accreditors. The findings of this study will provide important information about the relationship
of CPD among CPAs. This research will also serve as a rich literature for future studies.
7
Review of Related Literature
Continuing Professional Development. Amid the continuous formation of the global
community, Filipino professionals must seriously consider their continuing professional education
(CPE) – understood as training and development in their field of expertise and beyond. This
professional drive towards lifelong learning will keep them at least useful and productive in their
present jobs, competitive in their skills, talents, and knowledge vis-à-vis their foreign counterparts,
and potentially employable, should the risk of losing their jobs loom into the picture. (Udani, 2002)
It is hereby declared the policy of the State to promote and upgrade the practice of
professions in the country. Towards this end, the State shall institute measures that will
continuously improve the competence of the professionals in accordance with international
standards of practice, ensuring their contribution in uplifting the general welfare, economic growth
and development of the nation. (PRC, 2016)
As cited by Freidson (2001), professionals hold their acquired knowledge, skill or
experience as a tool to show that they can do what needs to be performed as aligned with their
profession. Whereas Khan (2012) states that all over the world the concept of CPD is emerging
and developing as a dynamic educational process to improve and upgrade one’s professional
performance.
Moreover, CPD is an important activity and also a condition of membership in many
professions, including accounting. Professional accountants have a responsibility to the public,
and to professional accountants themselves, to ensure that they continue to develop and maintain
the competence demanded by their professional roles and by the clients who use their services
(Paisey, Paisey & Tarbert, 2007).

8
Furthermore, according to Guthrie (2004) and Berg (2007), professional accountants must
ensure that they keep up to date with any matters related to their profession. Keeping up to date
has become paramount for professional accountants since accounting knowledge continues to
develop and change rapidly.
Mendoza (2013) stated that the requirement for CPD is suitably provided in the Philippine
Accountancy Law of 2004 which mandates CPAs in public accountancy to undergo an
accreditation process. One of the primary requirements for such accreditation is the units or credits
earned from CPD. This poses a serious consideration because of the public interest in the practice
of public accountancy.
The PICPA, the accredited professional accountancy organization by the Philippines, PRC
and IFAC member bodies implementing an “input-based approach” (IES 7) shall require each
professional accountant to complete at least 120 hours or equivalent learning units in each rolling
three-year period, of which 60 hours or equivalent learning units shall be verifiable; complete at
least 20 hours or equivalent learning units each year; and measure learning activities to meet the
above requirements.
Mendoza (2013) emphasized that despite the mandate and campaign to disseminate the
CPD requirements, several CPAs still find it hard to comply. It was agreed then by Medenilla
(2018), that any professional is against the legislation due to its costs since it will require them to
undergo trainings, seminars or other activities related to their profession to earn the necessary CPD
units.
CPD does not provide absolute assurance that all members will provide high quality
professional service all the time nor will every person who participates in CPD programs and
9
activities obtain its full benefits because of variances in personal and professional efficacy and
motivation along with the individual’s commitment and capacity to learn (IES 7, 2018).
Kilminster, et.al (2012) also mentioned that current policies, regulations and practices in
CPD are frequently based on unexamined assumptions and discounted functions of the
complexities and contingent nature of actual practice. Nonetheless, disdain its inherent limits and
constraints, CPD requirement, with its objectives and mechanisms, is but imperative to
maintaining public reliance and confidence to the professional’s credibility and work quality.
As contested by the study conducted by Yap and Canceran (2017), CPD programs enhance
knowledge, strengthen technical skills and revalidate innate competencies of professionals. CPD
activities maintain professional standards and are ways to combat professional obsolescence.
These also develop a feeling of confidence and revalidates proficient expertise. Another is that,
CPD leads to job advancement and professional competence.
According to Mendoza (2013) and Tan (2016), there are three factors that enable the pursuit
of CPD among CPAs. First factor is that, the practicing CPAs undertake CPD as a matter of
requirement. Second, they believe that CPD is a personal initiative of the professional. Third, they
are convinced that CPD is beneficial to them. Tan (2016) stated that the contribution of CPD to
career advancement of CPAs can be predicted by the credit units earned.
Exploring the link between CPD and attitude of professionals, Rothwell and Herbert (2007)
suggested that attitude to CPD is associated with learning and job commitment than age, education
and experience. The professional accountants have an important place in global business setup.
Accountants need to play a versatile role in the global economy.

10
As eloquently stated by Tan (2015), female CPAs were seen actively engaged in various
CPD activities which suggested that women are more predisposed to professional development
initiatives than men. In addition, according to Dubois (2013), 60% of accountants were females
but in 2008, 77% of CPA firms’ partners are male. (Gold, Hunton & Gomaa, 2009). However, it
was found out on the study of Tan (2016) that there was no significant difference in the
contribution of CPD between the male and female group. The statistical variance showed that sex
has no impact over the level of CPD contribution. Furthermore, he claimed that younger
accountants are the ones who give more attention to CPD than those who are older and have longer
experience in the practice of accounting.
Benefits of Attending CPD Program. In today’s climate and with the existence of a
mandatory CPD scheme, learning can be of most benefit to accountants throughout their careers.
It does so by considering patterns of learning in the accountancy profession and the roles of CPD
and lifelong learning, looking at how the learning experiences of accountants can be used to benefit
each other. (Lindsay, 2013)
Lee, Reed, and Poulos (2010) concluded that most participants in their study were
motivated to attend CPD activities because they believe that these activities will provide them new
knowledge. Furthermore, Allinson (2010) as cited from Laksmi (2014) mentioned that CPD is also
implemented to the mutual benefits of the individual professional, employers, the profession, and
society as a whole.
According to Khan (2012), with CPD, professionals will be able to identify gap in
knowledge and experience. CPD makes ones working life more interesting and can significantly
increase job satisfaction and prevent ‘burn out’. Through CPD, one is able to see and reflect on
11
what he/she learned and plug up any gaps in knowledge or experience. Learning about multiple
aspects of one’s career is not only beneficial for ones future, but for one’s morale and confidence
too. Engaging in CPD ensures that qualifications never become outdated. (Oxbridge Academy,
2017)
Companies benefit from the updated skills or knowledge of their employee as well as in
keeping a reputation that their employees have active licenses. This also ensures the continuous
growth and advancement of their very own fields. (Sunio, 2018)
However, based on the study of Mendoza (2013), the benefits gained from CPD have not
been directly affecting the CPAs in public accountancy practice. While they can derive different
forms of benefits, these are not the primary enablers of their engagement or participation in CPD.
Personal Growth. Broadly, one can define personal growth as the subjective experience
of change, in behaviors, thoughts, and feelings which are in turn experienced as adaptive.
According to Ryff (2008) as cited by Geise (2008), personal growth reflects directed engagement
in continual development, openness towards novel events and people, and effortful expansion and
improvement, all in the pursuit of reaching high towards one’s potential.
A CPD record provides essential insights in relation to a professional’s lacking or
insubstantial skills, thus giving one a chance to address a self-recognized area for improvement
(Hill, 2013). CPD also enables practitioners to achieve more efficient and effective performance
in current and future roles (Friedman & Phillips, 2004)
In the study of Gaine (2002), the effect of CPD on growth can be generally seen as positive.
Some aspects of their professional practice have been positively affected by their trainings.
However, this finding was opposed by Davies and Preston (2006), who says that impact on
12
personal growth was more varied, diverse, and difficult to summarize. It appears that the time
commitments of CPD sometimes caused guilt in the participants, and stresses and strains in
personal life.
Tames (2012) indicated that CPD did not have direct impact on the practice of profession
but rather on personal faculties. On matters of career growth and satisfaction, North (2008) pointed
out that it is both a continuing process and a personal responsibility.
Personal Skills Enhancement. In a globalized business and employment world and with
advances in technology, the issue of employability skills has become increasingly important over
the years. Interpersonal skills are very important for accountants. The literature indicates that this
is the skill with the greatest gap as identified by graduates, employers and academics. (Tan &
Fawzi, 2017).
Professional accountants of the future will need to develop and demonstrate the ability to
combine their technical knowledge, skills and abilities with interpersonal behaviors and qualities.
The practice of accounting and the competencies professional accountants require are also being
reshaped by trends in digital technologies and their impact on business. (Brand, 2016)
Prudence (2015) cited that the one particular skill that is mentioned as a must for graduates
is communication skills because in every aspect of their job they need to be able to communicate
whether verbal or written.
The credibility of one’s profession is based on the willingness of each professional to
embrace new skills, knowledge and experience. Such skills include management, education and
training, information technology, audit, communication, team building and others. It is also
13
indicated that people need to be self-confident enough to embrace a culture of continuing education
and development, peer review, appraisal, and revalidation. Therefore, CPD should go beyond the
acquisition of knowledge and aim to impact on performance. (Khan, 2012).
Personal Competence. Mendoza (2013) stated that the overall objective of any learning
activity is the development of competence. The IFAC defines competence as the ability to perform
the tasks and roles expected of a professional accountant, both newly qualified and experienced,
to the standards expected by employers and the general public. Thus, competence is being able to
perform a work role to a defined standard with reference to real working environments.
Competencies are essential for carrying out personal and professional activities successfully.
A mixture of knowledge, skill, attitudes, and personal characteristics guides the professional behavior.
(Schaaf et. al, 2003)
Personal competencies refer to personal qualities, abilities and attitude. It is a function of a
well-defined, focused and sustained personal development program that improves self-awareness and
identity, develops talents and potentials and enriches quality of life and contributes to realization of
dreams and aspirations (Sweitzer, 2007). It was observed that personal competencies and experiences
facilitate employability (Garavan et. al, 2004) and warrant professional success (Hopkins et al., 2006).
Based on the result of study of Tan (2016), the statistical mean average was 1.33 interpreted
as negligible. The result showed that CPD bears no significant impact to personal competencies
that could lead to intrinsic transformation of the accountant (Tames, 2012). The insignificant
statistical value for personal competencies shows that the concentration and programming of CPD
is to develop chiefly professional capacities and not personal qualities.

