Sison Thesis 2016

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Lingayen, Pangasinan
Chapter 1
THE PROBLEM
Rationale
Philippine education is given high importance by every Filipino
because they believe that the future depends on how they can educate their
children for a better tomorrow. As what Dr. Jose Rizal said, “The youth is
the hope of our motherland” – pertaining to the Philippines, the “Pearl of the
Orient Sea”.
As the world has become a global society, education is seen by many
as an avenue for national development. Economic growth, development and
improved living standards are considered to be directly linked to the state of
education. The preparation of new teachers and the on-going professional
development of those in the current teaching force are key to educational
improvement (Cobb, Darling-Hammond and Murangi 1995).
In line with the quest for global improvement, education plays a vital
role in the development of a person as well as in a nation building. With this
in mind, the Philippines, through the Department of Education (DepEd)
continues to search and improve the education curriculum for school

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effectiveness, for protecting and promoting the rights of all citizens to
quality education and to equip the learners with the knowledge, skills,
attitudes and values which will enable them to cope with the challenges of
the society in our competitive world.
Furthermore, basic education in the Philippines is managed and
regulated by the Department of Education. The Department controls the
Philippine education system, especially the curriculum used in schools, and
the usage of funds for further improvements, such as the continuous building
of schools and it’s facilities and the recruitment of teachers and other staff,
among others.
The immediate past basic educational system of the Philippines was
composed of 6 years of elementary education starting at the age of 6, and 4
years of high school education starting at the age of 12. Afterwards, one can
continue his or her education by enrolling in technical or vocational schools,
or take higher degree courses in colleges and universities. Although the 1987
Constitution states that elementary education is compulsory, it was not put
into force due to some constraints.
The country started its transition from its old 10-year basic education
system to the K to 12 education system, as mandated by Republic Act No.

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10533 known as the “Enhanced Basic Education Act of 2013”. At present,
the new 12-year system is now being implemented, in Kindergarten to Grade
4 in elementary and in Grade 7-10 in the high school along with the adoption
of a new curriculum for all schools. The transition shall last until the S.Y.
2017-2018, where the first graduates under the new educational system will
be brought forth.
School effectiveness has been one of the major concerns of
educational technocrat for quality education. It encompasses students’
academic achievements and development of their personality together with
the teachers’ development and improvement in school milieu.
Effective and target oriented education, is conceived as the most
powerful medium and a source to effect required change in the social setup
of a country. This, however, does not take place in isolation, but is
accomplished by the teacher, who is the major player of change during the
entire process. With this important role, the teacher has to be effectively
prepared and trained. This training process must be accorded the highest
priority by everyone concerned for improving the deliverance of education.
Teachers, who can shoulder this responsibility, have to be trained in the
professional knowledge and should be encouraged to adopt the profession.

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The other real aspect, would be inducting teachers through Professional
Development. The adequacy of this training process is dependent on
required motivations, dedication and a will for continuous professional
development achievement in this profession. It is a rather continuous and
life-long effort.
The reality is that schools could change and develop only, if the
teachers within the institutions are empowered to develop themselves. The
learning process is a basic element of cultural progress without which no
individual can attain professional development as Schiefelben (1921) said
that the quality of teaching performance is directly influenced by the
academic qualification and professional training of teachers. Effective
teaching is determined by content, mastery and Pedagogical Skills.
The development and improvement of education by a nation requires
that all the essential elements for improving training in education must be
provided, including, selection of professional and scholastically qualified
teachers. Such teachers consider education as a sacred mission for
improvement of education in the country so as enable it to compete with
other nations.
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In education, the ultimate purpose of the teacher is to help student to
learn, often in a school. The aim is achieved through the preparation of a
course of study, planning of lessons that include the development of learning
and thinking skills. All these skills are referred to as pedagogical skill of a
teacher. The teaching profession demands full devotion towards continuous
learning. In the classroom, the teacher has greater discretion as to the time
devoted to a given lesson. In planning instruction, the teacher must be aware
of the fact that his behavior and interaction with students vary according to
the nature of the activity used during instruction.
Similarly, teaching is one of the most challenging professions.
Working with young people as they develop their personality is a rewarding
experience. Teachers help to develop the minds of young people to the end
that they can cope with problems affecting our country's future (Gilchrist el
al., 1985). To be a successful teacher, planning is very important. Successful
planning means knowing how to facilitate a positive learning experience for
all students. The teacher uses his/her best professional judgment to decide
which method, strategy and technique will work best for a particular
situation.
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The success of any educational system depends on good teachers. We
cannot replace the teachers with any other type of instructional material. It
has been well said that teachers are the best educational system. So, in an
educational system, the teacher is the basic factor for its success. A teacher
is more than what is commonly talked about. His duties of profession have
many other dimensions.
The teachers’ importance in modern era has acquired new dimension.
They not only have to impart subject matter to the student but also help him
in the use of knowledge for developing the abilities and talents with which
he is born. If productive change has to be achieved, to raise the standard of
education, it is imperative to recruit teachers who not only have proficiency
in their subject, but also have required a positive attitude towards education
and children.
From the aforementioned statements, it is evident that it is through
effective teacher education programs that teaching can be improved. These
help the teachers to develop as effective teachers. Teacher in-service
education programs must be directed to equip the teachers with professional
skills, know-how and motivation to encourage students to acquire
knowledge and attitudes, about society, wherein they live. This process is
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expected to result in teachers who possess the required qualities of an
effective professional teacher for good education and social achievements.
With these requirements, teacher education assumes an essential role in the
educational process dealing with acquisition of effective teaching skills and
techniques. The development and improvement of education by a nation
requires that all the essential elements for improving training in education
must be provided, including, selection of professional and scholastically
qualified teachers. Such teachers consider education as a sacred mission for
the improvement of education in the country so as enable it to compete with
other nations.
To make the teaching profession more acceptable and professional, it
is essential that research in teacher education should assume a pivotal role.
This must include a transmission and acquisition of knowledge, so that those
who are trained are able to realize the impact that the training, would have
for the entire economy as well as the society.
In addition to professional training, teachers should be trained in
learning practical ethics related to education and various models made for
school effectiveness and teacher education. These are open for further
research in this direction.

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Keeping in view the above established linkage between teachers,
administrators, students and other stakeholders it is required to explore
indicators and standards for an effective teacher which may lead to improved
school and/or curriculum effectiveness which will produce a globally
competitive individuals.
Within the context of the aforecited situations, this study was
conceptualized to address such concerns along the provision of determining
the instructional competence of MAPEH teachers in secondary schools
public
Conceptual/Theoretical Framework
Section 2 of Republic Act No. 10533 known as the “Enhanced Basic
Education Act of 2013”, states that “The State shall establish, maintain and
support a complete, adequate, and integrated system of education relevant to
the needs of the people, the country and society-at-large and Section 7 states
that “to ensure that the enhanced basic education programs meet the demand
for quality teachers and school leaders, the DepED and the CHED, in
collaboration with TESDA and other relevant partners in government,
academe, industry, and nongovernmental organizations, shall conduct
teacher education and training programs”.

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The Enhanced K to 12 Basic Education Program seeks to provide for
a quality 12-year basic education program that each Filipino is entitled to.
This is consistent with Article XIV, Section 2(1) of the 1987 Philippine
Constitution which states that “The State shall establish, maintain, and
support a complete, adequate, and integrated system of education relevant to
the needs of the people and society.” MAPEH has four components first is
the Music Education wherein music is both an aural and a temporal art, the
student must learn to-hear,-speak and –think in the medium of music. The
Art Education focus in Philippine Art, Culture and Heritage, appreciating the
diversity of our local artist, our arts, crafts and indigenous materials to
strengthen the students identity of being a Filipino, before he/she is
introduced to the art of others countries .The modules guide educators and
provide our students with art experiences, concepts and processes that are
presented in a spiral progression of difficulty and depth from Kindergarten
to Grade 12. The approach is child-centered and hands-on in creating art
using locally available materials. The Physical Education Curriculum under
the K to 12 Basic Education program is anchored to the tenet “move to
Learn, Learn to Move” with ultimate goal of achieving lifelong fitness. The
framework is bounded on the context of legal and philosophical

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underpinnings pursuant to Article IV Section 19 of the Philippines
Constitution which mandates that: The state shall promote physical
education and encourage sports programs, league competitions and amateur
sports, including training for international competitions, to foster self-
discipline, teamwork and excellence for the development of a healthy and
alert citizenry. All educational institutions shall undertake regular sports
activities throughout the country in cooperation with athletic clubs and other
sectors. Each strand is sequentially developed across grade levels. With the
K to 12 Health curriculum, a learner should be able to sustain and promote
lifelong and wellness. It focusses on the physical, mental, emotional, social,
moral and spiritual dimensions of holistic health and enables the learners to
acquire essential knowledge, attitudes and skills necessary to promote good
nutrition, prevent and control diseases and substance misuse and abuse,
reduce health-related risk behaviours to prevent and control injuries with the
end view of maintaining and improving personal, family, community and
environmental health.
This is a humble effort by the Philippine Government to provide the
most convenient access to education for the children in developing their
personality and elevating the social standing of those in need within the
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community. They focused on developing the personality of the students to
make them effective citizens of the nation by contributing to economic
prosperity.
A theory by Dewey (1987), an American Philosopher and a
pragmatist emphasized the need for a continuing education for teachers
particularly in the advent of the technological changes that have taken place
in man’s environment. Such changes have influenced the school system to
keep abreast with the changing condition of the time. All these require
considerable amount of training and re-training on the part of teachers. He
also emphasized that education is a continuous reconstruction of
experiences. This dictum has become the guiding philosophy for educators.
Article IV Section 3 of the Code of Professional Ethics for Teachers
and School Officials in the Philippine Educational System, on the other
hand, states that “all officials and teachers should strive to broaden their
cultural outlook and deepen professional interest”. They must know the
extent of applying their competencies so that they may know the
competencies that should be enhanced.
Section 1 of Republic Act No. 7784, aims to provide and ensure
quality education by strengthening the education and trainings of teachers

