INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 1

Chapter 1
The Problems and Its Background
Introduction
Every institution has its goal of attaining the educational objectives or desired
learning outcomes prescribed by the system itself. Its success is determined by the kind
of faculty it has and how competent the members are in performing their job as developer
of human resources.
Teachers are considered the most important resources in an educational system.
The quality of education depends on them, how they teach, motivate, and inspire students
to learn and to become effective, competent, and productive citizens of the land. Being
the frontlines in the educational process, teachers must be effective in all aspects of the
profession.
Aside from that, teachers serve as an important figure in education. Despite of the
seemingly low wages and the issue on declining quality of education in the country as
what the statistics are saying, teachers are still finding ways to cope up with the
challenges of time. Especially with the different programs or curricula that the country is
adapting, they are flexible in adapting such programs and curricula in assuring the proper
implementation of them by attending various seminars and workshops they are attending.
Since time immemorial, learning has been viewed as a continuous process. And
teachers should be in accordance with this process. The best way to educate students is
for teachers to educate themselves. Teachers play an important role in the society and in
the lives of their students. They are being viewed as role models and paragons of learning
and of humanity. Hence, teachers need to continuously upgrade, update, and innovate

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themselves by growing professionally to increase their efficiency and competence in their

profession. It is presumed that teachers could give more to students if they would learn
more, not only through experience, but also through .
The roles and responsibilities of an educator evolve with time and circumstance.
There is a misconception that the only skill required to be a teacher is the ability to teach,
but it goes beyond that. Educators must be multifaceted, adapting to ever-changing
circumstance. Change in society will not take place without the active involvement of
teachers. That is why they are being viewed as catalyzers of change.
Today, education is facing great challenges. One challenge is the quality of
instruction. In the face of severe criticisms to the effect that many of the schools in the
elementary, secondary, and tertiary levels at present are not producing quality graduates,
it would not be sufficient to hurl recriminations right and left. It would be more apt and
practical to focus the attention on ways of achieving quality education, and not on
pinpointing just to have someone to be blamed of. One way of doing so, teachers are
continuously making improvements on the means or ways of their delivery of quality
instruction in the country.
There is a new program in education today that challenges teachers competency,
this is the K-12 program. K12 (pronounced k twelve, k through twelve, or k to
twelve) is a designation for the sum of primary and secondary education. It is used to
describe the lengthening of the basic education in the Philippines, from ten (10) to twelve
(12). K-12 program focused on the skills of the students, where in after finishing Grade
10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a

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student may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development
Authority (TESDA). NC I and NC II improve employability of graduates in fields like
Agriculture, Electronics, and Trade. In this case, TLE teachers are also oblige to have NC
II or NC III so that they will be one step ahead to their students. Modules are being used
in the K-12 program, but unfortunately some modules are not made ready and available
during the piloting of every grade level, that is why teachers are always finding ways on
how to deliver the lesson well and how to make the students learn meaningfully despite
the incapacities of the curriculum implementation.
In the light of the stated facts on the importance of instructional competencies of
teachers, the researcher will seek to identify the preparedness of the TLE teachers in
implementing the K-12 curriculum by assessing if they had the competencies prescribed
by todays education. This will serve as a cross-analysis on the preparedness of teachers
in teaching the 21st century skills to the learners.
Review of Related Literature and Studies
Related Literature
The world is changing at seemingly breakneck speed. Around the globe, a wideranging debate is taking place about what knowledge and skills are most important for the
increasingly diverse, interconnected, and innovation-oriented societies of the 21stcentury.
To address these new imperatives, education systems around the world are exploring
ways to integrate 21st century skills into different curriculum areas and also to help
teachers develop different pedagogies and learning environments that will help to
inculcate these skills. However, there is an enormous gap between these more complex

