COMPETENCY OF MAPEH TEACHERS AND ITS RELATIONSHIP TO

MANAGEMENT SUPPORT OF SCHOOL ADMINISTRATORS OF

SELECTED PUBLIC SCHOOL IN PASIG CITY: BASIS FOR
TRAINING PROGRAM

A Thesis
Presented to the Faculty of Graduate School
Marikina Polytechnic College
Marikina City

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Management

By

ELLAN C. MARTINEZ

January 2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology, infrastructure, modern teaching techniques, etc. These are elements

that are important in 21st century education but what was, is and always will remain a

core factor in student growth are teachers. Classrooms without teachers are like houses

without people and that is why teachers are an institution within themselves.

Basically, MAPEH stands for Music, Arts, P.E. and Health. A compilation of

combination of subjects taught in schools throughout the Philippines which is

supervised by the Department of Education (DepEd). It pertains to curricular and co-

curricular programs aims to promote the highest levels of artistic integrity of learners'

cultural and unique identity through composition, documentation, and performance in

music, arts, health and dances, thereby making students conscious of the importance of

having a sound mind, healthy body and appreciation of artistic works. And that, in turn,

greatly depends of the quality of the MAPEH subject education the students receive.

However, it helps students to easily discover and learn things about what they can get if

they will enhance their potentials in MAPEH activities (Dinglasan, 2023).

Recognizing its life-enhancing potential of the MAPEH subject by the Department

of Education gives priority to MAPEH education. Innovative and pioneering programs

have been initiated during COVID 19 even up to this day. In line with the school’s

thrust, the department program aims also to inculcate in the students the importance of

human life as a gift of God and the importance of building a family with hearts that can
love, care deeply and can fulfill the duties and responsibilities of parenthood. Students

make realize that God is always at work in their lives both in their success and failures.

According to Paroccha (2022), Covid-19 pandemic affect the mental health of the

youth. It is in this light that MAPEH subject is important to healthy mind and awareness

of students. as 34 percent of respondents said they did not have the means to

participate in online learning, 44 percent said they were not learning enough, and 46.9

percent said their motivation for learning declined meaning to say they want to zero in

on the importance of mental health among the students. While a student’s life has

become a constant struggle peppered with concerns about academic performance,

MAPEH subject might help them to cope with boredom, anxiety and depression.

relationship matters, and a host of personal challenges, there remains that valuable

contribution and collective manifestation to achieve positive change. Based on the

National Youth Commission (NYC) they also believe that positive changes may be

achieved through upscaling a higher sense of social responsibility, acceptance, and

respect of differences.

The major goal of MAPEH education is to help the students to cope with daily

stress and boredom. MAPEH subject may help them become physically healthy,

mentally alert and emotionally prepared and actively involved in school activities.

It is therefore important to measure the competencies of MAPEH teachers in handling

the subject and to understand the its relationship to management support of the school

administrator.
support of the school management the an artistry of the classroom leadership of those

MAPEH High School teachers that most of these teachers must be equipped with the

competencies that are necessary in performing their duties and responsibilities to make

learners globally competitive, responsible and productive young citizens.

Background of the Study

(Please consider revise and re-write your background of the study, make it

understandable and do not copy and paste)

Effective classroom leadership is the most important factor that establishes the

learner’s growth of a student in academics. Effective teachers should lead their students

by example, whether it is through their actions, dialogues or behavior. Effective teaching

is no more a job that relates to managing a class; explaining lessons, assigning tasks

and taking exams. It has transformed into a wider concept that calls for teachers not

merely managing the class, but leading the class. A modern educator in the classroom

must be adept at leading at large because it greatly helps in enhancing the learning

outcomes of learners. Leading a classroom, promotes effective students towards the zenith of

academic and social success. All extracurricular programs, activities, and events are integral for

building a productive school culture. This is possible only with positive leadership support from

educators. One of the examples of this performance is the result of the MAPEH

education subject when Grade 10 students were employed descriptive design which

was directed on describing and predicting the factors on MAPEH performance of

students. There was 120 Grade 10 students of F. Bangoy National High School acted

as respondents of the study. They were randomly selected as part of the different

sections in Grade 10. The researcher made use of Mean and Standard Deviation,
Multiple Linear Regression and Multiple Linear Regression Model Building as tools in

the analysis of data. The results revealed that instruction, learning environment and

administration were the only predictors among the five variables that significantly

influenced the MAPEH performance of Grade 10 students. Hence, the model must be

used to predict the outcomes of the students’ performance in MAPEH. Meaning to say

that there has factors to be considered – the revelation of those predictors is a

manifestation that there has a great implication to the academic performance of learners

which influenced the total outcomes of the learners. To resolve this problem, the Five