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nationwide throughout a national system of excellence for teacher education.
The vision is teacher education systems whose mission is to educate and
train unquestionable integrity and competence, and who are committed to
their continuing professional growth and obligation to help their students
grow as responsible citizens. Section 2b, c, and d, enjoin all teachers to the
vision and mission towards National Culture of Excellence through Teacher
Development Programs.
Teacher training is the planned influence of individuals’ psychological
processes, for the purpose to gain an attitudinal commitment to the
philosophy, value and goals of an organization. Staff/faculty development
process focuses on helping faculty member to acquire the essential
teaching/learning competences. Studies undertaken recently have tried to
assess the effects of training for teachers by making comparison among
teachers who are trained in the traditional training process and those using
other means of training.
Supportive to this article Sue (1995) stated that the key factor in the
total development of a child is the teacher. The teacher should be armed with
the necessary knowledge, skills and technical know-how of imparting the
golden seeds of education in the young minds of his wards, inside the
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classroom. The teacher should also be flexible and adjustable to constant
changes brought about by modern technologies and discoveries that define
the educational system at present.
After evaluating the legal basis the researcher proposed an
intervention measure that there is a need to study the instructional
competence of MAPEH teachers of secondary public school under the K to
12 for better implementation of the curriculum. Furthermore, on the bases
of the foregoing contributions, the researcher was able to build the
operational paradigm of the study.
The operational paradigm of the study (see page 14) showed the
schematic flow of the study, the input – the profile variables and the level of
competence of the teacher-respondents, and the output – the recommended
training design for the mathematics teachers. As illustrated, the input or the
profile of the respondents such as age, sex, highest educational attainment,
area of specialization, highest relevant training attended and length of
teaching experience, and the level of competence of teachers with respect to
content, methods, assessment and instructional materials of the MAPEH
teachers will be study and after evaluation and interpretation of the findings
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in relevant to the input/data a training design for MAPEH teachers will be
recommended.
After securing permit to conduct the study from the Schools Division
Office I Pangasinan, to gather a reliable data and retrieve a hundred percent
of the questionnaires, the researcher must float the questionnaires personally.
Then after retrieving the questionnaires, the researcher have to tabulate and
statistically compute the data and be able to interpret to know the needs in
doing the training design for the MAPEH teachers.

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INSTRUCTIONAL COMPETENCE OF TACHERS OF

MAPEH IN PUBLIC SECONDARY SCHOOLS
INPUT PROCESS OUTPUT
Profiles of
MAPEH
Teachers in
Public
Secondary
1. Preparation,
Schools in
validation and
Terms of:
administration
1. Profile of
a. Age questionnaire .
b. Sex 2. Analysis and
interpretation Training
c. Highest
Educational of a) Profile Design
Attainment b) Level of
d. Area of Instructional
Specializati Competence
on
3. Development of
e. Relevant
Training Design
Trainings
Attended
f. Length of
Teaching
Experience
g.
Figure 1. Paradigm of the Study

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Statement of the Problem
The research aimed to assess the instructional competence of teachers
of MAPEH in public secondary schools under the K to12 Basic Education
Curriculum in the four (4) municipalities ( Binmaley, Lingayen, Bugallon
and Labrador) in 2nd Congressional District. It sought to answer the
following questions:
1. What is the profile of the teachers of MAPEH in the public schools in
the four (4) municipalities in the 2nd Congressional District in terms of
the following?
a. Age
b. Sex
c. Highest Educational Attainment
d. Area of Specialization
e. Highest Relevant Training Attended
f. Length of Teaching Experience
2. What is the level of competence of the teacher-respondents with
respect to;
a. Content
b. Methods
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c. Assessment
d. Instructional Materials
3. What is training design may be prepared to enhance the instructional
competence of teachers of MAPEH?
Assumption
1. MAPEH teachers training, seminar and workshop can greatly
upgrade and enhance teachers’ level of competence in teaching
MAPEH.
Scope and Delimitation
This study was conducted to determine and assess the instructional
competence of teachers of MAPEH in public secondary schools in the four
(4) municipalities ( Binmaley, Lingayen, Bugallon and Labrador) in 2nd
Congressional District of Schools Division Office I Pangasinan. A teacher-
made questionnaire was administered for the purpose of determining
MAPEH teachers’ instructional competence and to what extent were these
competencies applied in the classroom. This made use of the available data
about the study which were contained in the files of the respondents.
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Significance of the Study
The research was significant to the administrators, teachers, students
and other stakeholders, as this will give policy direction on achieving school
effectiveness which was a rising issue for academe and the outcomes from
this study would facilitate the process of professional development for
school effectiveness specifically in MAPEH. It would also help in
developing model of school effectiveness. It would further establish a
foundation of teacher education program. Private sector may also use
findings of this study for improving their working environment.
Because schools must educate, teach and prepare each student for
future life tasks, the focus of this study is on the instructional competency of
teachers. The main purpose of this study was to identify essential
competencies or strength of teachers but their weaknesses as well. This was
to give solution to their weaknesses by priority necessary trainings of
programs of development.
The researcher believed that this particular study would enhance the
ability and capability of the respondents and would help them to provide
guidelines for developing and managing their teacher education program.

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This study would also help the students’ artistic expression and
cultural literacy and their academic performance through competent
teachers. For the administrators, the result of this study would serve as a tool
for planning and organizing training to better equip their teachers and
meeting their moral and professional obligations to the teachers. This would
also help them identify what aspect needs to be given more emphasis in line
with MAPEH. The school administrators would also gain insights into the
significant role of teachers in implementing Department of Education
Policies and Division Memoranda. Furthermore, they can use this study in
supervising the existing staff development programs under K to 12
Curriculum.
To the future researchers, this would serve as a very good reference
material for further researches.
Finally, the researcher also believed that this particular study would
produce/provide essential data beneficial to those concerned with regard to
teacher development plans and programs for further enhancing of the K to
12 Curriculum and mostly the hiring of qualified MAPEH teachers in the
division.
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Definition of Terms
The following terms were defined conceptually and operationally to
give clearer understanding to the study.
Age. It refers to the period of time the respondents has lived as to the
filling of instruments.
Area of Specialization. It refers to a particular area of knowledge or
the process of becoming an expert in a particular area.

Assessment. It refers to a process that is used to track of learners’
progress in relation to learning standards and in the development of 21 st
century skills; to promote self-reflection and personal accountability among
students about their own learning and to provide bases for the profiling of
student performance on the learning competencies and standard of the
curriculum.
Content. It refers to the level of competence of teacher-respondents
to formulate lessons and objectives to be delivered.
Highest Educational Attainment. It refers to the highest educational
degree earned by teacher classified under the following categories:
Baccalaureate Degree such as BSEED/BEED, MAEd/MEd Degree, Ed.D /
Ph.D Degree/ D.A..

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Instructional Competence. It refers to the sufficient skills,
knowledge and attributes/values in teaching of teachers of MAPEH in public
secondary schools.
Instructional Materials. It refers to the different learning aids and/or
devices such as but not limited to books, modules, prototype curricular
materials the teachers utilize in teaching and to their ability to facilitate,
apply and provide instruments, tools and/or devices in teaching.
Length of Teaching Experience. It refers to the length of service
rendered by teacher-respondents of Lingayen in public school.
MAPEH ( Music, Arts, Physical Education and Health). This
refers to subject area being taught by MAPEH teachers.
Methods. It refers to the procedures to undertake a particular work
with adequate knowledge and skill. It is to the competency of a teacher to
develop a link between the students and the knowledge and skill contents
embodied in the curriculum/lesson, effective teaching methods provide the
required environment to the students in learning a particular skill or an area
of knowledge and to the teacher-respondent’s ability to interact with the
students and have their focus on their lessons and activities.

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Relevant Training. It refers to organized activity aimed at imparting
information/or instructions to improve the recipient’s performance or to help
him or her attain a required level of knowledge or skill.
Sex. It refers to the subject whether male or female.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presented a brief discussion of the reviewed literature
and studies which were related to the present study. The reviewed literature
and studies provided guidance, direction and reference to the researcher in
the choice of the design, procedure and conduct of this study. It explored the
factors relevant to the teacher’s competencies and teaching practices for
effective teacher education. The chapter drew seminal researcher focusing
on the constituents, some on the identification of educational competencies
and practices of teachers.

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Related Literature
Literature reviewed indicated number of professional characteristic
which were basic requirement for a good teacher. This has been revealed by
various studies, which were published or made as the foundation for
discussions on the subject matter by authors or articles.
The following professional characteristics were the basic components
of the teacher’s personality as stated by Siddiqui (2010):1) Honour of child,
2) Introduction with students by giving attention, 3) Participation of students
in school activities, 4) Addressing the individual differences of the students,
5) Importance of theory as well as practice, 6) Source of assessment in the
classroom, 7) Ask questions with consideration in lecture style
He also stated that to understand a competent teacher we have to see
to what extend they apply an integrated knowledge that they have in
planning and implementing their teaching and revise the contents of their
lesson. The other aspect of teaching competency was the ability in
technological aids, which suggested that the teacher must possess knowledge
and skill about proficiency in teaching aids. This suggested that effective
teachers were able to learn planning and designing of lesson as well as the
strategies to be adopted in teaching; 1) They should be thus traced in

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facilitating teaching and professional were committee to acquiring
knowledge throughout their life. 2) They should further be able to guide
their students by properly designated course of studies. 3) They should be
able to currently use student’s output and provide him with a correct
feedback and how to make use of this in improving their teaching. 4) An
instructor must be able to adequately manage the classroom.5) Know the
ways and means to motivate the students. 6) The instructor must be able to
understand as to how the students learn and improve besides knowing the
contents of the education method that they are teaching.
He also stressed that teacher’s importance in modern era has acquired
new dimensions. They not only have to impart subject matter to the learners
but also help him in use of knowledge for developing the abilities and talents
with which he is born. If we were committed to bring about really a
productive change, to raise the standards of education, it is imperative to
recruit teachers who not only have the subject matter proficiency, but also
have required a positive attitude towards education and children.
He enumerated educational competencies as follows: 1) Academic
Competencies, 2) Methodological Competencies, 3) Material Utilization

