Chapter-1-3 For Final Defense

Republic of the Philippines
Eulogio "Amang" Rodriguez Institute of Science and Technology

Cavite Campus
General Mariano Alvarez, Cavite
Graduate Studies
PRACTICES IN CONTINUOUS PROFESSIONAL DEVELOPMENT IN SELECTED
PUBLIC ELEMENTARY SCHOOLS, IN THE CITY SCHOOLS DIVISION OF
BIÑAN: BASIS FOR ENHANCEMENT PROGRAM
A Thesis
presented to the
Faculty of the Graduate School
Eulogio “Amang” Rodriguez Institute of
Science and Technology
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision
by
MONITO A. JECO
2018
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TABLE OF CONTENTS
Chapter One INTRODUCTION ................................... 1
1.1 The Problem and It’s Background ....................... 1
1.2 Theoretical Framework ................................ 2
1.3 Conceptual Framework .................................. 3
1.4 Statement of the Problem .............................. 5
1.5 Hypothesis ............................................ 6
1.6 Scope and Limitations ................................. 6
1.7 Significancance of the Study .......................... 8
1.8 Definition of Terms ................................... 9
Chapter Two LITERATURE REVIEW .............................. 11
2.1 Local Literature ......................... ............ 12
2.2 Foreign Literature .................................... 14
2.3 Local Studies ......................................... 23
2.4 Foreign Studies ....................................... 23
2.5 Synthesis.............................................. 26
Chapter Three RESEARCH DESIGN AND METHODOLOGY .............. 30
3.1 Research Desin ........................................ 31
3.2 Population and Sampling ............................... 32

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3.3 Demograpic Profile Table ............................. 33
3.4 Research Instruments ................................. 34
3.5 Data Gathering Procedure ............................. 37
BIBLIOGRAPHY
QUESTIONNAIRE
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CHAPTER 1
The Problem and Its Background
Introduction
Continuous Professional Development (CPD) is a critical aspect
of the education sector as it helps educators to stay up to
date with the latest pedagogical approaches and teaching
methodologies. It is a systematic process of learning that
supports educators in enhancing their knowledge, skills, and
attitudes, enabling them to improve their performance and
deliver quality education to students.
The City Schools Division of Biñan recognizes the importance of
CPD and has implemented various practices in selected public
elementary schools to enhance the professional development of
their teachers. These practices include workshops, seminars,
conferences, training programs, coaching, and mentoring, and
collaborative learning. These practices aim to support teachers
in enhancing their subject matter knowledge, pedagogical
skills, and classroom management strategies.

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The purpose of this study is to assess the effectiveness of
these CPD practices in selected public elementary schools in
the City Schools Division of Biñan and identify areas for
improvement. The study will involve conducting surveys,
interviews, and focus group discussions with teachers, school
administrators, and education experts to gather data on the
current CPD practices and their impact on teacher performance
and student learning outcomes.
The findings of this study will serve as a basis for developing
an enhancement program that will further strengthen the CPD
practices in the selected public elementary schools in the City
Schools Division of Biñan. The enhancement program will provide
tailored professional development opportunities that meet the
unique needs of the teachers and the schools, ultimately
leading to improve student learning outcomes.
Theoretical Framework
Practices in continuous professional development (CPD) in
selected public elementary schools in the City Schools Division of
Biñan can be constructed based on several relevant theories and
concepts.
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One important concept is the idea of lifelong learning,
which emphasizes the need for individuals to continually
improve their knowledge and skills to adapt to changing
circumstances and remain competitive in their chosen
profession. This concept underscores the importance of CPD for
teachers, who need to continually update their teaching
strategies and techniques to meet the evolving needs of their
students and the education system.
Another relevant concept is the idea of reflective
practice, which involves regularly reflecting on one's
experiences and critically analyzing them to improve
performance. This concept can be applied to CPD by encouraging
teachers to reflect on their teaching practices, identify areas
for improvement, and seek out relevant professional development
opportunities that can help them enhance their skills and
knowledge.
In addition to these concepts, several theories can inform
the framework for CPD practices in selected public elementary
schools in the City Schools Division of Biñan. One such theory
is adult learning theory, which posits that adults learn

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differently than children and require different teaching
strategies and approaches. This theory suggests that CPD
programs should be designed with the unique learning needs and
preferences of adult learners in mind.
Another relevant theory is social learning theory, which
emphasizes the importance of learning through observation and
interaction with others. This theory suggests that CPD programs
should provide opportunities for teachers to collaborate and
learn from each other, such as through mentoring programs or
peer coaching.
Finally, the concept of transformational learning can also
inform the framework for CPD practices in selected public
elementary schools in the City Schools Division of Biñan. This
concept involves a fundamental shift in a person's beliefs,
attitudes, and perspectives, which can be achieved through
experiences that challenge their existing assumptions and
beliefs. CPD programs can be designed to provide teachers with
transformative learning experiences that enable them to
approach their teaching practices in new and innovative ways.

