Research

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

In the light of accelerated changes and situations that impact the young,

elementary school learners’ needs, interests, and capabilities are being

prioritized in child development programs, while teachers are being prepared to

adapt to these changes. Current trends show changes on acquiring new

knowledge and information through technology; heightened awareness and

active participation in addressing political, economic, social, ecological, and

spiritual issues and problems; the need for teachers with strong academic

preparation, values formation, and commitment; and the great concern for

education to expand the basics to include problem-solving, creativity, and

capability of the individual for lifelong learning (Salandanan, 2001).

Developing lifelong learners is anchored on the philosophy that

education is life and continues with life. Developing an enterprising culture

refers to enterprising teachers who are ready to innovate strategies and

approaches. An enterprising caring teacher is marked for her attentive concern

for others, fair in dealing with others, and committed to others.

The educational development of learners today is greatly influenced by

the learner and family, teacher, school, community or environment, and school

1

factors. Significant among the home factors cited by Barsaga and his co-

authors (1996) are learner’s ability and readiness, language used at home and

in school, family’s financial status, distance between home and school, and the

parents’ attitudes towards education. Unqualified or untrained teachers, low

teacher motivation, teacher attitude towards learner and teaching, inability to

adapt the curricula to leaner needs, and the lack of understanding of learner

needs are the observed teacher-related factors. School variables that have

some bearing on learner training include poor or inadequate resources, school

location (distance), relevance of curriculum, school schedule, and lack of

learning aids. Community-related factors stem from the community’s attitude

toward education, seasonal activities, topography, climatic conditions, socio-

economic level, and migration and mobility. Management-related factors

include poor teacher supervision and examination and evaluation processes.

Generally, the learners find themselves sharing the difficulties experienced

in the home, in school, and with the teacher. Community influences make the

learners busy with television shows, movies, and helping parents in

occupational tasks.

The Education for All project explained by Barsaga and others (1996)

has been optimizing the many channels of learning recommending the use of a

variety of learning delivery modes responsive and tailor-fit to the learners’

needs and specific life situations. The challenges for elementary teachers

include creating family, school and community partnerships; teaching all

2

students with emphasis on the inclusion; and reasserting the importance of

education. Paradigm shifts have emerged to take care of learners’ functional

education developing more effective learners along social, cultural, economic,

political, technological, and environmental dimensions (Pagalilawan, 1999). In

the traditional context, learners exposed to content in isolated cells with skills

mastery as outcomes, shifted to learners exposed to integrated content

developing higher order competencies. The transformation contributes to the

total development of the learners.

The consistent low performance of students, the very fast pace and

exponential increase in information and knowledge, the need for better

information and processing skills, the deterioration in people’s values, and

the need to prepare students for global and future competition saw the need

for the adoption of a new curriculum, the 2002 Basic Education Curriculum

per Republic Act 9155. The curriculum was envisioned to promote the holistic

growth of Filipino learners and enable them to acquire core competencies

and proper values. It is flexible to meet learning needs of a diverse studentry,

which is relevant to their immediate environment and social and cultural

realities.

The seemingly unprepared elementary school teachers resulted in poor

achievement of elementary students in reading and communication skills, and

in understanding basic mathematics and scientific concepts based on the report

of the Presidential Commission in Educational Reform (PCER). Ordoñez (2001)

3

initiated to redefine and recreate teacher training institutions for the twenty-first

century within the key result areas of critical analysis and creative thinking, the

fostering of reading and comprehension, familiarity with instructional

technology, and solid grounding in values education.

Lawal (2003) asserts that to enhance instruction, education programs

should focus on understanding both teaching and learning student perceptions

that are valuable to teaching practices because they are authentic first-hand

classroom experiences. Teachers find it difficult to seek students’ voices and

listen to them for some clues to learning and teaching (Poetter, 1997).

Teachers think of teacher education as requiring them to know the

content of what they teach, teaching pedagogy in the context of academic

content, and offering prospective teachers many and varied school-based

experiences (Rigden, 1997). Classroom teachers work as full-fledged partners

with college or university faculty in training them on instruction and assessment,

classroom management, and effective relationship.

The laudable, meaningful, and timely objectives of Education for All

focused on internal efficiency and effectiveness, expanded the vision of

education for teacher retraining on holistic approaches. Paradigm shifts and the

PCER findings which led to organizing the 2002 BEC, seriously considered

teacher re-education and student achievement. These academic highlights

served as challenges which merit a critical analysis of changing educational

4

trends. The researcher was motivated to conduct this study to ascertain

teachers’ professional preparation in relation to teaching effectiveness, as well

as the relationship between their professional practices and teaching

effectiveness.

Theoretical Framework

This study which focused on relating teachers’ professional preparation

and practices with their teaching effectiveness was anchored on Teacher

Education as a coursework and fieldwork. Coursework imparts knowledge

about teaching although teachers claimed that what they learned during

professional preparation, was learned through their field experiences (Lanier,

1986).

Teachers require a body of professional knowledge that encompasses

both knowledge of general pedagogical principles and skills and knowledge of

the subject matter to be taught. General pedagogical knowledge includes

knowledge of theories of learning and general principles of instruction, an

understanding of the various philosophies of education, general knowledge

about learners, and knowledge of the principles and techniques of classroom

management. In addition to content knowledge, subject matter knowledge

encompasses an understanding of the various ways a discipline can be

organized or understood. Elements of pedagogical content knowledge i9nclude

conceptualizing the subject matter for teaching, understanding its major

5

concepts, a study of student understanding of the subject matter, and

curriculum knowledge, its materials and resources (Grossman & Richert,

2001).

Teacher Education is a synergetic self-organizing process. It may shift

from the conventional focus on teaching to a new structure of deep learning. If

teachers restrain from pretending to know, from excessively planning and

controlling, and start respecting the unknown, then a new culture of teacher

education will be developed and move on towards a learning-oriented delivery

of Teacher Education (Wesseler, 2001).

Effective Teaching

Effective Teaching reflects a combination of sound teaching techniques,

knowledge of the subject, enthusiasm for teaching, and sensitivity to one’s own

personal characteristics.

Preparation for teaching. Being prepared to teach involves knowing

what to teach and knowing how to teach it. In general, knowing what to teach

will come from a combination of one’s expertise in the subject, content outline

or syllabus, and careful pre-class preparations. Knowing how to teach will come

from a study of effective teaching methods.

Dimensions of effective teaching. These include knowledge of the

subject to be taught, organization and preparation for teaching, instructional

6

delivery skills, evaluation skills, and enthusiasm for teaching. The first four

dimensions are learned through formal study. Enthusiasm for teaching is very

sensitive as personal attitude. It can be enhanced through the study of teaching

theory and methodology.

Knowledge of the subject. Three subjects related prerequisites for

effective teaching are breadth of knowledge, being up-to-date in the subject

field, and the ability to analyze and present concepts.

Organization and preparation. The ability to organize information in a

course syllabus considers constraints of time, place, student expectancies,

available resources, and/or teacher limitations. To provide for flexibility, class

preparation should focus on most important topics, enrich the topic with

materials and activities, and allow reasonable time for student questions. Class

morale is generally highly sensitive to teacher preparation and punctuality.

Instructional delivery skills. Adequate knowledge of the subject and

sufficient class preparation are critical factors to effective teaching. The

attentiveness of the students, the accessibility of the teacher for giving

individual assistance, the physical comfort of the learning environment, the

creative classroom participation of the students through questioning skills, and

the sophisticated instructional aids increase the effectiveness instruction.

(http://www.twice.edu/o-grad/gtamanual/teaching.html#other).

7

http://www.twice.edu/o-grad/gtamanual/teaching.html#other)

Parkay (1998) added that some characteristics of effective teaching are

that it focuses on outcomes which are the results or consequences of teaching.

Outcomes include clear goals, objectives, and performance tasks that students

are to master. Teachers modify their instruction based on assessments of

students’ understanding. In addition to traditional tests, teachers use authentic,

portfolio, and performance assessments.

Teacher Preparation and Development

In the 1998 Survey on the Professional Development of Teachers by the

National Center for Education Statistics (NCES) of the US Education

Department, two broad dimensions of teacher effectiveness were categorized

first along the level of knowledge and skills that teachers bring to the classroom

as measured by teacher preparation and qualifications; and second, along the

category of classroom practices. The trend data during the subsequent 2000

survey, covered teacher participation in professional development and

collaborative activities, and teachers’ feelings of preparedness.

Apparently, teachers underwent formal professional development and

collaborative with other teachers. Teacher education and teacher professional

development and collaboration were key factors that established teacher

effectiveness. Continuity and relevance of professional development as well as

school administration support had to be monitored to assure that teachers had

learned. If follow-up sessions are needed, then additional training followed by

8

school activities in which a teacher helped other teachers put the new ideas to

use.

Perceived impact of professional development was related to time spent

in professional development activities and linkages and follow-up activities to

which the teachers had participated.

Collaboration with other teachers revolved around joint work, which are

team teaching and monitoring. Teacher networks, either school-to-school or

school-to university partnerships are powerful learning mechanisms for

teachers.

Teacher preparedness incorporates what the teacher brings to the

classroom from preservice training and on-the-job learning. Teachers

unanimously revealed that they were not well-prepared to integrating

educational technology in the grade or subject taught.

Teacher Effectiveness

Significant findings highlighting teacher effectiveness were gathered by

Kemp and Hall (1992) from different research studies. Effective teachers are

productive when they

employ systematic teaching,

begin a lesson with a review,

use systematic feedback,

adjust the difficulty level of the material,

9

clearly articulate rules and include the students in the discussion,

provide a variety of opportunities for students to apply and use

knowledge and skills in different learning situations, and are able to

pace the amount of information presented to the class

http://www.ncrel.org/sdrs/areas/issues/catereas/reading/1171k15.htm

With these teachers, students achieve more and have high levels of

cooperation.

Conceptual Framework

The input-process-output model was adopted when this study was

conceived as shown in Figure 1. The input variables in three clusters.

Professional preparation of the first set of input variables is made up of the

teachers’ highest educational attainment, their relevant inservice training, and

their relevant teaching experiences. These three indices marked the teachers’

input personal qualifications, the tri-factor of school, on-the-job training, and

appropriate work background.

These factors were correlated with the teachers’ teaching effectiveness

in five categories, namely, planning and preparation, classroom environment,

instruction, professional responsibilities, and the use of student assessment.

Planning and preparation is designing the lesson based on the objectives and

preparing the lesson procedure. Classroom environment is structuring the room

for teaching as well as establishing love and harmony among the students and

teacher. Instruction covers the teaching process carried out in the classroom.

Input Process Output

10

http://www.ncrel.org/sdrs/areas/issues/catereas/reading/1171k15.htm

Figure 1

The Conceptual Framework of the Study

11

Professional PreparationHighest Educational Attainment

Relevant Inservice TrainingRelevant Teaching Experience

RELATIONSHIP

Teaching EffectivenessPlanning and Preparation Classroom EnvironmentInstructionProfessional ResponsibilityUse of Student Assessment

RELATIONSHIP Professional Practices

Instructional PlanningInstructional DeliveryClassroom ManagementTeacher-Learner InteractionSubject Content EvaluationProfessional ResponsibilitiesProfessional Relationship

Descriptive Research

Gathering of Data

Questionnaire

Observations

Interviews

Statistical Tools

Means

Percenta

ges

Coefficient of Correlation

chi-square’s

Graphs

An

ACTION

PLAN

for

Elementary

Teachers

Professional responsibilities refer to the teachers’ duties which include keeping

students’ records, communicating with the parents, and assuming leadership

roles in school. The use of student assessment refers to the internal and

external assessment data reflecting student achievement which should be fairly

handled and managed by the teacher. Students should be aware of the

progress of their school performances through assessment. Professional

preparation was correlated with teaching effectiveness to specify the

relationship between the two sets of variables to determine areas for

improvement.

The last input group of variables refers to the eight professional practices

of teachers which were likewise correlated with teaching effectiveness. The

teaching practices encompassed instructional planning which refers to planning

the lesson congruent to its specific objectives; instructional delivery which

simply referred to implementing the planned lesson in accordance with the

students’ needs; and classroom management which refers to the control of

student behavior in the classroom and managing learning including discipline.

Teacher-learner interaction is the result of engaging students in instruction

using communication, motivation, reinforcement, retention, transfer, and

questioning skills and principles. Subject content is the lesson proper or subject

matter for the day’s lesson. Evaluation is assessment or appraisal. It consists of

rating student performance, the result of which could be a basis for further

teaching.

12

Professional responsibilities refer to the teachers’ duties concerning

professional growth, adaptability on assigned tasks, and working cooperatively

with school staff, students, parents, and superiors. Professional relationships

refer to positive working relations with co-workers, students, personnel, parents,

and the community.

Using research methods and statistical treatment of data constitute the

research process. The research findings, conclusions, and recommendations

formed the bases of an Action Plan for Elementary Teachers: An Action Plan is

an Action Research. It is a classroom-based study focused on a classroom

problem encountered by the teacher.

THE PROBLEM

Statement of the Problem

The study was designed to determine into the grade school teachers’

professional preparation and practices in relation to their teaching effectiveness

as a basis for an Action Plan for Elementary Teachers at the University of

Cebu, Cebu City, SY 2007 – 2008.

It addressed the following specific questions:

1. What was the professional preparation profile of the grade school

teachers with reference to their:

13

1.1 highest educational attainment,

1.2 relevant inservice training, and

1.3 relevant teaching experience?

2. What was the professional practices profile of grade school teachers

in terms of:

2.1 instructional planning,

2.2 instructional delivery,

2.3 classroom management,

2.4 teacher-learner interaction,

2.5 subject content,

2.6 evaluation,

2.7 professional responsibilities, and

2.8 professional relationships?

3. What level of performance on teaching effectiveness was

demonstrated in each of the following teaching areas:

3.1 Planning and Preparation,

3.2 The Classroom Environment,

3.3 Instruction,

3.4 Professional Responsibilities, and

3.5 Use of Student Assessment?

4. Were there significant relationships between teachers’ teaching

effectiveness and their

14

4.1 professional preparation and

4.2 professional practices?

5. Based on the findings, what Action Plan for Elementary Teachers

may be proposed?

Null Hypotheses

The study was postulated on the following null hypotheses:

HO1 : There is no significant relationship between Teaching

Effectiveness and Professional Preparation.

HO2 : There is no significant relationship between Teaching

Effectiveness and Professional Practices

Significance of the Study

The findings of this study will be valuable insights to the following groups

and individuals:

Department of Education (DepEd). The findings of this study will be

useful inputs to policies and guidelines concerning teacher performance and

teacher effectiveness.

School Administrators. They will be aware of the current shifts of the

curriculum indicating directions towards more flexible applications. Paradigms

are shifting from separate subjects to a curriculum in framework, from teaching

to learning, from inputs to outcomes, from schooling to lifelong learning, from

categorized to integrated learning, and from learning or note learning to applied

15

learning. They will be motivated to make some revisions to optimize resources,

and streamline teachers’ roles, and teachers’ capabilities.

Teachers. To be effective teachers, this study will encourage teachers

to undertake professional practices using relevant teaching strategies. To be

competent cooperating teachers, this study revealed the professional and

personal qualities expected of teachers which will be the bases for a better

understanding of the teachers and their students. To be excellent mentors to

colleagues or their students, the teachers will be aware of the required teaching

expectations on which they will always work on for expertise.

Researchers. They will be stimulated to make attempts to expand or

replicate this study. Advanced research studies will be pursued on the different

dimensions of teaching effectiveness.

Parents. This study will strengthen the home-school linkage since

parents will become aware of DepEd’s strengthening parent-teacher

relationship. Since the purpose of this study is to improve teachers’ teaching

effectiveness, parents will rally support to help the teachers.

Students. Generally students will show greater achievement gains

when exposed to competent teachers particularly those using multiple learning

strategies. Reading this research work will inspire them to hope for proficient

teachers over time.

RESEARCH METHODOLOGY

16

Research Method

This study utilized qualitative-quantitative descriptive research. This

descriptive research sought to find answers to questions through the analysis of

variable relationships. It was specifically a correlational research since

correlational analyses were used (Best & Kahn, 1998).

Research Environment

The Grade School Department of the University of Cebu (UC) is within

the university main campus. It is sprawled at the corner of Sanciangko Street

and Osmeña Boulevard in Cebu City. It is quite a distance from recreational

centers and fairly free from disruptions, thus making the environment conducive

to learning. It is at the heart of Cebu City located near some malls, churches,

and other schools, colleges, and universities.

Commercial and residential homes around the area of the school site are

relatively confined at a safer distance minimizing noise, or exhaust detrimental

to the health of the students and personnel. There is no industrial establishment

operating in the area, thus the site is smoke free and pollutant free.

The elementary students are provided with the state-of-the-art multi-

million building complete with educational, physical, and recreational facilities.

The area is well-fenced and well-guarded to ensure the safety and security of

students. It is also equipped with facilities to enhance learning such as

17

computers, imported reading materials, audio-visual aids, and other

instructional resources.

Learning is evident with faculty members who are creative, resourceful,

and knowledgeable on the use of relevant strategies and techniques to

maximize learning.

The services of the Medical Clinic, the Principal’s Office, and the Library

are commendable. The staff accommodate and caters to students’ needs.

The continued success of the school graders enrolled at the University of

Cebu has been followed up through guidance, close monitoring and

supervision.