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Competencies, 4) Instructional Process Competencies, 5) Teaching
Evaluation Competencies, and 6) Interaction Process Competencies
His research on educational issues has brought forward many matters
in various domains of education. Major challenges for teacher education in
the twenty-first century are summarized as follows: 1) The raising of the
status of the teaching profession to a level at which it attracts the best
qualified applicants. 2) Harnessing rapidly developing technology to provide
maximum learning opportunities for student teachers, especially those in
remote areas and those in developing countries, where conventional
resources such as libraries are impossible to resource adequately. 3)
Discovering the optimum balance between theory and practice in the
curriculum of teacher education in the many and varying contexts in which it
is provided. 4) Developing teacher education structures and curricula that
provide optimal balances among the academic, humanitarian, aesthetic and
moral domains of human experience. 5) Designing research that takes
account of the many complex factors that impinge upon the process of
teacher education, so that a greater understanding may be gained of the ways
in which students learn to teach in the myriad of contexts in which they live.
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The above mentioned basic components of teacher’s personality lead
to the inference, that teachers are more than effective elements leading to
holistic development of children. Factors such as developing the learning
skills, building confidence to face life, attitude and perception or in other
words the intellectual growth should be carefully enhanced and practiced by
teachers so that these delicate tasks may impart to teaching.
Application of well-coordinated and intermingled approach to
knowledge to contently re-visits the instructions as they plan
implementation. The teachers consider a broad and integrated set of
knowledge and techniques, which planning to revise these aspect of the
competence of a teachers so, to competence what expected of a teacher
understanding about using technical advancement should be answered in the
context of the different sets of knowledge and skills that effective teachers
possess. The research in teacher’s knowledge, skills and standards suggests
that teacher change with the passage of time and develop skills like
planning, designing, assessment techniques, helping student reflective
teaching, professional commitment, assessment techniques, effective
feedback and application of knowledge, what they have gained to improve
instructions.
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One of the attributes of effective teaching relates to the social context
of the community, the variance in the students and the positive attributes and
the deficiencies in the children. The proficiency in technology is perceived
as a means to an end (resulting in better teaching) rather than as an end in
itself (Siddiqui, 2007).
The effective learning depends upon quality of teaching which
requires individuals who are academically able and who care about the
wellbeing of children and youth (Highland Council Education, Culture and
Sport Service, 2007).
According to Colquitt el al. (2013) a mastery based approach that
emphasizes individual study and progressions can enhance student learning.
He also emphasize that personal fitness courses must result in cognitive
gains as well as enjoyment and personal application in order to produce
lifestyle changes in high school students. To achieve this, physical education
teachers need to meet the following guidelines to promote activity among
their students: (1) provide planned, sequential physical education that
promotes lifelong activity, (2) develop student knowledge and positive
attitudes toward physical activity, and (3) develop mastery of skills and
confidence in physical activity among students.

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Teachers who were better informed as to the nature of their teaching
were able to evaluate their stage of professional growth and what aspects of
their teaching they need to change. The difference between a trained and an
untrained teacher lies in methods adopted for teaching and development of
children. There is great diversity in the type of training available to teachers
and thus comparisons become difficult.
As stated by Lambert (2013) in her article entitled Secondary School
Physical Education Problems, physical education has not been immune to
such scrutiny. Much attention has been paid elementary and middle school
physical education programs seem to have gone unnoticed. Secondary
physical education is laden with outdated curricula, rote instruction, and
poor methods of evaluation. Furthermore, the quality programs which do
exist often struggle in the shadow of interscholastic athletics or go unnoticed
due to lack of administrative support or awareness. She concluded that
curricula must be “owned” by those who use them. When teachers are not
involved in the creation and/or change of physical education programs,
chances of effective implementation are greatly reduced. Therefore it is
important to monitor the progress or instructional competencies of teachers

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who are considered to be the most influential in the implementation of the
curricula.
Weinert (2001) relates the term to the Greek notion of arête meaning
excellence in the sense of being the best; also with the Latin term virtus, a
kind of moral excellence, while it is generally understood as being
concerned with what people can do rather than they know. The concept
applies to individuals, social groups or institutions and the word
‘competence’, ‘competency’ or its plural form ‘competencies are often used
interchangeably. The latter denote discrete skills and activities that
individuals can perform (Allen, 2011). Competencies can be defined as “the
set of knowledge, skills and experience necessary for future” which
manifests in activities (Katane et.al 2012) and Fakhara (2012) operationally
defined teachers competencies as knowledge and skills of teachers required
for effective and quality education at higher educational level. These include
a set of teaching skills that a teacher needs to possess in order to become
effective and these are pedagogical skills, management, assessment, and
research skills.
Related literature showed that there was a need to know the
implication of instructional competencies of teachers under the K to12

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Curriculum so that it would be fully implemented. The teachers should be
equipped with different kinds of competencies and must practice good
teaching habits for there were some of the issues confronted in the Kto12
Program of the government and one factor aside from the economic
resources of the system is the supply and demand of competent teachers that
would promote quality education.
Related Studies
Below were a series of related studies discussed and presented in the
light of paragraph considered similar tend to be related with pursuit of
quality of excellence of education. These would give insight for the
discussion and analysis of the findings of this study. They pertained to the
development of teacher’s competencies and curriculum effectiveness.
In order to make a teacher perfect or better, it would be essential that
course for teachers be re-oriented, re-shaped, and re-drafted to improve the
overall status of a teacher. An adequately trained teacher would be able to
deliver quality education, which would reflect in providing better education
to the future generation of the country. The finding of a study conducted by
Fuller (2004) indicated that students who were taught by educationally
qualified teachers showed better results.

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Baltazar (2014) in her study “Implementation of the K to 12 Basic
Education Curriculum in Division of Pangasinan I” concluded that the
degree of implementation of the K to 12 Basic Education Curriculum varies
across the different areas. One area is the instructional materials wherein
teachers depend on to be able to teach competently. One problem
encountered by the Grade 1 teachers in the implementation was described as
seriously inadequacy of basic textbooks. She also found out that the degree
of implementation of the K to 12 Basic Education Curriculum in terms of
curriculum is considerably responsive and in terms of physical facilities as
fairly equipped.
It is also needed that teachers should develop intervention activities to
enhance students/pupils’ discipline and meet periodically to thrash out
difficulties in classroom management especially in planning as stated by
Gacuray (2014) in her study entitled Classroom Management of Teachers in
Lingayen II District, Division of Pangasinan I. Good teachers carefully
manage their classrooms in order to reduce disturbances. They manage to
keep all students during the class time, make teaching aids in ready position,
and make it convenient for students to watch the instructional presentations.

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THE ADELPHI COLLEGE
Factors should be considered to promote quality education. This may
include quality and competencies of teachers and the physical facilities use
in teaching. The success of any educational system depends on good
teachers. We cannot replace the teachers with any other type of instructional
material.
Samilliano (2015) from his “Competency Level among Teachers in
Teaching Performing Arts in Selected Public Secondary Schools in North
Cotabato “that MAPEH major teachers showed higher level of competency
in teaching performing arts. Teachers perceived that they are competent in
teaching pedagogy. He recommended that teachers must be provided with
experiential learning through seminar workshops and training to know the
basic skills or to enhance their skills in performing arts and that the
Department of Education through the division take into consideration on the
standard on the hiring of MAPEH teachers who are qualified to teach
MAPEH subject.
Flores ( 2015) “ Secondary Mathematics Teachers Competence Under
K to 12 Basic Education Curriculum” that majority of teachers were in favor
of higher qualification academically as well as professionally because most
of them have enrolled in higher education for improvement of their job

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THE ADELPHI COLLEGE
effectiveness. She was convinced that most of the teachers took cognizance
of most standards of teaching effectiveness. She recommended that there is a
need to explore more serious approaches to meet the “quality education”
need of the society.
Cagas (2013) “ The Basic Psychological Needs in Physical
Education of Filipinos” physical education teachers can focus in self-
improvement, place less emphasis on competition and provide feedback as
well as challenging task to enhance students competence needs satisfaction.
He concluded that the Filipino basic psychological needs in physical
education scale is a valid tool to measure basic needs satisfaction in physical
education. Instrument development is a continuous process as there is
currently no tool to assess satisfaction of basic psychological needs in
physical education among Filipino students. Roxas et.al (2014) “Knowledge
Performance of Students in Ethno Music” concluded that almost all the
students past the test given and they have knowledge about music. It
signifies that multimedia is effective in teaching and learning music. To
enhance the knowledge and know more about ethno music compile
instructional materials like videos are useful.

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THE ADELPHI COLLEGE
Bulawan (2013) from her study on “Teaching Competence of Public
Elementary School Teachers in the District of Bolinao Divison of
Pangasinan I” concluded that teachers have experienced difficulty in getting
promoted that is attributed partly to their educational attainment whereas
participation to trainings, seminars and workshops is not priority of teachers.
She found out that public elementary teachers in Bolinao District possessed
the different skills for effective teaching is at high level, however there is a
need for teacher to enhance their skills in ICT. She recommended that there
must be a provision of graduate scholarship to qualified teachers,
participation to trainings and seminars and provision of awards and
recognition to performing teachers in order to boost their confidence and
encourage others to do their best.
The studies reviewed were needed to the extent that these were related
and relevant to the present study and provided additional information for the
conduct of the study. Some points on the related studies were largely similar
to the present one. However, it differed as to its content; methodology and
analysis. Whatever result that came out in this study would add to promote
change and improvement to the quality of education of the K to12 program.