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Overall, practices in continuous professional development
in selected public elementary schools in the City Schools
Division of Biñan should be based on the concepts of lifelong
learning and reflective practice, as well as the theories of
adult learning, social learning, and transformational learning.
By incorporating these concepts and theories into CPD programs,
schools can create a culture of ongoing learning and
improvement that benefits both teachers and students.
Conceptual Framework
The framework of this study is presented in Figure 1. It
is guided by the model input, process and output (IPO).
The Input (I) of the study includes the professional
profile of the respondents in terms of: Educational Background,
Employment Status, Length of Service, Eligibility,
Specialization, Related Seminars and Trainings Attended. It
also includes the school administrator and teachers assess the
practices in continuous professional development as to Formal
Education, Trainings, Conferences, Seminars and Workshops,
Informal Learning, Professional Meetings, Professional Learning

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Community, Research and Paper Presentation, Institutional
Activities, and Community Involvement.
INPUT PROCESS OUTPUT
1. Professional profile
of the respondents
in terms of:
2. 1.1 Educational
Background
3. 1.2 Employment Status
4. 1.3 Length of Service
5. 1.4 Eligibility
6. 1.5 Specialization
7. 1.6 Related Seminars
8. 1.7 Trainings Attended
2. How do the school
administrators and Descriptive Method
teachers assess the
practices in
continuous  Questionnaire Enhancement
professional  Research Program
development as the
following:  Analysis of Data Recommendation
2.1 Formal Education  Statistical
2.2 Trainings,
Conferences, Seminars treatment
and Workshops
2.3 Informal Learning
2.4 Professional
Meetings
2.5 Professional
Learning Community
2.6 Research and Paper
Presentation
2.7 Institutional
Activities
2.8 Community
Involvement
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Feedback
Figure 1. Conceptual framework of the study
The Process (P) comprises Descriptive Method,
Questionnaire, Research, and Analysis of Data and Statistical
treatment.
The Output (O) includes the basis for Enhancement Program
and Recommendation for the teachers and school heads for
continuous professional development.
Statement of the Problem

The study will assess the extent of implementation of
DepEd Order No. 35 Learning Action Cell (LAC) and teachers’
performance in Public Elementary Schools as basis for
professional development plan.
Specifically, it will answer the following sub- problems:
1. What is the professional profile of Science and
Mathematics teachers in terms of:
1.1 Length of service;
1.2 Related Seminars and Trainings attended;

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1.3 Educational Background;
1.4 Employment status;
1.5 Eligibility; and
1.6 Specialization?
2. What is the extent implementation of DepEd Order No.35
Learning (LAC) as assess by the school administrators and
teachers as to:
2.1 Objectives;
2.2 Content;
2.3 Program of Activities;
3. What is the teachers performance in Public Elementary
Schools as to:
3.1 Classroom Observation
3.2 Individual Performance Commitment and Review Form
(IPCRF)?
4. Is there significant relationship between the professional
profile and the teachers’ performance in Public Elementary
schools?
5. Is there a significant correlation between the extent of
implementation of DepEd Order No.35 Learning Action Cell

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(LAC) and the teachers’ performance in the Publis
Elementary schools?
6. Based on the findings, what professional development plan
may be proposed for implementation?
Hypothesis
There is no significant relationship between the
professional profile and the teachers’ performance in Public
Elementary schools.
There is no significant correlation between the extent of
implementation of DepEd Order No.35 Learning Action Cell (LAC)
and teachers’ performance in Public Elementary schools.
Scope and Limitations
The scope of the study covers the extent of implementation
of DepEd Order No.35 Learning Action Cell (LAC) and Teachers’
Performance in Public Elementary Schools as a basis for
Professional Development Plan. That’s why this study aims to
assess the extent of implementation of DepEd Order No.35
Learning Action Cell (LAC) and Teachers’ Performance in Public

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Elementary Schools as a basis for Professional Development Plan
in the Division of Biñan City, Laguna in terms of Classroom
Observation and rating in Individual Performance Commitment and
Review Form (IPCRF).
The research study was conducted during the first
semester, school year 2018- 2019.
Significance of the Study
This study would be beneficial to the following:
Students. As it aims to help improve the conditions of
teaching through the LAC at school level.it is understood that
when teachers feel valued and supported in the workplace,
teachers will more likely to be motivated to better perform
their roles.
Faculty. Teachers feel valued, appreciated, and
supported as they strive to effectively improve the quality of
learning in their classrooms. An opportunity for personal and
professional growth as they inculcate new learnings from the
LAC.
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Program Coordinators. This offers them a new teaching
methodology and technique. Assured that the transfer of
learning would be easier, thus increasing the students’
academic performances and practical skills.
School Administrators. This aids as an emerging tool for
the principals to continuously inspire their faculty and open
their eyes to seeing new and exciting opportunities to help
their teachers grow and develop professionally.
Future researchers. They will be inspired to develop
appropriate and more well- planned LAC session suited to the
trend of education for the teachers to cope with it.
Definition of Terms
The following terms are used in the study, which are
defined theoretically and operationally to facilitate better
comprehension.
Content. This refers to the subject matter taught by the
teacher in Grade V from its definition, principle and
application of the learned knowledge.

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Evaluation. This was designed to enable students
demonstrate the attainment of the learning outcomes relative to
each topic in the multimedia instructional material in teaching
Grade V pupils.
Evaluation tools. This refers to a test given at the end
of each topic /lesson in the subject taught using multimedia as
instructional material.
Extent. This refers to the degree of effectiveness of
multimedia as instructional material in teaching Grade V
pupils.
Time Allotment. This refers to the specified time frame
for each lesson of the subject using multimedia as
instructional material.
Individual Performance Commitment Review Form (IPCRF). It
is a tool use by the public school teachers in rating the
quality of performance expected of them using the standards.