Research Respondents

This study focused on the 20 grade school teachers handling the

elementary level at the University of Cebu as seen in Table 1. A female

elementary school principal heads the 20 teacher respondents. The teachers

self-rated themselves, while the respondent school principal rated the 20

teachers as she supervised them. She used the teacher checklist questionnaire

prepared for this study.

Table 1 shows that a typical elementary classroom teacher in UC is a

female, single, licensed, tenured, and with a mean age of 28. All of the 21

respondents are licensed having passed the licensure examination for teachers

18

(LET) per Republic Act No. 7636 known as the Philippine Teachers

Professionalization Act of 1994.

Table 1

Profile of Respondent Elementary Teachers and School Principal

Category Teacher (20) Percentage Principal (1)

Gender* Male* Female

218

1090

-1

Civil Status* Single* Married

128

6040

1-

Licensure Status* Licensed* Unlicensed

20-

100-

1-

Employment Status* Tenured* Probationary

119

5545

1-

Mean Age in Years 28 40

Eighteen or 90 percent are females, 12 or 60 percent are single in status,

and 11 or 55 percent are tenured. With ages ranging from 22 to 42, these

teachers are comparatively young with a mean age of 28.

19

Research Instruments

A researcher-made checklist-questionnaire of 60 items is shown in

the specification Grid in Table 2. Appendix A shows the checklist-

questionnaire.

The questionnaire begins with the personal background of the

respondent. Part I covered teachers’ professional preparation in terms of

highest educational attainment, relevant inservice training, and relevant

teaching experience. Part II focused on teachers’ professional practices

constituting eight factors. The practices included instructional planning and

delivery, classroom management, teacher-learner interaction, subject content,

evaluation, and professional responsibilities and relationships. Part II

concentrated on teaching effectiveness which covered. Important teaching

dimensions of planning and preparation, classroom environment, instruction,

professional responsibilities, and use of student assessment. All three parts

with a total of 60 items are broken down to 5 for professional preparation, 30 for

professional practices, and 25 for teaching effectiveness.

Part I was more informative on the personal qualification of teachers.

Parts II and III were composed of evaluative items using rubrics and descriptors

anchored on a rating scale of 1 to 5.

20

Table 2

Specification Grid of the Checklist-Questionnaire on Teachers’ Professional Preparation, Practices, and Teaching Effectiveness

Content Item Numbers Total Items

Background of the Respondent (5)

Part I. Teachers’ Professional Preparation (5)

A. Highest Educational Attainment 1, 2 2

B. Relevant Inservice Training 3, 4 2

C. Relevant Teaching Experience 5 1

Part II. Teachers’ Professional Practices (30)

A. Instructional Planning 1, 2, 3 3

B. Instructional Delivery 4, 5, 6, 7 4

C. Classroom Management 8, 9, 10, 11, 12 5

D. Teacher-Learner Interaction 13, 14, 15, 16, 17, 18 6

E. Subject Content 19, 20, 21 3

F. Evaluation 22, 23 2

G. Professional Responsibilities 24, 25, 26, 27 4

H. Professional Relationships 28, 29, 30 3

Part III. Teaching Effectiveness (25)

A. Planning and Preparation 1 – 5 5

B. Classroom Environment 6 – 11 6

C. Instruction 12 – 17 6

D. Professional Responsibilities 18 – 22 5

E. Use of Student Assessment 23 - 25 3

Overall Total 60

21

Data Gathering Procedure

Preliminary preparation. After the problems were identified, a survey

of related researches was conducted to identify common teaching practices

relevant to the present study in Philippine setting. The checklist items on

teaching effectiveness were carefully drawn from the ideas in different

researches.

Questionnaire validation. There was a need to pretest the professional

teaching practices and the teaching effectiveness items to validate the tools.

The content specification of the questionnaire supports content validity. Field-

testing the questionnaire with ten teachers from other schools and districts

resulted in removing ambiguous items. Testing the questionnaire registered a

reliability index of .67 indicating that the questionnaire was Moderately reliable

(computation in Appendix B). The questionnaire was administered twice to the

same group in a span of two weeks. The Spearman rank correlation coefficient

or Spearman rho was used to correlate the two sets of scores (Calmorin &

Calmorin, 1997).

Administration of the instrument. After the questionnaires were

validated and finalized, they were reproduced for distribution after approval of

this study was secured.

22

Statistical Analysis

In profiling, frequencies, and percentages were used.

Weighted means were used to determine the descri0tors which

described the professional practices. The descriptive ratings 1 to 5 were used

with 1 as the lowest and 5 the highest. Professional practices were described

as follows:

Rating Description

5 Excellent, superior teaching practices, highly skilled using a

variety of teaching strategies, exhibits efficient,

facilitative leadership, applies knowledge in real

situations.

4 Very Satisfactory, achieves results to a very acceptable

level, very capable

3 Satisfactory, manifests good knowledge, efficient, achieves

a high level of performance.

2 Fair, slightly capable, works only to comply with objectives,

can still be improved.

1 Poor, unsatisfactory performance, relies on others, has gaps

in knowledge and skills teacher needs much assistance

to maintain an acceptable level of performance.

23

The descriptors and their mean ranges are as follows:

Rating Mean Range Descriptor

5 4.20 – 5.00 Excellent

4 3.40 – 4.19 Very Satisfactory

3 2.60 – 3.39 Satisfactory

2 1.80 – 2.59 Fair

1 1.00 – 1.79 Poor

The same ratings were used for determining the level of performance of teaching

effectiveness, the rubrics of which are presented as follows:

Rating Description

5 Highly Effective, very effective, results-oriented

4 Effective, capable and effective beyond required expectations

3 Moderately Effective, exhibits good knowledge and efficient

2 Slightly Effective, can still improve, works only to comply.

1 Not Effective, lacks professional teaching skills

The descriptors, the mean ranges, and the performance level for teaching

effectiveness are categorized as follows:

Rating Mean Range Descriptor

5 4.20 – 5.00 Highly Effective Performance Level

4 3.40 – 4.19 Effective Performance Level

24

3 2.60 – 3.39 Moderately Effective Performance Level

2 1.80 – 2.59 Slightly Effective Performance Level

1 1.00 – 1.79 Not Effective Performance Level

The significant relationship between the professional preparation and

teaching effectiveness, used the chi-square test of significance in contingency

tables with the following formula:

λ2 = (O – E)2

E

where:

O = observed cell frequency

E = expected or theoretical frequency

λ2 = chi-square

The tabular λ2 value determined the significance of the computed value.

The relationship between professional practices and teaching

effectiveness used Pearson’s product-moment coefficient of correlation or

Pearson r. Appendix F shows Pearson’s formula as used.

rxy =

25

XY - NXY

(X2 - NX2) (Y2 - NY2)

where:

X is the rating of the first group,

X is the mean rating of the first group,

Y is the rating of the second group, and

Y is the mean rating of the second group.

To test the significance of the relationship, the t-test was applied using

the following formula:

t = r

where:

r is the relationship index and

N is the number of respondents

Graphs were used to illustrate the findings which clarified the

competency and effectiveness levels of the teachers.

DEFINITION OF TERMS

The terms were operationally defined to place the researcher and the

readers in the same frame of reference.

26

N – 21 – r2

Action Plan

The action plan proposed in this study is a class-based plan anchored

on a certain aspect of teaching which needs improvement. The teacher and the

students identify class problems pertaining to teaching, learning, students’

behavior, and attitudes as well as teachers’ problems. An action plan could be

undertaken in one or two months with the leadership of the teacher. It involves

planning, doing, and reflecting on class activities that could solve an identified

problem.

Grade School

This refers to an elementary school covering grades one to six. School

graders are the elementary school students.

Professional Preparation

This refers to the highest educational attainment of teachers, relevant

inservice training or special training, and length of relevant teaching experience

adequate enough to enable them to teach elementary school students. These

factors will help develop the preparedness of the teacher to teach.

Professional Practices

These practices cover instructional competencies which include

indicators such as instructional planning and delivery, classroom management,

teacher-learner interaction, subject content, evaluation, and professional

responsibilities and relationships. Instructional planning simply refers to

27

planning the lesson conformably with specific objectives. Instructional delivery

refers to methods of teaching. Classroom management refers to organizing

the teaching-learning time using relevant teaching equipment and materials,

and appropriate teaching processes within the time period Teacher-learner

interaction is engaging students in instruction using communication,

motivation, reinforcement, retention, and transfer skills and principles. Subject

content refers to the subject matter and effective communication of the major

concepts of the lesson. Evaluation is assessing student performance and using

the evaluation results in planning the lessons. Professional responsibilities

are teachers’ concerns pertaining to professional growth, adaptability with

assigned duties, working cooperatively with those involved in the school

program. Professional relationship pertains to effective working relationship

with fellow-teachers and personnel, students, parents, and those linked to

school operations.

Teaching Effectiveness

This refers to the impact of teaching competencies on the students in

terms of intellectual, social, physical, emotional, and moral development.

Effectiveness is based on the four domains of teaching which are planning and

preparation, classroom environment, instruction, professional responsibilities,

and the fifth on the use of student assessment. Planning and preparation

deals with skills in designing instruction, that is organizing the content to be

learned. Classroom environment deals with skills that relate to the creation of

28

a comfortable and respectful classroom environment that cultivates a culture

for learning in which students feel safe taking risks. Instruction contains the

skills that are at the heart of teaching, the actual engagement of students with

the content. Professional responsibilities encompass the roles teachers

assume outside of the classroom. Teachers committed to student learning use

assessment strategies extensively which provide evidence of success or lack

thereof, for both students and teachers.

29

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter views the elementary teachers as possessing the

knowledge base to guide the art of practice. It covers the teacher’s professional

practices involving the different teaching areas from the planning phase to

evaluation and to application. It entails the teachers’ repertoire of effective

practice encompassing the interactive and organizational functions of

teaching.

This research work looked into the professional preparation of the grade

school teachers relative to their acquired personal qualifications concerning

education, training, and experience.

TEACHERS’ PROFESSIONAL PREPARATION

Educational Attainment

The educational background of the 20 UC teachers is presented in Table

3. Of the five educational levels, the UC teachers belonged to three areas, one

on the master’s level, 11 or 55 percent with Bachelor of Elementary Education

(BEED) and some master’s units, and 8 or 40 percent having completed the

BEED course.

30

Table 3

Highest Educational Attainment

Educational Attainment f P*

1. Ed. D. 0 0

2. MA or MA with Ed. D. units 1 5

3. BEEd with MA units 11 55

4. BEEd 8 40

5. Other course 0 1

Total 20 100

* Percentage

A closer look at the figures in Table 1 shows that the highest educational

levels attained by the UC elementary teachers were MA by one teacher or 5

percent and BEEd with MA units by 11 teachers or 55 percent, giving a total of

60 percent describing their educational attainment as Adequate. Eight teachers

or 40 percent just finished BEEd, not having pursued advanced courses in MA.

Obtaining Master’s units is an add-on to their attainment and is a plus factor to

their educational qualifications.

Since the average age of the teachers was 28. (Table 1, page 19), it was

expected that there was still time for them to improve their Adequate

institutional training. Furthermore, being single in status and tenured in

31

employment could signify the likelihood for them to devote their time to advance

in their educational pursuits.

A most important function of professional education for teachers is to

provide the necessary experiences and best practices that will enrich their

knowledge of content, develop their skill in using them at the same time helping

them imbibe a sharing and caring attitude tempered by a futuristic outlook

(Salandanan, 2001). Attaining higher educational levels will in effect motivate

teachers with a strong self-confidence to update their knowledge and skills to

catch up with the demands of changing paradigms. Several research studies

had significantly cited the importance of educational qualification as a potential

factor in developing work competency. Lumapas (2000) in her study with

Southern Leyte State College administrations, found out that professional

factors such as educational qualification and administration experience were

significantly related to their performance competencies. The importance of

educational qualification as a performance correlate was confirmed by Chua

(1992).

Blanchard and his co-authors (1985) define competence as a function of

knowledge and skills which can be gained from education, training, and/or

experience. It is something that is learned.

It could therefore be deduced that with the Adequate educational

background of the 20 UC elementary teachers, they were believed to be able

and competent to handle their tasks as grade teachers.

32

Teachers’ In–service Training

A teacher’s preparation for teaching is never complete as he has to

keep abreast with innovations, and changes, and newer developments. In-

service education of teachers has always been planned and disseminated as

staff development activities. Teachers reported the in-service trainings they

attended within the last three years which were commonly focused on subject

area content and its methods of teaching; and the 2002 Basic Education

Curriculum; how it should be delivered and graded as integrated with other

subject areas.

Table 4 shows t he number of in-service training programs participated in

by the teachers. All the teacher benefited from training. A further scrutiny of

their training status indicated that only 2 or 10 percent attended a total training

period of 106 hours and above, and about the same number who could be the

newly-hired teachers, attended 1 to 35 hours, specifically 24 hours. They

claimed that they attended the subject area training schedule sponsored by the

book publishes which was usually conducted once or twice a year. These

programs were focused on new books, instructional methods, and some

instructional aids that went with the new strategies. About 50 percent were

benefited with the total of 36 to 70 hours training period, while 6 teachers or 30

percent obtained insights from trainings covering 71 to 105 hours. The in-

service training status of the UC teachers was Very Adequate. Every teacher

was given the opportunity to attend a training activity.

33

Table 4

In service Training Profile

Number of hours f P*

1. 106 and above 2 10

2. 71 to 105 6 30

3. 36 to 70 10 50

4. 1 to 35 2 10

5. No training 0 0

Total 20 100

* Percentage

Scale

Weight Mean Range Descriptor

5 4.20 – 5.00 Very Much Adequate4 3.40 – 4.19 Very Adequate3 2.60 – 3.39 Adequate2 1.80 – 2.59 Less Adequate1 1.00 – 1.79 Not Adequate

A feeling of preparedness was manifested in the teachers capability of

handling the new BEC. A feeling of being well prepared had increased their

self-esteem when they revealed that they:

had enough background knowledge on what to do in a self-contained classroom;

obtained an in-depth input on the subject area;

facilitated student assessment.

34

The school principal added the information that after some training, the

teachers

became more responsible in managing and monitoring student learning, and that

they taught and exemplified such traits as openness, curiosity, and the ability to examine their own performance.

Resultant effects were that students were most likely to work on task and

became more interested in classroom work. Teachers began to hold higher

expectations for all the students. Individualized instruction prevailed. Teachers

tried new practices and noticed better student outcomes. Positive attitudes

towards the teaching-learning activities were developed.

Cushman (1992) explains that competencies which include knowledge,

attitudes, and skills are reinforced in teacher training and practices. The trend

towards greater efforts to develop effective teachers through education and

training strengthens the implementation of new frameworks and models

covered in current paradigm shifts.

Likewise, for school leaders, professional preparation for Bastan school

leaders in the elementary schools has been remarkably reinforced by actual

informal job training in different school settings (Asaals, 1999). The present

trend of professional development is towards school-based management,

largely competency-based in terms of parent-principal-parent collaboration.

35

On the perceived impact of professional development or training

conducted on a US-NCES survey in 2000, findings confirmed parallelism with

Philippine situations that the

proportion of teachers engaged in professional development in a specific content area improved their teaching with parent involvement from 12 percent to 27 percent;

number of hours teachers engaged in professional involvement was related to the extent to which they believed that participation improved their teaching. For every content area, teachers with more than 1 to 8 hours participation were more likely to improve their teaching.

teachers’ assessment of the impact of teacher training was linked to other program activities in school; and

teacher development activities improved their teaching depending on whether various follow-up school based activities may need additional training. (http||nces.ed.gov.)

It could be deduced that teacher training greatly improved teaching

competencies. In-service training of teachers is a great factor that supplements

the preservice education obtained in educational institutions.

Teaching Experience

Teachers on the job are exposed to formal school training on updates on

subject specialization, on classroom skills improvement, and on values

enhancement. Experienced peers in the school may conduct lectures and

demonstrations. Regular meetings are scheduled which may include planning

sessions and holding assemblies with parents who are educators, other

authorities and professionals from the community, and individual or group

36

counseling sessions. These are teacher training activities by which teachers

in the service learn to grow and empower themselves (Salandanan, 2001).

Teachers’ teaching experience provides them with a wealth of actual

knowledge, and skills in terms of problem-solving, decision-making, planning,

critical thinking, communication, and management; and positive attitudes and

values through professional relationship and responsibilities.

Table 5 shows the teaching experience matrix of the UC elementary

teachers showing that all the teachers has a teaching experience from a low of

1 to 6 years to a high of 15 to 20 years.

Table 5

Teaching Experience Profile

Number of Years f P*

1. 21 and above 0 0

2. 15 - 20 3 15

3. 7 - 14 6 30

4. 1 - 6 11 55

5. Less than 1 year 0 0

Total 20 100

* Percentage

Eleven or 55 percent of the 20 teachers registered a teaching experience

of 1 to 6 years, although two teachers just completed a year of service before

entering UC. They were just newly-hired. Six teachers or 30 percent had

37

already taught for a period within the 7 to 14 bracket, while 3 or 15 percent had

a longer teaching experience within the 15 to 20 year bracket. Forty-five percent

of the teachers described the teachers’ experience as Adequate. All the

teachers were experienced but two newly-hired were practically on the

probationary stage.

They felt that they were prepared to tech with teaching experience. They

remarked as follows:

Our school experiences reinforced our preservice education in college.

Our collaboration activities with others teachers filled the knowledge gap we needed most.

We learned from our experienced mentors.