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goals for education and how students are currently measured on large-scale educational
assessments (Stewart and Asia Society, 2014).
As described by Jackson, Stecher, & Hamilton (2014), public school systems are
expected to promote a wide variety of skills and accomplishments in their students,
including both academic achievement and a broader set of competencies, such as
creativity, adaptability, and global awareness. The latter outcomes, which are often
referred to as "21st century skills" or "21st century competencies," are increasingly central
in policy discussions, because they are seen as critical components of college and career
readiness. Assessing these competencies can provide educators with a broader set of
indicators they can use to inform instruction and set goals with students. However,
evidence about the effects of testing suggests that caution and careful planning is
warranted when developing and launching a new assessment system.
In the Philippines, the K to 12 program starts against a backdrop of perennial
woes: lack of teachers, shortage in classrooms, school buildings, and textbooks, a
curriculum that needs overhauling, and a budget that even education officials call a
survival budget. With K to 12 in place, the Philippine education system would be at par
with international standards, following the Washington Accord and the Bologna Accord,
and contributing to the development of a better-educated society capable of pursuing
productive employment, entrepreneurship, or higher education disciplines. The new
program seeks to cure what ails the Philippine basic and secondary education system
(Dalangin-Fernandez, 2012).
In accordance to the citations above, an emphasis on how teachers as
implementers of the curriculum should be evaluated. Evaluating teachers own teaching

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(Chan, 2010) is a way to identify the strong aspects of their practice, as well as their
weaknesses which may need to be changed and improved. Teachers should take
initiatives and responsibility to evaluate their teaching and make improvements over
time. It is important to understand that evaluating their teaching does not mean they are a
bad teacher, in fact, it means quite the opposite. A good teacher teaches and learns. A
teacher could be the best teacher with the best course materials, course activities, learning
outcomes and assessments. But as time changes, course needs to revise to suit the needs
of the society, the employers and the diversity of students. A good teacher will take in
criticism, initiate evaluation and learn from their students.
Teaching, however, is a highly complex activity that requires many skills. A
statistical formula based on test scores even if it is accurate might seem more
objective, but that is not the case, of course, when the formula is based on a fairly narrow
test and cannot control many factors that affect student learning. A more accurate and
useful evaluation system, educators say, would include both good measures of student
learning and expert classroom evaluation. Good teaching standards capture the best
teaching practices without constricting teachers to prescribe methods of pedagogy.
Professional teaching standards focus on many aspects of teaching such as the ability of
the teacher to engage students, the teacher's content knowledge and the teacher's ability to
create an effective environment for learning. They discourage evaluators from judging
teachers based on personal or gut reactions. Though it is teaching that is measured by
the standards, learning is what is actually captured because teaching to high-quality
standards facilitates learning (United Federation of Teachers, 2014).

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Teachers (Salandanan, 2012) are engaged in activities that involve influencing

other people, hence there is an obligation to observe, assess and evaluate their work.
Observing teaching involves an international and methodical viewing of an activity.
Observing is more than mere seeing; it entails planned and focused attention by the
observer. Observing serves the following important functions: it provides feedback about
his/her teaching; whether the teacher desires it or not, principals and parents will base
their evaluations on significant data gained from competent observation; and observing
provides an opportunity for teacher to further their own understanding of teaching. On
evaluating teaching, it involves judging and several aspects such as: the evaluator must
decide what s/he will evaluate which will be determined by priorities as variables since
s/he cannot look at all of what is going on; the evaluator must establish criteria as to what
constitutes good (or desirable, effective, or worthwhile) teaching; and the evaluator must
gather data about teaching.
Significantly, NCBTS is a measurement tool used in the Philippines for
professional teachers. Bilbao, et al. (2012) pointed out the use of NCBTS as the
parameter in assessing teachers competencies and performance. The NCBTS is a set of
competencies (behaviors, attitudes, and skills) that each teacher must possess to function
effectively and satisfactorily. These are based upon the core values of Filipino teachers
and on the principles of effective teaching and learning. The NCBTS framework is
divided into seven (7) domains that represent the desired features of the teaching and
learning process. These domains incorporate a series of twenty-one (21) strands of
desired teaching performance statements which can be identified as eighty (80)