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CHAPTER 2
Review of Related Literature and Studies
This chapter provides review of related literature and
studies both local and foreign which have relevance
understandings to the present study.
Local Literature
Despite the popularity of traditional forms of
professional development, many are discouraged from
participating in these activities due to budget constraints
(Leu, 2004). The data in the Teaching and Learning
International Survey (TALIS) conducted in 2013 shows that
teachers are more likely to participate in professional
development in countries where they receive better financial
support for these activities (TALIS, 2013). Moreover, in their
study on school-based professional development activities in
the Philippines, Gallos and Herrington (1997) discovered that
one of the reasons why there is a low participation rate among
teachers in the country’s professional development programmes
is because attending these conferences and workshops is very

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costly. Teachers are required to go to designated training
centres that “require them to travel, which entailed time away
from school, and expenses such as transportation costs” (Gallos
& Herrington, 1997, p. 184) and sometimes, accommodation
expenses.
The educational reform initiatives that involve teachers’
professional development are proliferating as policymakers are
starting to pay attention to the quality of teaching as a
crucial factor that significantly affects student achievement
(Gumus, 2013).
Besides increasing the number of years in the basic
education sector, the Department of Education also formulated a
new curriculum design which aimed to enhance the global
competitiveness of the Filipino graduates. Beginning from the
kindergarten and the first three years of the primary
education, the Mother Tongue-Based Multilingual Education (MTB-
MLE) will be used. This means that instructional materials and
the mode of teaching will be localised. Teachers will be using
the mother-tongue or the language first learned by the child as
the medium of instruction. Many researchers, especially

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language experts, argue that the MTB-MLE is an effective way to
help children transition their learning from Filipino to
English, as their cognitive and reasoning skills are developed
when they learn how to operate equally in different languages
(Renomeron, 2014).
Yap (2015) argues that PLCs are effective social
infrastructure to support collective and individual learning of
teachers that lead to instructional reforms, instructional
reforms that create growing public clamour as people demand
better and efficient education (Norwood, 2007). Also, for a
developing country that capitalises on the useful knowledge
available in the society, the Philippines is indeed on the
right track as it begins to develop PLCs in schools.
Collectively, the studies presented in this chapter provide
evidence that the principal holds a crucial role in the
professional development and learning of teachers. The
principal’s awareness of this role is critical in the
development of professional learning communities in schools,
resulting in students’ achievement. In order to understand this
thoroughly, this review provided various discussions on three

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themes of serious importance: the principal’s leadership,
professional development, and professional learning
communities. So far, this chapter has focused on highly
theoretical assumptions in these areas. It is now necessary to
describe the methodology used for this investigation.
Foreign Literature
The collaborative learning is identified as the main
strategy for professional growth in school systems in the USA
(Wei et al., 2010). In fact, a state policy is in place that
supports teacher collaboration. In Delaware, a state mandate
exists that all schools provide 90 minutes of weekly
collaborative time where teachers and principals spend time
together to examine their student data and work out strategies
to address students’ needs (Buttram & Farley-Ripple, 2016).
In addition, in the rural Appalachian schools in the
Kentucky region, Barrett, Cowen, Toma, and Troske (2015) found
out that in order to make teaching an attractive profession in
rural communities, policymakers have devised programmes that
improve the teaching workforce.

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More than being a basis for teachers’ professional
development, the NCBTS also outlines seven domains that
constitute effective teaching.
Researchers have different views of the world. In dealing
with research, it is helpful to understand these views. The
research paradigm tells us the researcher’s way of thinking and
how he or she makes meaning of the world. It is how the
researcher views the reality. It is asking the question—is
there one reality or multiple realities? The research paradigm
serves as the roadmap for the research. It tells us how the
research should be conducted and what types of conclusions
could be drawn (Lochmiller & Lester, 2017).
Local Studies
Ectuban (2013) said that the proper utilization of this
tool could positively increase teachers’ motivation, help
produce quality learning, and thus be of quality enhancement
rather than cost saving. Furthermore, by integrating technology
into instruction, teacher presentations come alive and teachers
are better able to capture and keep the attention of students.

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Biong (2013) argues that the seven domains integrated in the
NCBTS describe what an ideal professional teacher should be.
The Department of Education (2006) enumerates the seven domains
as: social regard for learning; learning environment; diversity
of learners; curriculum; planning, assessing, and reporting;
community linkages; and personal growth and development. Each
of these domains represents standards that refer to teachers as
the facilitator of learning. In the seventh domain that is
teachers’ professional growth and development, the NCBTS puts
emphasis on personal growth and continuous improvement of
teachers. It argues that personal growth and continuous
improvement begin when teachers give high regard to the
nobility of the teaching profession. Being in a noble
profession, it is crucial that every teacher is aware of the
need to continuously uphold the “dignity of teaching such as
caring attitude, respect and integrity” (Department of
Education, 2011, p. 22). The result of having this awareness is
the creation of accountability for teachers to continuously
improve themselves. The same NCBTS document contends that when
teachers become seriously engaged in their own professional

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growth, they begin creating professional learning communities
where they participate in discussions to improve teaching
practice.
More than being a basis for teachers’ professional
development, the NCBTS also outlines seven domains that
constitute effective teaching. Biong (2013) argues that the
seven domains integrated in the NCBTS describe what an ideal
professional teacher should be. The Department of Education
(2006) enumerates the seven domains as: social regard for
learning; learning environment; diversity of learners;
curriculum; planning, assessing, and reporting; community
linkages; and personal growth and development. Each of these
domains represents standards that refer to teachers as the
facilitator of learning. In the seventh domain that is
teachers’ professional growth and development, the NCBTS puts
emphasis on personal growth and continuous improvement of
teachers. It argues that personal growth and continuous
improvement begin when teachers give high regard to the
nobility of the teaching profession. Being in a noble
profession, it is crucial that every teacher is aware of the