We became more tactful with our “senior” teachers. The instructional relationship was either formal, informal or nonformal

We learned.

It is clear that teachers on the job learned from experience. As earlier

stated, Lumapas (2000) mentions that administrative on teaching experience is

significantly related to performance competencies. Capapas (1994) likewise

concluded in her study that professional preparation which includes educational

qualification, experience, and in-service training are significantly correlated with

supervisory practices which in this study concerned teaching practices. Length

of teaching service has been influential to school administrators in their

leadership and management roles as revealed by Fernando (1990) in his

38

dissertation. Experience is a teaching resource material. Through experience,

one becomes a teacher and a learner.

Resume’ on Teachers’ Professional Preparation

On the tri–factor of training, educational attainment, and teaching

experience, the preparedness of the 20 teachers was Very Adequate for in-

service training, Adequate for highest educational attainment, and Adequate

for relevant teaching experience. This is illustrated in Figure 2.

0 20 40 60 80 100

Figure 2

The Assessment Graph on Professional Preparation

39

Training

Education

Experience

ProfessionalPreparationFactors

90% Very Adequate

60% Adequate

45% Adequate

PERCENTAGE

These professional preparation factors for teachers were significantly

cited by authors and researchers. The persistent clamor for teachers and

administrators for professional advancement was motivated by man’s need for

self-fulfillment or self–actualization as brought out in Maslow’s hierarchy of

needs (Cook & Hunsaka, 2001). Lumapas (2000) found out that personal

factors were not related to competency levels, while the professional factors of

educational qualification and administrative experience were significantly

related to performance competencies.

Capapas (1994) and Chua (1992) asserted that educational qualification

gives useful insights to school leaders and teachers. It is reiterated that the

writing groups of Blanchard (1985) pointed to education, training, and

experience as having developed work competencies adequate enough for job

preparation.

Because of the relatively small sample size used in this study, it is

difficult to separate the independent effects of these variables

(http://nces.ed,gov.). It is difficult to identify whether college training, practicum,

or experience could have helped developed certain aspects of their professional

competencies.

Generally, the professional preparation of the 20 UC teachers to teach is

Adequate in terms of training, education, and experience.

40

TEACHERS’ PROFESSIONAL PRACTICES

The urgent adoption of the 2002 BEC in view of the consistent low

performance of students, the very fast pace and exponential increase in

information and knowledge, the need for better information processing skills,

the deterioration in people’s values, and the need to prepare students for global

and future competition, resulted in engaged learners and teachers and

streamlined learning processes. The teachers assumed as facilitators, guides,

and co-learners. Noticeably, students were observed to have become

responsible for learning, collaborative, authentic, interactive, and multi-

disciplinary or integrative.

The teachers have to go with changing educational trends by using

student–centered strategies anchored in relevant learning outcome and core

national value. By aligning teaching strategies and instructional materials,

monitoring, and evaluation, teachers best practices of the BEC implementation

at the Holy Angel University in Angeles City was focused on structured lesson

plans with interdisciplinary linkages, and more interactive activities; integrated

values and creative and updated instructional materials; more student-centered

strategies used like cooperative learning, mathematical investigation, and

problem-solving in real life situations; more practical content; more focused

students on fewer subjects; and more topics covered, processed, and studied

in-depth.

41

This study on professional practices of teachers covered eight

instructional practices designed to strategize, activate, empower, and plan to

impact teaching an learning in elementary education. To evaluate the UC

teachers’ performance on these teaching variables, the elementary school

principal rated all the 20 teachers whom she supervised, and the 20 teachers

self-rated themselves, thereby obtaining the overall mean from the 40 rating

cards. The principal’s rating and the self-rating of each teacher provided at least

the teacher’s external and internal assessment of her performance. Both ratings

were separately presented in the matrix to find out if the resultant weighted

means did not differ much, thus instituting reliability of the assessment indices.

Instructional Planning

Planning is a decision- making process when a teachers visualizes what

he teaches, inventories the means and ends of the activities, and designs a

framework for action. It involves selection of appropriate objectives, activities,

and materials. Table 6 covers three aspects on instructional planning: planning

using learner objectives, planning with learning materials, and planning showing

creativity and thinking. Teachers obtained a combined principal-teacher mean

of 3.38 on learner objectives and 3.30 on showing creativity and thought in

planning, which described performance on these items as Satisfactory. In the

use of learning materials, the combined rating was 3.58 which indicated a Very

Satisfactory rating.

42

Table 6

Principal–Teacher Assessment on Teachers’Practices on Instructional Planning

Teachers’ Planning Practices

Principal (N = 20) Teacher (N = 20) CombinedFrequency Frequency

M DRatingM D

RatingM D5 4 3 5 4 3

1. Planned lessons with learner objectives

0 7 13 3.35 S 0 8 12 3.40 VS 3.38 S

2. Planned instructional activities with learning materials

0 12 8 3.60 VS 0 11 9 3.55 VS 3.58 VS

3. Showed creativity and thought in planning

0 6 14 3.30 S 0 6 14 3.30 S 3.30 S

Total / Mean 0 25 35 3.42 VS 0 25 35 3.40 VS 3.42 VS

Scale:

Mean (M) Range Descriptor (D)

4.20 – 5.00 Excellent (E)3.40 – 4.19 Very Satisfactory (VS)2.60 – 3.39 Satisfactory (S)1.80 – 2.59 Fair (F)1.00 - 179 Poor (P)

43

The overall means assessment on the three planning items garnered a

combine mean of 3.42 which was a Very Satisfactory rating. Both principal

and teachers gave the same composite means as shown in Table 6. The school

principal when interviewed about the plans the teachers formulated, responded

as follows:

Some teachers’ plans promote instruction. A few were so brief which could not give clues whether teaching transpired during the class period.

Some teachers who organized and planned their lessons well is used in teachings as objectives matched the subject content.

On instructional planning, some teachers remarked on the lesson

objectives and teaching materials. They opened up as follows.

Sometimes I felt confused whether the teaching materials were appropriate or not for the planned lesson.

The objective gave me a mental image of what I taught. I believed that my day with the lesson was successful.

I usually anticipated what would have happened if a student would raise a question related to the lesson but was left unexplained.

These critical phases usually occurred while the teachers was in her

class. Instructional planning fosters creativity, linkage, and a broad perspective

of the lesson Manning (1988) views plans as flexible frameworks for action, a

way of starting in the right direction, but also something from which a teacher

might depart or elaborate. This could refer to some lesson gaps in class which

44

the teacher may have failed to explain, but could tactfully deviate and come up

with the current linkage. However, with the Very Satisfactory rating on

instructional planning practices the teachers could be relied on this task.

Instructional Delivery

How the lesson should be taught after having planned the lesson is

referred to as instructional delivery. During the lesson presentations, teachers

are expected to assume leadership roles in all phases of structural planning and

delivery.

A close scrutiny of the rating figures in Table 7 on instructional delivery

practices shows that in all delivery practices assessed by the principal and the

teachers, a Satisfactory rating was obtained with an overall principal–teacher

mean of 3.29.

These practices focused on using teaching methods to fit a class of

varying cognitive levels. Handling a multi–level class requires a special scheme

to provide multi–level materials with appropriate teaching methods. Learning

opportunities should enable students to learn independently through

individualized practice activities. The teachers are also expected to adapt the

planned lessons to unexpected situations so that every student would have the

chance to participate in the class session. Proper sequencing and pacing of the

lessons would clarify the flow of the lesson and instill a better understanding

45

Table 7

Principal–Teacher Assessment on Teachers’Practices on Instructional Delivery

Teachers’ Instructional Delivery

Practices


M DRating

M DRating

M D5 4 3 5 4 3

1. Used teaching methods to fit class of varying cognitive levels

1 4 15 3.30 S 1 5 14 3.35 S 3.32 S

2. Provided learning opportunities for independent practice of new concepts/skills

2 2 16 3.30

S 1 4 15 3.30 S 3.30 S

3. Adapted planned lessons to unexpected situations

1 2 17 3.20 S 1 4 15 3.30 S 3.25 S

4. Observed proper sequencing and pacing of lessons

1 3 16 3.25 S 1 4 15 3.30 S 3.28 S

Total / Mean 5 11 64 3.26 S 4 17 59 3.31 S 3.29 S

Scale:



46

considering individual differences regarding pacing to conform with ability

levels.

Good active teaching features a presentation of lessons that moves at a

brisk pace and provides for high levels of learner success. All these practices

would facilitate instructional delivery. Considering that some teachers were

practically neophytes in the teaching job, they still needed further exposure and

training to be adapt at employing appropriate teaching methods.

Instructional delivery could use active learning strategies which is

learning by doing and which commonly uses a wide range of alternative

instructional strategies that engage student in individual work or in collaborative

work with peers (Bonwell & Eison, 1991). This explains learning through

practicum, readiness for unexpected discussions, and achieving through

sequencing and pacing the lesson. The UC elementary teachers need to face

these unlikely situations to build their self-confidence in handling classroom

work successfully. With Satisfactory performance in instructional delivery,

teachers feel prepared to use the different teaching methods through

mentoring, collaboration, or observation.

Classroom Management

Classroom management refers to teacher control over the use of

classroom time, managing student behavior or discipline, the maximum use of a

47

learning area, the use of engagement and empowerment in handling students,

and the setting of rules and routines to systematize classroom work. It covers a

range of responsibilities at the discretion of the teacher and the cooperative

attitude of the learners. Practices on classroom management touch on class

schedules, adherence to rules and routines, and communicating, monitoring,

and maintaining behavioral expectations (Manning, 1988).

As regards the 20 UC elementary teachers, Table 8 registers a

composite principal–teacher mean of 3.68, describing their classroom

management performance as Very Satisfactory. Both external and internal

ratings from principal and teacher raters assessed teacher performance on their

classroom control with the Very Satisfactory level.

On the combined student engagement and empowerment in handling a

class or students, the principal with a mean of 3.25 and the teachers with a

mean of 3.30, garnered a combined mean of 3.38, which described such

practice as Satisfactory. This was more understood when some teachers were

asked about it and they answered readily that

some students felt that they were an authority to decide for the class which created commotion;

when some students who were seriously engaged in their sectional, suddenly stopped working before a noisy confusion would result.

48

Table 8

Principal–Teacher Assessment on Teachers’Practices on Classroom Management

Teachers’ Classroom

Management Practices


M DRating

M DRating

M D5 4 3 5 4 3

1. Combined student engagement and empowerment in handling class/ students

0 5 15 3.25 S 1 4 15 3.30 S 3.28 S

2. Confined to allocate time period

3 10 7 3.80

VS 4 12 4 4.00 VS 3.90 VS

3. Arranged materials in learning area

4 8 8 3.80 VS 4 8 8 3.80 VS 3.80 VS

4. Established classroom rules and routines

2 10 8 3.70 VS 3 10 7 3.80 VS 3.75 VS

5. Managed and monitored learner behavior effectively

2 8 10 3.60 VS 2 10 8 3.70 VS 3.65 VS


Scale:



49

These behavioral situations arose from simple engagement and

empowerment which could incite disruption in school activities. These are

sample situations why teachers gave themselves Satisfactory ratings since

they felt they had lost control over their students.

Other class situations were well handled like observing classroom

time schedules, arranging the learning area for the classroom materials to be

used, the establishment of facilitative rules and routines, which at times

where transgressed by naughty students, and monitoring learner behavior

effectively. Good and Brophy (1994) relate that learners in classes in which

teachers maximize the amount of class time used for instruction perform better

than those in classes where less time is spent on instruction. Classroom should

be productively allocated for engaged time or instructional time; allocated time

or subject time schedule; and academic learning time which is part of the

engaged time where the learner is experiencing a high degree of academic

success.

Arranging the materials during the structuring of the classroom had been

remarkably observed when teachers and students worked together. It was

found out that student leaders gathered their peers and planned for the

homeroom arrangement. This was a case of student empowerment which the

teachers tapped to advantage. They worked on a non-school day. The school

principal related that everyone was happy bringing their wares for classroom

50

exhibit. The teachers disclosed that all plans were done by the children. It was

really a Family Day preparation.

It is therefore perceived that a successful classroom management

prevents problems from occurring. It refers to how teachers structure their

learning environment to prevent or minimize behavior problems. Its is

prevention-oriented. Good and Brophy (1994) recognized that good

management involves techniques that elicit student cooperation and

participation in activities that prevent problems from emerging. Monitoring

learner behavior is one such technique.

Among the best practices on classroom management was the research

finding of Blancafler (2000) which came up with peer mediation as an approach

to managing behavior problems in the classroom. She concluded that a

successful implementation of peer mediation depends on teacher leadership,

student capability in mediation roles, and parent concern. Peer mediation is

relationship–oriented: building respectable, credible, and helpful associations

with classmates demonstrating inappropriate behavior; building supportive

associations with parents, teachers, and others aimed at student development

and welfare; and building learning connections with class lesson and activities.

The Very Satisfactory assessment of the teachers on classroom

management apparently made them sensitive and aware that more appropriate

class activities and assignments should be developed for the classroom, that

51

students need assistance, and that teaching methods should suitably fit their

ability levels. These were the common responses of the teachers when asked

why they rated high on classroom control.

Teacher–Learner Interaction

Interactive teaching involves communicating high expectations for

learning, engaging learners in instruction, demonstrating exemplary

communication skills, and using principles of motivation, reinforcement, and

retention and transfer ( Manning, 1988). It is encouraging to note in Table 9,

that all the assessment descriptions for teacher-learner interactions from both

principal and teachers were Very Satisfactory with an overall mean of 3.67.

The teachers supported their ratings with the following remarks:

We created authentic interactions through a variety of meaningful and challenging questions based on the lessons.

Some students related real life situations which they compared to other experiences brought out in TV shows. As a result, ideas flowed and those who seldom recited actively joined the discussion speaking in both English and Filipino.

These sample situations were common and the students capably

connected the ideas. The school principal had this to say:

The students spoke as if they were the government officials concerned.

I enjoyed the discussion. This is indeed practical learning, specifically a communication practicum.

52

Table 9

Principal–Teacher Assessment on Teachers’ PracticesFocused on Teacher–Learner Interaction

Teachers’ Practices Focused on

Teacher–Learner Interaction


M DRating

M DRating

M D5 4 3 5 4 3

1. Provided learners with opportunity to learn

1 9 10 3.55 VS 2 8 10 3.60 VS 3.58 VS

2. Provided activities to promote interaction

3 8 9 3.70

VS 3 9 8 3.75 VS 3.73 VS

3. Varied activities which matched learners’ interests

3 10 7 3.80 VS 4 8 8 3.80 VS 3.80 VS

4. Gave clear, concise directions and explanations

2 8 10 3.60 VS 4 6 10 3.70 VS 3.65 VS

5. Used positive reinforcement

2 7 11 3.55 VS 3 8 9 3.70 VS 3.63 VS

6. Related meaning to students’ lives and experiences

2 7 11 3.55 VS 2 10 8 3.70 VS 3.63 VS


Scale:



53

These teacher-learner interactions were very enlightening. Teachers’

expectations are usually based on their attitudes about learners’ potentials for

academic success. Good and Brophy (1994) state that teachers who are

conscious of the impact of their expectations can monitor and adjust them in

ways that can result in enhanced learner performance.

Teacher-learner interact when they are expected to succeed and when

they are given the opportunity to learn. Feedback from teacher interview

disclosed that teachers interacted with the students when

questions and activities were challenging,

various activities were within their interests,

explanations were clear,

rewards or additional points were given as positive reinforces,

and when meaning was linked to their experiences.

The teachers were aware of these critical situations which made them of

pursuing the interactive strategy. Angelo (1993) supports the fort that interaction

between teachers and learners is one of the most powerful factors in promoting

learning. Interaction among learners is another. Teachers are used to

interactive teaching which is characterized by face-to-face interactions between

teachers and students in contrast to proactive teaching. This explains the

principal’s Very Satisfactory ratings teachers obtained on intensifying

interactions between teachers and students.

54

Subject Content

Subject content is curriculum content. It is what should be taught. It is

covered in an academic discipline. It is learned based on specific instructional

goals. Teachers are expected to show command of the subject content as well

as communicate major concepts and principles of the subject matter.

Table 10 shows teachers’ practices related to subject content as

assessed by the principal and the teachers themselves. External ratings by the

principal and self-ratings by the teachers assessed teachers’ performance

focused on subject content using subject knowledge in practical or real-life

situations. Assessment was Very Satisfactory. They also performed well in

providing learning opportunities for multiple intelligences. On the three subject

content indicators manifested in their teaching practices, the overall mean of

3.78 got a very encouraging assessment of Very Satisfactory.

The teachers shared the following information when they were

interviewed about the subject matter they organized:

As regards the subject matter, we used up-to-date information gathered from varied resources (Teacher A).

When students could follow up the lesson discussion, they could relate the lesson to major topics which they took up in another subject area (Teacher B).

We had an activity on making a circle graph or pie chart using a paper plate. The students made the graph or chart showing the degree of aptitude they had for every intelligence based on the Multiple Theory of Gardner. The students were excited looking into themselves and made a graph as realistically as possible.

55

They posted their plate charts on one wall of the classroom (Teacher C).