Key Form Thrust (KRT) of the Basic Education Sector Reform Agenda (2030) focused

on providing schools with more and better teachers capable of improving their capacity

to teach well. Many factors were identified to be the cause of learner’s low level of

learning performance and the number one factor is the teachers teaching competence

more specifically to reiterate the artistic integrity of learners' cultural and unique identity

through composition, documentation, and performance in music, arts, dances and

making students conscious of the importance of artistry towards academic progress of

the learners that classroom leadership in MAPEH education subject should be

addressed properly to be well prepared to teach their subject areas and must have a

mastery of MAPEH concepts and principals, as well as the application to everyday life.

Content knowledge must be coupled with knowledge of varied teaching methods and

strategies to effectively transmit it to the learners and enable them to become

functionally MAPEH literate young citizens.

However, there are competent classroom leader who are not effective in MAPEH

teaching. Teacher’s attitude is a factor that must be considered in an effective MAPEH

teaching-learning process. A classroom leader is a role model to his/her learners. Id the

classroom leader conveys positive attitude toward teaching MAPEH, learners will be

interested in the subject, enjoy studying, and appreciate the art of music, arts, physical

education and health and which consequently lead to good learning.

Moreover, MAPEH teachers must be good classroom leaders to attain the

ultimate goal of education which is the holistic and balanced development of every

individual. Since, teachers have regular and direct contact with the learners, they have

the capacity to positively influence the learners. To motivate leaners to appreciate the

beauty of artistry and enjoy studying the subject matter, teachers or classroom leaders

should have a good interpersonal relationship with them. Learners need to be loved and

respected and most important gesture is to show genuine concern for their well-being,

talents and skills.

In view of the foregoing discussions, the researcher embarked on a study about

classroom leadership, attitude towards MAPEH teaching and other correlates of

teaching competence of MAPEH high school teachers of Department of Education in

the selected public schools in Pasig City.

Statement of the Problem

This study aimed to determine the teacher’s competence and its relationship to

management support of school administrators of selected public school in Pasig City

during school 2023 -24 which could be used as basis for training program.

More specifically, it aimed to answer the following questions:

 1. What is the profile of the MAPEH teachers in terms of the following personal

factors:

1.1 educational attainment;

1.2 length of teaching experience; and

1.3 number of MAPEH-related professional trainings/development attended

2. What is the level of competency of MAPEH teachers as assessed by the student

respondents in terms of the following scales? What is the measurement?

3. What is the level of competency of MAPEH teachers as assessed by themselves

on the aforementioned scales? What is the measurement?

4. Are there significant differences between the assessment of the two groups of

respondents on the above cited scales? What is the measurement?

5. What is the level of management support as perceived by the teacher

respondents in terms of the following variables? In terms of what

6. What is the level of management support as perceived by the school

administrators on the abovementioned variables? What variables, write it down

7. Are there significant relationships between the competency of MAPEH teachers

and the management support given by the school administrators?

8. Based on the findings of the study What training program could be proposed?

Significance of the Study

The researcher hopes that findings will gain from this study that will add to the

existing literature about the correlates of teaching competence which are the key factors
in alleviating the quality of MAPEH education, specifically, this study will be deemed to

benefit the following:

Teachers. Findings of this study will help teachers identify their strengths and

weaknesses as well as the problems they encounter as MAPEH teachers. Through their

own initiative and support of the school administration as well as the DepEd officials,

they can make innovations to improve their teaching competence that consequently will

improve the quality of MAPEH education.

School Administration. The result of this study will guide the school

administrators on how to attend to the needs of MAPEH teachers to further improve

their teaching competence.