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performance indicators that are observable indicators of the quality of teachers

performance.
Drawing from the Vision and Mission of the Department of Education, CB-PAST
(Paranada, 2014) is a comprehensive appraisal system which addresses one of the
mandates of the Department as embodied in the RA 9155. The first purpose is formativedevelopmental in nature which will provide teachers with meaningful activities that
encourage their professional learning and growth. The procedure will be supportive, nonthreatening, fair, collegial and self-directed within the community of professional
learners. The second purpose is summative-evaluative which will assure that school
learners have the benefit of instruction at high level of proficiency from the teachers.
Appraisal of teacher performance is made on the basis of the evidences collected,
observations made, conferences, and dialogues that accompany each procedure. The
ultimate intention of the performance appraisal is achieving high levels of learners
performance and improved learning outcomes as part of the school outcomes.
Related Studies
Guiner (2013) studied the competencies of technology and livelihood education
instructors. Generally, the level of competency of the instructor respondents in five areas
in industrial arts revealed a high competent remark. The five areas in Industrial Arts
except Electricity with a mean average of (3.07) and Electronics (3.11) had mean ratings
above 3.40. Therefore, only two indicators were considered constraints and all the rest
were capabilities. The capabilities reflect the high implementation of competency level of
Industrial Arts instructors, while the constraints weaken the competency level of TLE

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instructors. The developed training module in industrial arts for instructors as well as the
questionnaires were very much valid as to content and face validity.
Barnuevo & Hasegawa (2012), in their study entitled "Instructional competencies
of the teaching force: their relationship to the student's academic performance" sought to
study whether there exists a relationship between instructional competencies and the
academic performance of the students. The result of the survey showed that the students
perceive their English, Science and Technology, and Mathematics teachers "often"
manifest the competence in teaching. The level of the respondents' academic performance
is found to be on the average level as indicated in their obtained grades in the
corresponding subjects, English, Science and Technology, and Mathematics which is
equivalent to 80-84. Overall, all of the subjects concerned have significant correlation
whether at 0.01 or 0.05 level and the correlations made were interpreted as negligible
correlation.
Alderite, Busquit, & Mejica (2008) aligned the teacher education program of
Holy Cross of Davao College with the CHEDs prescribed National Competency-Based
Teacher Standards (NCBTS). The The teachers express that their strengths on
instructional competencies center on three domains curriculum, diversity of learning,
and learning environment. On the other hand, their weaknesses revolve around the four
domains of planning, assessing and reporting; community linkages; personal growth and
professional development; and social regard for learning. Students see that the teachers
are quite low in some instructional competencies specifically in the areas of curriculum
making, planning, assessing, reporting and community linkages. They perceive that their
mentors instructional competencies are predominantly manifested in their mastery of the

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subject matter; in providing students with an adequate learning environment; and in the
efficient and effective handling of diversity among students, learning approaches and
instructional materials. The study recommends that the NCBTS be made as guideposts
and guidelines in the preparation of a program for recruitment and retention of young
teachers with aptitude and potentials for the teaching profession. In-service trainings and
workshops must be centered on these standards specifically in planning, assessing and
reporting. Community linkages and networking of teachers should be well defined.
Teachers should strive for more engagement in educational researches.
Siddiqui (2010) studied the instructional process competencies through class
room observations in Workers Welfare Model Schools (WWMS) established by Workers
Welfare Fund (WWF), a subsidiary organization of Ministry of Labour and Manpower,
Government of Pakistan. The study was also aimed at exploring indicators of school
effectiveness. Major findings of the study indicated that though most of the teachers are
aware of standards of teaching for school effectiveness to some extent but they are not
implementing these standards in their classrooms. Also majority of the teachers are not
using evaluation techniques properly. The teachers, however, agreed with two major
characteristics of the teacher education for school effectiveness i.e. content knowledge
and pedagogical competencies. The major implication of the study is to shift from lecture
paradigm to collaborative, interactive and democratic teaching style and develop
mentoring as well as monitoring teacher education program for overall school
effectiveness. Also a need emerges to find out as to why teachers, despite having
knowledge of the required techniques, do not follow the standards of school
effectiveness.