Table 10

Principal–Teacher Assessment on Teachers’Practices Relating to Subject Content

Teachers’ Practices Focused on

Subject Content


M DRating

M DRating

M D5 4 3 5 4 3

1. Related subject knowledge and skills to practical applications

9 2 9 4.00 VS 8 4 8 4.00 VS 4.00 VS

2. Organized subject matter into meaningful lessons

7 4 9 3.90

VS 8 2 10 3.90 VS 3.90 VS

3. Provided learning opportunities for multiple intelligence’s

2 3 15 3.35 S 1 9 10 3.55 VS 3.45 VS


Scale:



56

The principal confirmed the comments of the teachers as she observed

them. Teacher A emphasized the interdisciplinary approach. Teacher B

showed an elaboration of a concept into a major topic or simply stated,

reorganized the lesson into a broader scope. Teacher C focused on an activity

involving theory and hands-on which made the lesson more interesting and the

MI project became a memory aide which facilitated students recall of the eight

multiple intelligences. Lessons on subject content could be great motivators in

associating a lesson with prior learning or experiences.

Other researches highlighted teachers, teaching practices pertaining to

subject content not only with an actively, but also with a pictorial on the word

wall approach involving vocabulary development by Arcipe (September,2001),

and the use of games and varied activities in math based on the Spence-

Helmreich Model ( Pogoy,2000).

It could be deduced in this study that organizing subject content for

student learning involved planning and decision making skills. It further involved

action system knowledge concerning teaching activities such as diagnosing,

grouping, managing, and evaluating students and supplementing instructional

activities and learning experiences (Solas, 1992).

Evaluation

Evaluation simply denotes assessing learner performance and using

evaluation results. It involves assessing prior learning, monitoring ongoing

57

performance of learners, and encouraging learners to evaluate their own

performance, and evaluating learner achievement of stated objective. It uses

evaluation results to diagnose learning difficulties and to plan and adopt

instruction.

Table 11 presents two teachers’ practices on evaluation. Item 1 on the

practice of using a variety of evaluation techniques registered Very

Satisfactory ratings (3.40) from both principal and teacher evaluators.

Evaluation techniques included tests, projects, and performance. Structured

performance referred to responses to assignments. Spontaneous student

performance is independent of structured assignments.

Chief tools used by the teachers are tests and quizzes. Useful objective

questions like the true or false statements, matching questions, short answer

questions, and the multiple choice questions were used depending on the

subject matter. These objective questions preclude biases. Essay questions

allow assessment of higher level thinking skills. They focus on bigger issues,

and enable the students to comment and give positive feedback. Some genuine

concerns however are difficulty in asking the right questions and the length of

time it takes to grade the tests (Thompson, 2002).

Some teachers revealed that they used alternative assessments like

Open-ended questions,

Open book /open notebooks tests,

58

Table 11

Principal–Teacher Assessment on Teachers’Practices Relating to Evaluation

Teachers’ EvaluationPractices


M DRating

M DRating

M D5 4 3 5 4 3

1. Used a variety of evaluation techniques

3 2 15 3.40 VS 3 2 15 3.40 VS 3.40 VS

2. Used evaluation to give learners timely feedback on performance

3 2 15 3.40

VS 3 2 15 3.40 VS 3.40 VS


Scale:



59

Grays tests,

Take-home test and performance test like

Science experiments, oral reports,

Skits, demonstrations, and projects.

Item 2 in Table 11 referred to using evaluation to give learners timely

feedback on performance which likewise obtained a Very Satisfactory rating

from both principal and teacher raters. The overall assessment on evaluation

practices was a mean of 3.40 which was indeed Very Satisfactory.

Teachers clarified that they better use performance assessment since

the learners would immediately know how they performed. Some performance

assessment is authentic and is also identified as non-traditional assessment. It

engages students to apply knowledge and skills learned in the same way they

are used in the real world. Presently authentic assessment practices are rubrics

and portfolios. Traditional assessment practices involve a specific time period,

lower level skills, drill and practice, narrow perspective and facts, group

standards, memorization one correct solution, skills, and teach to test (Frazee &

Rudnitski, 1995).

Authentic assessment training handouts were included in the research

work of Galide (May, 2004) which dwelt on organizing, instructing, and

assessing skills of grade six teachers in the Division of Davao del Norte. Such

handouts were graphic organizers, performance assessment, rubrics, portfolios

and work samples checklists, and observation records.

60

Ubod (1999) focused on portfolio assessment in her master’s thesis. She

conducted the study with her grade 2 students in mathematics as an alternative

assessment strategy. The use of portfolios improved students attitudes and

feelings towards mathematics. The ways in which learners are assessed and

evaluated, powerfully affect the ways they study and learn (Angelo,1993).

With these evaluation strategies the 20 UC teachers were exposed to

seminar workshops on subject area and teaching methods. This could have

helped them perform Very Satisfactorily on evaluation practices.

Professional Responsibilities

Responsible teachers are professionally concerned with their teaching

duties, flexible, prompt, cooperative, resource-oriented, and open to the

community about the school’s objectives. They are expected to participate in

professional development activities in school management and share

responsibility for the total school program, complete reports accurately and

submit them on time, show interest in improving skills, observe school policies

and procedures, and seek information to become better informed about

educational changes ( Manning, 1988).

To evaluate the teachers’ professional practices anchored on

professional responsibilities, Table 12, categorizes four practices depicting

professional responsibilities. In the combined principal-teacher ratings,

61

Table 12

Principal–Teacher Assessment on Teachers’ PracticesFocused on Professional Responsibilities

Teachers’ Practices on Professional Responsibilities


M DRating

M DRating

M D5 4 3 5 4 3

1. Engaged in professional growth activities

3 3 14 3.45 VS 4 3 13 3.55 VS 3.50 VS

2. Felt dependable on assigned tasks/duties

4 2 14 3.50

VS 4 2 14 3.50 VS 3.50 VS

3. Worked cooperatively for a successful school program

4 3 13 3.55 VS 4 3 13 3.55 VS 3.55 VS

4. Encouraged students to be responsible for their own learning.

2 3 15 3.35 S 2 6 12 3.50 VS 3.42 VS


Scale:



62

engaging in professional growth activities was rated a mean of 3.50, Very

Satisfactory. Young as most of the teachers are with an average age of 28 and

single in status, they are capable of advancing their educational status and

attending seminars, workshops, and training programs as attested in their

having prepared themselves adequately for the teaching job.

They felt dependable to handle assigned tasks when they assumed as

leaders, chairpersons, advisers, and coordinators. On this aspect, a Very

Satisfactory performance rating was earned.

Working cooperatively for a successful school program described the

teachers to be valuable team players when they were rated again as Very

Satisfactory.

On encouraging students to be responsible for their own learning, the

principal rated the teachers with a Satisfactory mean of 3.35, while self-ratings

reached a mean of 3.50, Very Satisfactory. The combined mean however, was

3.42 still Very Satisfactory for informing the student to be accountable for their

own learning. The grand mean on the teachers’ Professional Responsibilities

was a resounding 3.49, Very Satisfactory.

A science teacher cum administrator who was much concerned with the

low literacy in Elementary Science and Mathematics conducted a study to

explore the status of science and math education especially in the rural areas.

63

She discovered some gaps in teaching and advised and led the teachers to use

constructionist strategies on reconceptualization, reconstruction, and

construction of science concepts. Manugas (2002) noted a high achievement

level attained by the students. She deemed it her professional responsibility to

help the students and the teachers in the highlands improve their school

achievement in science. The great concern demonstrated by Manugas to help

not just her cluster of schools but also extended to as many schools in the

district. The professional responsibilities complied by the 20 UC elementary

teachers gave an outstanding identity to the UC laboratory school in terms of

good behavior and discipline. It reflected an efficient classroom management.

No single instructional strategy or teaching behavior can ensure success

in implementing the written curriculum. The nature of the material to be taught,

the nature of the learners themselves, and the teachers’ own desired and

professional characteristics while engaging in teaching the elementary

classroom have to be considered. The teachers can make the difference

(Reinhartz & Bench, 1997).

Professional Relationship

Professional relationship with the school staff, students, parents, and the

community should be kept positive, supportive, and effectively open.

Professional practices believed to be critical for excellent teaching are

64

combined to demonstrate certain competencies and work for the desired

teaching practices.

A careful analysis of Table 13 shows the Very Satisfactory mean

assessments from principal and teacher evaluators of the teachers’ teaching

practices concerning professional relationships in three categories. An effective

working relationship with colleagues was drawn from the following sample

situations.

Teacher A come late.

Teacher B was free and took oVER after she informed the principal.

Lesson plans were to be checked. It was Monday.

Teacher C and D forgot their plans at home.

Teacher B advised Teacher C to call her mother and send for the plan.

Teacher D requested Teacher C to let her mother pass by her house to get her plan.

The plans came on time.

Teacher E did not finish her report as she did not know what next. She has been sick. She sought the help of Teacher M.

Teacher A and M guided Teacher E.

These sample cases depicted a working teamwork among the teachers

showing how professional relationship bonded them. They also maintained

supportive and positive relationship with students. A research conducted by

65

Table 13

Principal–Teacher Assessment on Teachers’ PracticesFocused on Professional Relationship

Teachers’ Practices Showing

Professional Relationship


RatingM D

RatingM D M D5 4 3 5 4 3

1. Maintained an effective working relationship with colleagues

2 8 10 3.60 VS 5 2 13 3.60 VS 3.60 VS

2. Maintained a supportive and positive relationship with students

4 2 14 3.50

VS 2 8 10 3.60 VS 3.55 VS

3. Maintained rapport and a helping relationship with parents

4 2 14 3.50 VS 3 4 13 3.50 VS 3.50 VS

Total/Mean 10 12 38 3.53 VS 10 14 36 3.57 VS 3.55 VS

Scale:



66

Perez (2002) on disciplinary problems show how teachers and students worked

cooperatively together and developed self-discipline among the students

through intervention techniques by the teachers, parents, students, and

significant others. Students involved in disciplinary problems showed personal

reforms which built self-confidence, positive self-feelings, and optimistic outlook

on their self-regulatory practices and established their psychological well-being.

This took time but the relationship among the students and others resulted in an

organized classroom management and the mixed feeling of satisfaction that

education must transcend academics and comply with personal challenges

encompassed in the development of attitudes and dispositions worth nurturing.

Maintaining rapport and a helping relationship with parents got a Very

Satisfactory rating from the principal-teacher evaluations. A strong

professional relationship between the teachers and the parents could be

illustrated using the targeted homework approach which Areopagita (2000), a

school principal disseminated to her teachers. Homework stressed

differentiates activities, allocated adequate time, and used different task

assessment strategies. Homework was targeted for practice, preparation,

extension, and creative activities which eventually improved student

achievement. The closer ties between the teacher and the parents as well as

the students become much stronger.

This professional relationship with the parents could be observed during

university affairs, department programs, and PTA conferences. Overall

67

however, teachers professional relationship with colleagues, students, and

parents and others was Very Satisfactory.

Resume’ or Teachers Professional Practices

Reviewing the assessments of teachers’ performance on the eight

professional practices came up with Instructional Delivery as Satisfactorily

Performed with a mean of 3.29 as presented in Figure 3.

The best practices were actualized in Subject Content with a mean of

3.78 described as Very Satisfactory. Other professional practices with Very

Satisfactory performance were on Classroom Management and Teacher-

Learner Interaction.

The teachers needed much improvement in delivery strategies or

teaching methods, evaluation, and instructional planning.

TEACHERS’ TEACHING EFFECTIVENESS

Teachers greatly influence students’ education. The major research

finding according to Kemp and Hall (1992) is that student achievement is

related to teacher competence in teaching. Teacher-effectiveness studies

indicate that student engagement in learning is to be valued above curriculum

plans and materials. They yield a wealth of understanding about the impact that

68

PROFESSIONAL PRACTICES

Figure 3

Teachers’ Performance on Professional Practices

Legend:

ID – Instructional Delivery Pre – Professional RelationshipIP – Instructional Planning TL – Teacher – Learner InteractionE – Evaluation CM – Classroom ManagementPRs – Professional Responsibilities SC – Subject Matter

Mean Descriptor

4.20 – 5.00 Excellent3.40 – 4.19 Very Satisfactory2.60 – 3.39 Satisfactory1.80 – 2.59 Fair1.00 – 1.79 Poor

69

3.29

3.40

3.42

3.49

3.55

3.67 3.68

3.10

3.20

3.30

3.40

3.50

3.60

3.70

3.80

M

E

A

N

0ID E IP PRp PRe TL

3.78

CM SC

teacher ability has on student growth (http://www.ncrel.org/sdrs/areas/issues/

content/intareas/readings/li71k.htm).

There is no “best” or “most effective” teaching style which works well for

all teachers. Most successful teaching styles develop as naturally as possible

from a teacher’s own personal characteristics. The most effective teaching style

is one that reflects a combination of sound teaching techniques, knowledge of

the subject, enthusiasm for teaching, and sensitivity to one’s own personal

characteristics (http://www.twu.edu/0-grad/gtamanual/teaching.html#other)

students appreciate caring teachers. A teacher performs best in a more relaxed

manner if his/her best personality traits are maximized.

The effectiveness level of one’s teaching indicates the teacher’s

performance level in a certain dimension of teaching. An evaluation mean

obtained in a performance appraisal worksheet indicates a teacher’s

effectiveness or performance level.

Planning and Preparation

Teaching is a highly individualized activity, and the student-teacher

interaction involves an intense human relationship that encompasses a broad

range of personalities and behaviors. An important dimension of effective

teaching is preparation for teaching. Table 14 presents the teachers’

Effectiveness Levels on planning and preparation tasks. It was obvious that

70

Table 14

Teachers’ Teaching Effectiveness Level on Planning andPreparation as Assessed by Principal and Teachers

Effectiveness Indicators of Planning and Preparation

FrequencyMean Effectiveness

Level Rating

5 4 3

1. Mastery of lesson clarified in formative and summative evaluation

5 20 15 3.75 E

2. Interconnectedness of goals-resources-materials-lesson design facilitated teaching-learning activities

6 17 17 3.73 E

3. Teaching strategies adapted to students’ needs instilled student understanding through interactions

5 20 15 3.75 E

4. Coherent instruction on difficult lessons

4 7 29 3.38 M

5. Alternative strategies organized with scarce references improved student achievement

4 7 29 3.38 M

Total / Mean 24 71 105 3.60 E

Scale:


4.20 – 5.00 High Effective (H)3.40 – 4.19 Effective (E)2.60 – 3.39 Moderately Effective (M)1.80 – 2.59 Slightly Effective (S)1.00 - 179 Not Effective (N)

71

teachers recorded a 3.75 mean described to have reached the Effective

competency level arising from the principal-teacher appraisal pertaining to

students’ mastery of the lesson as evidenced by the students’ formative and

summative evaluation results. The 3.73 mean was obtained on teaching

strategies aligned with the Effective performance level. The goals-resources-

materials lesson design was interconnected enabling the students to

understand the lesson as revealed in their active learning participation in class.

The school principal was amazed at the students’ interactions on issues taken

up for discussion. She asked the teachers who were observed if the students

were that proficient. One teacher countered that it was that way in other classes

too. The principal confirmed that the teachers had planned and prepared for

their lessons which apparently resulted in better student understanding of the

lesson having been exposed to interactive activities that inculcated high

cognitive levels.

However, in other aspects on coherent instruction and alternative

teaching strategies, the teachers were rated as Moderately Effective with a

mean of 3.38 Restraints were encountered with these strategies such as the

difficulty of the subject matter for coherence, and the scarce references for the

alternate teaching strategies. These difficulties were problems encountered by

teachers in planning and preparation.

Overall however, the teachers’ performance level on planning and

preparation was marked Effective with a performance mean of 3.60. Some

72

studies revealed that effectiveness in planning and preparation is directly

related to knowledge of the subject to be taught, competency in organization

and preparation for teaching, instructional delivery skills, evaluation skills, and

enthusiasm for teaching (Dimensions, http://www.twu.edu/0).

When UC teachers were interviewed how they perceived a teacher

prepared to teach, they casually replied as follows:

Knows what to teach

Knows how to teach it

It is clear that teachers could answer the “what” aspect if they are equipped with

the content outline, and the ”how” by careful planning and selection of the

appropriate teaching methods. The teachers further explained.

We could be more effective if we could activate student energy for learning.

Arends (1994) identified effective teachers as having the following facilitation

skills:

knowledge bases on teaching and learning, and use them as guide in the act of their teaching process;

command of the best teaching processes and use them in the classroom with students, and work with adults in a school setting;

dispositions and skills to approach all aspects of their work in reflective, collegial, and problem-solving manner; and the

concern in viewing learning to teach as a lifelong process, and the dispositions to improve teaching and the school.

73

http://www.twu.edu/0)

It is therefore deduced that with the many expectations of teachers for

the great job of planning and preparation, they should be well-equipped with the

important personal and professional requirements and competencies. Their

effective performance levels in teaching could provide insights that they could

ably handle the planning job which integrates the many teaching factors. The

interwoven teaching variables are carefully embedded to strengthen teaching

effectiveness.

The Classroom Environment

The classroom environment refers to a learning venue conducive to

learning considering student behaviors and motivations, respectful interactions,

student’s high expectations of learning, and use of organized physical space.

The classroom is a social context in which everyone benefits if each

member feels responsible for accomplishing shared goals. A positive learning

environment is associated with student motivation, behavior, and achievements.

A close look at Table 15 shows the teachers’ Effectiveness Levels

related to the classroom environment being created and used by the teachers.