14
Professional Competence. Professional competence is the ability to perform a role to a
defined standard. Professional competence goes beyond knowledge of principles, standards,
concepts, facts and procedures; it is the integration and application of learning outcomes for: (a)
technical competence, (b) professional skills, and (c) professional values, ethics, and attitudes.
(IES 7)
A competency is more than just knowledge or skills. It involves the ability to meet complex
demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in
a particular context. (Ontario, 2016)
In the current social climate, there is an increasing demand for competence among all
groups of professionals. A commonly felt need for every professional is the ability to carry out his
or her duties according to the highest possible standards of character and competence. One
essential way to meet this need for professionals is to engage in continuing learning. (Lalitha,
2005)
Maintaining professional competence allows individuals to continue to learn throughout
their career, to develop their technical skills, and to keep pace with accountancy changes and
innovations. It is important to consider whether professional competence is maintained in a
structured or unstructured way since professional accountants generally have CPD requirements
that may need to be verified. (International Bank for Reconstruction and Development, 2016)
Participants of CPD perceive competence as an ability to serve the needs of clients and to
ensure that appropriate judgement is made and communicated surrounding predominantly

15
technical matters. Complete structured and formal CPD, maintain their own learning technical
repositories and engage with their professional firm’s network of expertise. (Murphy, 2016)
An accountant’s competence is not only embedded in professional qualifications but also
the ability to deliver quality services carefully by considering professional skill and capability.
(Amponsah et. al., 2016). Furthermore, the Envisage International Corporation [US] (n.d.), stated
that to be able to provide their services to the general public he/she must be a licensed certified
public accountant. Irving (2012) highlighted that the younger are perceived to be recently
qualified, and therefore have less or no experience than their older counterparts.
Flatley and Weber (2004) cleared that CPD is required not only in order to improve skills
and knowledge, but also as a component of professionalism that can lead to promotion and tenure.
According to Paisey et al. (2007), 20% of the accountants need to participate in technical activities
to upgrade their professional status, which means that 80% of them find CPD help them improve
their competencies.
As studied by Tan (2015), results showed that most of the CPAs surveyed earned very low
credit units from period 2010 to 2013 and that the participation was overwhelmingly on level one
or minimum. This disconcerting condition can be explained by the fact that many CPAs still do
not understand the objectives of CPD and find no relevance of it to current work and professional
growth. He also mentioned that in many instances, CPD failed to achieve its objectives and rather
becomes futile because the motivation behind participation is plain compliance to regulatory and
policy requirement than skills development and lifelong learning. As contested by in the study of
16
Sangsawang (2011), he found out that CPD had positive effect and influence to Thai accountants'
work success.
PRC (2016) in Section 2. Thematic Areas of CPD activities shall be charged to Competence
Areas in order to align with the International Educations Standards. It shall be divided into three
(3) major categories; (a) Technical Competence, (b) Professional Skills, and (c) Professional
Values, Ethics & Attitudes, and which shall include the following areas, with the corresponding
required verifiable units starting 2017:
A. Technical competence
1. Standards Applicable to the Professional Practice which include but are not limited to
the following;
a. Current and recent issuance on the respective area of practice of the profession, e.g. those
from the standard-setting bodies on:
• Financial Accounting and Reporting
• Assurance and Auditing
• Related practice statements and interpretations; and
• Pronouncements related to Taxation, depending on the area of practice of the
professional
b. IFAC Pronouncements issued through IFAC member bodies

17
B. Professional Skills
1. Professional development activities that enhance the CPA’s intellectual, inter-personal,
communication, personal and organizational skill, which include but are not limited to:
a. Oral and written communication;
b. Presentation, negotiation and facilitation skills;
c. Teamwork enhancement;
d. Personality and social graces;
e. Decision-making, leadership, management and supervision;
f. Conflict resolution, cultural immersion programs, time and resources management, work
or process innovation and problem-solving skills;
g. For CPAs in the education sector, teaching techniques and other education-related CPD
learning activities
Technical Competence. Technical competencies are behaviors directly related to the
nature of training and the technical proficiency required to exercise effective control. (Skybrary,
2013). Bahador (2012) aforementioned that technical competencies are imperative for accountants
to perform their tasks and constitute IT skills, IT experience, management skills (in particular
project management) and conceptual skills. These skills, on one hand, aid the routine business
activities related to accountants’ work, and on the other hand, it help them create an environment
where these technologies operate at their optimum level for the strategic internal and external
advantage of the business.
Competence needs to be related to performance because the use of skills, knowledge and
attitudes in professional action expresses the possession of competence. The development of

18
numeracy skills in persons who have no affinity with numbers is time-consuming and expensive, and
organizations which have to hire workers for jobs with high levels of numeracy skills tend to select
on these skills rather than try to develop these. (Mulder, 2011)
These technical competencies are developmental and with the increasing complexity of
economic and social relationships, the accountant will be called upon more and more as a
management consultant, as a controller, or even as a middle or top manager (Epstein & Hundert,
2002).
Professional Skills. Tan and Fawzi (2016), in their study cited that environment in which
accountants work is rapidly changing particularly with advances in information technology and
globalization of economies. Educational standard indicates the level of professional skills needed
to perform the role of a professional accountant and classifies the skills under four competency
areas: intellectual, interpersonal and communication, personal, and organizational.
Yucel and Solak (2012) stated that CPAs with higher self-esteem have higher work
performance perception. They might be able to perform better in a job if they were filled with
skills and knowledge needed in the ever-changing standards and environment of their profession.
Professionals in addition to the technical skills required for an accounting career, also need
to develop social or emotional intelligence. This can be accomplished by helping them to equip
themselves with professional skills like writing, speaking out, presenting, decision making and
teamwork (Golemon, 2007).
Professional Ethics and Values. Ethics as defined by the Center for the study of ethics in
profession (2017), refers to a set of rules that describes acceptable conduct in society. It serves as
a guide to moral daily living and helps us judge whether our behavior can be justified. They also
19
indicated that ethics refers to society’s sense of the right way of living our daily lives. It does this
by establishing rules, principles, and values on which we can base our conduct. The concepts most
directly associated with ethics are truth, honesty, fairness, and equity.
For the purposes of the study of Bealman (2013), ethical decision-making preparedness
was defined as adequate combination of accounting ethics education, accounting technical skills
education, applicable learning activities, and suitable instructional methodologies to assist the CPA
in identifying potential ethical dilemmas, alternative solutions, and reaching the action perceived.
As stated by Jaijairam (2017), ethics in accounting is mainly known as applied ethics, which
strongly emphasizes human and business ethics, judgments, moral values, and their application in
accountancy. Generally, the major ethical drivers of accounting are an appropriate practice and a
good standard of professionalism, as right versus acceptable.
The ethical responsibility within the business world is not holistic but lies under the
particular context of ethical behavior. A majority of the corporations in the world have instituted
ethical issues in the accounting processes, which increases the potential for conflict of interest.
Breach of ethical rules within the corporate finance practice, through financial misstatements,
usually damages an organization’s reputation, customer satisfaction levels, and the trust of
investors on the company. (Micewski & Troy, 2006)
According to Brinkman, (2002), the development of ethical codes within organizations can
secure the fidelity of business transactions and financial processes, which in turn, affect employee
performance, relationship, and credibility of the company.