Commission on Higher Education. The findings of this study will serve as the

driving force of CHED officials to regularly evaluate the admission policy, curricular

offerings and operating procedures of teacher education institutions to ensure that these

institutions are producing highly qualified MAPEH teachers.

Department of Education. The result of this study will be considered in the

assessment of the quality of MAPEH education in the secondary level particularly in

public schools in Pasig City. It will serve as a guide in changing or improving the present

policies and programs of MAPEH education.

Human Resource Department. (Management/Administrator) ? HRD personnel

will be reminded to strictly implement the policy on hiring qualified MAPEH teachers

based on the following requirements set forth by the Department of Education.

 Learners. A direct beneficiaries of the study, their learning performance will

improve. Highly competent teachers will develop students’ artistic skills and attitudes to

the fullest, making them globally competitive, responsible and productive young citizens.

Future Researchers. The results of this study will encourage future researchers

to conduct more researches on how to improve the quality of MAPEH education, to

enable MAPEH actively contribute to national development and Progress.

CHAPTER II
CONCEPTUAL FRAMEWORK

This chapter covers the review of the related literature and studies, the

conceptual model of the study, the research hypothesis and the definition of terms used

in the study which related to the present study. These literature and studies are about

the personal factors such as educational attainment, teacher experience, pre-service

and in-service trainings. They also dealt with classroom leadership, attitudes towards

MAPEH teachings, and teaching competence.

Review of Related Literature and Studies (Pag ibahin mo ang related studies sa

literature)

The researcher will use a number of books, articles, journals and other

publications both local and foreign in order to get insights that would guide her in

pursuing this research endeavor.

Related Literature. According to adoption of the Basic Education of

Development Plan (BEDP, 2030) set forth by the Department of Education (DepEd)
covering all formal education from Kindergarten, Elementary, Junior High School (JHS)

to Senior High School (SHS), as well as non-formal education through the Alternative

Learning System (ALS). The primary goals and objectives of the BEDP is to provide a

strategic roadmap or blueprint to follow and improve the instructional delivery for the

learners which address the immediate impacts of pandemic on learning, participation,

and involvement of the learners and focus of some students who has lost of

understanding while deepening learning gains; close the remaining access gaps of the

learners; confront the issue on quality of education and anticipate the future of

education and to introduce the innovation for the learners in fostering resiliency,

embedding the rights of the child and the youth in education. A number of studies

suggested that the typical problems of novice or beginning teachers are lessened for

those who have more preparation prior to entry. Teachers who are well prepared

appear to be better in using teaching strategies that respond to student’s needs and

learning styles and that encourage higher order thinking skills.

In the article of Clarke et al. (2018) in this study reveals that there were two

teacher educators, one from mathematics and one from special education faculty. This

were examined ways to infuse educational theory into their practice to develop

preservice teachers’ ability to meet the demands of the 21st century classroom. On the

other hand, the result has been revealed that teacher educators addresses the needs of

diverse learners which time the teacher educators learned how structured supports

enhanced their students’ abilities to develop effective instruction for diverse learners. It

has pointed out that the teacher educator’s coursework pedagogy to positive education

outcomes. Pedagogical coursework seems to contribute to teacher effectiveness

particularly when coupled with content knowledge. In congruent on this study, those

MAPEH teachers must allow to develop deep understanding of accepted MAPEH ideas

and the manner in which they were formulated. They must also address problems,

issues, events and topics that are important to MAPEH, the community and teachers.

Self-efficacy is defined as an individual's belief in their ability to perform

behaviors necessary to succeed in a situation and is attained based on mastery

experience, vicarious experience, verbal persuasion, and emotional arousal (Bandura,

1977). The findings of this study confirm Bandura’s (1977) self-efficacy theory, support

previous research on teacher self-efficacy, and confirm Bandura’s theory in the lives of

a familiar population facing a novel threat to teacher self-efficacy. The study found that

teachers’ experience with self-efficacy aligned with Bandura’s four sources of self-

efficacy: mastery experience, vicarious experience, verbal persuasion, and emotional

arousal. Specifically, teachers experienced increased self-efficacy through mastery

experience, vicarious experience, and verbal persuasion but experienced a significant

decrease in self-efficacy through emotional arousal.