The interactive exchanges in the classes were appropriately and respectfully

conducted garnering a principal-teacher or Effective mean of 4.15. Teachers

commented that

74

Table 15

Teachers’ Teaching Effectiveness Level on ClassroomEnvironment as Assessed by Principal

and Teachers

Effectiveness Indicators of Classroom Environment


Level Rating

5 4 3

1. Appropriate and respectful class interactions

14 18 8 4.15 E

2. High expectations of student learning

4 7 29 3.38 M

3. Classroom procedures challenge dynamic class environment

11 24 5 4.15 E

4. Physical space organized, safe, and supportive to student learning

11 24 5 4.15 E

5. Motivated students participate in smooth school operation

14 19 7 4.18 E

6. Student behaviors well-managed and controlled

14 18 8 4.15 E

Total/Mean 68 110 62 4.03 E

Scale:



75

students were happy discussing, not quarreling. They touched a mix of issues in science, politics, leadership, and peace and order; and that

students related in Filipino the themes of the different telenovelas they see on TV screens. What was interesting to note was how they described each character in the show.

Classroom strategies challenged the class environment especially those

conducted off-campus. They had activity cards to work out during the class

session in an out-of-class setting. Teacher Effectiveness reached the

Effective Level of 4.15.

Other items in Table 15 referred to the orderliness of the classroom

featuring seating arrangements, bulletin board displays, and placements of the

instructional aids which likewise registered a principal-teacher combined mean

of 4.15, an Effective Level index. The students themselves manifested great

interest and motivation as they participated in the school operations. Teacher

leadership on this aspect obtained an Effective performance level of 4.18.

Controlled student behaviors was an encouraging sign of a positive learning

environment. Competent classroom management ascertained student learning-

which again marked a mean of 4.15, an Effective Performance Level.

The item on high expectations of student learning in a pleasant learning

environment obtained a Moderately Effective Level with a mean of 3.38. It

appeared that the classroom environment did not actually challenge some

students to perform their best. It could be possible that some students believed

76

that the classroom be further restructured to challenge them enough to aspire

for higher achievement. Achievement is a confluence of the student, teacher,

peer, classroom, home, resources, and strategies. Motivated students (4.18)

and controlled student behaviors (4.15) contributed much to a successful school

operation.

The overall Performance Level pertaining to classroom environment

covering the six rubrics in Table 15 recorded a mean of 4.03, an Effective

Level of performance.

In a conversation with teachers, they asserted that they had to improve

the classroom atmosphere to intensify student interaction with the teacher or

with their classmates. They used such strategies as the following:

promoting warm relationships, among the students and teacher,

respect for each other,

good behavior,

more focused on tasks, and

more opportunities to listen to students.

Kemp and Hall (1992) add that effective teachers clearly articulate

rules and include students in discussions about rules and procedures. They

further stress a more orderly classroom. Classroom is a factor in teacher-

effectiveness.(http://www.ncrel.org.sdrs/areas/issues/content/cntareas/

reading/et7lk/5.htm).

77

Instruction

The instruction domain includes instructional delivery, teacher-learner

interaction, and subject content. Research findings highlighted simple and easy

to undertake instructional strategies which resulted in students’ better

achievement. These strategies pertained to systematic teaching procedures,

pacing the information shared to the class, checking student progress through

continuous questioning, and relating new learning to prior learning.

Identifying the Effectiveness Level on instruction of the UC elementary

teachers used six indicators to assess their performance level. Table 16

showed that with the students highly engaged in learning, teachers’ teaching

effectiveness obtained an Effectiveness Level of 4.18. Apparently the

students were task-oriented. With the same mean rating of 4.18, the teachers

attained the Effective performance Level, when students were asking

questions and more involved in class activities. Students’ engagement with

content was actualized or demonstrated and clarified, and rated with a principal-

teacher average of 4.18. It shows that teachers catered to students’ questions

and clarified the responses through demonstration.

The classroom environment was linked to student success within the

instruction variable. A positive learning venue is a high level environment. It is

conducive to student success. A mean of 4.15 shows a teacher Effective

Level of performance.

78

Table 16

Teachers’ Teaching Effectiveness Level on Instruction asAssessed by Principal and Teachers

(N = 4)

Effectiveness Indicators on Instruction


Level Rating

5 4 3

1. Students highly engaged in learning

14 19 7 4.18 E

2. Students asking questions and involved in class activities

17 13 10 4.18 E

3. High level environment contributed to student success

11 24 5 4.15 E

4. Students aware of their performance

4 7 29 3.38 M

5. Appropriate approaches used to meet student needs

12 24 4 4.20 H

6. Student engagement with content actualized and clarified

14 19 7 4.18 E

Total / Mean 72 106 62 4.05 E

Scale:



79

Student awareness of their performance got a mean of 3.38 pointing to

the teachers as Moderately Effective. Providing feedback performance as a

result of instruction should be undertaken. However, teacher effectiveness was

assessed as Highly Effective teachers used appropriate approaches to fit

students’ needs. On this aspect teachers registered a rating of 4.20, describing

them as Highly Effective performers. The overall mean performance indicated

that teachers were adjudged as Effective with a mean of 4.05.

With the present study, the teachers were satisfied with their

performance effectiveness on instructional activities as they believed that it

was the main task of teaching. The teachers divulged that for improved student

achievement, they had to

work in small groups,

being the class with a review,

communicate with parents for follow-up monitoring,

adjust the difficulty level of the learning material to student ability engage their students on learning tasks, and

provide them with a variety of opportunities to apply and

use knowledge and skills in different learning situations.

As a result of the research findings and teachers’ disclosures, the

teacher’s work is one of an executive assuming leadership roles of motivating,

planning, and allocating scarce resources. The interactive role is instruction

which involves methods and processes. The organizational role is the teacher’s

80

work in the school community, including work with colleagues, parents, and

school leadership personnel.

Teaching practices indulged in by teachers include abilities to approach

the classroom situation in reflective and problem-solving ways. The instructional

tasks of teachers encompass a wide scope of teaching variables which

teachers have to comply for the higher achievement of students.

Teachers’ Professional Responsibilities

The teachers’ concerns and duties in school work, their participation in

all school activities, their interests and motivations to help bring about school

success, and their desire to be informed as part of the education staff are the

important responsibilities they assume. Their effectiveness status in these jobs

will help them in their persistent desire to improve as professionals.

Table 17 tabulates the important responsibilities assumed by the

teachers. A flash at the tabulated figures clearly shows that the teachers

reached their Effective Level as assessed by the principal and teachers

within the mean ranges 3.50 to 3.80. In record keeping, they demonstrated

orderliness and accuracy. Teachers expressed that they completed and

submitted reports on time, especially those urgently requested. They

connected with the students’ families tactfully so that the cooperation of the

parents was never a problem. Parents assumed as helpful partners to the

81

Table 17

Teachers’ Teaching Effectiveness Level of Teachers Professional Responsibilities as Assessed

by Principal and Teachers (N = 40)

Effectiveness Indicators ofTeachers Professional

Responsibilities


Level Rating

5 4 3

1. Accurate record keeping 5 20 15 3.75 E

2. Tactful communication with students’ families

4 18 18 3.65 E

3. Transformational leadership demonstrated

8 6 26 3.55 E

4. Participation in professional development activities

7 18 15 3.80 E

5. Professional development and continuos growth

7 6 27 3.50 E

Total/Mean 31 68 101 3.65 E

Scale:



82

teachers and principal. There were no conflicts with parents.

Communication gaps were minimized or resolved. Teachers contributed to help

map out supportive strategies which helped attain planned school projects and

programs. They helped in sustaining collaborative and caring relationships.

These transformational manifestations served as the bases of their active

participation in professional development activities, thereby assuring

development and continuous growth as teachers.

Teachers affirmed that they kept students on-task, identified discipline problems and recorded and reported classroom attendance;

identified implementation aspects where plans could be changed;

and reviewed the work of individual students which determined remediation or enrichment schedules for each student.

The teachers were faced with problems regarding their responsibilities,

but as caring on transformational teachers they were able to cope. Cespon

(2002) recommended coping measures she proposed in her study such as

providing extensive in–service training focused on the four management

functions of planning, organizing, leading, and controlling; providing logistical

support for training on added responsibility; helping teachers identify students’

needs; tapping parents to help coach their children; motivating students as a

result of assessment; and requesting the support of the school administrator.

83

The grand mean of 3.65 on professional responsibilities was transparent

as all the responsibility indicators obtained high assessment indices maintaining

the Effectiveness Level of performance.

Use of Student Assessment

Assessment should be educative, that is to teach students and teachers

what kinds of performance tasks and standards are most valued. It should

reflect real life situations is focused on problems. It should provide timely,

ongoing, user-friendly feedback to make possible slow but steady mastery of

such tasks (Wiggins, 1990).

Student assessment as used by the teachers is presented in Table 18. In

item one on using the assessment data for self-improvement of the students

with the guidance of the teachers, marked a mean of 3.70 reaching the

Effective Level of performance of using student achievement. The teachers

confirmed that they conducted reteaching activities based on the assessment

figures.

Progress on subject content was carefully monitored encouraging both

teacher and students to pursue the remedial strategy of reteaching and giving

more assignments and practice activities on content monitoring, teacher

effectiveness copped the Effectiveness mean of 3.73. Nevertheless, the

teacher-student tandem working together with the purpose of clarifying lesson

84

Table 18

Teaching Effectiveness Level of Teachers on theUse of Student Assessment as Assessed by

Principal and Teachers

Effectiveness Indicators on Use of Student Assessment


Level Rating

5 4 3

1. Based on assessment data, students reflected improvement activities.

6 16 18 3.70 E

2. With assessment results, progress on content was monitored.

6 7 17 3.73 E

3. Teacher-student tandem worked together and clarified lesson expectations to prepare for subsequent assessments

4 7 29 3.38 M

Total / Mean 16 40 64 3.60 E

Scale:



85

expectations to prepare for subsequent assessment activities, obtained a mean

of 3.38 attributing performance to the Moderately Effective Level. The main

problem faced by the teacher and students on preparing for succeeding

assessments concerned the lack of time which could not be scheduled during

the simultaneous free time of the teacher and students unless done on a week-

end. Week-end breaks for students meant work at home or help in the

occupational tasks of parents. However, compromises were agreed to possibly

undertake reteaching, review or coaching activities.

The overall assessment on the three indicators using student

assessment data was computed at 3.60 the Effective Level of performance.

The study of Galido (May, 2004) stressed that the purpose of

assessment was to improve teaching practices. To achieve this purpose was to

introduce relevant intervention activities. She concluded that effective teaching

results when the essential skills of organizing, instructing, and assessing are

efficiently well-crafted in an instructional activity. To improve teaching, the focus

should be on the methods and skills that teachers use in the classroom.

Enabling teachers to gather more skills as embedded in teaching practices, and

reflecting on the implementation of these practices, yield greater returns in

terms of quality instruction.

86

Resume’ on Teachers’ Teaching Effectiveness

It can be gleaned from the Effectiveness Performance Levels of the

teachers in Figure 4, the highest effectiveness level went to Instruction, which

also covered such variables as instructional planning and delivery evaluation or

assessment, and classroom management. Subject matter and Instruction are

directly associated with instructional strategies. Classroom Environment

covered Classroom Management and Professional Responsibilities and

Relationship. Many important teaching variables were clustered in Instruction

and Classroom Environment. Professional Relationship and Planning and

Preparation obtained means 3.65 and 3.60, almost on the same mean levels

under the Effective Performance Level. The use of student assessment,

although the lowest in mean level, still reached with the Effective Level of

performance.

Assessment could be perceived as types of assessment which could be

traditional or authentic, although the assessment basis in this study focused on

the use of student assessment with the collective objective of improving

instructional practice.

87

4.10

4.00

3.90

3.80

3.70

3.60

3.50

3.40

0

USA PP PR CE I

EFFECTIVENESS AREAS

Figure 4

Performance Level of Teachers’ Teaching Effectiveness

Legend

Scale:

Mean Range Effectiveness Level

4.20 – 5.00 Highly Effective3.40 – 4.19 Effective2.60 – 3.39 Moderately Effective1.80 – 2.59 Slightly Effective

88

I – InstructionCE – Classroom EnrichmentPR – Professional Responsibilities

PP – Planning and PreparationUSA – Use of Student Assessment

3.60 3.603.65

4.034.05

PERFORMANCE

LEVEL

1.00 – 1.79 Not EffectiveRELATIONSHIP BETWEEN TEACHERS’ PROFESSIONAL

PREPARATION AND TEACHING EFFECTIVENESS

Professional Preparation

Preparation covers highest educational attainment, in-service training,

and teaching experience which were individually correlated with teachers’

teaching effectiveness. Relationship was determined using the chi-square test

of independence in contingency tables. This test is appropriate with variables

such as level of education or level of effectiveness (Downie & Heath, 1983).

Educational Attainment. There are three categories for educational

attainment as shown in Appendix C, the MA the BEED with MA units, and BEED.

The two criterion variables of Effective and Moderately Effective were used for

teacher effectiveness. The other attainment and effectiveness categories had zero

entries which were discarded in the contingency table.

Table 19 shows the 2.39 computed chi-square value on the relationship

between educational attainment and teaching effectiveness. As shown in the

computation for chi-square in Appendix C, 2.38 is Not Significant. The tabular

value of 5.39 at 2 degrees of freedom and 5 percent significance level is greater

than the computed chi-square of 2.39. The null hypothesis is accepted. There is

no significant difference between teachers’ educational attainment and their

teaching effectiveness. Whatever was finished or achieved in teacher training

institutions does not affect teaching effectiveness. Multiple factors contribute to

89

teachers’ teaching effectiveness. Teaching effectiveness is not influenced by their

educational attainment. This is expected since the teachers’ educational backyard

Table 19

Relationship between Teachers’ Professional Preparation and Teaching Effectiveness

Professional Preparation Effectiveness Variables λ2 Significance

A. Educational

Attainment

Planning and

Preparation

Classroom Environment

Instruction

Professional

Responsibilities

Use of Student

Assessment

1.37

4.37

3.32

4.37

3.49

Not Significant

Not Significant

Not Significant

Not Significant

Not Significant

B. In-service Training

Planning and

Preparation


Instruction

Professional

Responsibilities

Use of Student

Assessment

29.43

11.40

18.33

18.12

12.47

Significant

Significant

Significant

Significant

Significant

90

C. Teaching Experience

Planning and

Preparation


Instruction

Professional

Responsibilities

Use of Student

Assessment

10.47

15.12

13.20

20,35

9.21

Significant

Significant

Significant

Significant

Significant

A. Tabular λ2(2df, .05) = 5.99 - Education (Appendix C)

B. Tabular λ2(3df, .01) = 11.34 - Training (Appendix D)

C. Tabular λ2(2df, .01) = 9.21 - Experience (Appendix E)

provide them with formal training in teacher education, making them capable of

using educational concepts, knowledge, skills, and strategies in actual teaching.

Valdez (December, 2000) arrived at the same finding of no relationship

between educational qualification of college deans and their problem-solving

skills.

In–service training. In Table 19, are the four categories on the number

of hours spent for in–service training of teachers and the two categories on

effectiveness (Appendix D). It obtained a relationship chi–square value of

12.00 which is greater than the tabular value of 11.34 at 3 degrees of freedom

and a significance level of one percent. The Significant relationship rejects the

null hypothesis which means that teacher training greatly influenced teacher

effectiveness. Training provides useful insights to improve teachers teaching

91

effectiveness likewise discovered by Lumapas (2000) in her research work

involving state college administrators.

Appendix D shows the computation on in-service training correlated with

teaching effectiveness.

Teaching experience. The experience background of the teachers has

three categories specifically on length of teaching experience, and two on

effectiveness as clearly tabulated in the computation matrix in Appendix E. As

shown in Table 19, a chi–square value of 14.66 shows the relationship between

teaching experience and teaching effectiveness. With a tabular value of 9.21 at

2 degrees of freedom and .01 level of significance, the Significant relationship

rejects the null hypothesis of no relation between teachers’ experience and their

effectiveness. Learning on the job is definitely learning through experience. It is

learning by doing, the commonly known hands-on experience. Learning

opportunities are immersed in work relations occurring in various situations

Working with others strengthens work effectiveness, managerial, and

organizational concerns.

92

Professional Preparation Teaching Effectiveness

PP

λ2

Figure 5

Relationship Between Professional Preparation and Teaching Effectiveness

Legend:PP = Planning and Preparation PResp = Professional ResponsibilitiesCE = Classroom Environment USA = Use of Student AssessmentI I = Instruction

The variables on teaching effectiveness correlated with education,

training, and experience. It could be noted that the relationship between

93

Highest

Educationa

l

Attainment

CE

I

P.RespUSA

Relevant

In-service

Training

PP

CE

I

P.RespUSA

Relevant

Teaching

Experience

PP

CE

I

P.RespUSA

1.37

4.37

3.32

4.37

3.49

29.43 11.40 18.33 18.12 12.47

10.47

15.12 13.20 20.35 9.21

educational attainment and the five variables on planning and preparation,

classroom environment, instruction, professional responsibilities, and the use of

student assessment indices obtained relationship indices less than the tabular

value of 5.99 at 2 degrees of freedom within the 5 percent significant level. The

null hypothesis of no significant relationship between educational attainment

and teaching effectiveness is accepted. Teachers were able to do their

expected tasks because of their preservice education. They manifested the

required teaching skills irrespective of their educational background.

In-service training helped to a great extent their teaching skills. With chi-

square indices higher than the critical value of 12 at 3df and one percent

significant level, the null hypothesis was rejected.