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need to continuously uphold the “dignity of teaching such as
caring attitude, respect and integrity” (Department of
Education, 2011, p. 22). The result of having this awareness is
the creation of accountability for teachers to continuously
improve themselves. The same NCBTS document contends that when
teachers become seriously engaged in their own professional
growth, they begin creating professional learning communities
where they participate in discussions to improve teaching
practice.
The Enhanced Basic Education Act was passed into law. This
law introduced several reforms in the basic education sector.
These reforms included an increase in the number of required
years in basic education, from 10 years to 12 years, as well as
the use of the mother tongue as a medium of instruction in
teaching different content areas in Grades 1 to 3 (Aquino,
2013). As the NCBTS is currently being reviewed to make it more
congruent with the teacher quality requirements of the K to 12
reform, the Department of Education simultaneously introduced
the Results-based Performance Management System (RPMS) for
teachers in 2013.
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In the previous section, it has been mentioned that
schools in the past have principals whose main function is
managing the school organisation. As the lead figure of the
school, the principal is expected to create a conducive
workplace for teachers (Darling-Hammond, LaPointe, Meyerson, &
Orr, 2007) and provide the best learning experiences for the
students (Ediger, 2014).
Grimmett (2014), on the other hand, challenges this line
of thought, as she differentiates professional learning from
professional development. According to her, professional
learning does not necessarily mean professional development
unless the latter leads to sustained changes in teaching
practices and in the way teachers participate and contribute to
the development of their colleagues. Despite this argument, it
is evident that Avalos (2011) and Grimmet (2014) share a common
stance that professional learning is considered useful for
teachers’ professional development when learning consistently
manifests in teachers’ professional practice, as shown in their
relationship with their students and with their colleagues.

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The Enhanced Basic Education Act was passed into law. This
law introduced several reforms in the basic education sector.
These reforms included an increase in the number of required
years in basic education, from 10 years to 12 years, as well as
the use of the mother tongue as a medium of instruction in
teaching different content areas in Grades 1 to 3 (Aquino,
2013). As the NCBTS is currently being reviewed to make it more
congruent with the teacher quality requirements of the K to 12
reform, the Department of Education simultaneously introduced
the Results-based Performance Management System (RPMS) for
teachers in 2013.
As Nunez (2014) argues, the RPMS helps the strategic,
responsive, and effective delivery of services of all levels of
the Department of Education so that it can effectively
implement the K to 12 strategies in improving the quality of
education in the Philippines. Nunez (2014) argues that the RPMS
is a systematic approach in managing the performance of the
Department of Education employees to help them continuously
grow and consistently improve their performance at work. The
objectives of the RPMS include the alignment of individual

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roles and targets with the department’s mission and vision,
tracking each individual’s performance systematically,
providing mentoring opportunities to every employee through
feedback, and developing people as a whole (“Results-based
Performance Management System (RPMS) for DepEd,” n.d.). As a
tool for people development, the RPMS provides uniformed
metrics for every Department of Education employee category.
For example, teachers will be evaluated according to their set
goals and targets for the academic year as outlined in the
Individual Performance Commitment and Review Form (IPCRF).
One of the components of the teachers’ performance
commitments in the IPCRF is staff development. In this
component, staff development performance is measured according
to the frequency of the training, seminars, and professional
development workshops they have attended for the entire
academic year (Blanquera, 2014). Staff performance is also
measured against the number of attendance at the required
division training demonstrations, participation in school
teaching demonstrations, the number of units earned in the

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graduate school, and their membership in professional
organisations.
As a teacher appraisal tool, the RPMS promotes employee
development by engaging teachers in a continuous learning
process that enables them to achieve their personal objectives
within the context of the business goals (“Results-based
Performance Management System (RPMS) for DepEd,” n.d.). The
RPMS document argues that quality performance is achieved in an
environment that requires application of what is learned and
reinforces measurable outcomes. As part of the school policy
reform concerning teachers’ performance, the implementation of
RPMS is one of the Department of Education’s initiatives in its
continuous commitment to improving and providing quality
education to every Filipino learner (Malipot, 2014).
Improved quality of education and increased student
performance, as Yap (2015) argues, becomes easily attainable if
schools are to become professional learning communities (PLCs).
In the next section, PLCs will be given much attention, as it
has become a “catchphrase for reforming schools and classroom
instructions” (Yap, 2015, p. 535). With the advent of so many

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school reforms in the Philippines, understanding PLCs may
actually be very helpful for teachers.
Foreign Studies
In this work I focus on knowledge embedded in practice and
view changes as indicative that organizational learning
occurred (Argote, 2013). At a practical level, the ability to
learn and adapt is critical to the performance and long term
success of organizations. Because organizational learning
occurs over time, studying organizational learning requires
time and series of longitudinal data. However, we need to be
aware, that behavioural approaches to analysing learning need
to be sensitive to other factors that might affect change in
behaviour (Argote, 2013).
Regula Kyburz-Graber (2013) summaries a strand of
environmental education research which developed as a reaction
to social requests concerning environmental problems:
• promoting individual behavioural change through
improving strategies and research

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• enhancing environmental awareness through environmental
literacy, usually closely linked to natural literacy
• enhancing humans relationship to nature and ecological
awareness through experiencing nature
• promoting action competence through action oriented
learning
• promoting ethical reflection and awareness of cultural
context and diversity
• becoming a critical thinker through transformative and
critical education
It is not uncommon for public schools to suspend classes
for a couple of days or weeks depending on the expanse of the
typhoons’ devastation. These natural calamities and disasters
are threats to the people’s well-being, as it derails
socioeconomic progress and requires complex recovery
interventions (Frankenberg, Sikoki, Sumantri, Suriastini, &
Thomas, 2013). For example, in November 2013, the Eastern
Visayas region was badly hit by typhoon Haiyan. Haiyan was one
of the strongest typhoons ever recorded to hit land (Lum &
Margesson, 2014). It damaged 2500 public schools and destroyed

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12, 400 classrooms (“Two years after Typhoon Haiyan, the school
rebuilding goes on,” 2015).
Humada-Ludeke (2013) defines PLC from an organisational
perspective, where it is viewed as a whole-school reform
requiring commitment and active participation of each member to
improve student learning. While student learning should be the
primary focus for PLCs, it should include shared values, shared
leadership, shared accountability in the development of
curriculum and instruction, and reflective dialogue for it to
be effective (Roberts & Pruitt, 2009; Wahlstrom & Louis, 2008).
In South African schools, low rates of collaborative
teaching practice are dependent on the African culture. For
example, the legacy of apartheid has severely impacted teaching
practices, as proven by poor performance of schools (Steyn,
2013). Steyn (2013) argues that apartheid has led to many
African teachers’ social inequality and poor content knowledge.
Despite research evidence showing teachers’ interdependence
through collaborative learning, she points out that teachers
are still found working in isolation.