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THE ADELPHI COLLEGE
Chapter 3
RESEARCH METHODOLOGY
This chapter deals with the methods and procedures of the study. It
deals with gathering of data needed to answer the problems identified in the
study. It describes the research design, the subject respondents, the research
instrument, scoring of questionnaire, research procedure and the statistical
tools used in the analysis of data. The description of data included the profile
of the respondents described in terms of age, sex, highest educational
attainment, area of specialization, relevant trainings attended and length of
teaching experience and the teaching competence of the teacher-respondents
with respect to content, methods, assessment, and instructional materials in
their teaching.
Research Design
The research “Instructional Competence of Music, Arts, Physical
Education and Health (MAPEH) Teachers in Public Secondary Schools”
was an exploratory as well as descriptive research. Both qualitative and
quantitative methods were applied for data analysis. The primary focus of
the study was to evaluate the level of instructional competence of MAPEH

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THE ADELPHI COLLEGE
teachers under the K to12 curriculum and to design training matrix for
MAPEH teachers in relation with their profile and level of competence with
respect to the content, methods, assessment and instructional materials in
teaching the K to 12 Basic Education Curriculum. Materials and documents
available on teacher education and competence were studied thoroughly and
the researcher used focused questionnaire as its data collection tools.
Research Subjects
The subjects of this study were the teachers of MAPEH in public
secondary schools who were teaching under K to12 Curriculum during the
school year 2015-2016 in the four (4) municipalities( Binmaley, Lingayen,
Bugallon and Labrador) in the 2nd Congressional District respectively.
The four (4) municipalities in 2nd Congressional District consisted of
16 public secondary schools having 93 MAPEH teachers, 4 of the schools
were in Binmaley, 6 were in Lingayen, 4 are in Bugallon and 2 of the
schools were in Labrador.
Table 1 shows (see page 35) the public secondary schools in the four
(4) municipalities in 2nd Congressional District and the number of MAPEH
teachers per school as the research subjects.

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THE ADELPHI COLLEGE
Table 1
Congressional District II-A MAPEH Teachers
Number of
Municipality Schools
Teachers
Binmaley Parayao National High School 5
Camaley National High School 3
Binmaley School of Fisheries 4
Dulag National High School 4
Lingayen Pangasinan National High School 14
Pangasinan School of Arts and Trade 6
Malawa Integrated School 2
Lasip National High School 9
Domalandan Center Integrated School 4
Estanza National High School 4
Bugallon Polong National High School 10
Irene Rayos Ombac National High School 7
Bugallon Integrated School 8
Salomague National High School 4
Labrador Labrador National High School 7
Ramon Magsaysay Integrated School 2
Total 93
Research Instrument
The researcher used a questionnaire as the primary tool to gather the
necessary data for the study. After discussion with the adviser and members
of the Panel of Examiners certain changes were incorporated in the

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THE ADELPHI COLLEGE
questionnaire. This questionnaire was adjusted / adapted to as the basic
purpose of the study in using the questionnaire.
The description of data was the demographic profiles of the teacher-
respondents in terms of age, sex, highest educational attainment, area of
specialization, relevant trainings attended and length of teaching experience
and the teaching competencies with respect to content, method, assessment
and instructional materials (see Appendix C).
The questionnaire and the average weighted mean was scored using 5-
point Likert Scale. The points, range and description are indicated below.
Points Range Description

5 4.21-5.00 Very Highly Competent Very High
4 3.41-4.20 Highly Competent High
3 2.61-3.40 Competent Moderate
2 1.81-2.60 Less Competent Low
1 1.00-1.80 Not Competent Very Low
Research Instrument and Validation
Before the finalization and administration of the questionnaire, the
researcher asked some suggestions from the adviser and from people in
authority, whose expertise in statistics to help in testing and measuring the
data collected, consulted research oriented people who can help her in
improving the language of the questionnaire. In the light of the feedback,

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THE ADELPHI COLLEGE
some statements were deleted and some were modified. The final version of
the tools were prepared in close consultation with the adviser.
Research Procedure
After the questionnaire has been finalized and before it was floated to
the respondent, permission was requested from the Schools Division Office I
Superintendent of the Department of Education in Pangasinan to conduct the
study. After the permission was granted, with the permission of the
principals, all the respondents were consulted and explained the importance
of the study.
The researcher sought the assistance of the school heads to administer
the questionnaires to the respondents to ensure 100% retrieval of the
questionnaires.
Statistical Treatment of the Data
Data collected through questionnaire was tabulated and analyzed for
proper analysis and interpretation of data using the following statistical
measurements.
1. Simple Frequency and Percentage Method. This method was to
establish the distribution of respondents.
Formula: % = f/N x 100%

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THE ADELPHI COLLEGE
Where: f – frequency
N – Total number of Respondents
100 – Constant value of factor
2. Weighted Mean. To analyze the level of competence of
teacher-respondents in each indicator, weighted mean was used.
Formula: X = ∑ 𝒇𝒙/N
Where: ∑ 𝒇𝒙 – the sum of the products of the
frequency and the points in the scale
N – Total number of Respondents
3. Average Weighted Mean. To analyze the overall level of
competence of teacher-respondents in each competency average
weighted mean was used.
Formula: ̅ = ∑ 𝑿 /𝒏
𝑿
Where: ∑ 𝑿 – the sum of the weighted mean
n – Total number of indicator in every
competency
On the basis of the research methodology presented, the
questionnaires will be administered and the required data was collected.

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THE ADELPHI COLLEGE
Findings were drawn, conclusions were made and finally recommendations
were proposed.
Chapter 4
PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
This chapter dealt with the presentation, table reading, analysis and
interpretation of the data on the study of instructional competence of
MAPEH teachers in public secondary schools under the K to12 Curriculum.
The data was presented in the order of the statement of the problem.
Based on the information received from the teacher-respondents
profiles, in various categories, the following were generated. The profiles of
the secondary MAPEH teachers in terms of age, sex, highest educational
attainment, area of specialization, highest relevant trainings attended and
length of service and their level of instructional competence were presented.
Profile of Public Secondary MAPEH Teachers

in Terms of Age
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THE ADELPHI COLLEGE
Age of the respondents is one of the most important characteristics in
understanding their views about the particular problems. It indicates level of
maturity of individuals, in that sense age becomes more important to
examine the response of the teacher-respondents.
Table 2
Frequency and Percentage Distribution of the

Respondents in Terms of Age
(N=93)
Age Frequency Percent

20-29 year old 29 31%
30-39 year old 27 29%
40-49 year old 21 23%

17
50 year old and above 16
%
Total 93 100%
Table 2 shows the age of the public secondary MAPEH teachers
categorized as 20-29 year old, 30-39 year old, 40-49 year old, and 50 year
old and above.
As shown on the table, 29 or 31% of the respondents are under 20-29
year old, 27 or 29 % of the respondents are under 30-39 year old, 21 or 23 %
of the respondents are under40-49 year old and, 16 or 16 % of the

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THE ADELPHI COLLEGE
respondents are under 50 year old and above. Most of the teacher-
respondents are within the age group of 20-29 year old and the lowest
number of teacher-respondents is within 50 years old and above. This is also
presented in Figure 2 (see on page 41).

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THE ADELPHI COLLEGE
17%
31%
23%
29%
20-29 year old 30-39 year old
40-49 year old 50 year old and above
Figure 2. Graphical Presentation of Age Ratio

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THE ADELPHI COLLEGE

In Terms of Sex
Sex of the respondents is also one of the most important
characteristics in understanding their views about a particular problem. It
can indicate the selected attributes of individuals whether their choice is in
common within same gender or not, in that sense sex becomes more
important to examine the response of the teacher-respondents.
Table 3 shows that the sample of the study comprised 45 or 48 % of
male and 48 or 52 % of female. It shows that there are more females than
males. This is also presented in Figure 3 on page 40.
Table 3
Frequency and Percentage Distribution of the

Respondents in Terms of Sex
(N=93)
Sex Frequency Percent
Male 45 48%
Female 48 52%
Total 93 100%
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THE ADELPHI COLLEGE
52% 48%
Male Female
Figure 3. Graphical Presentation of Sex Ratio

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THE ADELPHI COLLEGE

In Terms of Highest Educational Attainment
Table 4
Frequency and Percentage Distribution of the Respondents in Terms of

Highest Educational Attainment
(N=93)
Educational Attainment Frequency Percent
BSE/BEEd 23 25%
BSE/BEEd with MAEd/MEd units 27 29%
MAEd/Med Acad.Requirements 29 31%
MAEd/Med 10 11%
Ed.D/Ph.D/D.A. units 2 2%
Total 93 100%
Table 4 shows the highest educational degree earned by the MAPEH
teachers in public secondary school I Congressional District II-A. Such
educational degree earned was classified under the following categories:
Baccalaureate degree such as BSE/BEEd, MAEd/MEd degree,
Ed.D/Ph.D/D.A. degree. It could be gleaned from the table that out of 93
MAPEH teachers, 23 or 24.73 % are baccalaureate degree holders, 27 or 29
% already earned units in the masteral level, 29 or 31% had their academic
requirements in Master of Arts, 10 or 11% already graduated in Master of
Arts , 2 or 2% of the teacher-respondents is earning Ed.D/Ph.D/D.A units,
and 2 or 2 % is had their academic requirements in Ed.D/Ph.D/D.A . This is
also presented in Figure 4.

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THE ADELPHI COLLEGE
11% 2%
25%
32%
30%
BSEEd
BSEEd with MA/MS units
MA/MS
MA/MS with Ed.D/Ph.D/D.A. units
Ed.D/Ph.D/D.A
Figure 4. Graphical Presentation in Highest Educational Attainment

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THE ADELPHI COLLEGE
Profile of the Public Secondary MAPEH Teachers

In Terms of Highest Relevant Trainings Attended
Table 5

Highest Relevant Trainings Attended
(N=93)
Relevant Trainings Attended Frequency Percent

International 8 9%
National 8 9%
Regional 59 63 %
Division 6 6%
District 2 2%
School 10 11%
Total 93 100%
Table 5 presents the highest relevant trainings attended by the teacher-
respondents leveled as international, national, regional, division, district and
school. As shown on the table, 8 or 9 % of the respondents have an
international level of highest relevant training attended, 8 or 9 % have
national level of training, 59 or 63 % have regional, 6 or 6 % have division
level, 2 or 2 % have district level and 10 or 11% of the respondents were
only trained at school. This is also presented in the following figure.