20
Unethical behaviors not only degrade the reputation and credibility of an individual, but
the company as well, increasing the likelihood of criminal activities that could result in the
decrease in profit levels (Sims, 2003)
Theoretical Framework
Republic Act No. 10912
“An Act mandating and strengthening the Continuing Professional Development Program
for all regulated professions, creating the Continuing Professional Development Council, and
appropriating funds therefor, and for other related purposes” This Act shall be known as the
Continuing Professional Development Act of 2016. It is hereby declared the policy of the State to
promote and upgrade the practice of professions in the country. Towards this end, the State shall
institute measures that will continuously improve the competence of the professionals in
accordance with the international standards of practice, thereby, ensuring their contribution in
uplifting the general welfare, economic growth and development of the nation.
The CPD Programs in each of the regulated professions aims to enhance and upgrade the
competencies and qualifications of professionals for the practice of their professions, ensure
international alignment of competencies and qualifications of professionals through career
progression mechanisms leading to specialization/sub-specialization, ensure the development of
quality assured mechanisms for the validation, accreditation and recognition of formal, non-formal
and informal learning outcomes, including professional work experiences and prior learning,
ensure maintenance of core competencies and development of advanced and new competencies,
in order to respond to national, regional and international labor market needs; and Recognize and
21
ensure the contributions of professionals in uplifting the general welfare, economic growth and
development of the nation.
Holistic Horizontal Model
In alignment, Holistic horizontal model aimed to meet three dimensions of needs of CPD
attendees at every stage of their career. These dimensions are the organizational, the professional
and the personal dimensions. The first dimension – organizational — refers to needs of CPD
attendees as corporate members, that is, as part of the corpus of the organization they belong. The
second, the professional dimension, focus on the professional needs related to particular positions
and corresponding roles, duties and responsibilities. The third, the personal dimension, refers to
the spiritual and the mundane needs of CPD attendees as persons/human beings. This holistic
model ensures a balance of activities delivered through dialogue, discussion and coaching
(Tumapon, 2015).
Conceptual Framework
The Conceptual framework explains graphically and in narrative form the primary things
to be studied—the variables—and the presumed relationships among them. The independent
variable is the level of CPD compliance which is needed for the growth and development of
professionals while the dependent variables are personal growth and professional competence with
sub-variables as shown in the figure below that may be affected due to level of CPD compliance.
The next figure to be shown is the three hypotheses to be tested. Conversely, the two other
hypotheses will determine if there is an existing relationship between the level of CPD compliance
and the Personal Growth and Professional Competence respectively.

22
1. Personal Growth
Ho-1
1.1 Personal Competence
Level of CPD Compliance 1.2 Personal Skills Enhancement
2. Professional Competence
Ho-2
2.1 Professional Skills
2.2 Professional Ethics and
Values
Figure 1: Conceptual Framework
The Ho -1 will prove if there is an existing significant relationship between the level of CPD
compliance and Personal Growth as determined by Personal Competence and Personal Skills
Enhancement. Whereas, Ho-2 will determine if there is an existing significant relationship between
the level of CPD compliance and Professional Competence as determined by Professional Skills
and Professional Ethics and Values.
Statement of the Problem
The overarching goals of the CPD is the promotion of general welfare and interest of the
public in the course of delivering professional services through the inculcation of advanced
knowledge, skills and ethical values (PRC,2013 p.2). The CPD is made a mandatory requirement
in the renewal of the PICs of all registered and licensed professionals under the regulation of the
PRC (Republic Act 10912, p.8)

23
This study aims to investigate the relationship of the Continuing Professional Development for
CPAs in public practice employed in Bulacan on personal growth and professional competencies.
Therefore, this study sought to answer the following questions:
1. How may the CPD Compliance of the respondents be described?
2. How do respondents perceived the personal growth in areas of:
2.1 Personal competence; and
2.2 Personal skills enhancement?
3. How do respondents perceived the professional competence in areas of:
3.1 Professional skills; and
3.2 Professional ethics and values?
4. Is there a significant relationship between:
4.1 CPD Compliance and perceived Personal Growth; and
4.2 CPD Compliance and perceived Professional Competence?
5. Is there a significant difference between CPD Compliance and the respondent’s
demographic profile?
Hypothesis of the Study
The following hypotheses were tested in this study to know the relationship between the
level of compliance of Continuing Professional Development for CPAs in public practice
employed in Bulacan and personal growth and professional competence:
Ho-1: There is no significant relationship between CPD compliance and perceived personal
growth as determined by:

24
1.1 Personal competence
1.2 Personal skills enhancement
Ho-2: There is no significant relationship between CPD compliance and perceived professional
competence as determined by:
2.1 Professional skills
2.2 Professional ethics and values
Ho-3: There is no significant difference in the level of compliance when the following are
considered:
3.1 Gender
3.2 Age
3.3 Highest Qualification
3.4 Years in Public Practice
Definition of Variables
Continuing Professional Development (CPD). It refers to the inculcation of advanced
knowledge, skills, and ethical values in a post-licensure specialization or in an interdisciplinary or
multidisciplinary field of study, for assimilation into professional practice, self-directed research
and/or lifelong learning.
CPD Compliance. This term, as used in study, refers to the efforts undertaken by the CPA
to meet the required number of units for the continuing professional development through
25
attendance to seminars, trainings, and other activities provided by CPD-accredited agencies, in
order to renew their license.
CPD Program. It refers to a set of learning activities accredited by the CPD Council such
as seminars, workshops, technical lectures or subject matter meetings, non-degree training lectures
and scientific meetings, modules, tours and visits, which equip the professionals with advances
knowledge, skills and values in specialized or in an inter- or multidisciplinary field of study, for
assimilation into professional practice, self-directed research and/or lifelong learning.
CPD Provider. It pertains to a natural or juridical person accredited by the CPD Council
to conduct CPD programs.
Personal Competence. It is the ability to perform the tasks and roles expected of a
professional accountant, both newly qualified and experienced, to the standards expected by
employers and the general public.
Personal Growth. It involves the growth and enhancement of all aspects of the person and
their effectiveness in living. It includes the development of positive life skills and the development
of a realistic and healthy self-esteem.
Personal Skill Enhancement. Provides the opportunity and knowledge for a client to
develop and strengthen the necessary skills to gain, maintain, and advance in a chosen area.
Professional. It refers to a person who is registered and licensed to practice a regulated
profession in the Philippines and who holds a valid Certificate of Registration and Professional
Identification Card (PIC) from the Professional Regulation Commission.

26
Professional Competence. The capability to perform the duties of one’s profession
generally, or to perform a particular professional task, with skill of an acceptable quality.
Professional Ethics. Professionally accepted standards of personal and business behavior,
values and guiding principles. Codes of professional ethics are often established by professional
organizations to help guide members in performing their job functions according to sound and
consistent ethical principles.
Professional Skills. Educational standard indicates the level of professional skills needed
to perform the role of a professional accountant and classifies the skills under four competency
areas: intellectual, interpersonal and communication, personal, and organizational.
Professional Value. It can be defined as those things that are important to or valued by
someone.
27
Scope and Delimitation
The primary objective of this study is to ascertain the relationship between the level of
CPD compliance of CPAs in to personal growth and professional competence. The researchers
limited the scope of the study to the CPAs in public practice currently employed and registered on
select cities and municipalities in Bulacan. It does not include CPAs working in other field of
practice such as commerce and industry, academe and government. This study does not include
those CPAs in public practice that are working outside of Bulacan.
Another limitation of this study is the instrument used. The respondents are required to
provide demographic information in the first part of the questionnaire which is limited to gender,
age, qualifications and years in public practice. Furthermore, this study included the use of Likert
Scale which is limited to four-point choices of corresponding answers such as never, sometimes,
often or always to determine the level of CPD compliance; strongly disagree, disagree, agree and
strongly agree and the use of One-way ANOVA to determine the significance difference of CPD
compliance if the demographic profile is considered and Spearman Rank order correlation to
determine if there is a significant relationship of dependent variables to CPD compliance.
Variations of results may occur when a different set of respondents was queried and
different statistical treatments are used.
This study does not incorporate the evaluation of performance of the firms where the
respondents are associated with but rather focused only on the individual performance of the CPA
himself with regards to organizational, professional and personal dimensions.