Teachers gained mastery experience through repeated exposure to the

classroom teaching in-person instruction without adverse consequences. Elevated self-

efficacy expectations are developed through repeated success or exposure to

unfavorable environmental stimuli, which reduces the negative connotations of that

exposure (Bandura, 1977). Teachers experienced a sense of performance

accomplishment serving as caregivers to their students. These findings supported

Bandura’s theory that the successful accomplishment of individual performance

establishes a healthy belief in one's personal self-efficacy (Bandura, 1983). Mastery

experience increased teacher self-efficacy teaching in-person instruction and teacher

self-efficacy is related to teacher commitment (Tschannen-Moran & Hoy, 2001).

Previous studies (Myyry et al., 2022; Narayanan et al., 2021; Perkins Coppola, 2019;

Rooij et al., 2019; Wilson et al., 2020) corroborated the importance of mastery

experiences for the development of teacher self-efficacy. The study validated Bandura’s

theory that vicarious experience increases self-efficacy. Teachers’ vicarious

experiences revolved around observing other teachers and students performing in the

classroom without consequence. Vicarious experience can be associated with teacher

observance of colleagues experiencing teaching under the same pandemic-related

conditions (Fackler et al., 2021). Teachers can judge their capabilities concerning the

attainment of other teachers in similar situations (Bandura, 1997), which can influence

their perceived self- 150 efficacy through vicarious experience (Clark & Newberry, 2019;

El-Abd & Chaaban, 2020). Although one participant experienced decreased self-efficacy

because of his relationship with another teacher who died from the coronavirus, once

teachers observed and perceived others as successful, it gave them the confidence that

they could succeed in the classroom, increasing their self-efficacy in teaching in-person

instruction. The findings supported Bandura’s theory that seeing others perform

threatening activities without adverse consequences can generate cognitions in the

observer that they can persevere in the same situation if they persist in their efforts

(Bandura, 1977). It is also interesting to note that professional development providers

should fully plan courses to address these important context belief.

Mekonnen (2020) Learning by doing means learning from experiences resulting

directly from one's actions. In other words, it is a method by which students make the
most of their education through active participation. In the process, the learner took

ownership of own learning. Whereas, the teachers' role is to guide the students to

facilitate by providing them with multiple activities and teaching materials. However,

Then, the finding showed that over half of the participants agreed about the usefulness

of learning by doing. Hence, the responses emphasized that the method enhanced their

active participation in the learning process, and helped to understand the course readily.

Taylor (2021) in his book about motivational endurance and persistence talks

about the ability to effectively use emotions to enhance performance and well-being and

this is one of the most important skills in sport and exercise context. Motivation and

Self-Regulation in Sport and Exercise explores the theories, research and processes

that underpin this self-regulatory and motivational processes. A deeper understanding

of motivation and self-regulation has far-reaching implications, from helping individuals

to begin an active lifestyle, to seasoned athletes looking for a competitive edge. For the

first time, the globally leading researchers in this research field that come together to

provide their unique, cutting-edge insight in to how to exercise or perform more

effectively. In doing so, it’s also provides new insight into established theories of

motivation and self-regulation, but also breaks new ground by inspecting lesser-known

or emerging paradigms. Taylor motivational model emphasizes the importance of

values while leading to motivate others. The model also focuses on task

accomplishment and developing good relationships.

In the line with the music according to the USC Thornton School of Music

(2019) in University of Southern California, there were four effective teaching music

strategies for today’s diverse classrooms; 1. Incorporate Technology, there has a vast
amount of music teaching technology that are available and powerful to conduct

learning. And one of these are the Digital Audio Workspaces (DAW) are a particularly

popular resource to incorporate. Many students jump at the chance to learn production

and composition using cloud-based DAW apps like Soundation and SoundTrap; 2.