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Teachers working in isolation are also perceived to be the
major problem in most schools in Asian countries such as
Malaysia and Korea (TALIS, 2013). In the Teaching and Learning
International Survey (TALIS) conducted in 2013, it is noted
that even though there is high participation rate in
professional development activities such as workshops and
seminars, participation in a network where teachers work
collaboratively to mentor and coach each other is significantly
low.
Synthesis
The lack of continuing professional development of
teachers is evident in the studies conducted by the
researchers. This was shown when the participants were asked
about their views and experiences on the National Competency-
based Teaching Standards (NCBTS) and the Results-based
Performance Management System (RPMS) as educational policies
that support professional development of teachers. The
participants revealed that the lack of continuing professional
development of teachers is attributed to the barriers in the

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implementation of these policies. These barriers included
overwhelming responsibilities, strong-respect for hierarchical
authority, a ratings-focused performance appraisal system, and
insufficient pre-service training of teachers. Another factor
that is attributed to the lack of continuing professional
development of teachers is the many different professional
development (PD) activities teachers engage in. The researchers
described the barriers that are keeping them from successfully
implementing these policies. These barriers include
overwhelming responsibilities, strong culture of hierarchy, a
ratings-focussed teacher appraisal system, and insufficient
pre-service training. Researchers shared a common
disappointment on teachers feeling stressed and anxious of the
quantity of evidence they were required to comply with the
NCBTS and the RPMS. They argued that this resulted in teachers
not being fully committed to their own professional
development.
Besides being used as a tool for professional development
of teachers, the RPMS also serves as a system for their
performance appraisal. School principals evaluate teachers’

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performance based on evidence of competencies measured against
agreed performance targets. This evidence is justified through
verifiable documents, certificates, and testimonies. The
ratings that teachers achieve through RPMS serve as the basis
for their compensation, bonuses, and chances of getting
promoted to a higher position in the organisation. When asked
about how they view RPMS as a tool to support teachers’
professional development, there were some negative comments
elicited. There are study that also revealed that a minority of
the participants felt that insufficient pre-service education
of teachers is one of the barriers in successfully implementing
the NCBTS and RPMS. One interviewee noted there were teachers
who were struggling in their roles because of the insufficient,
if not lacking, of pre-service education before entering the
profession. She argued that those teachers who did not go
through rigid training to become educators were lacking the
basic skills for them to perform their duties well.
The overall response shows that the most common types of
professional development activities teachers engage in are:
attending international, local, or district conferences and

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seminars, LAC sessions, in-service training, and school-based
mentoring. International, local, or district conferences and
seminars are made available to all educators throughout the
academic year. These conferences, however, are normally held in
venues that are not easily accessible for teachers. This means
that those who would like to participate in these conferences
and seminars would have to spend a considerable amount of money
not only for the registration but also for the accommodation
and transportation. Nevertheless, many teachers are still
encouraged to participate in these professional development
activities. Despite of limited funding to send teachers to
these conferences researchers believed that this is one of the
big issues why not all teachers are able to participate.
However, they cited that it is a good opportunity for those who
were able to attend to become trainers and share their learning
with their colleagues. A unique professional development
activity that most teachers in the Philippine public schools
engage in is the School Learning Action Cell, which is more
commonly known as Learning Action Cell or LAC sessions. In the
implementation of LAC in school emphasized that the teachers

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who have the opportunity to attend training, seminars, and
conferences outside the school play a significant role in the
LAC sessions. Openness to change is one of the values that
researchers believe to be important in the creation of LAC or
any other means for Professional Development of the teachers.

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CHAPTER 3
METHODOLOGY
This chapter presents the research design, population and
sampling procedure, research instruments, data gathering
procedure, and data analysis procedure.
RESEARCH DESIGN
The study will assess the extent of implementation of
DepEd Order No. 35 Learning Action Cell (LAC) and teachers’
performance in Public Elementary Schools as basis for
professional development plan.
According to Jackson (2009), the descriptive method of
research, participants answer questions administered through
interviews and questions. After participants answer the
questions, researchers describe the responses collected. This
method is essential in proving the value of facts, focusing
attention to the most important thing to gather and collect
significant appropriate data. Likewise, stresses current
condition with the assumption that things will vary.

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The study goes the following stages: first, the
conceptualization of the problem and formulation of hypotheses
among the teachers of Grade V in the District V of Division of
Biñan City, Laguna; second, preparation and adaption of the
instruments that will be used in research; third,
administration of the Questionnaire by the help of the Grade V
teachers in the District V of Division Biñan City, Laguna then
the researcher will evaluate the answers in the questionnaire;
and finally, analysing and interpreting of data to know the
correlation between the demographic profile of the teachers and
the extent of implementation of Learning Action Cell (LAC, how
the School Heads and the Teachers assess the extent of
implementation of Learning Action Cell (LAC).
Population and Sampling
This research utilized a combination of purposive and
convenience sampling method. Purposive sampling technique is a
type of nonprobability sampling where the researcher
deliberately selects particular elements or subjects for a
study so as to make sure that the elements have certain

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characteristics as representative of the population in this
study.
There were (5) groups of respondents that were utilized to
ensure an in- depth analysis on the assessment of the extent of
implementation of DepEd Order No. 35 Learning Action Cell (LAC)
and assess the extent of implementation of DepEd Order No. 35
Learning Action Cell (LAC) and teachers’ performance in Public
Elementary Schools as basis for professional development plan.
As shown in the Table 1 the (5) groups of respondents are
from the (5) schools in the District V of Division of Biñan
City, Laguna. The respondents in San Vicente Elementary School
were sixty- nine (69) teachers, Tomas A. Turalba Memorial
Elementary School were fifteen (15) teachers, Tamayo Elementary
School were twenty- two (22) respondents, Platero Elementary
School were sixty- five (65) teachers, and Mamplasan Elementary
School were fifty- eight (58) teachers served as the
respondents of the study. There are total of 232 respondents
that will answer the questionnaire given for the researcher to
gather information regarding the study.