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THE ADELPHI COLLEGE
2%
6%
11% 9% 9%
63%
International National Regional
Division District School
Figure 5. Graphical Presentation in Highest Relevant Training
Attended
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THE ADELPHI COLLEGE

In Terms of Area of Specialization
Table 6

Area of Specialization
(N=93)
Area of Specialization Frequency Percent
MAPEH 48 52%
Academic Subject 21 23%
TLE 23 24 %
ESP 1 1%
Total 93 100%
Table 6 presents the area of specialization of the teacher-respondents
categorized as academic subject, TLE, ESP and MAPEH. As shown on the
table, 21 or 23% of the respondents specialized in academic subjects, 23 or
24% of them specialized in TLE, 1 or 1 % in ESP, and 48 or 52% of the
respondents specialized in MAPEH . This is also presented in the following
figure.
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THE ADELPHI COLLEGE
1%
24%
52%
23%
MAPEH Academic Subject TLE ESP
Figure 6. Graphical Presentation in Area of Specialization

53
THE ADELPHI COLLEGE

In Terms of Length of Teaching Experience
Table 7 presents the length of service rendered by the teacher-
respondents of teachers categorized as 0-5 years, 6-10 years, 11-15 years,
16-20 years, 21-25 years and 26 years and above. As shown on the table, 38
or 41 % of the respondents have been teaching for 5 years and below, 15 or
16 % have been teaching for 6-10 years, 13 or 14 % for 11-15 years, 12 or
13 % for 16-20 years, 9 or 10 % for 21-25 years and 6 or 6% of the
respondents have been teaching in public secondary school for 26 years and
above. This is also presented in the following figure.
Table 7

Length of Teaching Experience
(N=93)
Length of Service Frequency Percent

0-5 years 38 41 %
6-10 years 15 16%
11-15 years 13 14 %
16-20 year 12 13%
21-25 9 10%
26 and above 6 6
Total 93 100%
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THE ADELPHI COLLEGE
6%
3%
41%
13%
14% 16%
0-5 years 6-10 years
11-15 year 16-20 years
21-25 years 26 years and above
Figure 6. Graphical Presentation in Length of Service

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THE ADELPHI COLLEGE
Level of Competence of MAPEH Teachers in Public Secondary Schools
The following presents the level of competence of the MAPEH
teachers in public secondary schools under the K to 12 Basic Education
Curriculum. The level of competence and the weighted mean was measured
according to content, methods, assessment and instructional using the Likert
Scale (see page 36). It also presents the description per indicator.
Level of Competence with Respect to Content
Table 8 (on page 53) presents the level of competence of teachers with
respect to content. The statement “I clearly state my objectives.” has a
weighted mean of 4.10 interpreted as high level. The statement “I establish
routines and procedures to maximize time in setting objectives. ” is
described as high in level with a weighted mean of 4 same through with the
statements “I develop course contents properly.” with a weighted mean of
3.84, “I use integration of language, literacy, numeracy skills and values in
teaching.” with a weighted mean of 3.94, “I follow the content standard
under under K to 12 provided by the DepEd.” with a weighted mean of 3.7,
“I indicate/include contemporary knowledge, new ideas in my lesson/topic.”
with a weighted mean of 4.02, and “I consider the individual differences in

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THE ADELPHI COLLEGE
setting my objectives.” with an average of 4.09, and “I provide appropriate
intervention activities for students at risk.” with an average of 3.91 are
described as high in level of competency.
The average weighted mean of 3.95 indicates that the level of
competence of teacher-respondents under content is high. It shows that all
the statements under content range in and they are all at high level.
Table 8
Level of Competence with Respect to Content
Weighted
INDICATOR DESCRIPTION
Mean
I clearly state my objectives. 4.1 High
I establish routines and procedures to
maximize instructional time in setting 4 High
my objectives.
I develop course contents properly. 3.84 High
I use integration of language, literacy,
3.94 High
numeracy skills and values in teaching.
I follow the content standard under K to
3.7 High
12 provided by the DepED.
I indicate/include contemporary knowledge,
4.02 High
new ideas in my lesson/topic.
I consider the individual differences in
4.09 High
setting my objectives.
I provide appropriate intervention
3.91 High
activities for students at risk
Average Weighted Mean 3.95 High
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THE ADELPHI COLLEGE
This means that majority of teacher-respondents state their objectives
clearly, establish routines and procedures to maximize instructional time in
setting objectives, develop course contents properly, use integration of
language, literacy, numeracy skills and values in teaching, follow the
module under K to 12, indicate or include contemporary knowledge and/or
new ideas in their lesson or topic, consider individual differences in setting
their objectives, and provide intervention activities for students at risk.
Level of Competence with Respect to Methods
Table 9 presents the level of competence of secondary MAPEH
teachers with respect to methods and the description per indicator.
It can be gleaned from the table that the statement “I apply
contemporary knowledge, new ideas in my teaching” has a weighted mean
of 4.01 and was described as high same as the statement “I provide
appropriate learning task for students” with a weighted mean of 3.94. With a
weighted mean of 4.01, the statement “I manage and arrange classroom
activities” was described as high. The statement “I use individual teaching
methods keeping in view the individual differences” has a computed
weighted mean of 3.87 which was described as high in level. The indicators
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THE ADELPHI COLLEGE
“I utilize teaching situation effectively” with a computed weighted mean of
3.98 is high, “I use time management techniques in my teaching” with a
weighted mean of 4.1 is also high, “I use different questioning skills” with a
weighted mean of 3.85 is high in level and “I encourage students to higher
order thinking skills through the use of local language if needed is high with
a weighted mean of 3.99
Table 9
Level of Competence with Respect to Methods
Weighted
INDICATORS DESCRIPTION
Mean
I apply contemporary knowledge, new
4.01 High
ideas in my teaching.
I provide appropriate learning task for
3.94 High
students.
I manage and arrange classroom activities. 4.01 High
I use individual teaching methods keeping
3.87 High
in view the individual differences.
I utilize teaching situation effectively. 3.98 High
I use time management techniques in my
4.1 High
teaching.
I use different questioning skills. 3.85 High
I encourage students to use higher order
thinking skills through the use of local 3.99 High
language if needed.
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THE ADELPHI COLLEGE
The computed average weighted mean of 3.97 indicates that the level
of competence of the secondary MAPEH teachers under methods is very
high. This also shows that the teacher-respondents always apply
contemporary knowledge and new ideas in teaching, provide appropriate
learning task for students, manage and arrange classroom activities, use
individual teaching methods keeping in view the individual differences,
utilize teaching situation effectively, use time management techniques, use
different questioning skills in their teaching and encourage students to use
higher order thinking skills through the use of local language if needed.
Level of Competence with Respect to Assessment
This presents the computed weighted means and descriptions of the
level of competence of secondary MAPEH teachers with respect to
assessment.
Table 10 (see page 57) shows that the computed weighted mean in the
statement “I use various evaluation techniques” is 3.95 and it is describes as
high in competence level. The statements “I consider the individual
differences in selecting the evaluation tool to be used” has a weighted mean
of 3.99 which is described as high, “I set 75% mastery level” has a weighted
mean of 3.14 is also high, “I provide equal opportunities for all students
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THE ADELPHI COLLEGE
regardless of gender has a weighted mean of 4.13, “I assess students’ own
work effectively through their written work, performance task and quarterly
exam” has a weighted mean of 4.1 is high.
Table 10
Level of Competence with Respect to Assessment
Weighted
Mean
I use appropriate assessment
techniques and tools (rubrics, portfolio 3.95 High
etc.)
I consider the individual differences in
selecting the evaluation tool to be 3.99 High
used.
I set 75% mastery level. 4.14 High
I provide equal opportunities for all
4.13 High
students regardless of gender.
I assess students’ own work
effectively through their Written
4.1 High
Work, Performance Task and
Quarterly Exam.
I keep accurate record of
grade/performance of individual 4.25 High
student.
I use evaluation data to improve job
3.99 High
situation.
I interpret and use test results to
3.89 High
improve teaching and learning.
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THE ADELPHI COLLEGE
The teacher-respondents have computed weighted mean of 4.25 under
the statement “I keep accurate record of grade/performance of individual
student” and described as high in level, “I use evaluation data to improve job
situation” is high with a weighted mean of 3..99 and “I interpret and use test
results to improve teaching and learning” with a weighted mean of 3.84 is
described as high in level.
With an average weighted mean of 4.06 the teachers are said to be
high with respect to assessing the students. This implies that they evaluate
and interpret results of their assessment reliably and accurately. They also
use appropriate assessment technique with accordance of the grading system
of the K to 12 Basic Education Curriculum and tried to reach the required
mastery level in teaching and learning process.
Level of Competence with Respect

to Instructional Materials
This presents the weighted mean and the description of the level of
competence of secondary Mathematics teachers under instructional
materials. This shows also the level on how the teachers use modern
technologies to go with the flow of the 21st century and the ability to cope up
with the K to 12 Curriculum