Create inclusive classroom, Inclusivity in a contemporary music classroom means

engaging students of all learning styles, backgrounds, and ability levels. As an educator,

inclusivity and versatility go hand in hand. A contemporary music teacher should be

able to pivot from leading a jazz ensemble in the morning to teaching a world music

lesson in the afternoon, to directing an after-school rock band; 3. Focus on

engagement, many music teachers have the extraordinary opportunity to have a

meaningful impact on their students’ musical journeys and keep their minds in healthy

shape. Music is a gift, but it’s one that has to be readily accepted by the gifted. They

can’t force music on an unwilling student. Tastes vary widely, and it can be a daunting

task to execute an educational and cohesive curriculum that’s engaging and responsive

to individual interests; and 4. Embrace the Artist-teacher within, one of the foundations

of USC Thornton’s Music Teaching & Learning program is the artist-teacher. As a music

teacher, one of the biggest strengths they can draw on in the classroom is their

personal experience as a musician. They believe strongly in the idea of the artist-

teacher, they shut down their previous undergraduate music education program

because it did not address their belief that teachers in public schools should be both

solid musicians and inspirational and relevant teachers.

Related Studies (This should be thesis and dissertation)

 An explanatory study from Booher (2020) and it’s all about a classroom

leadership to a K-12 lea-ners and its primary objective is to identify their roles in the

school community in order to become an effective leaders in the 21 st century. The role

of the teacher is crucial in the part of their situation most specially in navigating the

performance of the learners. First, is the individual differences (Marenus, 2020)

because not all individuals contribute equally in human condition (Levy, 2023)

However, in the study of Cruickshank, that there has a significant influence the

quality of teaching and learning in school for 30 years which intended to reform the

police and its standards towards achievement in working condition with their teachers,

the organizational climate and environment of their school must be put into priority when

it comes to the transformational and instructional leadership styles of the teachers.

Nadelson (2020) in his explanatory research study that tells that among K-12

teachers in the classroom identifies on how the teacher navigates the challenges of

teaching and learning in the 21st century. Moreover, the study found out that most of the

teachers are conveyor of knowledge and yet critical role model. They also found out the

disconnection why they become teachers and their perceptions of then role of the

teacher.

Perhaps, it’s very clear that managers and leaders have a lot in common most

specially in handling the classroom. A teacher is being appointed as a manager by the

institution but needs to be seen as a leader by the students. Thus, it is required the

ability to manage and lead.

 However, in the exploratory research of Itaas et.al (2020) recommended that the

MAPEH teachers should be encouraged and required to pursue and finish graduate

studies to enhance further their teaching competencies, especially in research. Lack of

competencies in the specialization of teachers in teaching MAPEH was evident.

Graduate education has to offer programs that would address the necessary

competencies of teachers. The 21st Century Skills are wanting in the field of teaching

MAPEH could not be strengthened effectively and efficiently through seminars and

workshops only. HEI’s could offer courses that would address the needs of the MAPEH

teachers contextualizing the lessons and emphasizing the 21 st century Skills particularly

the critical thinking skills integrating technology.

Conceptual Model of the Study (Input , Process, Output {IPO})

 Independent Variables Dependent Variables

1. Personal factors Teaching Competence of

1.1 Educational Attainment MAPEH Teachers
1.2 Length of Teaching A. Knowledge of Subject
Experience Matter/Content
1.3 Number of MAPEH and 1. Matter
MAPEH-related Professional 2. Pedagogical Content
Trainings/Development Knowledge
Attended
Figure 1 B. Instructional Materials, Aids
2. Classroom Leadership
2.1 Engaging Inspiration about and Devices
What Learning Should Be Research
2.2 Learner-Oriented C. Methodology/Presentation
Consideration for Varying Paradigm of 1. Clarity of Instruction
Ability Level 2. Appropriate and Creative Use
2.3 Student Intellectual the Study of Strategies
Inquiry Towards Diversity
2.4 Intrinsic Motivation for (Research D. Communication
Learning the Subject Extrinsic 1. Questioning Skills
Reinforcement for Learning Hypotheses) 2. Listening skills
the Subject 3.Blackboard skills
2.5 Extrinsic Reinforcement 4. Feedback
The conceptual
for Learning the Subject 5. Body Language
3. Attitude towards Teaching 6. Mannerism
model of the study is 7. Language
MAPEH
3.1 Teacher Profiles 8. Movement
3.2 Using New Technology
schematically 9. Class Participation
3.3 Stimulating Higher Order E. Assessment and Remedial
Thinking Skills illustrated in Figure 1. Measures
1. Type of test
It is hypothesized that 2. Administration of Tests
3. Interpretation and Utilization
the teaching of Test
4. Recording and Reporting
competence of 5. Remedial Measures