CHAPTER II
RESEARCH METHODOLOGY
This chapter gives an outline of research methods that were followed in the study. It
provides information on the chosen respondents, the criteria for inclusion in the study, the place
and sampling process. The researchers described the appropriate research design that was chosen
for the purpose and the rationale behind it. It also includes the instrument that is used for data
collection, the procedures that were followed to carry out this study and the methods used to
analyze the data.
Research Design
This study used descriptive-correlational research design. The term descriptive research
refers to the type of research question, design, and data analysis that will be applied to a given
topic that tells what it is. It involves gathering data that describe events and then organizes,
tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984 as cited by Corcuera
et al., 2017). It is also used to find information about the present status of the personal growth and
professional competence of Certified Public Accountants to describe what relation exists with
respect to variables or conditions in a situation. Collis and Hussey (2009) defined correlation as a
measure of the direction (linear or non-linear) and strength (positive or negative) of association
between two quantitative variables. Correlation analysis was used to determine the relationship
between CPD compliance and CPAs personal growth and professional competence.
Moreover, this study used a deductive research approach. According to Wilson (2010), it
constitutes developing of an assumption based on existing theories and forming a research plan to
test the assumption. When a deductive method is applied for a research project, the author
29
formulates a set of hypotheses that need to be tested and next, using a relevant methodology, tests
the hypothesis (Zalaghi and Khazaei, 2016). This approach is adopted as the research questions
and objectives have been developed from an understanding of the relevant theories on relationship
of CPD of CPA on their personal growth and professional competence. Under this approach,
theoretical propositions will be tested using collected quantitative data to describe and explain the
possible relationships between the variables under study. Meanwhile, the researchers used
Quantitative Research design, it is a formal, objective, systematic process to describe and test
relationship among variables. This study made use of the survey method through a structured
questionnaire to collect primary data.
Furthermore, the determination of relationship between the independent variable (CPD
compliance) and dependent variable (personal growth and professional competence) was done
through Spearman's rank order correlation and to determine the significant difference between
CPD compliance and demographic profile of the respondents One way ANOVA was used.
Sedgwick (2012) defined Spearman’s rank order correlation as a non-parametric equivalent to
Pearson’s correlation coefficient. Spearman’s rank order correlation is used as neither variable was
distributed normally nor one of the variables was discrete or was measured on an ordinal scale is
calculated. According to Ostertagova and Ostertag (2013) Analysis of Variance (ANOVA) is a
statistical procedure concerned with comparing means of several samples. A one-way analysis of
variance is used when the data are divided into groups according to only one factor. The purpose
is to test for significant differences between class means, and this is done by analysis the variances.
In this study the association and significant difference between the relationship of CPD on CPA
on their personal growth and professional competence is measured.

30
Participants and Sampling Procedure
A survey questionnaire was used to gather data. This study focused on a specific group of
respondents primarily the Certified Public Accountants in public practice around Bulacan. A total
of 19 responses were received, whereas 15 companies declined to answer or cannot be located nor
can be reached through emails or phone numbers. The target population was professional
accountants registered to their respective city or municipality. The accounting firms considered
are in accordance with each town municipality in Bulacan list of accredited accounting firms as of
February 2019 where the firm is located. A Stratified Random Sampling was used in the study.
According to Shi (2014), it means dividing the parent population into several types or layers and
then sampling randomly from each layer, not sampling randomly directly from the parent
population. The advantage of this method is it narrows the difference between different types of
individuals through classification, which is conducive to extracting representative samples and
reducing the sample size. This method of sampling involves the division of a population into a
smaller groups known as strata and are formed based on members shared attributes or
characteristics.
Instrument
The questionnaire was administered using Likert Scale style questions given to
respondents. This enabled the researchers to assess the contribution of CPD to public accountants
in their personal growth and professional competence. This was done on a four-point Likert scale
ranging from 1 (Strongly Disagree ) to 4 ( Strongly Agree ). The Part 1 of the instrument contains
the demographic profile of the respondent, Part 2 contains the CPD compliance, Part 3 contains
Personal Growth, and lastly Part 4 contains Professional Competence. This instrument was used
to measure the level of CPD compliance, personal growth and professional competence by using
31
Spearman rank order correlation to measure the relationship among CPD compliance and personal
growth and professional competence and One-way Anova to measure significant difference
regarding the demographic profile of the respondents. Descriptive analysis was used to know the
descriptive information of the respondents: the age, years in profession, and CPD units earned. For
the dependent variables of this study such as personal growth and professional competence,
correlational analysis was used. To improve validity, the questionnaire was also screened by a
statistician.
Data Gathering Procedure
The gathered data by the researchers for this study were solely composed of primary and
secondary data. The data gathering procedure were done diligently in order to obtain reliable
research data. Initially, the researchers prepared a questionnaire in the form of a checklist which
covered all the variables included in the statement of the problem namely as the personal
competence, professional competence, professional ethics and values, and personal skills
enhancement. The questionnaire also included the profiling of the respondents such as: gender,
age, educational attainment, and number of years in public practice. The questionnaire used was
created using the four-point Likert Scale in order to accurately rate the responses of the
respondents.
The researchers then presented the copy of questionnaire to their research adviser and asked
for approval before the research questionnaires were finally produced. A letter of request for the
Business Permit and Licensing Office of the Municipalities around Bulacan to request for a list of
registered accounting firms. Upon obtaining the list of selected municipally registered accounting
firms, it showed that there are only 34firms registered.

32
The researchers prepared a request letter to the municipally registered accounting firms to
ask permission to conduct a survey. The researchers explained the purpose of the study to the select
respondents and the confidentiality of the information that will be collected from them in order to
protect their identity and to ease the hesitations to acknowledge the situations given in the survey
questionnaire while answering it. The researchers then accomplished the distribution of the
instruments properly and make sure that each respondent corresponds to their predefined criteria.
The researchers personally administered the research questionnaire on the respondents and
went from one person to another on collecting the accomplished questionnaires. The respondents
who are not present during the data gathering were given a copy of the questionnaire and then
followed by collecting of the results. Finally, the results were checked, tallied, and tabulated. These
data became the bases of analysis and interpretation.
The values obtained regarding the responses were treated with due diligence by consulting
a statistician, thus ensuring the mathematical computations and appropriate statistical tests for
analyzing results were accurately measured.
Data Analysis and Statistical Treatment of Data
A series of statistical test were applied to properly analyze the data gathered. Descriptive
statistics was used to determine the assessment of the respondents regarding the factors considered
in the questionnaire. Respondents were then asked to respond using a four-point Likert Scale and
various multiple questions in each variable such as the; personal competence, professional
competence, professional ethics and values, and personal skills enhancement.

33
Table 1
Interpretation of Likert Scale for CPD Compliance, Personal Growth, and Professional
Competence
Mean Value Description Verbal Interpretation

3.26 – 4.00 Strongly Agree Very High
2.51 – 3.25 Agree High
1.76 – 2.50 Disagree Low
1.00 – 1.75 Strongly Disagree Very Low
Table 1 shows the interpretation of the mean value of each variable included in the
questionnaire prepared. This table is used to interpret the mean derived from the calculation
made by the statistician.
Table 2
Interpretation of Positive Spearman Rho Coefficient and Correlation

.01 - .24 Weak Weak Correlation and Coefficient
.25 - .49 Moderate Moderate Correlation and Coefficient
.50 - .74 Strong Strong Correlation and Coefficient
.75 – .99 Very Strong Very Strong Correlation and Coefficient
Table 2 shows the verbal interpretation of the positive mean value of Spearman Rho
Correlation and Coefficient.

34
Table 3
Interpretation of Negative Spearman Rho Coefficient and Correlation

-.01 to -.24 Weak Weak Correlation and Coefficient
-.25 to -.49 Moderate Moderate Correlation and Coefficient
-.50 to -.74 Strong Strong Correlation and Coefficient
-.75 to -.99 Very Strong Very Strong Correlation and Coefficient
Table 3 shows the verbal interpretation of the negative mean value of Spearman Rho
Correlation and Coefficient.
The numerical data consists of two groups. The paired data will be tested for correlation.
In order to find out if there is a significant relationship between the paired data the Spearman’s
Rank Order Correlation (ρ, also signified by rs ) was used for non-parametric variables. It is used
to measure the strength and direction of the monotonic relationship between two variables such as
between the paired data of CPD Compliance paired with professional competence, personal skills
enhancement, professional skills and professional ethics and values.
If the numerical data is consists of two or more groups the One-Way ANOVA for
parametric variables will be used to determine whether there are any statistically significant
differences between the means of two groups on a single independent variable. In this study, one-
way ANOVA was used to determine if there is a significant difference to the level of CPD
compliance if demographic profile of the respondents is considered.