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Kunter, et al. (2013) investigated teachers pedagogical content knowledge,

professional beliefs, work-related motivation, and self-regulation as aspects of their
professional competence. Specifically, it examines how these aspects impact instruction
and, in turn, student outcomes. Multiple measures were used to assess teacher
competence, instructional quality, and students achievement and motivation. The effect
of teachers professional competence on student outcomes was estimated in a 1-year
repeated-measures design. Two-level structural equation models revealed positive effects
of teachers pedagogical content knowledge, enthusiasm for teaching, and self-regulatory
skills on instructional quality, which in turn affected student outcomes. In contrast,
teachers general academic ability did not affect their instruction. The multidimensional
model of teachers professional competence introduced in this article seems suited to
stimulate further research on the personal indicators of teacher quality.
The study of Fernandez (2013) looked into the teachers competence and learners
performance in the Alternative Learning System. It specifically determined the teacherlearner respondents profile, their competence using Competency Based Examination.
This research aimed to determine the relationship between teachers competence and
learners performance in the Competency Based Examination. It was found out that no
significant relationship exists between teachers competence and certain sociodemographic profile such as gender and educational background. While teachers years of
teaching experience in ALS, salary and performance rating are found to have significant
relationship. Among the learners, gender and distance of residence from the community
learning center had a significant relationship to their performance. Furthermore, there is
no significant relationship between the teachers competence and learners performance.

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Based on the findings, an enriched instructional program was prepared for the
implementation of the delivery system of the Alternative Learning System (ALS)
Accreditation and Equivalency (A&E) Program. As regards teachers competence, the
following weaknesses were identified: Manifest a thorough knowledge of the subject
matter; formulate questions to clarify a lesson; usage of various aids to make the subject
matter in the module more interesting to learners; make use of a variety of teaching
strategies to make the lessons in the module more interesting; and provide challenging
task applicable to real life situations.
The study of Khatoon, Azeem, & Akhtar (2011) investigated in to a descriptive
research to critically review of the impact of different factors on teaching competencies at
secondary level. The study has defined female school teachers socio cultural problems
and environmental problems .The main objectives of the study were to find out the
female school teachers, socio cultural problems, and environment problems and to
measure the teaching competency of teachers by relationship between teachers and
students. The following results were drawn by the researcher in the light of the analysis
of the data. The mostly families are in favors of female teachers job. The result proves
that the female spare the time for domestic work due to have half day job. The result
proves that professional jealousy is everywhere and mostly it effects on their teaching
competency.
Relationship between the Present Study and the Previous Studies
The present study will be related with the previous studies since they will discuss
and elaborate the competencies of teachers and how other variables and factors affect
their competencies as secondary teachers of the K-12 program.

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Differences of the previous studies and the present study lie on the types of
respondents, other variables explaining the competencies of teachers, and the statistical
treatment used in determining and detailing the competencies of teachers as educators of
the 21st century and of the K-12 Basic Education Program.
Conceptual Framework
Teachers have lots of effective methods, techniques, and strategies used in
obtaining their objectives in teaching. Teachers should not only consider how to teach
effectively, but to know how to motivate their students to become a better people and to
be developed holistically.
Figure 1 shows the paradigm of the study. The input-process-output model is
adopted in the study. Frame 1 will represent the input, Frame 2 will depict the process,
and Frame 3 will illustrate the output.
Frame 1 describes the input which includes the level of instructional
competencies according to knowledge-based competencies which include mastery of the
subject matter and receptivity to intellectual improvement, attitude-based competencies
which include attitude towards teaching and attitude towards professional development,
and skill-based competencies which include teaching skills, guidance skills, management
skills, and evaluation skills; the problems encountered by teachers in instruction which
include knowledge-based competencies, attitude-based competencies, and skill-based
competencies.