MAPEH high school F. Classroom Management

teachers is

influenced by personal factors, classroom leadership, and attitude toward teaching

MAPEH. Teaching competence is the dependent variable while personal factors,

classroom leadership, and attitude towards teaching MAPEH are the independent

variables.

Definition of Terms
The following terms are operationally and conceptually defined to facilitate better

understanding of the study.

Assessment and Remedial Measures. These terms refer to the preparation

and administration of test and interpretation of its results to aid the teacher in decision

making.

Attitude toward Teaching MAPEH. This terms refers to the teacher’s tendency

to respond favorably or unfavorably to MAPEH teaching process

Classroom Leadership. As used in this study, this term refers to the leadership

behavior, management and leadership demonstrated by a teacher in the classroom in

terms of engaging inspiration, learner-oriented consideration, intellectual inquiry,

intrinsic motivation and extrinsic reinforcement.

Classroom Management in MAPEH. This term focuses on the value given to

the systematic, structured approaches to the learning within the classroom (Pell and

Jarvis, 2003).

Communication. This term refers to the different skills and ways of the teacher

in imparting or conveying knowledge to the students.

Engaging Inspiration about What Learning Should Be. This term refers to the

classroom leadership behavior of a teacher where she/he displays conviction,

emphasizes trust, takes stands on difficult issues, presents her/his important values
emphasizes the importance of purpose, commitment and ethical consequences of

decisions. She/he is a role model, generating pride, loyalty, confidence and alignment

around a shared purpose (Lee, 2002).

Extrinsic Motivation for Learning the Subject. This term refers to the classroom

leadership behavior of a teacher where she/he engages in a constructive transaction of

reward for performance, clarifies expectations, exchanges promises and resources for

work done, arranges mutually satisfactory agreements, negotiate for resources,

exchanges assistance for effort and provides commendations for successful

performance of students (Lee, 2002)

In-Service Improvement. This term reflects teacher’s attitude towards the worth

of in-service education with an emphasis on the use of human and physical resources

(Peli and Jarvis, 2003)

Instructional Materials, Aids, and Devices. This term refers to the materials,

aids, and devices such as textbooks, workbooks, manuals, computer, social media,

files, charts, slides laboratory equipment and other social media platforms use for

teaching purposes.

Intellectual Inquiry towards Diversity. This terms refers to the classroom

leadership behavior of a teacher where he/she questions old assumptions, traditions,

and beliefs, stimulate in MAPEH learners new perspectives and ways of doing things,

encourages the expression of ideas and reasons.

 Intrinsic Motivation for Learning the Subject. This term refers to the

classroom leadership behavior of MAPEH teacher where she/he articulates an

appealing vision of the future, challenges learners with high standards, talk optimistically

with enthusiasm, and provides engagement and meaning for what needs to be done.

Investigative, Student-Centered in MAPEH. This terms relates to the value the

MAPEH teachers put on encouraging student initiative, interest and wonder.

Learner-Centered Consideration for Varying Ability Level. This term refers to

the classroom leadership behavior of a APEH teacher where she/he deals with learners

as individuals: considers individual learner’s needs, abilities and aspiration, listens

attentively, advises, teaches, and coaches

Mastery. This terms refers to the complete knowledge of a MAPEH teacher in

the subject she/he teaches.

Methodology. This refers to the procedures that a MAPEH teacher follows

teaching.

Pedagogical Content Knowledge. This term refers to all the MAPEH teachers’

conception for teaching the subject matter, including curricular knowledge, knowledge of

instructional strategies and knowledge of the subject matter.

Teaching Competence. As used in this study, this term refers to the teacher’s

instructional proficiency in terms of knowledge of subject matter. Learning Management

System (LMS) Instructional materials, aids, and other devices; teaching methodology,

communication, assessment and classroom management including other social media

platforms.