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THE ADELPHI COLLEGE
Table 11
Level of Competence with Respect to Instructional Materials
Weighted
Mean
I select appropriate and relevant
teaching methodologies, approaches, 3.92 High
strategies and materials.
I prepare and user valid and reliable
3.91 High
formative and summative tests.
I use prescribed teaching tools
3.85 High
effectively.
I use tangible materials to illustrate a
3.91 High
certain lesson.
I use my own teaching tools over and
3.98 High
above the prescribed tools.
I see to it that my instructional
materials are prepared before the 3.91 High
lesson.
I use available modern technologies in
discussion. (Computer, Audio-Visual 3.77 High
Presentation, Projectors, etc.)
I use localization and
3.99 High
contextualization to enrich the lesson.
As shown on table 8 in the statements “ I select appropriate and
relevant teaching methodologies, approaches, strategies and materials” has a
weighted mean of 3.92 and described as high in level, “ I prepare and use
valid and reliable formative and summative tests” is also high with a
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THE ADELPHI COLLEGE
weighted mean of 3.91, “ I use prescribed teaching tools effectively” is high
with a weighted mean of 3.85, “I use tangible materials to illustrate a certain
lesson has a weighted mean of 3.91, “I use my own teaching tools over and
above the described tools” has a weighted mean of 3.98 is high, “I see to it
that my instructional materials are prepared before the lesson” has a
weighted mean of 3.91 is also high, “I use modern technologies in
discussion (Computer, Audio-Visual Presentation, Projectors, etc.)” the
teachers have high level of competence since the computed weighted mean
is only 3.77 and for the statement “I use localization and contextualization to
enrich the lesson” with a weighted mean of 3.99 is also high in level. And
with an average weighted mean of 3.90 under instructional materials, the
level of competence of the teacher-respondents is high.
This study shows that the level of competence in instructional
materials has the lowest level with an average weighted mean of 3.90
compared to the level of competence of teachers under content (3.95),
method (3.97) and assessment (4.06). This means that there is a need to give
more focus in instructional materials for better implementation of the
curriculum.
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THE ADELPHI COLLEGE
PROPOSED TRAINING DESIGN
Result of this study showed that teachers of MAPEH in secondary
public school in the Congressional District II-A in general , have
competencies and possessed the skills at high level for effective learning.
However, the teachers of MAPEH are advised to undergo training to
upgrade and enhance their competencies in teaching the subject to
produce globally competitive individuals and meet the standards of
DepEd,
This training design aims to:
1. Activate prior knowledge on the K to 12 curriculum of MAPEH.
2. Gain clearer understanding of the contents and processes in teaching
MAPEH under the K to 12 curriculum.
3. Improve the teachers’ competence through differentiated instruction
and 21 century skills in teaching MAPEH.
Activities:
1. Listening to the lecture.
2. Workshop
Persons Involve:
1. Resource Speakers
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THE ADELPHI COLLEGE
2. Public Secondary School Heads
3. MAPEH Teachers
Expected Outputs:
1. MAPEH teachers knowledge on K to 12 curriculum in MAPEH have
been deepened at the end of the training.
2. Problems encountered by the teachers will be lessened.
Speaker: Marivic Diolazo
Profile of the Speaker: Head Teacher VI-MAPEH
National and Regional Trainer on K to 12
Curriculum ( MAPEH)
Topic: MAPEH K to 12 Curriculum Content and Innovative Methods
Speaker : Dina C. Bonao, Ed.D.
Profile : Regional Supervisor
Topic : Development of Assessment Tools
Speaker: Nancy Sotto
Profile: Head Teacher III/ Regional Trainer
Topic: Creating Instructional Materials Made Better with Technology

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THE ADELPHI COLLEGE
Training Workshop on K to 12 Curriculum- MAPEH
Day 1/Time Activities/ Topics Resource Moderators/ Facilitators
8:00-9:00 Registration
9:00-10:00 Opening Program
10:00-10:30 BREAK
10:30-12:00 MAPEH K to 12 Curriculum, Content and Innovative
Methods
12:00-1:00 LUNCH BREAK
1:00-3:00
Day 2: PRESENTATOIN AND FACILITATIONN SKILLS
8:00-8:30 MOL
9:30-10:00 BREAK
10:00-11:00 Oral Presentation Skills
11:00-12:00 Facilitation Skills Inside and Out
1:00-2:00 Listening Skills
2:00-3:00 Observing Skills
3:00-4:00 Questioning Skills
Day 3
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THE ADELPHI COLLEGE
8:00-8:30 MOL
8:30-9:30 Attending and Integrating Skills
9:30-10:00 BREAK
10:00-11:00 Differentiated Instruction
11:00-12:00 21st Century Skills
1:00-3:00 Practicum
3:00-4:00 Closing Program

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Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
The chapter presents a recapitulation of the whole study giving
emphasis on its significant findings, conclusions derived from the findings
and recommendations of the researcher.
Summary
This research was aimed to assess the instructional competence of
teachers of MAPEH in public secondary schools under the K to12 Basic
Education Curriculum in the four (4) municipalities in 2nd Congressional
District ( Binmaley, Lingayen, Bugallon and Labrador). The main objectives
of the study is to evaluate and assess teachers’ competence in teaching, to
observe the readiness of teachers for the full implementation of the K to 12
Basic Education Curriculum of the MAPEH teachers and be able to suggest
measure to enhance their teaching effectiveness.
Specifically, it tried to seek answers to the following questions:

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1. What is the profile of the teachers of MAPEH in the public schools
in the four (4) municipalities in 2nd Congressional District in terms
of the following?
a. Age
b. Sex
c. Highest Educational Attainment
d. Area of Specialization
e. Highest Relevant Training Attended
f. Length of Teaching Experience
2. What is the level of competence of the teacher-respondents with
respect to;
a. Content
b. Methods
c. Assessment
d. Instructional Material
3. What training design may be prepared to enhance the instructional
competence of teachers of MAPEH?

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Assumption
1. MAPEH teachers training, seminar or workshop can greatly
upgrade and enhance teachers’ level of competence in teaching
MAPEH.
Findings
1. Profile of the Teacher-Respondents
a. With regards to sex, male and female teacher-respondents are
almost equal in number; there were 45 males and 48 females.
Equal opportunities are given to both male and female in terms of
teaching MAPEH.
b. On age, most of the teacher-respondents have the typical age of the
range of 20-29 years old. This means that most of the teachers are
considered young and newly hired teachers. There are 16 teachers
with age range from 50 and above.
c. With respect to the highest educational attainment, out of 93
teacher-respondents; there is no Doctor of Education graduate, 2
Doctoral with academic requirements, 2 with Doctoral units, 10
Master of Arts Graduates, 29 with academic requirements, 27

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THE ADELPHI COLLEGE
Master of Arts units, and 23 are BSE/BEEd Graduates. Most of the
teachers are pursuing higher education as Kohll (1992) said that
teacher must know academic matters, command on subject and
develop overall personality of the student, accept the learning
needs of the scientific world and understand the psychological
basis of education and the factors, which influence education.
Continuing educational development of teachers may lead to the
inference of quality education.
d. In the area of specialization of MAPEH teachers it was found out
that there are 48 teachers whose area of specialization is MAPEH,
28 have academic subject as their area of specialization, 29 are
Technology Livelihood Education major and 1 in Edukasyon sa
Pagpapakatao.
e. For the highest relevant trainings attended, most of the teachers has
regional level of training with a total of 59, 8 with international
training, 8 national training, 6 with division training, 2 with district
training and 10 with school-based training.
f. Considering the length of teaching experience, majority of the
teachers are new in service and teaching for 0-5 years and 6-10
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THE ADELPHI COLLEGE
years. Out of 93 teachers there are 38 who are teaching for 0-5
years, 15 for 6-10 years, 13 for 11-15 years, 12 for 16-20 years, 9
for 21-25 years and 6 for 26 years and above. Their length of
teaching experience infers that few teachers may retire in a short
period of years and may add more new teachers to teach under the
K to 12 Curriculum.
2. Level of Competence of MAPEH Teachers of Public Secondary
Schools
Findings show that the level of competence of secondary MAPEH
teachers in the four (4) municipalities in 2nd Congressional District is
high and implies that the teachers are professionally trained teachers and
fully utilized under the K to 12 Curriculum.
According to Siddique (2010) a teacher should have the knowledge
of the principles of good teaching, which can be applied in the classroom.
This includes availability of teaching resources. This only shows that
there is a need to focus in the teaching resources of teachers specifically
in modern technologies.
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THE ADELPHI COLLEGE
Findings also show that majority of teachers are teaching right
content of the K to 12 Basic Education Curriculum however it was
found that following the content standard has the lowest weighted
mean. Teachers have high level in applying methods in teaching.
Although they have the least level in using different questioning skill
due to individual differences of learners, they still have high level of
competence. Different instructional materials appropriate to the lesson
for individual differences in teaching; they also utilized teaching
situation effectively; they motivate students to learn with direct
interaction; they also assess the students using different/various
assessment tools and/or techniques to improve teaching-learning
situations.
Among the four categories given (content, methods,
assessment, and instructional material) the instructional materials has
the lowest average weighted mean. It shows that it is more needed to
give more importance in instructional materials for better
implementation of the curriculum.

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Conclusion
It was concluded by the results of both questionnaires and
observations, that most of the teachers prepared course contents properly,
majority of teachers managed discipline in his/her classroom, teachers were
following the principles of classroom management effectively.
The researcher concluded that teachers were using evaluation
techniques properly, effectively and efficiently because they were assessing
students’ behavior and students’ own work in an effective manner. They had
ability to select and present course contents in a good manner, they could
write or make clear daily lesson objectives, and they exhibit their general
knowledge and new ideas in their teaching. They had interaction with
students.
It was concluded that majority of teachers were in favor of higher
qualification academically as well as professionally, because according to
them these paved the way to improvement of their job effectiveness.
The researcher on the whole is convinced that most teachers took
cognizance of most standards of teaching effectiveness since it was verified
through questionnaires that most teachers were practicing these standards.