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INPUT

PROCESS

Level of Instructional
Competencies

Instrument

- Knowledge-Based
Competencies
- Mastery of Subject
Matter
- Receptivity to
Intellectual
Improvement
- Attitude-Based
Competencies
- Attitude towards
Teaching
- Attitude towards
Professional
Development
- Skill-Based
Competencies
- Teaching Skills
- Guidance Skills
- Management Skills
- Evaluation Skills
- Values Based Skills

OUTPUT

Survey-questionnaire

Statistical Treatment
Frequency
Percentage
Weighted Mean
T-test

Problems Encountered
in Instruction
Knowledge-Based
Competencies
Attitude-Based
Competencies
Skill-Based
Competencies
Values-Based
Competencies

Improved instructional
competencies of teacher
in terms of knowledgebased, attitude-based,
and skill-based
competencies

Solutions to the
problems encountered
by teachers in
instruction in terms of
knowledge-based,
attitude-based, and skillbased competencies

Feedbacks
Figure 1 Conceptual Paradigm of the Study
Frame 2 shows the process which includes the research instrument which is a
survey-questionnaire and the statistical tools which include frequency, percentage,
weighted mean, and t-test will be employed in the study.

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Frame 3 depicts the output which includes the improved instructional

competencies according to knowledge-based competencies which include mastery of the
subject matter and receptivity to intellectual improvement, attitude-based competencies
which include attitude towards teaching and attitude towards professional development,
and skill-based competencies which include teaching skills, guidance skills, management
skills, and evaluation skills; and the solutions to the problems encountered by teachers in
instruction which also in terms of knowledge-based competencies, attitude-based
competencies, and skill-based competencies.
Statement of the Problem
This study is designed to assess and describe the instructional competencies of the
technology and livelihood education teachers of the K-12 Program in selected secondary
public schools of the district of Floridablanca, Pampanga during the academic year 20142015.
More specifically, it will seek answers to the following questions:
1. How may the level of instructional competencies of teachers be described along the
following areas as perceived by the students and the teachers themselves:
1.1 Knowledge-Based Competencies
1.1.1 Mastery of the Subject Matter
1.1.2 Receptivity to Intellectual Improvement
1.2 Attitude-Based Competencies
1.2.1 Attitude towards Teaching
1.2.2 Attitude towards Professional Development
1.3 Skill-Based Competencies

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1.3.1 Teaching Skills

1.3.2 Guidance Skills
1.3.3 Management Skills
1.3.4 Evaluation Skills?
1.4 Values- Based Competencies
2. What are the problems encountered by teachers in their instruction in terms of:
2.1 Knowledge-Based Competencies
2.2 Attitude-Based Competencies
2.3 Skill-Based Competencies
2.4 Values-Based Competencies
3. What are the solutions to the problems encountered by teachers in terms of:
3.1 Knowledge-Based Competencies
3.2 Attitude-Based Competencies
3.3 Skill-Based Competencies
3.4 Values-Based Competencies
4. Is there a significant difference between the self-assessment of teachers and students
on the abovementioned instructional competencies of the former?
Hypothesis
The study will test the following hyphothesis.
There is a significant difference between the self-assessment of teachers and
students on the instructional competencies of the former.

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Significance of the Study

The results of the study will be beneficial to the following:
The result of the study will provide teachers insights and information on their
level of instructional competencies and how to update and improve their skills not only
on dealing with their students, but also on dealing with colleagues and other people. This
will also serve as a diagnostic tool for teachers to re-assess and re-evaluate their
competencies and the congruency of their skills and competencies to what the 21 st
century education prescribed.
The output of this study will be useful to the students due to the fact that the
improved competencies of their teachers would likely result to better and improve
teaching and delivery of quality and relevant education to them. The result of this study
may bring favorable development on their personality, achievement, and performance in
learning.
The outcome of this study will help school heads and principals by providing
sound data on how they will evaluate the instructional competencies of their teachers.
This will serve as guide or baseline on providing their teachers necessary assistance in
improving their competencies. The result of the study will help them choose or select
their future teachers.
Lastly, the revealed data of this study may be used by future researchers as a
springboard to further exploratory or investigatory works of their own, especially on the
field of improving instructional competence of teachers. By considering the different
variables included in this work, future researchers may find insights on possible inclusion

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of some other variables which have not been part of it and which they find worthy and
justifiably of being subjects for investigation.