CHAPTER III
RESULT AND DISCUSSION
This chapter presents the results of the study from the data analysis used. Level of
measurement on independent and dependent variables were nominal and ordinal. One-way
ANOVA was used for nominal and ordinal variables and Spearman Rank Order Correlation
Coefficient was used to measure the strength and direction of monotonic relationship of the
dependent and independent variables. Results obtained from the statistical procedures
explained on the previous chapter were presented and interpreted in the following sections of
this chapter.
Table 4
Demographic Profile of Surveyed CPAs
Gender F %
Male 7 37%
Female 12 63%
Total 19 100%
Age F %
20-29 9 47%
30-39 7 37%
40-49 1 5%
Above 50 2 11%
Total 19 100%
36
Highest Qualifications F %
CPA 15 79%
MBA 4 21%
Total 19 100%
Years in Public Practice F %

5 below 10 53%
6-10 7 37%
11-15 0 0%
16-20 2 11%
Total 19 100%
Table 4 shows the demographic profile of CPAs surveyed. The table is composed of
four profile variables, namely: Gender, Age, Highest Qualifications, and Years in public
practice are described as follows:
Gender. As shown, 63% of the 19 respondents are female. It is supported by the study
of Dubois (2013), which states that 60% of accountants were females. Tan (2015), also agreed
that female CPAs were seen actively engaged in various CPD activities which suggested that
women are more predisposed to professional development initiatives than men which have
grown from 2008 that 77% of CPA firms partners are male. (Gold, Hunton & Gomaa, 2009)
however this year’s result shows that only 37% are male in public practice. However, it was
found out on the study of Tan (2016) that there was no significant difference of the contribution
of CPD between the male and female group.

37
Age. Almost half of the respondents (47%) are 20-29 years old while the 37% of the
respondents consist of 30-39 years old, of the 19 respondents, only 11% were at the age of
above 50 and only 5% comprise the age ranging 40-49 years old. Tan (2016) in his study state
that younger accountants are those who are new to the practice give more attention to CPD
than those who are older and have longer experience in the practice of accounting which is
consistent to the result. Based on the result, public accountants in Bulacan who belong to the
age bracket of 40-49 years old, have the tendency to decrease interest in improving and gaining
new knowledge and skills relating to the accounting profession.
Highest Qualification. Most of the respondents are Certified Public Accountant which
is 79% of the total respondents. It is supported by the Envisage International Corporation [US]
(n.d.), which states that to be able to provide their services to the general public he/she must be
a CPA licensed accountant, and only 21% were CPAs with master’s degree.
Years in Public Practice. 53% of the respondents have been in the public practice for
5 years and below, while 37% of the respondents spend 6-10 years in public practice, and only
11% for 16-20 years. However, none of the respondents spent 11-15 years in public practice
around Bulacan. In contrast, Irving (2012) said, the younger are perceived to be recently
qualified, and therefore have less or no experience than their older counterparts.
38
Table 5
CPD Compliance of the CPAs in Terms of the Given Factors
Regularly attend CPD F % Mean

programs.
NEVER 2 11% 0.34
SOMETIMES 1 5% 0.16
OFTEN 13 68% 2.20
ALWAYS 3 16% 0.51
Total 19 100% 3.21
Completion of minimum F % Mean

required CPD units
Never 2 11% 0.37

Sometimes 0 0% 0
Often 6 32% 1.11
Always 11 58% 2.05
Total 19 100% 3.53
Active Participation in F % Mean

CPD activities
Never 2 11% 0.35
Sometimes 4 21% 0.69
Often 4 21% 0.69
Always 9 47% 1.56
Total 19 100% 3.29
39
Full Understanding of F % Mean

CPD
Never 0 0% 0
Sometimes 0 0% 0
Often 5 26% 1.00
Always 14 74% 2.80
Total 19 100% 3.80
Application of new
knowledge gained to F % Mean
professional competence.
Never 0 0% 0
Sometimes 0 0% 0
Often 5 26% 1.00
Always 14 74% 2.80
Total 19 100% 3.80
Table 5 shows that Regular attendance to CPD programs has a total mean of 3.21 which
was interpreted as “High” ,completion of minimum required CPD has a total mean of 3.53
which was interpreted as “Very High”, active participation in CPD activities has a total mean
of 3.29 which was interpreted as “Very High”, full understanding of CPD and application of
new knowledge gained to professional competence, both has a total mean of 3.80 which was
interpreted “Very High”.The result showed that CPD Compliance has an overall interpretation
of “Very High”
These findings indicate that our respondents have "High" level of compliance to CPD
as they only attend to it whenever they have time and is very necessary, "Very high" level of
compliance as they always complete the minimum CPD units, actively participate in CPD
40
programs, Full understanding of CPD and able to apply knowledge gained to professional
competence.
The respondents claimed that attending CPD helped them to gain new knowledge and
understanding, which supported by Lee et al., (2010) concluded that most participants in their
study were motivated to attend CPD activities because they believe that these activities will
provide them new knowledge
Table 6
Mean and Mean Interpretation of Personal Growth- Personal Competence and Personal Skills.
Personal Competence
Creativity and
Flexibility F % Mean
Strongly Agree 7 37% 1.29

Agree 11 58% 2.02
Disagree 1 5% 0.18
Strongly Disagree 0 0% 0.00
Total 19 100% 3.49
Teamwork and
Relationship F % Mean
Building
Agree 8 42% 1.52
Disagree 1 5% 0.19
Total 19 100% 3.61
41
Critical/Analytical F % Mean

Agree 6 32% 1.17
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0
Total 19 100% 3.68
Leadership F % Mean

Agree 6 32% 1.14
Disagree 2 11% 0.38
Total 19 100% 3.61
Communication F % Mean
Agree 7 37% 1.34
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0
Total 19 100% 3.64
42
Personal Skill Enhancement
Improvement of
knowledge and
understanding of F % Mean
specialty
Agree 10 53% 1.90
Disagree 0 0% 0.00
Total 19 100% 3.61
Provide greater
service to clients F % Mean
and company
Agree 6 32% 1.17
Disagree 1 5% 0.19
Total 19 100% 3.68
Improvement of
F % Mean
business skills
Agree 6 32% 1.17
Disagree 1 5% 0.19
Total 19 100% 3.68
Maintenance and
improvement of
technical knowledge and F % Mean
skills
Agree 8 42% 1.55
Disagree 0 0% 0.00
Total 19 100% 3.68
43
Provides new information

such as updates in
accounting F % Mean

Agree 5 26% 1.00
Disagree 0 0% 0.00
Total 19 100% 3.80
Table 6 shows that under Personal Competence, sub-variables such as Creativity and
Flexibility has a total mean of 3.49 which was interpreted as “Very High”, teamwork and
relationship building has a total mean of 3.61 which was interpreted as “Very High”,
critical/analytical has a total mean of 3.68 which was interpreted as “Very High”, leadership
has a total mean of 3.61 which was interpreted “Very High” , and communication has a total
mean of 3.64 which was interpreted “Very High”
According to Tames (2012), the concentration and programming of CPD is to develop
chiefly professional capacities and not personal qualities, his statements was opposed to the
result of our study which showed that CPD Compliance has an overall interpretation of “Very
High” in relation to Personal Competence of the respondents.
Under Personal Skills Enhancement, sub-variables such as Improvement of knowledge
and understanding of specialty has a total mean of 3.61 which was interpreted as “Very High”,
Provide greater service to clients and company has a total mean of 3.68 which was interpreted
as “Very High”, Improvement of business skills has a total mean of 3.68 which was interpreted
as “Very High”, Maintenance and improvement of technical knowledge and skills has a total
44
mean of 3.68 which was interpreted as “Very High”, and Provides new information such as
updates in accounting has a total mean of 3.80 which was interpreted as “Very High”
As a professional, we have a responsibility to keep our skills and knowledge up to date
and the credibility of our profession is based on the willingness of each professional to embrace
new skills, knowledge and experience (Khan, 2012). The results showed that the respondents
are willing to upgrade and improve their skills that resulted to CPD Compliance to have an
overall interpretation of “Very High” in relation to Personal Skills Enhancement of the
respondents.
Table 7
Mean and Mean Interpretation of Professional Competence- Professional Skills and
Professional Ethics and Values
Professional Skills
Awareness with the F % Mean

standards
Agree 7 37% 1.34
Disagree 1 5% 0.19
Total 19 100% 3.64

45
Observant with rules

and regulations
affecting practice F % Mean

Agree 8 42% 1.52
Disagree 1 5% 0.19
Total 19 100% 3.61
Ability to exercise
problem solving and F % Mean
decision making
Agree 9 47% 1.65
Disagree 2 11% 0.37
Total 19 100% 3.49
Ability to communicate
with others effectively F % Mean
Agree 10 53% 1.85
Disagree 1 5% 0.19
Total 19 100% 3.53
46
Ability to manage time

and resources
effectively F % Mean

Agree 10 53% 1.85
Disagree 1 5% 0.19
Total 19 100% 3.53
Professional Ethics and Values