Teaching experience is on the job training. The hands-on experience of

teachers influenced substantially their teaching effectiveness. Kemp and Hall

(1992) emphasize the many learning opportunities wherein teachers achieve

more.

RELATIONSHIP BETWEEN PROFESSIONAL PRACTICESAND TEACHING EFFECTIVENESS

94

Professional Practices Teaching Effectiveness

Instructional

Planning

PP

CE

I

.78

.72

.86

Pearson r

95

P.RespUSA

Instructional

Delivery

PP

CE

I

P.RespUSA

Classroom

Manageme

nt

PP

CE

I

P.RespUSA

.81

.59

.64 .64 .71 .75 .62

.66

.82 .74 .88 .63

Teacher-

Learner

Interaction

PP

CE

I

P.RespUSA

PP

.62

.65

.64

.66

.62

.84

96

Subject

Content

CE

I

P.RespUSA

Evaluation

PP

CE

I

P.RespUSA

.82 .89 .89 .68

.60

.60 .61 .75 .89

Professional

Responsibilitie

s

PP

CE

I

P.RespUSA

PP

.65

.71

.76

.89

.86

Figure 6

Correlation Indices between Professional Practices and Teaching Effectiveness Variables

Interpretation of Pearson r (Calmorin & Calmorin, 1997)..41 to .70 Marked or Moderate Correlation.71 to .90 High Relationship

Legend:PP = Planning and Preparation PResp = Professional ResponsibilitiesCE = Classroom Environment USA = Use of Student AssessmentI = Instruction

Instructional planning. Professional practices pertaining to planning

and preparation, classroom environment, instruction, and professional

responsibilities were highly correlated with the instructional planning having

garnered relationship indices between .72 to .86. The use of student

assessment recorded a .59 index equivalent to moderate correlation. Planning

instruction matched instructional process and subject content in identified

objectives. It reinforced efficient organization of ideas in systematic procedures.

It gave allowance in the choice of space, equipment, and materials to support

97

Professiona

l

Relationshi

p

CE

I

P.RespUSA

.78 .69 .81 .88 .69

instruction. These were obvious connections which teachers believed should be

the effect of instructional planning.

Instructional delivery. With the r value at .64, planning and preparation

and classroom environment are moderately correlated with instructional

delivery. Instruction, professional responsibilities, and use of student

assessment are highly correlated with instruction.

Instructional delivery registered a mean performance of Satisfactory

with 3.29 but still Effective with 4.05 in Instruction. This was explained by

some teachers who said that they could have used a better method other than

direct methods or hands-on strategies instead of theoretical discussions.

However, they believed they still delivered the lesson despite of choosing

another teaching technique. With the delivery strategies, the teachers were

open that Student Assessment was most important especially when they

would want to find out of students’ learned after a lesson. This got an Effective

mean of 3.60.

Classroom management. Planning and preparation with an index

of .66 and use of student assessment with an index of .63 are moderately

correlated with classroom management. Structuring the classroom

environment, with r at .82 instruction with .74, and assuming professional

responsibilities with .88 are highly related to classroom management.

98

A well-managed classroom with a mean of 3.68 Very Satisfactorily

resulted in creating a class environment of respect and rapport, with

cooperative and nondisruptive students and a supportive physical environment,

garnering the Effective level of 4.03. Classroom management demonstrated the

teachers concerns of their professional responsibilities capturing an Effective

mean of 3.65. It shows the teachers fulfilling their assigned tasks and their

professional responsibility of the physical and material resources they had to

use in teaching. The positive linkage between performance in classroom

management and classroom environment as well as professional responsibilities

increased the teachers’ awareness of their expected instructional duties.

Teacher-learner interaction. Teacher-learner interaction are moderately

correlated with all the five effectiveness variables of planning and preparation,

classroom environment, instruction, planning responsibilities with indices

with .62 to .66. It appears that teachers have still to use interaction strategies to

achieve higher achievement among the students.

On teacher-learner interaction practices, the resultant appraisal was a

Very Satisfactory mean of 3.67. This interaction procedures in class was

Effective in Instruction specifying a mean of 4.05. Interaction exchanges in

classroom discussion uncovered prior learnings of the students which were

unfolded in the exchange of ideas.

99

Subject content with a Very Satisfactory mean of 3.78 gives the input

to Instruction at an effectiveness level at 4.05. It serves as the entry for

instruction and most importantly is essential in the use of student assessment

with 3.60 as it determines the formative or summative performance status of the

students. Correlation is apparently manifested.

The correlation values pegged at the high relationship levels are clearly

manifested in the correlation between subject content with planning and

preparation (.64), classroom environment (.82), instruction (.89), and

professional responsibilities (.89). Subject content is moderately correlated with

use of student assessment with a mean of .68. Assessment goes with teaching

especially handling the lessons in the different subject areas.

Evaluation. Evaluation (3.40) likewise was performed Very

Satisfactorily in Instruction which recorded an Effective mean of 4.05, more

so with Student Assessment with a mean of 3.60. Evaluating learner

performance and using the results provide useful feedback to both teachers and

students.

Highly related to professional responsibilities with a mean of .75 and use

of student assessment with a mean of .89 is the evaluation. Evaluation is the

main function of assessment which explains the effectiveness of evaluation.

100

Professional responsibilities. Teachers’ professional

responsibilities with a Very Satisfactory mean of 3.49 was Effectively

performed with a mean of 3.65. The teachers remarked that they became

flexible in their approach to teaching,

prompt, and

helpful and friendly

It is deduced that teachers increasingly conscious of their professional

responsibilities. With professional responsibilities moderately related to

planning and preparation (.65), it is highly linked to classroom environment

(.71), instruction (.76), professional responsibilities (.89), and use of student

assessment (.86). Teachers are observed to be aware of their school work

having observed them to do the tasks of lesson planning, checking student

attendance, and preparing grades among others. Other extra assignments are

accomplished as soon as they find time to do it.

Professional relationships are highly related to planning and

preparation (.78), instruction (.81), and professional responsibilities (.88).

Teachers deal with co-workers, students, and parents with whom they have

developed rapport and could seek cooperation and collaboration. With

classroom environment and use of student assessment, the r value at .69

shows that they are moderately related to professional relationship.

This research work brought out important positive relationships between

teaching performance and teaching effectiveness in terms of the domains of

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teaching and their teaching practices. Teachers would be guided on their more

important tasks which would result in a highly effective and progressive

teaching situation.

RELATIONSHIP BETWEEN PROFESSIONAL PRACTICESAND TEACHING EFFECTIVENESS

Pearson’s product moment coefficient of correlation (r) was used to

correlate teachers’ professional practices and their teaching effectiveness

Weighted means on practices and teaching effectiveness for each variable

were chosen to match the correlated teaching areas shown in Figure 5. The

weighted means of the component variables on practices were averaged to

relate to each teaching effectiveness variable.

Table 20 shows Pearson r to be .89 which meant high correlation or

marked relationship. Using the t-test, the computed t of 4.78 is greater than the

tabular t of 3.71 indicating a Significant relationship. The teachers’

effectiveness levels pointed to in a positive relationship index which indicated

that the more satisfactory teachers’ practices are undertaken, the higher is the

effectiveness level of the teacher.

Table 20

Relationship between Teachers’ Performance on ProfessionalPractices and Teaching Effectiveness

102

Pearson r = .89

Significant:

High correlation, marked relationship

Significant relationship

tcomp = 4.78

T(6df, .01) = 3.707 or 3.71 (Computation in Appendix F)

Teaching effectiveness is directly related to competency in each of the

five areas. Teaching effectiveness is greatly improved by learning so much

about each area of teaching expertise (http://www,twu.edu-o). The high

relationship between teachers’ professional practices and teaching

effectiveness revealed in this study parallels the conclusion of Ravelo (March,

2004) in her research work that teachers’ professional preparation was

significantly related to their performance.

103

CHAPTER III

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY

This study aimed to explore into the grade school teachers’ professional

preparation and practices in relation to their teaching effectiveness to be able to

formulate an Action Plan for Elementary Teachers at the University of Cebu in

Cebu City. It focused on the professional preparation profile of the teachers in

terms of highest educational attainment, relevant in-service training, and

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relevant teaching experience. The professional practices profile touched on

eight variables, namely: instructional planning, instructional delivery, classroom

management, teacher-learner interaction, subject content, evaluation, profess-

sional responsibilities, and professional relationships. The level of performance

on teaching effectiveness was based on planning and preparation, classroom

environment, instruction, professional responsibilities, and use of student

assessment. With the findings on these variables, significant relationships were

determined between teachers’ teaching effectiveness and their professional

preparation and professional practices. An Action Plan for Elementary Teachers

was formulated based on the findings.

The null hypotheses postulated in the study were on the no significant

relationships between teachers’ Teaching Effectiveness and their Professional

Preparation; and between Teaching Effectiveness and their Professional Practices.

This study utilized the qualitative-quantitative descriptive research to

seek answers to questions through the analysis of variable relationships. Self-

ratings of the 20 grade school teacher respondents and 20 principal’s ratings of

the same group of teachers, provided the data using a 60 item researcher-

made checklist-questionnaire. The research tool was validated using

Spearman’s rank correlation coefficient.

Data analysis used frequencies, means, and percentages were used in

profiling. Weighted means used descriptors on a 5-point scale. Chi-square

determined the relationship between professional preparation and teaching

105

effectiveness; while Pearson r determined the correlation between teachers’

professional practices and their teaching effectiveness.

FINDINGS

Teachers’ Professional Preparation

* Educational attainment was Adequate with 60 percent having completed

BEEd with MA units and 40 percent finished BEEd.

* In-service training was Very Adequate with 50 percent having completed

a total of 36 to 70 training hours, 30 percent with 71 to 105 training hours

and 10 percent with 106 and higher training hours, and 10 percent with 106

and higher training hours, a total of 90 percent.

* Teaching experience was Adequate with 55 percent having taught for 1 to

6 years, and 30 percent having an experience of 7 and 14 years, and 15

percent for 15 to 20 years, a total of 45 percent.

Teachers’ Professional Practices

Performance rating on a 5-point continuum using 1 as the lowest and 5

as the highest was used to assess teachers’ professional practices focused on

the following areas and equivalent weighted means:

Subject Content - 3.78, Very Satisfactory

Classroom Management - 3.68, Very Satisfactory

Teacher-Learner Interaction - 3.67, Very Satisfactory

Professional Relationship - 3.55, Very Satisfactory

Professional Responsibilities - 3.49, Very Satisfactory

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Instructional Planning - 3.42, Very Satisfactory

Evaluation - 3.40, Very Satisfactory

Instructional Delivery - 3.29, Satisfactory

Teachers’ Performance Level on Teaching Effectiveness

Performance level on teaching effectiveness based on five teaching

variables.

Instruction - 4.05 Effective Performance Level

Classroom Environment - 4.03 Effective Performance Level

Professional Responsibilities - 3.65 Effective Performance Level

Planning and Preparation - 3.60 Effective Performance Level

Use of Student Assessment - 3.60 Effective Performance Level

Relationship between Teaching Effectiveness and Professional Preparation

* Highest Educational Attainment

X2 = 2.39 Accept null hypothesis

No relation between teaching effectiveness and educational attainment.

* In-service Training

X2 = 12.00 Reject null hypothesis.

In-service training strengthens teaching effectiveness.

* Teaching Experience

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X2 = 14.66 Reject null hypothesis

Teaching experience provides useful insights and reinforces teaching effectiveness.

Relationship between Professional Preparation and Teaching Effectiveness

Pearson r = .89 Significant High Correlation/ Marked Relationship at .01 Significance Level

CONCLUSIONS

Based on the findings, the following conclusions are deemed warranted:

1. The teachers are professionally prepared to perform their work as

elementary grades teachers.

2. The teachers are very competent to handle the different teaching

areas as evidenced by their very satisfactory performance.

3. The teachers have a high performance level as they have attained

the Effective Level of performance.

4. No significant relationship exists between educational attainment and

teaching effectiveness. Formal preservice education equipped the

teachers with their professional training.

5. In-service training provides teachers more insights on new strategies

and skills.

6. Teaching experience is on-the-job training for teachers which

improves instructional practices.

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7. Teachers’ professional preparation substantially helps improve

teaching practices.

RECOMMENDATIONS

As a result of the study, the following recommendations are suggested:

1. With internal and external incentives, teachers may be stimulated to

pursue further studies.

2. Qualified teachers may help mentor new teachers considering

school-based management strategies.

3. Effective teachers may be trained to conduct in-service training

seminars and workshops with service credit as motivator.

4. All teachers regardless of educational attainment should be given

the opportunity to participate in any professional development plan

for teachers.

5. In-service training programs should focus on

5.1 teaching strategies,

5.2 student behavior management, and

5.3 new procedures and types of assessment, and how they are

used.

6. Teaching experience for new teachers should begin with a relevant

induction strategy.

109

7. Administrators and teachers are enjoined to adopt the Action Plan

for Elementary Teachers recommended as an output of the study.

8. Avenues for Future Researchers as an Expansion or Replication of

the present study.

8.1 Conferencing Skills with Performance Evaluators: A Training

Program

8.2 Administrator-Teacher Proposals for Empowerment.

8.3 Walking-around-Supervision: Impact on Administrators and

Teachers

8.4 Student Evaluation of Teaching: Review for Reliability

8.5 Education, Collaboration, and Feelings of Preparedness of

Teachers: Proposals for Teacher Training

Title: THE PDR ACTION PLAN(Planning – Doing – Reflecting)

Theme: Each student engaged in self-initiated learning experiences should be successful

RATIONALE

The Plan-Do-Review (PDR) model has been modified to accommodate

the diverse needs and interests of the students. To keep the similar basic

philosophy while students’ needs change as they progress through the grades,

the Planning-Doing-Reflecting (PDR) describes the PDR process.

110

As students develop skills and interests, Planning-Doing-Reflecting in

many classrooms will differ from the primary Plan-Do-Review. Although the

need for exploration, discovery, and creativity are paramount to the

developmental process, grades 5 and 6 teachers provide student choices in a

variety of ways including individual and group projects and hands-on activities.

The model promotes progress while establishing responsibility for the

transitional years ahead (Rief & Heimburge, 1996).

The PDR Action Plan will empower the students to make their own plans

with the materials and classrom racilities that would challenge them to learn or

produce something through doing or hands-on and reflecting on what they have

accomplished.

THE APPROACH MAP

* Planning

Planning provides students time to select their own learning experiences

in the classroom. Teacher and students discuss what they plan to accomplish

during the work period. The students may also describe materials they will be

using, who they plan to work with and their initial feelings thinking of what they

will learn. Planning may take from five to ten minutes. Teachers choose an

approach to planning that is efficient and practical for their particular classroom.

The teacher should be available to review the plans to assure that they

are realistic and practical. If during the “doing” period, a student is not

111

participating fully in the activity, the teacher may ask the student to review

his/her plan. Redirection, motivation, or resetting of the personal plan may

need to be done at this point.

Teachers may demonstrate the desired behaviors in presenting the

desired plan such as using the overhead projector to show a model plan, role

playing, or using a cooperative group or students to discuss orally the plans

with the class.

* Doing

Students begin to implement plans. Teacher’s goal is actively involve

the students. PDR enables students to make individual and responsible

choices. Activities should be enjoyable and rich in opportunities to explore,

investigate, enrich, and enlighten students. Materials are returned and students

keep their completed work in a folder or in a spot or section in the classroom.

Teacher is an active participant during the “doing” time. He/She

becomes an observer, enabler, and facilitator. Teacher may assist students in

problem-solving techniques, answer questions, find materials, and clarify

confusing questions. It is important for the teacher to observe ad note about a

students’ needs, behaviors, learning styles, cooperative interaction, and ability

to use higher level thinking skills. These moments become the foundation for

understanding students and how they function in a less-structured environment

with minimal teacher direction. Teacher observational notes facilitate

112

communication during parent conferences and an individual interactions with

students.

A period of 30 to 40 minutes is appropriate during the “doing” period

depending on the individual teacher and the students. Students involved in the

activity gain a sense of completion. PDR will look different in every classroom.

If teachers are incorporating all the elements of developmental learning in the

classrooms, PDR may ot need to be done on a daily basis. There are other

strategies to meet the individual needs and interests of the students which

include projects, hands-on activities throughout the curriculum, cooperative

learning, opportunities for “choosing” on daily assignments, and other student-

initiated enrichment activities. A workable PDR program may be scheduled

from one to five days a week based on the teacher’s discretion and teaching

style. One day a week is most comfortable. In team-teaching situations,

scheduling problems may arise that infringe on PDR.

The teacher has opportunities to observe social interaction, peer

cooperation, how students approach learning tasks, students’ abilities to take

risks, students hesitant to participate, and leadership qualities.

The clean-up part of the period teaches students how to be problem-

solvers, how to sort and put order to things, and how to classify items. This

gives students a sense of ownership in their classroom. Noise level is tolerable.

Constructive noise is productive. Music played in the background during the

“doing” time of the day can have a calming effect.

113

Discipline problems are minimal because student self-control is built into

the program. When students are actively participating and enjoying what they

are doing, they tend to behave better. Students who lack self-discipline should

be given more individual assistance for a better direction and clarification of

expectations.

* Reflecting

After students have explained their “doing’ role, they “reflect” what they

learned from each other, their motivations, their learning, and their enthusiasm.

If PDR is done once a week, 20 minutes is appropriate, but with five days a

week, 5 or 10 minutes will be enough.