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TABLE 1
Population and Sampling
SCHOOL HEADS and TEACHERS
(District V of Division of Biñan City, Laguna)
Name of School Population Percentage
Mamplasan E/S 58 100%
Platero E/S 65 100%
San Vicente E/S 69 100%
Tamayo E/S 22 100%
Tomas A. Turalba Mem. 15 100%
E/S
TOTAL 232 100%
Respondents of the Study
The respondents composed of teachers from Schools Division
of Biñan City in the District V. Table 2 shows the respondents’
demographic profile
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Table 2
Demographic Profile (Educational Attainment)
Educational Attainment # of Respondents Percentage
Techvoc 2 5.26
Degree 28 75.68
Masters 7 18.91
Doctorate 0 0
Total 37 100
Table 2.1
Specialization
Specialization # of Respondents
Percentage
English 5 13.51
Mathematics 4 10.81
Filipino 5 13.51
Science 7 18.92
EPP 2 5.41
AP 2 5.41
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MAPEH 3 8.11
GENERAL EDUCATION 9 24.32
Total 37 100
Table 2.3
Length of Service
Length of Service Private Public Percentage Percentage
26 years & above 0 3 0 8.11
21 – 25 years 0 5 0 13.51
16 – 20 years 1 7 2.70 18.92
11 - 15 years 1 6 2.70 16.22
6 – 10 years 4 9 10.81 24.32
5 years & below 31 7 83.78 18.92
Total 37 37 100 100
Research Instruments Used
A survey questionnaire will be the primary source of
information. The researcher will review related topics, search
for relevant variables and any information that could be useful
in the construction and preparation of the questionnaire.

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There were two sets of questionnaires used in this study.
The first questionnaire was used to assess the extent of extent
implementation of DepEd Order No.35 Learning (LAC) as assess by
the school administrators and teachers as to: Objectives;
Content; and Program of Activities.
The second part of the questionnaire will intend to obtain
information regarding the challenges encountered throughout the
implementation of LAC in the District V in the Division of
Biñan City, Laguna.
The second questionnaire is intended for the School Heads
to assess the teachers in implementation of LAC in their
respective schools.
The survey questionnaire will be validated by pool of
research experts from the Division of Binan City, Laguna. They
will be composed of a School Head, and Education Program
Supervisor (EPS), both specialized on language instruction, and
the Division’s Research Coordinator.
Thereafter, the recommendations of the validators will be
incorporated in the survey questionnaire. After its

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reconstruction and revision, the final draft of the
questionnaire will be printed.
Data Gathering Procedure
The researcher will secure written permission to conduct
the study and administer survey from the Schools Division
Superintendent of Division of Binan City, Laguna. A letter of
consent will also be sent to the School Head of the
participating schools. After obtaining the approval, the
researcher will make arrangement with the School Head on the
conduct of distribution and retrieval of questionnaire.
Statistical Treatment of Data
The following statistical tools will be used in this
study:
Weighted mean and standard deviation are to be used to
determine the respondents’ assessments of teacher’s performance
after the implementation of LAC in the school they are into in
and the challenges encountered in the implementation.
The following 5- points Likert’s Scale will be used to
interpret the results of the assessment:

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Equivalent Point Scale Challenges Encountered
5 4.50 - 5.00 Highly Challenging
4 3.50 – 4.49 Challenging
3 2.50 – 3.49 Moderately Challenging
2 1.50 – 2. 49 Least Challenging
1 1.0- 1.50 Not Challenging
To determine the significant relationship between the
School Head and teachers’ assessments in using multimedia as
instructional material in teaching Grade V pupils in District V
of Division of Binan City, Laguna and the challenges
encountered on the teachers effectiveness in teaching Grade V
using multimedia, the t-test is to be used.
BIBLIOGRAPHY
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https://wwww.scribd.com/presentation/349737931/The-Learning-
Action-Cell-LAC
https://slideshare.net/mobile/lorbiefrigillano/do-s2016-035-lac
https://www.google.com/search?ei=JGS1W-MWwc2-
Blb1mfAE&ins=false&q=theoretical+framework+aboutLAC+Session&oq
http://www.academia.edu/32130045/THESIS_INTRODUCTION
https://www.pressreader.com/philippines/sunstar-pampanga/
20170127/281659664759464
https://www.google.com/search?
q=thesis+on+learning+action+cell&sa=X&ved=2ahUKEwjB9LHuovndAhUE
XrwKHVFVDo0Q1QIoAXoECAoQAg&biw=360&bih=566&dpr=2
q=learning+action+cell+dissertation&sa=X&ved=2ahUKEwi-
pdzWo_ndAhUc87wKHRCuDnMQ1QIoB3oECAoQCA&biw=360&bih=566
q=learning+action+cell+dissertation&sa=X&ved=2ahUKEwi-
pdzWo_ndAhUc87wKHRCuDnMQ1QIoB3oECAoQCA&biw=360&bih=566
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https://scholar.google.com.ph/scholar?
q=local+studies+about+LAC+Session&hl=en&as_sdt=0&as_vis=1&oi=sc
holart#d=gs_qabs&p=&u=%23p%3DXSFNTQMUr4UJ
q=related:XSFNTQMUr4UJ:scholar.google.com/
&hl=en&as_sdt=0,5#d=gs_qabs&p=&u=%23p%3DgWaqREqSEdEJ
q=related:XSFNTQMUr4UJ:scholar.google.com/
&hl=en&as_sdt=0,5#d=gs_qabs&p=&u=%23p%3D8mtiwUmCmp0J
q=related:XSFNTQMUr4UJ:scholar.google.com/&hl=en&as_sdt=0,5
Jones, M., & Harris, A. (2014). Principals leading successful