Became stricter in
following the quality
standards F % Mean
Agree 11 58% 2.02

Disagree 1 5% 0.18
Strongly Disagree 0% 0.00
0
Total 19 100% 3.49
Awareness of social F % Mean

responsibilities
Agree 8 42% 1.52
Disagree 1 5% 0.19
Total 19 100% 3.61

47
Improvement of
knowledge and F % Mean
awareness of
practices
Agree 8 42% 1.55

Disagree 0 0% 0.00
Total 19 100% 3.68
Improvement of balance F % Mean

towards organization and
personal needs
Agree 9 47% 1.65
Disagree 2 11% 0.37
Total 19 100% 3.49
Observant in proper F % Mean

place etiquette
Agree 10 53% 1.85
Disagree 1 5% 0.19
Total 19 100% 3.53

48
Table 7 shows that under Professional Skills, sub-variables such as awareness with the
standards has a total mean of 3.64 which was interpreted as “Very High”, observant with rules
and regulations affecting practice has a total mean of 3.61 which was interpreted as “Very
High”,ability to exercise problem solving and decision making has a total mean of 3.49 which
was interpreted as “Very High”, ability to communicate more effectively with others and
ability to manage time and resources effectively both have a total mean of 3.53 which was
interpreted as “Very High. CPD Compliance has an overall interpretation of “Very High” in
relation to Professional Skills of the respondents.
According to Yucel and Solak (2012), states that CPAs might be able to perform better
in a job if they were filled with skills and knowledge needed in the ever-changing standards
and environment of their profession and was agreed by Tan and Fawzi (2016), states that
educational standard indicates the level of professional skills needed to perform the role of a
professional accountant and classifies the skills under four competency areas: intellectual,
interpersonal and communication, personal, and organizational, therefore supporting the result
of this study.
Under Professional Ethics and Values, sub-variables such as strictness in following the
quality standards has a total mean of 3.49 which was interpreted as “Very High”, awareness of
social responsibilities has a total mean of 3.61 which was interpreted as “Very High”,
improvement of knowledge and awareness of practices has a total mean of 3.68 which was
interpreted as “Very High”, improvement of balance towards organization and personal needs
has a total mean of 3.49 which was interpreted as “Very High”, and Observant in proper place
etiquette has a total mean of 3.49 which was interpreted as “Very High”. CPD Compliance has
49
an overall interpretation of “Very High” in relation to Professional Ethics and Values of the
respondents.
According to Jaijairam, (2017), the development of ethical codes within organizations
can secure the fidelity of business transactions and financial processes, which in turn, affect
employee performance, relationship, and credibility of the company. This is the reason why
most of the respondents complied to CPD requirements as it helped them become
”professionals” which was defined by Macfarlane (2001) as a commitment to codes of conduct
or codes of ethics, which in turn influence professional behaviors and commonly professional
development activity.
Table 8
Significant Difference Between Level of CPD Compliance and Demographic Profile
Demographic Profiles F p Accept/Reject
Age 2.82 0.11 Accept

Gender 3.29 0.05* Reject
Highest Qualification 1.79 0.20 Accept
Years in Public Practice 1.05 0.37 Accept
Table 8 shows that the age of respondents has a statistical significant difference with
CPD Compliance with highest frequency level of 3.29 and a significance level of 0.05 showing
that they have the most related factors by rank.
These findings are in contrary with the statement of Tan (2016), which states that
demographic such as age have no statistical relationship on the level of CPD contribution, the
50
result of the study shows the younger (20-29) the CPA, the higher the level of CPD
Compliance. However, he also stated that gender, qualifications and years in public practice
have no statistical relationship on the level of CPD contribution.
Table 9
Significant Relationship Between Level of CPD of Compliance and Personal Growth
Hypothesis r p Accept/Reject
Personal Competence 0.46 0.02 Reject
Personal Skills Enhancement 0.57 0.01 Reject
Table 9 shows that Personal Growth has a statistical significant relationship with CPD
Compliance with a significant level of 0.02 for the Personal Competence and 0.01 for Personal
Skill Enhancement which does not exceed 0.05 standard limitations, therefore we shall reject
the null hypothesis and accept the alternative hypothesis.
Personal Competence has a Moderate Relationship with CPD Compliance with
spearman rho value of 0.46 while Personal Skills Enhancement has a Strong Relationship with
CPD Compliance with a spearman rho value of 0.57.
This finding is in contrary with the statement of Tames (2012) states that CPD bears no
significant relationship to personal competencies that could lead to intrinsic transformation of
the accountant, but Tan and Fawzi (2017), supported the result and said that interpersonal skills
are very important for accountants. The literature indicates that this is the skill with the greatest
gap as identified by graduates, employers and academics. Also, Hill (2013), said that CPD
51
record provides essential insights in relation to a professional’s lacking or insubstantial skills,
thus giving one a chance to address a self-recognized area for improvement. CPD also enables
practitioners to achieve more efficient and effective performance in current and future roles
(Friedman & Phillips, 2004).
Table 10
Significant Relationship Between Level of CPD Compliance and Professional Competence
Variables r p Accept/Reject
Professional Skills 0.52 0.01 Reject
Professional Ethics and Values 0.70 0.00 Reject
Table 10 shows that Professional Competence has a statistical significant relationship
with CPD Compliance with a significant level of 0.01 for the Professional Skills and 0.00 or
100% confidence level for Professional Ethics and Values in which it does not exceed 0.05 and
therefore we shall reject the null hypothesis and accept the alternative hypothesis.
Professional Skills has a Strong Relationship with CPD Compliance with spearman rho
value of 0.52 while Professional Ethics and Values have a Very Strong Relationship with CPD
Compliance with a spearman rho value of 0.70.
These findings are agreed by Sangsawang (2011), which he found out that CPD had
positive effect and influence on Thai accountants' work success. According to Paisey et al.
(2007), 20% of the accountants need to participate in technical activities to upgrade their
52
professional status, which means that 80% of them find CPD help them improve their
competencies
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This study is concerned in determining the relationship of CPD compliance to personal
growth and professional competence of CPAs in public practice around Bulacan. This chapter
summarizes the results and contributions of this study. Suggestions or recommendations for
future studies are also presented in this chapter.
Summary
This study aims to determine the relationship of CPD compliance of CPAs in public
practice around Bulacan. Since CPD is a necessary part of the improvement and maintenance
of a professional’s skills and learning, the researchers conducted this study to know if there is
a significant difference in the level of compliance to the respondent’s demographics. It also
aimed to know the significant relationship of CPD on personal growth and professional
competence of CPAs in public practice.
This research covered the demographic profile of the respondents in terms of gender,
age, highest qualification and years in public practice. The researchers sought to answer the
level of compliance of the respondents in CPD programs, the relationship of CPD to personal
growth and professional competence, the significant difference in the level of compliance of
CPD by CPAs in public practice when the demographic profile is considered, the significant
relationship between level of compliance to personal growth and the significant relationship
between the level of compliance to professional competence of CPAs.

54
Considering the works of the previous researchers on various journals and related
thesis, the researchers had collected reliable and linked previous studies to support their current
study on this particular topic. It includes the study of Tan (2016) related in determing the
significant difference of demographics to the level of compliance who stated that younger
accountants are those who are new to the practice give more attention to CPD than those who
are older and have longer experience in the practice of accounting. Lee et al., (2010) in relation
to the determination of level of compliance of CPAs emphasized that most participants in their
study were motivated to attend CPD activities because they believe that these activities will
provide them new knowledge. Gaine (2002) in relation to personal growth of CPAs claimed
that the effect of CPD on growth can be generally seen as positive. Hill (2013) is also part of
the related studies had focused on professional competence reported that CPD record provides
essential insights in relation to a professional’s lacking or insubstantial skills, thus giving one
a chance to address a self-recognized area for improvement.
As part of data gathering, the researchers used survey questionnaires given to each of
the respondents to measure the relation of different variables. The research design that was
used is the descriptive-correlational research design. The researchers incorporated the use of
Spearman’s rank order correlation in determining the relationship of certain variables and One-
way ANOVA in determining the significant difference of certain variables to CPD compliance.
A total of 19 independent CPAs in public practice around Bulacan responded to the given
questionnaire and were able to answer the questionnaire ranked by the use of Likert Scale
ranging from strongly disagree to strongly agree.
Majority of the respondents have the following profile: female with 63% of the total
respondents, aged 20-29 years old with 47% of the total respondents, 79% of the total
55
respondents have attained bachelor’s degree. Most of the respondents answered that their
highest qualification is being a Certified Public Accountant, 53% of them have been in the
public practice for 5 years and below. Demographic profile variable age, showed a significant
difference in the level of compliance of CPAs in public practice that resulted in rejecting the
hypothesis with a P-value of .05 and F-value of 3.29 but gender, qualifications and years in
public practice of the respondents showed no significant difference.
Almost all the respondents were able to comply with the CPD requirements and were
able to actively participate in CPD activities with full understanding of what is needed to
comprehend thereby increasing their professional competence resulting to a “Very High”
interpretation of CPD completion, participation, understanding and application of new
knowledge. The results obtained from the aforementioned factors are not as high as those
results from regularly attending CPD programs that resulted to a “High” degree of
interpretation. This suggest that not all CPAs regularly attend seminars and trainings as part of
the requirement to renew their license but when they do, they tend to apprehend and apply new
learning on their field of profession.
CPD compliance showed a “Very High” interpretation on the following factors;
personal competence that is comprised of creativity, teamwork, analysis, leadership and
communication skills with a P-value of .02 and F-value of .46 that rejected the hypothesis.
Personal skills enhancement that is comprised of improved knowledge, providing greater
service, improved technical knowledge and updates in accounting with a P-value of .01 and F-
value of .57 that also rejects the hypothesis. This showed that there is a strong relationship of
CPD compliance to personal growth of CPAs in public practice around Bulacan.