During the “reflecting” period, the teacher needs to provide a supportive

attitude that makes students feel worthwhile and feel that their projects and

activities are valued.

Self-evaluation develops in each student a skill to review his/her learning

and see how he/she can improve his/her learning.

COMPETENCY STATUS

The findings of the study show that the teachers are qualified,

competent, and effective performers.

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THE FOCUSED NEEDS

Needs assessment shows that teachers should improve in:

* Instructional Delivery

* Evaluation

* Instructional Planning

OBJECTIVES

* To plan efficiently

* To do or deliver effectively

* To review, replan, reflect, and redo proficiently

THE ACTION PLAN

This Action Plan for Elementary Teachers will help to a great extent

instructional planning to PLAN, instructional delivery to DO or implement, and

evaluation to REFLECT or assess. This is the very reason why the PDR

strategy is chosen to be the most appropriate and encompassing to cover the

focused needs revealed in this study.

IMPLEMENTATION MECHANICS

115

A teacher may adopt the PDR on days and time he/she can allocate in

the class schedule. This Action Plan may be conducted on an identified

problem encountered in the classroom during the teaching-learning process.

There can be as many action plans in one school year depending on the

academic or non-academic problems that may be identified. A sample

prototype Action Plan provides only the strategies and the expected output as

this is a built-in remediation or enrichment design. An action plan may take one

month or two. It is a short-term learning package which earmarks school or

classroom practices which could improve educational strategies and

accomplishments.

EXPECTATIONS OF AN ACTION PLAN

Students feel EMPOWERED as they take responsibility for their own learning.

Students develop a sense of ownership and pride for the classroom and materials, and build independence as they structure their environment to accomplish their chosen activity.

Students are confident of their choices.

116

Students are more apt to be willing to share activities and ideas with peers and other adults. They know they are accepted and valued.

In programs that include PDR, students are eager to come to school and know there will be success built into each day.

Teachers must provide a variety of methods and instructional strategies that engage students’ interests.

Teachers who use the PDR will capture and hold the attention of students as they forge ahead in their developmental growth.

ACTION PLAN GUIDE

To Teachers:

1. Prepare the PDR Guide for an Action Plan

2. Set possible time schedules at your choice

3. Prepare PDR Activity Card for each Action Plan

117

4. Each PDR reflects a classroom problem about the

students and other academic problems.

THE PDR ACTION PLANSSample PDR

Action Plan 1.Developing Social Skills

Action Plan 2.Targeted Homework Approach

Action Plan 3.Developing Communication Skills

118

Action Plan 4.Peer Medication

Action Plan 5.The Reading Strategy

Action Plan 6.Math in the Market

Action Plan 7.Home Reading Activities

Action Plan 8.I Will Go to School

Sample PDR Activity Card

Time: 30 minutes Theme: Socialization and Participation Skills

Planning

1. Join a program.2. Present a dance3. Invite Linda and Rose, good dancers in the class as

dance mini-teachers.

119

Doing

Luisa and Rose to teach a dance to a group who seldom participate in a program.

Reflecting

1. Tell something about the following: the group leader

the dancers the dance mini-teachers the dance participation

2. Were socialization skills developed?3. Did other members of the group want also to learn?

MAIN STRATEGIES OF THE PDR ACTION PLAN

PDR Strategy Characteristics / SkillsA. Planning * develop goals/objectives for a well-prepared plans

* develop an action plan with practical decisions* identify community resources to achieve increased

responsibility* select/organize learning experience for independent tasks* prepare/conduct/interpret surveys to leadership skills

manifested* conceptualizing skills and ability to undertake

B. Doing

* Direct Instruction Academically focused, teacher-directed, sequenced and structured

* Guided Discussion/ Discussion and higher-level thinking about concept/topic

120

Reciprocal Questioning

* Cooperative Learning

1. Students in groups or teams that respond to a question, resolve a dilemma situation, on conduct an experiment

2. Applying real-life situations3. Sharing experiences4. Monitoring5. Evaluating student performance

* Independent Study Students work independently at own rate and level; delivery of information provided in a variety of formations like tutoring/mentoring

* Collaborative Learning

* Conceptualizing* Involves cooperative activities using pairs and small

groups* Problem-solving* Making provision for discovery* Research

C. Reflecting * Grouping practices/teamwork* Brainstorming* Consensus building* Role-playing* Directing/Socratic Seminar/Reciprocal Teaching/Guided

Reading Increased response opportunities

EVALUATION OF ACTION PLAN ACTIVITIES

Evaluation of the action skills covered in the PDR Action Plan

acquired by students with the effective collaboration of the teacher, is

undertaken during actual teaching. Through observations, demonstrations

of interaction activities, hands-on lessons, and feedback from peers and

students provide evaluative data on the plan endeavor. Successful and

happy students are clues to a successful PDR implementation.

121

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122

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Taylor, Barbara and Levine, Daniel. (January, 1991). Effective Schools, Projects, and School-Based Management. Phi Delta Kappan, 72 (5). 394 – 397.

126

Wesseler, Matthias. (Summer, 2001). Towards a Learning-Oriented Delivery of Teacher Education. Educator’s Journal, 20 (11). 3, 5.

C. Unpublished Materials

Arcipe, Veronica Nilda L. (September, 2001). Vocabulary Development Using the Word Wall Approach in Teaching College Literature. Master’s Thesis. Cebu City: Southwestern University.

Areopagita, Gladys V. (November, 2000). Targeted Homework Approach in a Grade School. Master’s Thesis. Cebu City: Cebu Normal University.

Blancaflor, Marybeth C. (November, 2000). Peer Medication as an Approach to Managing Behavior Problems in the Classroom. Master’s Thesis. Cebu City: Cebu Normal University.

Capapas, Clotilde M. (1994). Supervisory Functions of the School Administrators in the Division of Southern Leyte. Doctoral Dissertation. Cebu City: Cebu State College.

Cespon, Laura V. (2002). The Multigrade and Combination Classes of the Division of Davao City as Viewed by their Implementors: Implications to Program Planning. Doctoral Dissertation. Cebu City: University of Cebu.

Chua, Winefreda D. (1992). The Management Grid Styles, Among the Public and Private School Administrators in the Elementary, Secondary, College Level in Cebu City. Doctoral Dissertation. Cebu City: Cebu State College.

Fernando, Erdulfo A. (1990). Leadership Styles and management Functions of Private and Public School Administrators in Zamboanga City. Doctoral Dissertation.. Zamboanga City: Western Mindanao State University.

Galido, Joyce A. (May, 2004). Fourth Grade Teachers’ Organizing, Instructing, and Assessing Skills: Bases for Intervention Activities. Cebu City: Cebu Normal University. Cebu Normal University.

Ganutan, Susan P. (December, 2000). Managing Teaching Errors: An Experiential Learning Technique. Master’s Thesis. Cebu City

127

Lumapas, Lolita L. (2000). Performance Management of State College Administrators in the Province of Southern Leyte. Doctoral Dissertation. Cebu City: Cebu Normal University.

Mahilum, Lorna C. (June, 2001). Heuser’s Science Workshop Instructional Models. Master’s Thesis, Cebu City: Cebu Normal University.

Manugas, Josefina M. (January, 2002). Redefined Literacy in Elementary Science and Mathematics: An Exploratory Study. Doctoral Dissertation. Cebu City, Cebu Normal University.

Pagalilawan, Efren P. (December, 1999). Paradigm Shift in Curricular Resources, Roles, and Teaching Strategies. Doctoral Dissertation. Cebu City: Cebu Normal University.

Pepito, Marilou C. (October, 1999). Time Strategies of Elementary Teachers. Master’s Thesis. Cebu City: Cebu Normal University.

Perez, Ruby A. (April, 2002). Discipline as an Instructional Strategy. Master’s Thesis. Cebu City: Cebu Normal University.

Pogoy. Angeline M. (May, 2000). Motivations in Learning Elementary MathematicsL Spence Helnreich Model. Master’s Thesis. Cebu City: Cebu Normal University.

Ravelo, Pablita C. (March, 2004). Relationship between Professional Preparation and Performance of Pre-School Teachers in the Private and Public Schools of Cebu City: Basis for Teachers’ Training Program. Doctoral Dissertation. Cebu City: University of Southern Philippines.

Tejano, Jocelyn B. (May, 2000). Organizational Leadership in Urban and Rural Elementary Schools. Doctoral Dissertation. Cebu City: Cebu Normal University.

Tio, Maria Theresa F. (September, 2003). Childlink Learning Center: An Academic Reengineering, Master’s Thesis. Cebu City: Cebu Normal University.

Ubod, Zosima C. (February, 1999). Portfolio Assessment in Primary Mathematics. Master’s Thesis. Cebu City: Cebu Normal University.

Valdez, Elena M. (December, 2000). The Problem-Solving Skills and Practices of Deans of Higher Education Institutions in Cebu City. Cebu City: Cebu Normal University.

128

Velayo, Emelita C. (October, 2004). Core Competency Level of Grade School Administrators of Augustinian Schools in the Philippines: A Development Plan. Doctoral Dissertation. Cebu City: Cebu Normal University.

D. Documents

Catanyag, David V. Provoding Visionary and Result-Driven Leadership: The Principal as Strategic Planner and Change Manager (Handout). Project TAO LEADS II (Leadership in the Effective Administration of Schools). SEAMEO, INNOTECH, Dilliman, Quezon City.

“Survey on Professional Development and Training in U.S. Public Schools, 1999 – 2000.” US Department of Education, National Center for Education statistics (NCES), Fast Response Survey System (FRSS) (http://nces.ed.gov)

R. A. 9155. Governance of Basic Education Act of 2001.

Vision-Mission of the Elementary School. University of Cebu. Cebu City.

E. Internet Sources/Websites

Dimensions of Effective Teaching.http://www.tww.edu./o_grad./gtmanual/teaching.html#other

Teacher Effectivenesshttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/1171K 15.htm

Wiggins, Grant. (1990). The Case of Authentic Assessment. ERIC. ED 328611.

129

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/1171K

A P P E N D I C E S

130

APPENDIX A

CHECKLIST-QUESTIONNAIRE ON TEACHER’S PROFESSIONAL PREPARATION, PRACTICES, AND TEACHING

EFFECTIVENESS

131

Appendix A

CHECKLIST-QUESTIONNAIRE ON TEACHERS’ PROFESSIONAL PREPARATION, PRACTICES, AND TEACHING

EFFECTIVENESS

June 22, 2007

Dear Fellow Teacher,

I am pursuing a research study on “THE PROFESSIONAL PREPARATION AND PRACTICES OF THE GRADE SCHOOL TEACHERS OF THE UNIVERSITY OF CEBU, CEBU CITY, IN RELATION TO THEIR TEACHING EFFECTIVENESS: AN ACTION PLAN” with the objective of formulating and organizing an Action Plan for Elementary School Teachers.

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The researcher went over education materials to be able to get a good grasp of your performance status, your values, and working attitudes as educators. With this questionnaire, your honest appraisal of yourself as a teacher will come up with proactive actions for personal and institutional improvement. In many ways, this study will reveal useful insights that will strengthen Teacher Education for potential teachers.

In anticipation of your cooperation in this research work, I convey my profound appreciation and gratitude

Very truly yours,

GLENN R. ANDRINThe Researcher

Background of the Respondent

Personal Information

1. Name: __________________________________________

2. Designation/Position: Teacher Principal

3. Gender: Male Female

4. Age: _____

5. Civil Status: Single Married

6. Licensure Status: Licensed Unlicensed

7. Employment Status: Probationary Tenured _______________________________________________________________

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Part 1. TEACHERS’ PROFESSIONAL PREPARATION

1. What is your highest educational attainment?

Doctoral Education Graduate (Ed.D., Ph.D.)

Number of Doctoral Units Earned

Masters of Arts (MA) Graduate

Number of MA Units Earned

Four Year Education Graduate (BEEd, BSEd), BSIE, BS AgEd, BSHE)

Others: ____________________________

2. What is your field of specialization?

Doctoral Level: __________________

Master’s Level: __________________

Undergraduate Level: __________________

3. Have you undergone some training as a teacher in the field of Education after you finished your Education course?

Yes No

4. If your answer is Yes, please list the training programs you have participated in five years ago up to the present (2002 to 2007). Please use the following format:

Inclusive Title of Training Number of Venue Dates Hours

5. How many years have you been teaching in the

Preschool Level: _____________, ___________ , _____________________ (inclusive period) (when) (where)

Elementary Level: _____________, ___________ , _____________________ (inclusive period) (when) (where)

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High School Level: _____________, ___________ , _____________________ (inclusive period) (when) (where)

Part II. TEACHER’S PROFESSIONAL PRACTICES

Direction: As a teacher please assess your teaching practices. Circle only one rating in each item which you deem fits you. The five ratings are described as follows:

Rating Description

5 Excellent, superior teaching practices highly skilled using a variety of teaching strategies, exhibits efficient, facilitative leadership, applies knowledge in real situations.

4 Very Satisfactory, achieves results to a very acceptable level, very capable.

3 Satisfactory, manifests good knowledge, efficient, achieves a high level of performance.

2 Fair, slightly capable, works only to comply with objectives, can still be improved.

1 Poor, unsatisfactory performance, relies on others, has gaps in knowledge and skills, teacher needs much assistance to maintain an acceptable level of performance.

As a teacher, I

1. plan a lesson with objectives intended for the learner.

5 4 3 2 1

2. plan instructional activities with learning materials to carry out stated objectives.

5 4 3 2 1

3. demonstrate creativity and thought in planning. 5 4 3 2 1

4. use teaching methods to fit a class of varying cognitive levels.

5 4 3 2 1

5. provide learners an opportunity for independent practice of new concepts or skills.

5 4 3 2 1

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6. adapt planned lessons if an unexpected situation occurs.

5 4 3 2 1

7. observe proper sequencing and pacing of lessons. 5 4 3 2 1

8. combine student engagement and empowerment as I handle the class/students.

5 4 3 2 1

9. teach a scheduled class for the allocated time period.

5 4 3 2 1

10. arrange the learning area and make materials readily accessible to achieve planned objectives.

5 4 3 2 1

11. establish classroom rules and routines that promote instruction and applies them consistently.

5 4 3 2 1

12. manage and monitor learner behavior effectively 5 4 3 2 1

13. provide all learners with an opportunity to learn. 5 4 3 2 1

14. provide activities that promote interaction among learners.

5 4 3 2 1

15. vary instructional activities to match learners’ interests.

5 4 3 2 1

16. give clear concise directions and explanations. 5 4 3 2 1

17. use positive reinforcement to inculcate the desired behavior.

5 4 3 2 1

18. promote meaning to relating instruction to students’ lives and experiences.

5 4 3 2 1

19. relate subject knowledge and skills to practical applications.

5 4 3 2 1

20. organize subject matter into meaningful lessons. 5 4 3 2 1

21. provide opportunities for learning through multiple intelligences.

5 4 3 2 1

22. use a variety of evaluation techniques. 5 4 3 2 1

23. use evaluation to give learners timely feedback on performance.

5 4 3 2 1

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24. engage in professional growth activities that relate to classroom performance.

5 4 3 2 1

25. feel that I am dependable in professional duties that relate to assigned tasks.

5 4 3 2 1

26. work cooperatively in bringing about the success of the school program.

5 4 3 2 1

27. encourage students to be responsible for their own learning.

5 4 3 2 1

28. maintain an effective working relationship with colleagues.

5 4 3 2 1

29. maintain a supportive and positive relationship with students.

5 4 3 2 1

30. maintain rapport and a helping relationship with parents.

5 4 3 2 1

PART III. TEACHING EFFECTIVENESS

Direction: As a teacher, please assess your level of performance as an effective teacher. Circle only one rating in each item which you believe should be your performance rating. The five ratings are described as follows:

Rating Description

5 Highly Effective, very effective, results-oriented.

4 Effective, capable and effective beyond required expectations.

3 Moderately Effective, exhibits good knowledge and efficient

2 Slightly Effective, can still improve, works only to comply

1 Not Effective, lacks, professional teaching skills.

As a teacher, I was able to

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1. make my students master the lessons as shown in their formative and summative evaluation results.

5 4 3 2 1

2. show the interconnectedness of instructional goals, resources, materials, and instructional design through facilitative leadership which enabled the class to complete the expected scope for the grading period.

5 4 3 2 1

3. use classroom teaching strategies adapted to the students’ needs which eventually inculcated understanding as revealed by parents who followed up their children’s assignments.

5 4 3 2 1

4. design coherent instruction for a difficult lesson and a project.

5 4 3 2 1

5. write well-planned lessons and organize teaching activities using alternative strategies with-scarce references.

5 4 3 2 1

6. hold teacher-student and student-student interactions in my class which were observed to be appropriate and respectful.

5 4 3 2 1

7. set high expectations of student learning which were evidently manifested and the lesson objectives attained.

5 4 3 2 1

8. use classroom procedures which set a challenging and dynamic environment for learning.

5 4 3 2 1

9. organize the physical space skillfully and safely to support learning.

5 4 3 2 1

10. motivate students to contribute to smooth school operation.

5 4 3 2 1

11. manage responsibly student behaviors. 5 4 3 2 1

12. make students highly engaged in learning. 5 4 3 2 1

13. stimulate students to make material contribution to successful class discussion by asking questions and getting involved in class activities.

5 4 3 2 1

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14. create a high level environment to ensure student success.

5 4 3 2 1

15. make students aware of the extent of their performance.

5 4 3 2 1

16. continuously search for approaches to meet student needs.