organisational change: Building social capital through
disciplined professional collaboration. Journal of
Organizational Change Management, 27(3), 473–485.
https://doi.org/10.1108/JOCM-07-2013-0116
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Graduate Studies
Malipot, I. (2014, September). DepEd pursuing controversial
RPMS amid protests. Manila Bulletin, p.15.
Nguyen, T. Q. T. (2015). Conducting semi-structured interviews
with the Vietnamese. Qualitative Research Journal, 15(1), 35 –
46. https://doi.org/10.1108/QRJ-04-2014-0012
Nunez, S. (2014). Results-based Performance Management System
(RPMS) for DepEd. Retrieved from https://prezi.com/ctktb6lpt-
yu/results-basedperformance-management-system-rpms-for-deped/
Ponterotto, J. G. (2013). Qualitative research in multicultural
psychology: Philosophical underpinnings, popular approaches,
and ethical considerations. Qualitative Psychology, 1(S), 19 –
32. https://doi.org/10.1037/2326-3598.1.S.19
Renomeron, D. (2014). Mother Tongue Based - Multilingual
Education (MTBMLE) in the Philippines. Retrieved from
http://www.slideshare.net/sVcdALe/mother-tongue-based-of-
multilingualeducation-mtbmle
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Plowright, D. (2013). To what extent do postgraduate students
understand the principles of mixed methods in educational
research? International Journal of Multiple Research
Approaches, 7(1), 66–82.
https://doi.org/10.5172/mra.2013.7.1.66
Punch, K. F., & Oancea, A. (2014). Introduction to research
methods in education (2nd edition.). London, England: SAGE.
Rouikera, C. (2013). The impact of a professional development
programme on the effectiveness of school leaders in Solomon
Islands (Master’s thesis, University of Waikato, Hamilton, New
Zealand). Retrieved from
http://researchcommons.waikato.ac.nz/handle/10289/7927
Schultz, J. R. (2013). The elements of leadership. Global

Business and Organizational Excellence, 32(6), 47–54.
https://doi.org/10.1002/joe.21514
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TALIS. (2013). Teaching in focus (OECD Report). Paris, France:

Author.
Shorter, T. (2013). Teacher appraisal— its relationship to

motivation, collegial relationships, and pedagogical change in
an early childhood context in Aotearoa New Zealand (Master’s
thesis, University of Waikato, Hamilton, New Zealand).
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http://researchcommons.waikato.ac.nz/handle/10289/7933
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East Asian schools. Asia Pacific Education Review, 16(4), 491–
499. https://doi.org/10.1007/s12564-015-9399-0
Steyn, G. M. (2013). Building professional learning communities

to enhance continuing professional development in South African
schools. Anthropologists, 15(3), 277-289. Retrieved from
http://uir.unisa.ac.za/handle/10500/13422
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Retrieved from http://www.hermosa.gov.ph/index.php/education
Two years after Typhoon Haiyan, the school rebuilding goes on.
(2015). Retrieved from
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http://www.aworldatschool.org/news/entry/Two-yearsafter-
Typhoon-Haiyan-school-rebuilding-goes-on-2404
Yap, R. A. (2015, May). Building professional learning

communities with the aid of activity theory. Paper presented at
the 7th ICMI-East Asia Regional Conference on Mathematics
Education, Philippines. Retrieved from
http://mathted.weebly.com/uploads/7/8/5/0/7850000/pp_535_romina
_ann _s_yap_final_paper_edited.pdf
Yin, R. K. (2013). Case study research: Design and methods (5th

ed.). Thousand Oaks, CA: SAGE.
QUESTIONNAIRE
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Direction: Please read the items below and place a check in the
box to indicate your answer on the space provided.
Part I: Personal Profile
Category of Respondents: ( ) Teacher ( ) School
Administrator
Name (Optional):
______________________________________________
Position/ Designation (If applicable):
_________________________
Gender: ( ) Male ( ) Female
Civil Status:
( ) Married ( ) Single
( ) Widow ( ) Widower
( ) 25 years below ( ) 41 -45
( ) 26- 30 ( ) 46 - 50
( ) 31- 35 ( ) 51 yrs. & above
( ) 36- 40
Educational Attainment:
( ) Doctorate Degree
( ) Master’s Degree with Doctoral units

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( ) Master’s Degree
( ) Baccalaureate Degree with MA units
( ) Baccalaureate Degree
( ) others, please specify __________________________
Teaching Experience:
( ) 1 – 10 years ( ) 31 years & above
( ) 11- 20 yaers
( ) 21- 30 years
Administrative Experience:
( ) 1- 10 years ( ) 31 years & above
( ) 11- 20 years
( ) 21- 30 years
Seminars Attended:
( ) International ( ) Local
( ) National ( ) School-Based
( ) Regional
Position/ Rank
( ) School Principal ( ) Officer-in-charge
( ) Teacher-in-Charge ( ) Master Teacher