56
CPD compliance showed a “Very High” interpretation on the following factors;
professional skills that is comprised of awareness, observation, decision making, effective
communication and time management with a P-value of .01 and F-value of .52 that rejects the
hypothesis. To professional ethics and values that is comprised of following the quality
standards, awareness to social responsibilities, improved knowledge and improved balance
towards organization and personal needs with a P-value of .00 and F-value of .70 that also
rejects the hypothesis. This showed that there is a strong relationship of CPD compliance to
professional competence of CPAs in public practice around Bulacan.
From the overall results of this study, it exhibited that CPD has a “Very High”
relationship on personal growth and professional competence to CPAs in public practice
around Bulacan.
Conclusions
The main objective of this study is to determine the relationship of CPD compliance to
personal growth and professional competence of CPAs in public practice around Bulacan. This
is done through determining the demographic profile, personal competence, personal skills
enhancement, professional skills and professional ethics and value. The major conclusions
derived from this study are the following:
1. The CPD compliance of chosen respondents in this study resulted to a high degree of
CPD attendance and a very high degree of CPD compliance that indicates CPAs around
Bulacan comply with the requirement with full completion of units, participation,
understanding, and application of new knowledge to professional competence. It can
be concluded that the respondents comply with the CPD requirement because they gain
57
certain benefits that will help them develop as a professional and as an individual. It
can also be concluded that CPAs in Bulacan generally follow and pay attention to the
CPD compliance.
2. CPAs in Bulacan perceived personal growth in terms of personal competence and
personal skills enhancement as a positive platform in uncovering certain personal
attributes that helped them develop as an individual. It can be concluded that CPAs in
Bulacan, generally see their compliance to the requirement as an instrument to boost
certain personal factors like creativity and flexibility, teamwork, leadership, analysis,
communication, improved knowledge, better service, improved business skills and
more up-to-date professionals that leads to its contribution to their personal growth.
3. CPAs in Bulacan perceived professional competence in terms of professional skills and
professional ethics and values as a positive platform in enhancing certain professional
attributes that helped them develop as a professional. It can be concluded that CPAs in
Bulacan generally see their compliance to the requirement as an instrument to boost
certain professional factors like awareness with the standards, become more observant,
improved problem solving and decision making skills, time management, social
responsibilities, balance towards organization and personal needs and practicing proper
etiquette that leads to its contribution to their professional competence.
4. There is a significant relationship between CPD compliance and personal growth based
on the survey conducted and data gathered and interpreted by means of tests and
statistical methods used. It can be concluded that CPAs in public practice who comply
with the requirement has a relationship to the development of their personal competence
and personal skills enhancement which can be used in practicing their profession as a
58
CPA in public practice around Bulacan. CPD contributed to their well-being as a person
and helped them be equipped with the needed inter-personal and intra-personal skills
of being a professional in their field. There is a very high degree in the relationship of
complying with the CPD requirement to the professional skills and professional ethics
and values of CPAs in public practice around Bulacan. It can be concluded that CPAs
enhanced their professional competence by undergoing CPD compliance.
5. There is a significant difference in the level of compliance to the age of CPAs in public
practice around Bulacan based on the survey conducted and data gathered and
interpreted by means of tests and statistical methods used. While there is no significant
difference in the gender, qualifications and number of years in public practice of the
respondents in the level of compliance. Thus, it can be concluded that CPAs who belong
to the lower bracket of age has a higher degree of complying with the CPD requirement
compared to those who belong in the higher bracket of age. It can also be concluded
that most CPAs regardless of gender, qualifications and years in public practice comply
with the CPD requirement.
Recommendations
The results of this research raised several issues that warrant future research.
Considering the conclusions and limitations from this study, developments can be applied on
certain aspects of the study.
The researchers recommend the CPD council to conduct seminars and trainings that is
appropriate for the age bracket that a CPA belongs. It will be appropriate to differentiate the
trainings, programs and activities implemented by the CPD professional training providers,
accreditors and regulators to the younger accountants than those who are older because based
59
on the study, the former has a higher degree of complying with the CPD requirements than the
latter. This would enable accountants to choose modes of learning that suit their specific needs
especially to those who are new to the practice.
This research concluded that there is a “Very High” degree of relationship of CPD
compliance to personal growth of the respondents that includes the following factors; creativity
and flexibility, teamwork and relationship, critical and analytical ability, leadership,
communication, improved knowledge improved business skills and technical and professional
skills. All of the mentioned factors have showed “Very High” degree of interpretation. From
this, the researchers recommend the CPD council to continue providing trainings and seminars
and to further adapt effective program in order to sustain its impact to CPAs in public practice.
Another finding is that, there is a significant relationship between the CPD compliance
and professional competence. It comprises of the following factors; awareness of applicable
standards, become more observant of the laws and rules, better problem solving and decision
making skills, effective communication, time management, following quality standards,
awareness to social responsibility, improved knowledge and balance towards the organization
and proper workplace etiquette. All of the mentioned factors showed a “Very High” degree of
interpretation. From these results, the researchers recommend the CPD council to continue its
program to maintain its impact on CPAs and to further develop and innovate the existing
program that they have for the current and future professionals. The researchers also
recommend the companies or firms to fund or otherwise consider CPD attendance in employee
rating and promotions to make professionals more inclined and willing to comply with the CPD
requirements. If all companies would consider CPD in performance evaluation and promotion,
then more CPAs would strive harder to meet this requirement. Also, the CPD council to further
60
enhance the trainings as it will help the current and future professionals in their development
and competency in serving the public.
In terms of the delimitation of this research, sample size may be extended to determine
if the result of this study will be different when the sample size or population is changed. Other
fields in practice of CPAs like government and commerce and industry are not considered in
this study may be included in future researches in order to have more represented result.
Furthermore, the research in this area can be developed by conducting a comparative
study in Bulacan among accounting firms in other developing provinces to explore differences
in terms of cultural and other contributory factors.

61
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APPENDIX A
Sample Request Letter Sent to Municipalities and Responded Received
72
73
List of Accounting Firms with Business Permit 2019 - Malolos

74
APPENDIX B
Sample Request Letter to Municipally Registered Accounting Firm and Responded Received
75
76
APPENDIX C
Survey Intrument
77
78
79
80
81
APPENDIX D
BOA-CPD
82
83
84
85
86
87
88
89
90
91
APPENDIX E
BOA- CPD AMMENDMENT (2019)

92
93
94
95
96
97
CURRICULUM VITAE
PERSONAL INFORMATION
NAME: Diana P. Angeles
ADDRESS: Encanto, Angat, Bulacan
EMAIL ADDRESS: diana.angeles29@yahoo.com
CONTACT NO: (0916) 254 5611
QUALIFICATIONS
 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP
 Professional and courteous in public relations
EDUCATION
Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Pres. Diosdado P. Macapagal Secondary 2011-2015
Memorial High School
Marcelo L. Adriano Primary 2004-2011
Memorial School
98
CURRICULUM VITAE
NAME: Clarisse Ann V. Butuhan
ADDRESS: San Juan, San Ildefonso, Bulacan
EMAIL ADDRESS: clarissebutuhan@gmail.com
CONTACT NO: (0933) 506 1334
QUALIFICATIONS
 Excellent communication and organizational skills