5 4 3 2 1

17. actualize actual engagement of students with content.

5 4 3 2 1

18. reflect professional responsibilities on accurate record keeping.

5 4 3 2 1

19. effect tactful communications with families of students.

5 4 3 2 1

20. assume as a transformational leader in school.

5 4 3 2 1

21. participate in professional development activities.

5 4 3 2 1

22. grow and develop professionally. 5 4 3 2 1

23. use assessment data with students for them to reflect on their own practice for improvement.

5 4 3 2 1

24. monitor progress on content with assessment results.

5 4 3 2 1

25. clarify expectations with teachers and students by working together to prepare for assessments.

5 4 3 2 1

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Appendix B

VALIDATING THE RESEARCH QUESTIONNAIRE THROUGH TESTING THE RELIABILITY USING THE SPEARMAN RANK CORRELATION

COEFFICIENT WITH THE TEST-RETEST METHOD

6∑D2

N3 - N

rs = Spearman rho

N = total number of respondents in the pilot sample

S1 & S2 = scores of first and second administration of the questionnaire

R1 & R2 = ranks of S1 and S2

∑D2 = sum of the squared differences between ranks of the first and second administration # of the questionnaire.

140

rs = 1 -

Respondents Scores Ranks Differences

S1 R1 S2 R2 D D2

1 56 4 59 7 3 92 58 3 66 4 1 13 49 9 52 10 1 14 53 7.5 64 5.5 2 45 48 10 53 9 1 16 53 7.5 54 8 .5 .257 59 2 64 5.5 3.5 12.258 54 6 70 3 3 99 60 1 72 2 1 110 55 5 78 1 4 16

∑D2 = 54.5

1 – 6(54.5) 103 – 10

1 - 327 990

= 1 - .33

= . 67 Moderately reliable

Appendix C

CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN HIGHEST EDUCATIONAL ATTAINMENT AND VARIABLES ON TEACHING EFFECTIVENESS

Highest Educational Attainment and Planning and Preparation

λ2 = Σ(0 - E)2 λ2 = Chi-square

E O = Observed frequencyE = Expected frequency



Total (20)MA/MA with

Ed. D. units (1)BEEd with MA

units (11) BEEd (8)

Effective 14 17 78 73 59 60 151Moderately

141

Rs =

=

Effective 39 36 145 150 125 124 309

Total 53 223 184 460

Computed λ2 = 1.37 Significant

Reject null hypothesisTabular λ2

( .05, 2df ) = 5.99

B. Highest Educational Attainment and Classroom Environment



Total (20)MA/MA with Ed. D. units (1)

BEEd with MA units (11) BEEd (8)

Effective 15 17 84 73 52 60 151Moderately Effective 38 36 139 150 132 124

309

Total 53 223 184 460

Computed λ2 = 4.37 SignificantReject null hypothesis

Tabular λ2( .05, 2df) = 5.99

C. Highest Educational Attainment and Instruction

InstructionHighest Educational Attainment


Ed. D. units (1)BEEd with MA

units (11) BEEd (8)


309

Total 53 223 184 460


Tabular λ2( .05, 2df) = 5.99

142

D. Highest Educational Attainment and Professional Responsibilities




Ed D units (1)BEEd with MA

units (11) BEEd (8)


309

Total 53 223 184 460


Tabular λ2( .05, 2df) = 5.99

E. Highest Educational Attainment and Use of Student Assessment

Use of Student

Assessment

Highest Educational AttainmentTotal (20)

MA/MA with Ed D units (1)

BEEd with MA units (11) BEEd (8)


309

Total 53 223 184 460

143


Tabular λ2( .05, 2df) = 5.99

Appendix D

CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN IN-SERVICE TRAINING AND VARIABLES ON TEACHING EFFECTIVENESS

A. In-service Training and Planning and Preparation Planning and Preparation

Total Hours of In-Service TrainingTotal (20)106 and

above (2)71 – 105

(6)36 – 70

(10) 1 – 35 (2)

Effective 12 15

61 47

60 53

18 36

151

144

ModeratelyEffective

34 31

81 95

101 108

93 75

309

Total 46 142 161 111 460


Tabular λ2(3df, .01) = 11.34

B. In-service Training and Classroom Environment



above (2)71 – 105

(6)36 – 70

(10) 1 – 35 (2)

Effective 10 15

55 47

42 53

44 36

151

ModeratelyEffective

36 31

87 95

119 108

67 75

309

Total 46 142 161 111 460


Tabular λ2(3df, .01) = 11.34

C. In-service Training and Instruction

Instruction

Total Hours of In-Service TrainingTotal (20)

106 and above (2)

71 – 105 (6)

36 – 70 (10) 1 – 35 (2)

Effective 8 15

54 47

41 53

48 36

151

ModeratelyEffective

38 31

88 95

120 108

63 75

309

145

Total 46 142 161 111 460


Tabular λ2(3df, .01) = 11.34

D. In-service Training and Planning and Professional Responsibilities



above (2)71 – 105

(6) 36 – 70 (10) 1 – 35 (2)

Effective 15 15

60 47

62 53

22 36

151

ModeratelyEffective 31

3182

95 99

10889

75 309

Total 46 142 161 111 460


Tabular λ2(3df, .01) = 11.34

E. In-service Training and Planning and Use of Student Assessment

Use of Student

Assessment


above (2)71 – 105

(6)36 – 70

(10) 1 – 35 (2)

Effective 10 15

56 47

43 53

46 36

151

ModeratelyEffective

36 31

86 95

118 108

65 75

309

Total 46 142 161 111 460

146


Tabular λ2(3df, .01) = 11.34

Appendix E

CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN RELEVANT TEACHING EXPERIENCE AND VARIABLES ON TEACHING EFFECTIVENESS

A. Teaching Experience and Planning and Preparation


Teaching ExperienceTotal(20)

15 – 20(3)

7 – 14(3)

1 – 6(14)

Effective 4031

4337

6883 151

Moderately Effective 54 70 85 309

147

63 76 170

Total 94 113 253 460


Tabular λ2(2df, .01) = 9.21

B. Teaching Experience and Classroom Environment



15 – 20(3)

7 – 14(3)

1 – 6(14)

Effective 4231

4537

6483 151

Moderately Effective 5263

6876

189170

309

Total 94 113 253 460


Tabular λ2(2df, .01) = 9.21

C. Teaching Experience and Instruction

InstructionTeaching Experience

Total(20)

15 – 20(3)

7 – 14(3)

1 – 6(14)

Effective 4031

4637

6583 151


6776

188170

309

Total 94 113 253 460

Computed λ2 = 13.20 Significant

148

Reject null hypothesisTabular λ2

(2df, .01) = 9.21

D. Teaching Experience and Professional Responsibilities



15 – 20(3)

7 – 14(3)

1 – 6(14)

Effective 4631

4337

6283 151


7076

191170

309

Total 94 113 253 460


Tabular λ2(2df, .01) = 9.21

E. Teaching Experience and Use of Student Assessment

Use of Student Assessment


15 – 20(3)

7 – 14(3)

1 – 6(14)

Effective 4031

4237

6983 151


7176

184170

309

Total 94 113 253 460

149


Tabular λ2(.02df, .01) = 9.21

Appendix F

COMPUTATION OF CHI-SQUARE IN A 2 x 3 TABLE BETWEEN TEACHING EXPERIENCE AND TEACHERS’ TEACHING EFFECTIVENESS

(O - E)2

Eλ2 = chi-square O = Observed frequency E = Expected frequency

Teaching Effectiveness

Teaching Experience15 - 20

(3)7 – 14

(3)1 – 6 (14)

Total (20)

Effective 38 31

49 37

64 83

151

150

λ2 =

Moderately Effective

56 63

64 76

189 170

309

Total 94 113 253 460

Expected Frequency Computation

38E = 151 x 94 = 30.8565O E O - E (O - E)2 (O - E) 2

E38 30.8565 7.1435 51.0296 1.6538

49E = 151 x 113 = 37.0934 49 37.0935 11.9065 141.7671 3.8219

64E = 151 x 253 = 83.0500 64 83.0500 19.0500 362.9025 4.3697

56E = 309 x 94 = 63.1435 56 63.1435 7.1435 51.0296 .8082

64E = 309 x 113 = 75.9065 64 75.9065 11.9065 141.7647 1.8676

189E = 309 x .253 = 169.9500 189 169.9500 19.0500]

362.9025 2.1353

Total 460 460 .0000 14.6565

Computed λ2 = 14.6565 or 14.66 Significant Reject null hypothesis

Tabular λ2 (2df, .01) = 9.21

Appendix GCOMPUTATION OF PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENT

BETWEEN TEACHERS’ PROFESSIONAL PRACTICESAND THEIR TEACHING EFFECTIVENESS

rxy = NXY – (X) (Y)

[NX2 – (X)2] [NY2 – (Y)2]

whereX = sum of Professional Practices’ mean ratingsY = sum of Teaching Effectiveness mean ratingsN = Number of Cases

151

460

460

460

460

460

460

XY = sum of the products of X and YX2 = sum of squared X meansY2 = sum of squared Y meansrxy = Correlation between X and Y

X Y X2 Y2 XY

3.42 3.60 11.6964 12.9600 12.38953.42 4.03 11.6964 16.2409 12.31203.42 4.05 11.6964 16.4025 13.78263.68 4.03 13.5424 16.2409 13.85103.68 3.65 13.5424 13.3225 14.83043.29 4.05 10.8241 16.4025 13.43203.29 3.60 10.8241 12.9600 13.32453.67 4.05 13.4689 12.4025 11.84403.78 4.05 14.2884 12.4025 14.86353.78 3.60 14.2884 12.9600 15.30903.40 4.05 11.5600 12.4025 13.60803.40 3.60 11.5600 12.9600 13.77003.49 3.65 12.1801 13.3225 12.24003.55 3.65 12.6025 13.3225 12.7575

X Y X2 = Y2 = XY =

49.27 53.66 138.0788 155.0568 151.1045

Appendix G (continued)

14(151.1065) – (49.27) (53.66)

[14 (138.0788) - (49.27)2] [14 (155.0568) - (53.66)2 ]

= 528.3652 592.1569

Computed rxy = .89 Significant at .01

152

rxy =

High Correlation, Marked Relationship

Tabular r(7df, .01) = .7977

Significance of the Coefficient of Correlation

t = r N - 2 1 – r2

= .89 8 -21 - .892

tc = 4.78 Significant at .01Reject null hypothesis

Tabular t(6df, .01) = 3.707

CURRICULUM VITAE

PERSONAL DATA

Name : GLENN R. ANDRIN

Address : 47 P. Del Rosario Ext. Cebu City

Tel. # : (032) 259-6474

Cell # : 09276855270

Status : Single

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Religion : Roman Catholic

Age : 26 years old

Height : 5’6”

Weight : 150 lbs.

Birthplace : Cebu City

EDUCATIONAL BACKGROUND

Post Graduate Doctor of Education Major in Administration (Ed.D.)University of Southern PhilippinesCebu City

Graduate Studies Master of Science in Elementary SchoolManagement (MSESM)Major in Classroom Management University of CebuCebu City

Master in Science Teaching Major in English (MS English)Cebu City2005

Diploma in Professional EducationAteneo de Manila UniversityQuezon City2004

Distance Learning ProgramCivil Service CommissionCebu City2004

Tertiary Bachelor of Arts in LiteratureCollege of ArtsUniversity of CebuCebu City2001

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Secondary University of CebuCebu City1996

Elementary City Central SchoolCebu City1992

WORK EXPERIENCES

Faculty University of Cebu – Banilad Campus2004-present

Faculty ABE - International CollegeLahug, Cebu City2003

EDUCATIONAL AWARDS

Tertiary Literary Arts Awardee (2001-2002)

Service Awardee (2000-2001)

Loyalty Awardee (2000-2001)

Outstanding A.B. Student (2000-2001)

Dean’s Lister (1st semester,2000)

Outstanding University Student (1999-2000)

Leadership Awardee (1999-2000)

Writer of the Year (1999-2000)

Secondary Best Debater (1995-1996)

Elementary Best in Social StudiesGrade Six Level

Top Ten Finalist 1999 North America Poetry Writing ContestNew York, United States Of America

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SEMINAR-WORKSHOPS ATTENDED

January 29, 2005 “LOVE IN THE CLASSROOM”USP Lahug,Cebu City

January 5,2005 Engaging and Transformative TeachingStrategies for Student EmpowermentSt. Scholastica’s AcademyLaSalle Avenue, Bacolod City

November 20, 2004 “The Teacher: Spearheading the Making an Excellent School”Marcelo B. Fernan, Cebu Press ClubCebu City

November 27,2004 “DYSLEXIA: Discerning and Managing the Disability”UP Conference Hall, Lahug, Cebu City

October 16,2004 Reading Problems in the Early Grades:Detection and InterventionSM City, Cebu City

March 5,2005 “Clinical Teaching for Professional”Garwood Hotel, Cebu City

February 28,2004 “Experiencing English”Ateneo de Manila University PressSacred Heart (Boys), Cebu City

February 7-8,2004 “Creative Writing Seminar Workshop”Graduate School, UNIVERSITY OF CEBU

February 7,2004 “Research Agenda Formulation Workshop”Southwestern UniversityCebu City

January 31, 2004 “The effects of Media o the Values Of Students”San Carlos Girls High SchoolCebu City

January 24,2004 “Dynamic Teaching”(Best Approach in Teaching Language) Sacred Heart School-JesuitsCebu City

156

December 13,2003 “The Teaching of Writing and Composition:An Update”University of the Philippines- H.S. Dept.Lahug, Cebu City

November 25,2003 “Curriculum Development For Basic Education”Holiday Inn Galleria Manila

November 22,2003 “Teaching for Relevance”Colegio del Sto. Nino,Cebu City

August 30, 2003 “Educating the Filipino Child in Today’s Changing Times”Cebu City

June 9,2003 “Seven Habits for Highly Effective Teachers”Cebu City

May 17,2003 “Strengthening Graduate Education: ResearchPriorities and Best Practices”Cebu City

March 19-21, 2003 “Teacher as Self-Giver”College of EducationUniversity of Cebu

December 7,2002 “Values Across the Five Learning Areas of the Restructured Basic Education Curriculum”University of Cebu

May 11,2002 “Basic Education for the Philippine EducationalSystem Today”Graduate SchoolSan Jose Recolletos

September 22,2001 “Teaching Styles”College of EducationUniversity of Cebu

September 15,2001 “Cooperative Learning”College of EducationUniversity of Cebu

157

August 17,2001 “The Art of Questioning”College of EducationUniversity of Cebu

August 10,2001 “Innovate Teaching Strategies”College of EducationUniversity of Cebu

July 27-28, 2001 “Seminar in Leadership and Management Skills Training For School Administrator”Graduate SchoolUniversity of San Carlos (Main), Cebu City

January 29,2000 “School of Future”College of EducationUniversity of Cebu

March 24,2000 “Professionalism and Work Ethics”College of EducationUniversity of Cebu

March 27,2000 “The Teacher as Quality Manager”College of EducationUniversity of Cebu

July 29-30, 2000 “1st AB Creative Writing Seminar-Workshop”College of ArtsCarmen, Cebu

July 11,2000 “Methodologies in the Teaching Literature”College of ArtsUniversity of Cebu

April 23-25, 1999 “Likhang Diwa Workshop”Lakandiwa PublicationDalaguete Agricultural CenterDalaguete, Cebu

WRITING PUBLICATION ASSIGNMENTS

158

Editor in Chief A.B. Batch YearbookCollege of ArtsUniversity of Cebu2000-2001

Editor in Chief English JournalLanguages DepartmentUniversity of Cebu2000-2001

Editor in Chief Kahayag PublicationCollege of ArtsUniversity of Cebu1999-2000

PUBLISHED WORKS (INTERNATIONAL)

Poems The Consuming FlameUNITED STATES OF AMERICAISBN 1-58235-137-6

Sighing(poem) The International Library Of Poetrywww.poetry.com http://www.poetry.com>1 Poetry Plaza, Owing Mills, MD 21117,USA

PUBLISHED WORKS (LOCAL)

Poems, Essays PARNASSIAN JOURNALAnd Critical Official Publication of the College of Arts Analysis University of Cebu

2000-2002

Essay Cebu Daily NewsCebu City

RESOURCE SPEAKER IN SEMINAR-WORKSHOPS AND OTHER SERVICES

High School Guidance ProgramConsolatrix CollegeToledo City

159

http://www.poetry.com/

March 20,2003

“Creative Writing”LJB Foundation SchoolCarcar, CebuMarch 17,2003

“Career Days”Santo Tomas SchoolDanao CityMarch 7,2003

“A Lecture-Forum in Literature”Jollibee Mango AvenueCebu CityFebruary , 1999

Judge Poetry Writing ContestBanilad Campus

Judge Essay Writing ContestBanilad Campus

Coach Oratorical Contest (2nd winner)Communication Festival 2004Main Campus

Adviser The InterlinkBanilad Campus Publication

MEMBERSHIP IN ORGANIZATION

Graduate National Organization of Professional Teachers, Inc.(NOPT)Manila

Philippines Association Of Graduate Education(PAGE)Manila

Tertiary ERATO CIRCLE (College of Arts and Education)President (1999-2001)

PARNASSIAN SOCIETY (College of Arts) President (1998-1999)

160

University Days 2000Chairman, Contest Committee

AB-Student Body OrganizationChairman, Academic and Research Committee2000-2001

161