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It also implies that teachers need adequate training to improve
teaching activities and to master the course content of the subject to promote
quality education and for better implementation of the curriculum.
It is also concluded that the teachers need adequate instructional
materials in imparting the lesson and they also need to be trained for better
knowledge in relevant teaching methodologies, approaches, strategies and
materials. The use and availability of modern technologies should be given
focus for education effectiveness and efficiency.
Recommendation
Based on the research study, there are recommendations which may
not only improve the present competencies of the teachers but may also
enhance the school effectiveness programme particularly the K to 12
Curriculum. This may also help in directly or indirectly, most importantly
the policy makers.
1. There is need to revisit the theme of teaching effectiveness under
K to 12 Curriculum particularly the schools which are still
functioning on the traditional concept of learning since we are
already in the modern stage of technologies. It is, therefore,

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THE ADELPHI COLLEGE
recommended to consider what counts for effective education,
beyond academic achievement to include such areas as student
engagement, participation in community & social capital as what
the K to 12 programs has really aimed.
2. There is a need to explore more serious approaches to meet the
“quality education” need of the society.
K to 12 Curriculum is providing opportunities of education
to children of industrial works. To be good and effective, schools
should setup, a well and clearly defined goals and objectives,
values, and expected performance standards of teachers.
3. Department of Education has to make efforts to create a
professional environment for teachers to facilitate the
accomplishment of their work. Teachers who participate in
decision making which affects their work must have reasonable
autonomy to carry out their required function, develop a sense of
purpose, be recognized, and treated with respect and dignity. They
should enjoy a sense of pride and fulfillment in their profession
and achievement. With this purpose behind, the department can

77
THE ADELPHI COLLEGE
give the exact and true needs of education and may lead to quality
education.
4. There is a need to establish a Teachers Training Institute, within
the system for free since one of the goals of the Philippine
education is education for all. If all teachers will be properly and
professionally trained continuously, education will continue to
improve for everyone and for that, Philippines may compete
globally.
Recognizing the importance of teacher professional
development, there is strong need to examine current professional
policies for teachers, at the entrance level and programs for
training of teachers on job or during the service. It is suggested that
standards for professional development of the teachers be carefully
observed to avoid the so what called burn-out teachers. There is
need to set career development direction.
5. It is suggested that the teachers go beyond traditional definition of
professional development. Today the professional development
does not include 'training' which includes learning skills; rather it
includes both formal and informal measures for a teacher to learn

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THE ADELPHI COLLEGE
newer practices and a more deeper knowledge of pedagogy, their
own practices and acquiring advance understanding of the contents
and resources includes since K to 12 Basic Education Curriculum
is more on application. This requires support for teachers as they
face challenges when practically applying those, especially in the
use of technology. The use of current technologies and resources
supplement the efforts for continued professional development. It
includes various means, “informal & formal” to enable teachers to
learn new skills as well as develop additional skills, how they on
practicing these, and to acquire more knowledge, about the
advances made in the content and available resources. Teachers
need to learn all formal and informal methods of imparting
knowledge among students to make their school more effective.
6. There is a need for the teachers to be trained to master the course
content of the subject for better implementation of the curriculum
and be able to facilitate learning-teaching process for quality
education. A professional training is highly recommended for
MAPEH teachers to enhance their ability to teach and facilitate
especially because the subject has four areas.

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THE ADELPHI COLLEGE
7. A future research may also be conducted for deeper study about
the K to 12 Curriculum development and implementation.
BIBLIOGRAPHY
A. BOOKS:
Dewey, George, Colpstone, SG. A History of Philosophy

New York: Inage Books, 1987
Anderson, L. W, Min Ching (1987). Affective Teacher Education. The

International Encyclopedia of Teacher Education, Pergamon Press
Inc. USA
B. UNPUBLISHED MATERIALS:
Baltazar, Eralie D. (2014) Implementation of the K to 12 Basic

Education Curriculum in Division of Pangasinan I
Cagas, Jonathan (2013) The Basic Psychological Needs in Physical

Education of Filipinos
Gacuray, Mary Lee U. (2014) Classroom Management of Teachers in

Lingayen II District, Division of Pangasinan I
80
THE ADELPHI COLLEGE
Samillano, Joseph S. (2015) Competency Among MAPEH Teachers

Teaching Performing Arts in Selected Secondary Schools in
North Cotabato
Bulawan, Chanda M. (2013)Teaching Competence of Public

Elementary School Teachers in District of Bolinao Division of
Pangasinan I
C. JOURNALS AND OTHER PRINTED MATERIALS
Abedor, S. (1987). Assessment for Excellence. American Council on

Education, New York
Aggarwal, J.C. (1988). Development and Planning of Modern

Education.
Aggrawal. I.C. (1993). Development and Planning of Modern
Education.
Ainsworth, A. (1976). Teachers talk about in-service education. Journal

of Teacher
Al-Afandi. M. A. and N. A. Baloch. (1980). Curriculum and Teacher

Education.
Bhatia, K. and B. D. Bhatia. (1959). The Principles and Methods of

Teaching.
Biddle, B., T. Good and J. Brophy (1975). Teachers Make a Difference.

New York, Holt Rhinehert and Winston.
Bloom. B. S. (1956). Taxonomy of educational objectives: The

Classification of Educational Goals, Handbook I, Cognitive
Domain, McKay, New York.
Caldwell, S. (1989). Staff development: A handbook of effective

practices. Oxford, OH: National Staff Development Council.
81
THE ADELPHI COLLEGE
Christle. C.A. and J.W. Schuster. (2003). The Effects of Using

Response Card on Student Participation, Academic achievement, and
On-task Behavior during Whole-class, Math Instruction. Journal of
Applied Behavior Analysis.
Cohen, M. (1981). Effective schools: What the research says. Today's

Education
Crandall, D. (1983). The teacher's role in school improvement.

Educational Leadership
Darling-Hammond, L. and V. L. Cobb. (1995). Teacher preparation

and professional development in APEC members: A comparative
study. Washington, DC: U.S. Department of Education. ED 383 683.
Detailed work program on the follow-up of the objectives of
Education and training systems in Europe [Official Journal C 142 of
14.06.2002].
Emmer, E.T. and L. M. Stough. (2002). Classroom Management: A

critical part of educational psychology, with implications for teacher
education. Educational Psychologist
Fakhara, Azziz (2012) Impact of Training of Teachers Competencies at

Higher Education
Fuller, B. (2004). Raising School Quality in Developing Countries: What

InvestmentsBoost Learning? .D.C. The World Bank,Washington
Gilchrist, S. R., W. H. Dutton and W. L. Wrinkle. (1985.) Secondary

Education for American Democracy. Rinehart and Company Inc, New
York, USA
Gore, J. (2001). Beyond our differences: A reassembling of what matters

in teacher education. Journal of Teacher Education.
Harris, A. and D. Muijs. (2005). Improving Schools through Teacher

Leadership.
82
THE ADELPHI COLLEGE
Katane, (et. Al.). Involving Adult Education in Quality Assessment

Process
Nach, Weinert (2001). Concepts on Competencies and Key Concepts
Nwaehutwu, P.O. (2006). A Study of Academic and Professional

Qualification on Teacher’s Job Effectiveness in Higher Secondary
Schools.
Ololube, N. P. (2005b). School Effectiveness and Quality Improvement:

Quality
Siddiqui, S. (2007). Rethinking Education in Pakistan ; Perspectives,

Practice, & Possibilities. Karachi; Paramount Publishing Enterprise.
Siddiqui, T. K. (2010). A Study of Teacher Competencies and Teaching

Practices for School Effectiveness in Workers Welfare Model Schools
Scheerens. (2000). Improving School Effectiveness. Published in the

Series : Fundamentals of Educational Planning
Schiefelben (1921), In-Service Teacher Education. Ashish Publishing

House. NewDelhi
Snyder, K., U. Fredriksson and K. Taube. (2004) Measuring quality,
learning and knowledge in the knowledge society. Paper presented at
the 32nd conference of the Nordic Education Research Association
Sue, Kovach. Making your Move. MQD Magazine

Vol. XXVII No. 1273, 1995
D. OTHER SOURCES:
Article IV, Section 3. Code of Professional Ethics for Teachers and

School Officials
AEPAM (2004-05) Source:http://www.hec.gov.pk/htmls/stat.doc

83
THE ADELPHI COLLEGE
Colquitt, Gavin (2013). The Personalized System of Instruction in

Fitness Education
Lambert, Leslie (2013) Secondary School Physical Education Problems
Merriam Webster Dictionary, Downloaded Application
Republic Act No. 7784 Sec. 1 and 2
Republic Act No. 10533, “Enhanced Basic Education Act”,

Section 2 and 7
Research Gate www.researchgate.net
Wikipedia. The On-line Encyclopedia
APPENDIX A
Letter of Request to the Superintendent
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APPENDIX B
Letter of Request to Gather Data and Float the Questionnaire
85
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APPENDIX C
QUESTIONNAIRE FOR THE RESPONDENTS
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THE ADELPHI COLLEGE
Direction:
Please provide accurately the necessary information about yourself by

checking (√) the appropriate items applicable to you. Rest assured that all
gathered data through this questionnaire will be kept confidential.
1. Name (Optional)
2. School:
3. Sex: 􀂅 Male 􀂅 Female
4. Age: 􀂅20-29 year old 􀂅40-49 year old
􀂅30-39 year old 􀂅50 year old and above
5. Highest Educational Attainment
􀂅 BSE/BEEd
􀂅 BSE/BEEd with MAEd/MEd units
􀂅 MAEd/MEd Academic Requirements
􀂅 MAEd/MEd
􀂅 Ed.D/Ph.D./D.A. units
􀂅 Ed.D./Ph.D./D.A Academic Requirements
􀂅 Ed.D /Ph.D/D.A.
6. Area of Specialization
􀂅 Academic Subjects ( English,Math,Science,Filipino,Araling

Panlipunan)
􀂅 Technology and Livelihood Education
􀂅 Music, Arts, Physical Education and Health
􀂅 Edukasyon sa Pagpapakatao
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THE ADELPHI COLLEGE
7. Highest Relevant Training Attended (for the past 3 years)
􀂅 International
􀂅 Regional
􀂅 Division
􀂅 District
􀂅 School based
8. Length of Teaching Experience
􀂅 0-5 years 􀂅 16-20 years
􀂅 6-10 years 􀂅 21-25 years
􀂅 11-15 years 􀂅 26 years and above
PART II- Level of Competence
Direction : Check (√) the column corresponding to your perception of your

teaching competence based on the following description.
Point Value Descriptive Equivalent (DE)
5 Very Highly Competent (VHC)
4 Highly Competent (HC)
3 Competent (C)
2 Less Competent (LC)
1 Not Competent (NC)
A.CONTENT VHC HC C LC NC
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THE ADELPHI COLLEGE
1.I clearly state my objectives.