Testing. This tem primarily focus on attitudes to formative assessment.

CHAPTER III

Research Design

Research Method

Sources of Data

Data Gathering Instruments

Data Gathering procedures

Ethical Consideration

Statistical Treatment

Bibliography

Curriculum Vitae

Sample Questionnaire
 CHAPTER III

METHODOLOGY

This chapter presents the research method, respondents and sampling, data

collection procedure, and data analysis. In the conduct of the study will aim to provide

an understanding in the classroom leadership classroom leadership, attitude towards

MAPEH teaching and other correlates of teaching competence of MAPEH high school

teachers of Department of Education in the selected public schools in Pasig City.

Research Design

The descriptive-correlational type of research will be used in this study since it is

the most appropriate method to determine the relationship of the teaching competence

of the MAPEH teachers to their personal factors, classroom leadership and attitudes

toward teaching MAPEH.

 Best and Kahn (2003) discussed that the quantitative descriptive research which

uses quantitative methods to describe what is, describing, recording, analyzing, and

interpreting conditions that exist. It involves some type of comparison or contrast and

attempts to discover relationships between existing none manipulated variables. In

descriptive research, variables that exist or have already occurred are selected and

observed. This process is described as correlational research.

Graciano and Raulin (2007) explained that correlational research assesses the

strength of relationship between variables. A correlation quantifies the strength and

direction of the relationship between the two measures. It also serves two useful

functions. The first is that any consistent relationship can be used to predict future

events and the second is to provide data that are either consistent or inconsistent with

scientific theories.

Sources of Data

The data and information in this study will be obtained from high school MAPEH

teachers, school principals/head teachers and students of MAPEH teachers of DepEd

Secondary High Schools in the selected public schools in Pasig City.

Data Gathering Instrument

The researcher will seek permission from DepEd in the Division of Pasig Pasig

City to conduct the study in the selected public schools. Permission letter will be granted

by the DepEd of Pasig City division office. The school superintendent from each public

schools will be endorsed the letter to the respective school principals. The

questionnaires will be distributed personally by the researchers to all MAPEH high

school teachers in the selected public schools in Pasig City. The respondents will be

given two weeks to answer the questionnaires. Retrieval of the questionnaires will be

channeled through the office of the school principal of each school.

Data Analysis

To analyze and summarize the data, it will involve the interpretation of data

gathered through the use of analytical and logical reasoning of the researcher that will

seek the best statistical treatment that could answer the specific problem of the study to

determine patterns, relationship or trends.

Statistical Treatment of Data

The following statistical techniques and methods will be used in this study.

Frequencies and Percentage

Frequencies and percentage will be used in determining the teachers’ personal

factors such as educational attainment, length of teaching experience, and MAPEH

related professional/development attended.

Formula:

%=f
__ X 100
N
Where:

%= Percentage
f = frequency
N = Total Number of Responses
Weighted Mean

Will be used to determine the quantitative average of the responses to the items

in the questionnaire, the responses will be given weights.

Formula

Σ WF
WM
N
Where:

WM = weighted mean

W = weights assigned

F = Frequencies for each option

Σ WF= summation of the products of the frequency and their unit weights

N=number of respondents in the sample

Chi-Square

Will be use in determining the significant relationship between the level of

teaching competence of MAPEH teachers and the personal factors such as educational

attainment of teaching experiences.

Formula:

X² = Σ (o-e) ²
_____________
E

Where:

o = observed value
e = expected value

Decision Rule: If p-value is < reject Ho otherwise accept Ho

Pearson’s Product Moment Coefficient of Correlation (r)

 This will use to determine the degree of relationship between the level of

teaching competence of MAPEH teachers and classroom leadership, attitude toward

teaching MAPEH and the number of MAPEH related professional trainings and

development they have attended.

Formula:

Where:

r = the Pearson coefficient or correlation between variables X and Y

X = independent variable

Y- dependent variable

n= number of respondents,

To test if there is a significant relationship between the dependent variable

and the independent variables, decision rules that if P-value is less than or equal to the

level of significance at 0.05 the null hypothesis is rejected.