Scope and Delimitation

The focus of this study will be on the instructional competencies of the
Technology and Livelihood Education teachers of the K-12 Program in selected
secondary public schools of the district of Floridablanca Pampanga during the academic
year 2014-2015.
Discussion of topics will be delimited to the level of instructional competencies of
the identified teacher and student-respondents in the five (5) public high schools of the
district of Floridablanca, Division of Pampanga along with the following areas:
knowledge-based competencies which include mastery of the subject matter and
receptivity to intellectual improvement; attitude-based competencies which include
attitude towards teaching and attitude towards professional development; and skill-based
competencies which include teaching skills, guidance skills, management skills, and
evaluation skills; the problems encountered by teachers in instruction which include
teaching preparations, teaching lessons, handling students behavior and evaluating
students performance; and the solutions to the problems encountered by teachers in
instruction which also include teaching preparations, teaching lessons, handling students
behavior and evaluating students performance.
Definition of Terms
For the clearer understanding of the study, the following terms are will hereby
define operationally:

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Attitude-based Competencies. This refer to the way how person view, perceive,
and appreciate certain things. As for the study will concern, this is the way how TLE
teachers view their attitude-based competencies which include their attitude towards
teaching and attitude towards professional development.
Competencies. Refer to the quality or state of being functionally adequate or
having sufficient knowledge, judgment and skill in a certain field or area. In the study,
these involve the knowledge-based, attitude-based, and skill-based competencies of TLE
teachers in public secondary schools of Floridablanca, Pampanga.
Evaluation Skills. Refer to the skill demonstrated by teachers on judging
instructional instruments and making sound decisions on their efficacy as teachers and
the quality of instruction there are delivering to the students. As will be used in the study,
this is one of the criteria in describing the skill-based competencies of TLE teachers.
Guidance Skills. Refer to the proficiency of secondary teachers in helping,
assisting, guiding, mentoring, and counseling students in their academic pursuit. These
involve teachers competence in providing assistance to the needs of the students in their
studies. As will be used in the study, this is one of the criteria in detailing the skill-based
competencies of TLE teachers.
Instructional Competencies. These involve the capacity, proficiency, capabilities,
and skills of teachers of teachers in delivering quality ad relevant education to every
learner. As will be reflected in the study, these are the competencies by TLE teachers in
teaching the subject as prescribed by the K-12 program.
Knowledge-based Competencies. These include, the technical skill or knowhow
of teachers in delivering the concept, context, and ideas of the subject being taught. As

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will be reflected in the study, this is one of the criteria in describing the instructional
competencies of public secondary TLE teachers. These include the teachers mastery of
the subject matter and receptivity to intellectual improvement.
Management Skills. Refers to the skill demonstrated by the teacher in handling
his/her classes. These involve the capacity of teacher in handling the classroom
environment, students behavior, instructional materials, and other aspects peculiar to the
profession. As will be used in the study, this is one of the criteria in detailing the skillbased competencies of TLE teachers.
Mastery of Subject Matter. This pertains to the proficiency of teachers in teaching
a particular subject. In the study, this involves the efficacy and technical knowhow or
knowledge of the teacher in teaching various areas in Technology and Livelihood
Education (TLE).
Professional Development. This refers to the ways and means of teachers in
further developing their instructional competencies by attending seminars, trainings,
symposia, and other related activities and continuing their studies. As will be used in the
study, this is one of the criteria in describing the attitude-based competencies of the TLE
teachers.
Receptivity to Intellectual Improvement. This refers to the level of acceptance of
teachers in improving their technical knowhow and knowledge on the subject they are
teaching. In the study, this involves the attitude of teachers in improving their knowledge
on TLE subjects.