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Part II
Assessment of the variable such as objectives, content,
program of activities, evaluation tools, and time allotment. A
(5) point Likert Scale method as criterion which serves as the
basis for interpretation of data used to indicate the
assessment to namely: 5 for Excellent (E); 4 for Very
Satisfactorily (VS); 3 Satisfactorily (S); 2 for Fair (F); and
1 for poor (P).
The survey questionnaire was validated in terms of content
of substance by the adviser experienced teachers and
administrator and likewise the survey questionnaire was
subjected to dry run or pre listing to validate of confirm its
understandability and complexity to the target respondents.
5- Excellent(E)
4- Very Satisfactory (VS)
3- Satisfactory (S)
2- Fair (F)
1- Poor (P)
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E VS S F P
Objectives
5 4 3 2 1
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1. CONTENT, KNOWLEDGE AND PEDAGOGY
1.1 Content knowledge and its
application within and across
the curriculum areas
1.2 Research-based knowledge and
principles of teaching and
learning
1.3 Positive use of ICT
1.4 Strategies for promoting
literacy and numeracy
1.5 Strategies for developing
critical and creative thinking
as well as other higher- order
thinking skills
1.6 Mother-Tongue, Filipino and
English in teaching and
learning
1.7 Classroom communication
strategies
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2. LEARNIG ENVIRONMENT
2.1 Learner safety and security
2.2 Fair learning environment
2.3 Management of classroom
structure and and activities
2.4 Support for learner
participation
2.5 Promotion of purposive learning
2.6 Management of learner behavior
3. DIVERSITY OF LEARNER
3.1 Learners’ gender needs,
strengths, interests and
experiences
3.2 Learners linguistic, cultural,
socio-economic and religious
backgrounds
3.3 Learners with disabilities,
giftedness and talents
3.4 Learners in difficult
circumstances
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3.5 Learners from indigenous groups
4. CURRICULUM and PLANNING
4.1 Planning and management of
teaching and learning process
4.2 Learning outcomes aligned with
learning competencies
4.3 Relevance and responsiveness of
learning programs
4.4 Professional collaboration to
enrich teaching practice
4.5 Teaching and learning resources
including ICT
5. ASSESSMENT and REPORTING
5.1 Design, selection, organization
and utilization of assessment
strategies
5.2 Monitoring and evaluation of
learner progress and
achievement
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5.3 Feedback to improve learning
5.4 Communication of learner needs
progress and achievement to key
stakeholders
5.5 Use of assessment data to
enhance teaching and learning
practices and programs
6. COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT
6.1 Establishment of learning
environments that are
responsive to community context
6.2 Engagement of parents and the
wider school community in the
educative process
6.3 Professional ethics
6.4 School policies and procedures
7. PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT
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7.1 Philosophy of teaching
7.2 Dignity of teaching as a
profession
7.3 Professional links with
colleagues
7.4 Professional reflection and
learning to improve practice
7.5 Professional development goals
Rating
Content E VS S F P
5 4 3 2 1
1. Easily access on the lessons.
2. Use of powerpoint presentation to
execute the lessons.
3. Has a clear understanding of the
lessons.
4. Shows the mastery of the subject
matter.
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5. Allows learner to acquire knowledge
learning
Rating
E VS S F P
Time Allotment
5 4 3 2 1
1. Finishes the lessons on time.
2. Waste allot of time in
preparation.
3. Maximize time in the execution of
the lesson.
4. Convenient to deliver the lessons.

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Republic of the Philippines

Eulogio "Amang" Rodriguez Institute of Science and Technology

PRACTICES IN CONTINUOUS PROFESSIONAL DEVELOPMENT IN SELECTED

PUBLIC ELEMENTARY SCHOOLS, IN THE CITY SCHOOLS DIVISION OF

BIÑAN: BASIS FOR ENHANCEMENT PROGRAM

Faculty of the Graduate School

Eulogio “Amang” Rodriguez Institute of

Science and Technology

of the Requirements for the Degree

Master of Arts in Education

Major in Administration and Supervision

Chapter One INTRODUCTION ................................... 1

1.1 The Problem and It’s Background ....................... 1

1.2 Theoretical Framework ................................ 2

1.3 Conceptual Framework .................................. 3

1.4 Statement of the Problem .............................. 5

1.5 Hypothesis ............................................ 6

1.6 Scope and Limitations ................................. 6

1.7 Significancance of the Study .......................... 8

1.8 Definition of Terms ................................... 9

Chapter Two LITERATURE REVIEW .............................. 11

2.1 Local Literature ......................... ............ 12

2.2 Foreign Literature .................................... 14

2.3 Local Studies ......................................... 23

2.4 Foreign Studies ....................................... 23

Chapter Three RESEARCH DESIGN AND METHODOLOGY .............. 30

3.1 Research Desin ........................................ 31

3.2 Population and Sampling ............................... 32

3.3 Demograpic Profile Table ............................. 33

3.4 Research Instruments ................................. 34

3.5 Data Gathering Procedure ............................. 37

The Problem and Its Background

of the education sector as it helps educators to stay up to

date with the latest pedagogical approaches and teaching

methodologies. It is a systematic process of learning that

supports educators in enhancing their knowledge, skills, and

attitudes, enabling them to improve their performance and

deliver quality education to students.

The City Schools Division of Biñan recognizes the importance of

CPD and has implemented various practices in selected public

elementary schools to enhance the professional development of

their teachers. These practices include workshops, seminars,

conferences, training programs, coaching, and mentoring, and

collaborative learning. These practices aim to support teachers

in enhancing their subject matter knowledge, pedagogical

skills, and classroom management strategies.

The purpose of this study is to assess the effectiveness of

these CPD practices in selected public elementary schools in

the City Schools Division of Biñan and identify areas for

improvement. The study will involve conducting surveys,

interviews, and focus group discussions with teachers, school

administrators, and education experts to gather data on the

current CPD practices and their impact on teacher performance

and student learning outcomes.

The findings of this study will serve as a basis for developing

an enhancement program that will further strengthen the CPD

practices in the selected public elementary schools in the City

Schools Division of Biñan. The enhancement program will provide

tailored professional development opportunities that meet the

unique needs of the teachers and the schools, ultimately

leading to improve student learning outcomes.

selected public elementary schools in the City Schools Division of

Biñan can be constructed based on several relevant theories and