 Proficient in Microsoft Office (Excel, Word, and PowerPoint)
 Knowledgeable in SAP Business One
 Strong interpersonal and multitasking skills
 Eager and Willing to Add to Their Knowledge Base and Skills
EDUCATION

in Accountancy
Dean’s List (2015-2019)
Saint John School Secondary 2011-2015
rd
3 Honorable Mention
Saint John School Primary 2004-2011
99
CURRICULUM VITAE
NAME: Joy Angelica M. Calderon
ADDRESS: Dampol 1st, Pulilan, Bulacan
EMAIL ADDRESS: calderonjoy24@gmail.com
CONTACT NO: (0923) 929 0074
QUALIFICATIONS
 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP
EDUCATION

in Accountancy
St. Dominic Academy of Secondary 2011-2015
Pulilan Inc.
Montessori School of Pulilan Primary 2004-2011
100
CURRICULUM VITAE
NAME: Mary Grace A. De Jesus
ADDRESS: Mangga, Candaba, Pampanga
EMAIL ADDRESS: gracedejesus22@gmail.com
CONTACT NO: (0906) 023 4021
QUALIFICATIONS
 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Adaptable and willing to learn new things
EDUCATION

in Accountancy
Dean’s Lister (2017-present)
Berean Baptist Academy Secondary 2011-2015
Honorable Mention
Berean Baptist Academy Primary 2004-2011
Honorable Mention
101
CURRICULUM VITAE
NAME: Shayne S. Dela Cruz
ADDRESS: Libis, San Rafael, Bulacan
EMAIL ADDRESS: shaynedc49@gmail.com
CONTACT NO: (0933)4612080
QUALIFICATIONS

 Willingness to learn and adapt new things
EDUCATION

in Accountancy
Dean’s Lister (2018)
St. Paul College, San Rafael Secondary 2011-2015
San Rafael Central Primary 2005-2011

School
102
CURRICULUM VITAE
NAME: Larra Ellaine C. Erespe
ADDRESS: Malipampang, San Ildefonso,

Bulacan
EMAIL ADDRESS: larraellaine.erespe@gmail.com
CONTACT NO: (0932) 188 4928
QUALIFICATIONS
 Microsoft Specialist in Office Excel 2013

 Basic Knowledge in SAP Business 1
 Good Communication Skills
 Leadership Skills
EDUCATION

in Accountancy
Dean’s List 2016 & 2019
Malipampang Elementary Primary 2004-2011
School 1st Honorable Mention
103
CURRICULUM VITAE
NAME: Filipinas C. Macapagal
ADDRESS: Concepcion, San Simon,

Pampanga
EMAIL ADDRESS: pinesmacapagal@gmail.com
CONTACT NO: (0928)8922828
QUALIFICATIONS

 Willingness to learn new things
EDUCATION

in Accountancy
San Simon High School Secondary 2011-2015
Valedictorian
San Simon High School Primary 2004-2011

Valedictorian
104
CURRICULUM VITAE
NAME: Madeleine C. Merced
ADDRESS: Virgen Delas Flores Baliwag,

Bulacan
EMAIL ADDRESS: madeleinemerced21@gmail.com
CONTACT NO: (0942) 380 7024
QUALIFICATIONS

 Can work efficiently even under pressure
 Willingness to learn and adapt new things
 Ability to maintain strict levels of confidentiality in handling sensitive information
EDUCATION

in Accountancy
Dean’s List 2015-2019
Virgen Delas Flores High Secondary 2011-2015
School Valedictorian
Concepcion Elementary Primary 2004-2011
School
105
CURRICULUM VITAE
NAME: Trisha Angela G. Milasky
ADDRESS: Lumbac, Pulilan, Bulacan
EMAIL ADDRESS: trishamilasky@gmail.com
CONTACT NO: (0923) 517 7640
QUALIFICATIONS
 Knowledgeable in using Microsoft Word, Excel, and Powerpoint

 Knowledgeable in using SAP
 Professional and courteous in public relations
EDUCATION

in Accountancy
St.Dominic Academy of Secondary 2011-2015
Pulilan, Inc.
Pulilan Central School Primary 2004-2011
106
CURRICULUM VITAE
NAME: Reicee Ann P. Salvador
ADDRESS: Tangos, Baliuag, Bulacan
EMAIL ADDRESS: reiceeslvdr98@gmail.com
CONTACT NO: (0916) 665 2358
QUALIFICATIONS
 Goal oriented and ready to take initiatives

 Excellent knowledge of MS Office and familiarity with relevant computer software (e.g.
SAP)
EDUCATION

in Accountancy
Baliuag University Secondary 2011-2015
Immanuel Grace Christian Primary 2004-2011

Academy of Baliuag Valedictorian
107
CURRICULUM VITAE
NAME: Jedah T. San Miguel
ADDRESS: Sitio Pinagpala, Sta. Barbara,

Baliwag, Bulacan
EMAIL ADDRESS: jedsan03@gmail.com
CONTACT NO: (0915) 072 2996
QUALIFICATIONS

EDUCATION

in Accountancy
Baliuag University Secondary 2011-2015
Honorable Mention
Tarcan Elementary Primary 2005-2011

School
108
CURRICULUM VITAE
NAME: Pamela Angelica D. Sayco
ADDRESS: Calasag, San Ildefonso, Bulacan
EMAIL ADDRESS:pamelaangelicasayco8@yahoo.com
CONTACT NO: (0906) 023 6170
QUALIFICATIONS

EDUCATION

in Accountancy
Honorable Mention
Saint John School Primary 2004-2011
Honorable Mention

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LEVEL OF CONTINUING PROFESSIONAL DEVELOPMENT COMPLIANCE,

PERSONAL GROWTH AND PROFESSIONAL COMPETENCE

A Thesis Presented to the Faculty Of

In Partial Fulfillment of the Requirements in the Subject Management Consultancy

This thesis hereto entitled “LEVEL OF CONTINUING PROFESSIONAL

DEVELOPMENT, PERSONAL GROWTH AND PROFESSIONAL COMPETENCE OF

CERTIFIED PUBLIC ACCOUNTANTS”, prepared and submitted by the proponents, in partial

for ORAL EXAMINATION.

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Approved by the Committee on Oral Examination conducted on April 11, 2019

MR. ROLANDO R. CALMA

MRS. ELENITA MAGLAQUE

MRS. WILHELMINA L. NEIS, CPA

College of Business Administration and Accountancy

Compliance, Personal Growth and Professional Competence of Certified Public Accountants” is

were duly cited or recognized in the study

Angeles, Diana P. Macapagal, Filipinas C.

Butuhan, Clarisse Ann V. Merced, Madeleine C.

Calderon, Joy Angelica M. Milasky, Trisha Angela G.

De Jesus, Mary Grace A. Salvador, Reicee Ann P.

Dela Cruz, Shayne S. San Miguel, Jedah T.

Erespe, Larra Ellaine C. Sayco, Pamela Angelica D.

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

CERTIFICATE OF THE STATISTICIAN

“Level of Continuing Professional Development Compliance, Personal Growth and

Professional Competence of Certified Public Accountants”

ENGR. FRANCIS JOHN C. GOTOMANGGA

CERTIFICATE OF ENGLISH EDITING

sentence structure and phrasing of this thesis entitled:

“Level of Continuing Professional Development Compliance, Personal Growth and

Professional Competence of Certified Public Accountants”

MR. ERWIN CALILAP

the following people who helped us to make this research possible:

the researchers are proposing this study.

support while doing this research.

throughout the process.

and encouragement to finish this study.

Professional Development (CPD) requirements in the Certified Public Accountant (CPA)

competence of independent CPAs in Bulacan. A total of 19 CPAs in public practice in Bulacan

employed descriptive-correlational design and used a validated, modified questionnaire as

Variance (ANOVA) to determine the significant relationship of certain variables to CPD

competence of CPAs in public practice around Bulacan.

Keywords: continuing professional development, certified public accountants, personal

growth, professional competence, demographics

TITLE PAGE …………………………………………………………….…….… i

APPROVAL SHEET ……..……………………………………………………… ii

DEDICATION …………………………..……………………………….……… vii

ABSTRACT ………………..…..…..……………………………….…………….. viii

TABLE OF CONTENTS ………………………..……………………….………. ix

LIST OF TABLES……………………………………………………………...... xii

LIST OF FIGURES……………………………………………………………… xiii

LIST OF APPENDICES………………………………………………………… xiv

The Problem and its Background……………………..……………..…………… 1

Significance of the Study …………………………………………..……………. 5

Review of Related Literature ……………………………..……..………………. 7

Statement of the Problem………………………………………………………… 22

Hypothesis of the Study……………………………………………………….. 23

Scope and Delimitation …………………………………..……...………………. 27

II. RESEARCH METHODOLOGY

Participants and Sampling Procedures…………………….……………….. 30

Data Gathering Procedure ……………….………….................................... 31

Data Analysis and Statistical Treatment of Data...……...……..................... 32

III. RESULT AND DISCUSSION