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Secondary School Teachers. Refer to the teachers assigned to teach in the

secondary level. In the study, they are the TLE public secondary teachers that serve as the
respondents of the study, stationed at the district of Floridablanca, Pampanga.
Skill-based Competencies. These are the capacities, skills, and capabilities of
teachers in delivering quality and relevant education and in fulfilling their duties as
prescribed by the profession. As will be reflected in the study, this is one of the criteria in
describing the instructional competencies of public secondary TLE teachers. These
include teachers teaching skills, guidance skills, management skills, and evaluation
skills.
Teaching Skills. Refer to the proficiency of the teacher to impart knowledge to the
learners as indicated by the subject matter they are teaching. As will be used in the study,
this is one of the criteria in detailing the skill-based competencies of TLE teachers in the
public secondary schools.

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Chapter 2
Methodology of the Study
This chapter presents the research design, participants, sampling design, data
gathering procedure, construction and validation of questionnaire, and statistical
treatment of data used in the study.
Research Design
The descriptive-survey method of research will be used in gathering the data and
information to assess and identify the instructional competencies of TLE teachers. Rivera
and Rivera (2007) stated that descriptive method describes and interprets what is. It deals
with the relationships between variables, testing of hypotheses and the development of
generalizations, principles, and theories that have universal validity. This method is very
appropriate because it could describe and find out the present status of instructional
competencies of Technology and Livelihood Education teachers in the district of
Floridablaca, Division of Pampanga.
Participants
The respondents of this study will be the selected public high school teachers and
students in Floridablanca, Division of Pampanga. This study will be conducted to 39
public secondary teachers and 1,178 public secondary students in Floridablanca, Division
of Pampanga during School Year 2014-2015.
The study will be conducted at the identified five (5) public secondary schools in
Floridablanca, Division of Pampanga namely: Basa Air Base High School, Diosdado
Memorial High School, Gutad National High School, Paguiruan National High School,
and Pasay City North High School during the school year 2014-2015. The respondents of

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INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 22

the study will be the public secondary teachers and students comprising 20% of the total
population of teachers and students in the stated public high schools. Students from the
fourth year and some of third year will be selected preferably as to have a more concise
and precise evaluation of teachers instructional competencies on the part of the students.
The subsequent Table 1 shows the total population and sample of the respondents
of the study in their respective schools.
Table 1
Population and Sample of the Respondents According to School

School
A
B
C
D
E

Number of Students
Sample
Population
20%
1,730
346
1,700
340
989
198
740
148
730
146

Number of Teachers
Sample
Population
20%
50
10
62
12
37
7
24
5
22
5

Grand
5,889

1,178

195

39

Total

Legend:
A

Basa Air Base High School

Diosdado Memorial High School

Gutad National High School

Paguiruan National High School

Pasay City North High School

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INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 23

Population and Design

To determine the sample of the study, simple random sampling technique will be
used in selecting samples from the student and teachers in the public secondary schools in
the district of Floridablanca, Pampanga during the school year 2014-2015. According to
Gupta (2011), simple random sample (SRS) is the most widely known type of random
sample. This is characterized by the fact that the probability of selection is the same for
every case in the population. Simple random sampling is a method of selecting n units
from a population of size N such that every possible sample of size has an equal chance
of being drawn. Only 20% of the whole population of public secondary students and
teachers in the identified 6 public secondary schools are will be chosen as respondents for
the study.
Data Gathering Instrument
The questionnaire will be the main instrument to be used in collecting the data
needed in this study. The related literature and studies will be taken from reading of
researchers whose works have similar bearing on this study and will help the researcher
in the formulation of the questionnaire. As defined by Zulueta and Perez (2010),
questionnaire is a list of questions that is filled out by the person being surveyed. It is
much easier to get a bigger sampling with questionnaires because they are easy to
distribute and can be filled in by many people at the same time.
The researcher will prepare the following questionnaires:
Teachers Questionnaire. The questionnaire contains the competencies of TLE
teachers in terms of knowledge-based competencies which include mastery of the subject
matter and receptivity to intellectual improvement, attitude-based competencies which