2.I establish routines and procedures to
maximize instructional time in setting my
objectives.
3.I develop course contents properly.
4.I use integration of language, literacy,
numeracy skills and values in teaching.
5.I follow the content standard under K to 12
provided by the DepED.
6.I indicate/include contemporary knowledge,
new ideas in my lesson/topic.
7.I consider the individual differences in
8.I provide appropriate intervention activities
for students at risk
B.METHODS VHC HC C LC NC
1.I apply contemporary knowledge, new ideas
in my teaching.
2.I provide appropriate learning task for
students..
3.I manage and arrange classroom activities.
4.I use individual teaching methods keeping in
view the individual differences.
5.I utilize teaching situation effectively.
6.I use time management techniques in my
teaching.
7.I use different questioning skills.
8.I encourage students to use higher order
thinking skills through the use of local
language if needed.
C.ASSESSMENT VHC HC C LC NC
1.I use appropriate assessment techniques and
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THE ADELPHI COLLEGE
tools (rubrics, portfolio etc.)

2.I consider the individual differences in
selecting the evaluation tool to be used.
3.I set 75% mastery level.
4.I provide equal opportunities for all students
regardless of gender.
5.I assess students’ own work effectively
through their Written Work, Performace Task
and Quartyerly Exam.
6.I keep accurate record of grade/performance
of individual student.
7.I use evaluation data to improve job situation.
8.I interpret and use test results to improve
teaching and learning.
D.INSTRUCTIONAL MATERIALS VHC HC C LC NC

1.I select appropriate and relevant teaching
methodologies, approaches, strategies and
materials.
2.I prepare and user valid and reliable
formative and summative tests.
3.I use prescribed teaching tools effectively.
4.I use tangible materials to illustrate a certain
lesson.
5.I use my own teaching tools over and above
the prescribed tools.
6.I see to it that my instructional materials are
prepared before the lesson.
7.I use available modern technologies in
discussion. (Computer, Audio-Visual
Presentation, Projectors, etc.)
8.I use localization and contextualization to
enrich the lesson.
THANK YOU AND GOD BLESS!!!
APPENDIX D
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THE ADELPHI COLLEGE
Questionnaire in Establishing the Content Validity of the

Questionnaire for the Respondents
Direction:
Please fill out the blank and/or check the appropriate items.
Name:
Designation:
Station:
1. How well is the questionnaire for the respondents presented?
______________ (5) 95-99 Very highly adequate

______________ (4) 90-94 Highly adequate
______________ (3) 85-89 Moderately adequate
______________ (2) 80-84 Inadequate
______________ (1) 75-79 Very Inadequate
2. How well are the items suited to the ability level of teachers?
______________ (5) 95-99 Very highly suitable
______________ (4) 90-94 Highly suitable
______________ (3) 85-89 Moderately suitable
______________ (2) 80-84 Unsuitable
______________ (1) 75-79 Very unsuitable
3. Which item(s) is/are duplicated by another item?

Please indicate the items that are duplicated.
________________________________________________________
________________________________________________________
4. What is your comment on the questionnaire as a whole?

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THE ADELPHI COLLEGE
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
5. What is your suggestion to improve the questionnaire?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
CURRICULUM VITAE
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I. PERSONAL DATA:
Name : EDITHA M. SISON
Address : Domalandan West, Lingayen, Pangasinan
Birthdate : September 25,1980
Husband : Sagrado Lordilito T. Sison
Children : Chime Zyla M. Sison
Zylord M. Sison
II. EUCATIONAL BACKGROUND

Elementary : Ramon Magsaysay Integrated School
Magsaysay,Labrador, Pangasinan
Secondary : St. Columbans School Incorporated

Labrador, Pangasinan
Tertiary : B.S. Industrial Education

Major in Garments Technology
Pangasinan State University
Bachelor of Secondary Education(MAPEH Units
Earned Virgin Milagrosa Universit San Carlos,
Pangasinan
III. EMPLOYMENT
Head Teacher III : Labrador National High School
Age (in years) Highest Educational Attainment
BSE/BEED EDD/PhD/ EDD/PhD
Total Total MA/MAED MA/MAED EDD/PhD/ Total
20-29 30-39 40-49 50 and above BSE/BEED w/ MA DA Acad. /DA
Acad. Req. Grad. DA Units
units Req. Grad.
THE ADELPHI COLLEGE
93
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Appendix F
Frequency Distribution and Level of Competence
of MAPEH Teachers
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Weighted
A.CONTENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I clearly state my objectives.
2.I establish routines and p rocedures

to maximize instructional time in
3.I develop course contents p rop erly .
4.I use integration of language,

literacy , numeracy skills and values in
teaching.
5.I follow the content standard under

K to 12 p rovided by the Dep ED.
6.I indicate/include contemp orary

knowledge, new ideas in my
lesson/top ic.
7.I consider the individual differences

in setting my objectives.
8.I p rovide ap p rop riate intervention

activities for students at risk
Average Weighted M ean
Weighted
B.METHODS VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I ap p ly contemp orary knowledge,

new ideas in my teaching.
2.I p rovide ap p rop riate learning task

for students..
3.I manage and arrange classroom

activities.
4.I use individual teaching methods

keep ing in view the individual
differences.
5.I utilize teaching situation

effectively .
6.I use time management techniques

in my teaching.
7.I use different questioning skills.
8.I encourage students to use higher

order thinking skills through the use
of local language if needed.
Weighted
C.AS S ES S MENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I use ap p rop riate assessment

techniques and tools (rubrics,
p ortfolio etc.)
2.I consider the individual differences

in selecting the evaluation tool to be
used.
3.I set 75% mastery level.
4.I p rovide equal op p ortunities for all

students regardless of gender.
5.I assess students’ own work

effectively through their Written
Work, Performace Task and
Quarty erly Exam.
6.I keep accurate record of

grade/p erformance of individual
student.
7.I use evaluation data to imp rove job

situation.
8.I interp ret and use test results to

imp rove teaching and learning.
D.INS TRUCTIONAL Weighted

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THE ADELPHI COLLEGE
Weighted
A.CONTENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I clearly state my
objectives.
2.I establish routines and

p rocedures to maximize
instructional time in
3.I develop course

contents p rop erly .
4.I use integration of
language, literacy ,
numeracy skills and
values in teaching.
5.I follow the content

standard under K to 12
p rovided by the Dep ED.
6.I indicate/include
contemp orary
knowledge, new ideas in
my lesson/top ic.
7.I consider the
individual differences in
8.I p rovide ap p rop riate
intervention activities for
students at risk
Weighted
B.METHODS VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I ap p ly contemp orary
knowledge, new ideas in
my teaching.
2.I p rovide ap p rop riate
learning task for
students..
3.I manage and arrange
classroom activities.
4.I use individual
teaching methods
keep ing in view the
individual differences.
5.I utilize teaching
situation effectively .
6.I use time management
techniques in my
teaching.
7.I use different
questioning skills.
8.I encourage students to

use higher order thinking
skills through the use of
local language if needed.
Weighted
C.AS S ES S MENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I use ap p rop riate
assessment techniques
and tools (rubrics,
p ortfolio etc.)
2.I consider the
individual differences in
selecting the evaluation
tool to be used.
3.I set 75% mastery
level.
4.I p rovide equal
op p ortunities for all
students regardless of
gender.
5.I assess students’ own
work effectively through
their Written Work,
Performace Task and
Quarty erly Exam.
6.I keep accurate record
of grade/p erformance of
individual student.
7.I use evaluation data to

imp rove job situation.
8.I interp ret and use test

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THE ADELPHI COLLEGE

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Philippine education is given high importance by every Filipino

As the world has become a global society, education is seen by many

as an avenue for national development. Economic growth, development and

improved living standards are considered to be directly linked to the state of

education. The preparation of new teachers and the on-going professional

development of those in the current teaching force are key to educational

improvement (Cobb, Darling-Hammond and Murangi 1995).

role in the development of a person as well as in a nation building. With this

in mind, the Philippines, through the Department of Education (DepEd)

continues to search and improve the education curriculum for school

effectiveness, for protecting and promoting the rights of all citizens to

the society in our competitive world.

Furthermore, basic education in the Philippines is managed and

regulated by the Department of Education. The Department controls the

Philippine education system, especially the curriculum used in schools, and

The immediate past basic educational system of the Philippines was

composed of 6 years of elementary education starting at the age of 6, and 4

continue his or her education by enrolling in technical or vocational schools,

Constitution states that elementary education is compulsory, it was not put

into force due to some constraints.

system to the K to 12 education system, as mandated by Republic Act No.

10533 known as the “Enhanced Basic Education Act of 2013”. At present,

the new 12-year system is now being implemented, in Kindergarten to Grade

School effectiveness has been one of the major concerns of

educational technocrat for quality education. It encompasses students’

academic achievements and development of their personality together with

the teachers’ development and improvement in school milieu.

Effective and target oriented education, is conceived as the most

of a country. This, however, does not take place in isolation, but is

priority by everyone concerned for improving the deliverance of education.

Teachers, who can shoulder this responsibility, have to be trained in the

professional knowledge and should be encouraged to adopt the profession.

The other real aspect, would be inducting teachers through Professional

Development. The adequacy of this training process is dependent on

required motivations, dedication and a will for continuous professional

development achievement in this profession. It is a rather continuous and

teachers within the institutions are empowered to develop themselves. The

learning process is a basic element of cultural progress without which no

individual can attain professional development as Schiefelben (1921) said

that the quality of teaching performance is directly influenced by the

academic qualification and professional training of teachers. Effective

teaching is determined by content, mastery and Pedagogical Skills.

The development and improvement of education by a nation requires

provided, including, selection of professional and scholastically qualified

teachers. Such teachers consider education as a sacred mission for

improvement of education in the country so as enable it to compete with

In education, the ultimate purpose of the teacher is to help student to

learn, often in a school. The aim is achieved through the preparation of a

course of study, planning of lessons that include the development of learning

teacher. The teaching profession demands full devotion towards continuous

devoted to a given lesson. In planning instruction, the teacher must be aware

the nature of the activity used during instruction.

Similarly, teaching is one of the most challenging professions.

Working with young people as they develop their personality is a rewarding

al., 1985). To be a successful teacher, planning is very important. Successful

planning means knowing how to facilitate a positive learning experience for

The success of any educational system depends on good teachers. We

many other dimensions.

The teachers’ importance in modern era has acquired new dimension.

he is born. If productive change has to be achieved, to raise the standard of

education, it is imperative to recruit teachers who not only have proficiency