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INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 24

include attitude towards teaching and attitude towards professional development, and
skill-based competencies which include teaching skills, guidance skills, management
skills, and evaluation skills; the level of instructional competencies according to
knowledge-based competencies which include mastery of the subject matter and
receptivity to intellectual improvement, attitude-based competencies which include
attitude towards teaching and attitude towards professional development, and skill-based
competencies which include teaching skills, guidance skills, management skills, and
evaluation skills; the problems encountered by teachers in instruction which include
knowledge-based

competencies,

attitude-based

competencies,

and

skill-based

competencies; and the solutions to the problems encountered by teachers in instruction

which also include knowledge-based competencies, attitude-based competencies, and
skill-based competencies. This will be rated by TLE teachers in the public secondary
schools in the district of Floridablanca, Division of Pampanga.
Students Questionnaire. The questionnaire will also contain the teachers level
of competencies in terms of knowledge-based competencies which include mastery of the
subject matter and receptivity to intellectual improvement; attitude-based competencies
which include attitude towards teaching and attitude towards professional development;
and skill-based competencies which include teaching skills, guidance skills, management
skills, and evaluation skills. This will be rated by the students in the public secondary
schools in the district of Floridablanca, Division of Pampanga.
Construction and Validation of Questionnaire
The researcher will undergo extensive reading of literatures and studies in various
libraries, including the National Library and will consult knowledgeable personalities in

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INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 25

the field of construction of questionnaire like her adviser, supervisor, principal, and
seasoned/expert TLE teachers. The researcher will master the guidelines in constructing
questionnaire before writing the manuscript for editing.
The questionnaires will then be subjected for validation. A dry-run will be
administered to two (2) TLE teachers and twenty (20) secondary students of Baruya
National High School, Lubao, Pampanga in order to check on the items and questions
stipulated in the questionnaires and also to check on those questions which are fully
understand by the respondents and other relevant data which will not initially included.
Suggestions will be noted and the necessary corrections will be incorporated in the initial
and final draft of the questionnaire.
Administration of the Questionnaire and Data Collection
The researcher will seek permission from the DHVTSU officials and schools
division superintendent of Pampanga to conduct a survey to the respondents from the five
(5) public high schools in the district of Floridablanca, Division of Pampanga. Upon the
approval of the request, the researcher will ask permission from the school head or
principal of the said public high schools to conduct the study and administer the
questionnaires to the respondents and will personally distribute the copies to the student
and teacher-respondents. The respondents will be given an ample time to accomplish the
questionnaires. Close supervision in administering the questionnaires and retrieving
100% of the questionnaires will done thoroughly.
Statistical Treatment of the Data
In analyzing and interpreting the data gathered, descriptive statistical technique
such as frequency, percentage, weighted mean, and t-test are used.

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INSTRUCTIONAL COMPETENCIES OF TLE TEACHERS OF THE K-12 PROGRAM 26

The descriptive ratings on numerical ratings of the teachers competencies levels

will be based on the following:
Weighted Mean
4.51 5.00
3.51 4.50
2.51 3.50
1.51 2.50
1.00 1.50

Point Scale
5
4
3
2
1

Descriptive Rating
VC- Very Competent
MS- Moderately Competent
LC- Less Competent
C- Competent
NC- Not Competent

Meanwhile, the descriptive ratings on numerical ratings of the problems

encountered by teachers in instruction will be based on the following:
Weighted Mean
4.51 5.00
3.51 4.50
2.51 3.50
1.51 2.50
1.00 1.50

Point Scale
5
4
3
2
1

Descriptive Rating
VS Very Serious
S - Serious
SS Somewhat Serious
MS Moderately Serious
NP Not a Problem

On the other hand, the descriptive ratings on numerical ratings of the solutions to
the problems encountered by teachers in instruction will be based on the following:
Weighted Mean
4.51 5.00
3.51 4.50
2.51 3.50
1.51 2.50
1.00 1.50

Point Scale
5
4
3
2
1

Descriptive Rating
VA Very Applicable
A Applicable
SA Somewhat Applicable
MA Moderately Applicable
NA Not Applicable

Correlation analysis will be used to determine the difference on the instructional

competencies of teachers as perceived by them and their students.

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