RESULTS AND DISCUSSION

This chapter presents the results and discussion of the relationship of the
professional characteristics, job satisfaction and instructional competencies of
Mathematics teachers and the Mathematics achievement of students of Lumampong
National High School-Indang Annex, S.Y 2013-2014.

I. Professional Characteristics of Mathematics teachers

Educational attainment
Table 4: Frequency and percentage distribution of respondents in terms of highest educational
attainment
HIGHEST EDUCATIONAL
ATTAINMENT

FREQUENCY

PERCENTAGE

Baccalaureate

25.00

Masters

66.70

Doctorate

8.30

TOTAL

12

100.00

Table 4 shows that out of 12 Mathematics teachers, 25 percent of them have the
baccalaureate degree as their highest educational attainment, 66.70 percent have their
masters, and 8.30 percent already have their doctorate degree.
The table implies that more teachers were enrolling for graduate studies in order
to gain more knowledge that they could use in the teaching profession.

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Working Status
Table 5: Frequency and percentage distribution of the respondents in terms of working status
WORKING STATUS

FREQUENCY

PERCENTAGE

Regular Permanent

12

100

Provisional

Substitute

TOTAL

12

100

Table 5 shows that 100 percent of the Mathematics teachers are regular
permanent. It implies that the teachers in Lumampong National High School-Indang
Annex will be in the teaching profession until they retire.

Teaching Experience
Table 6: Frequency and percentage distribution of respondents in terms of the teaching
experience
TEACHING EXPERIENCE
(YEARS)

FREQUENCY

PERCENTAGE

10 and below

66.70

11-15

25.00

16 and above

8.30

TOTAL

12

100.00

Table 6 shows that 66.70 percent of Mathematics teachers were in the teaching
profession for 10 years and below, 25 percent were in the profession for 11 to 15 years,
and 8.30 percent was in the profession for 16 years and above. It also shows that majority
(66.70 %) of the Mathematics teachers at Lumampong National High School- Indang

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Annex have less experience in the teaching experience and only few (25 %) have more
experienced. It also reveals that only one (8.30 %) teacher have much experience in the
teaching profession.

II. Job Satisfaction of Mathematics teachers

Table 7: Mean , standard deviation and interpretation of respondents job satisfaction
STATEMENTS

MEA
N

S
D
0.
7

A. Work on Present Job

4.0

1. I find myself interested on my working

teaching day in and out in this school.

4.3

2. I find fulfillment in teaching as profession.

4.3

0.
5
0.
5

3. My present job is challenging and inspires me

to do my very best.

4.1

0.
7

3.8

0.
8

INTERPRETATIO
N
Very Satisfactory
Outstanding

Outstanding
Very Satisfactory
Very Satisfactory

4. The general atmosphere in this school is

conducive to effective teaching.

Very Satisfactory
5. I feel I belong so well in this school that it
would be hard to leave.

4.1

0.
7
Very Satisfactory

6. The school has adequate classroom facilities,

such as blackboards, desk, chairs, erases, etc.

4.0

7. School library facility is adequate.

3.7

B.

Present Pay

3.4

1. I easily live on my income.

3.9

2. Present income is adequate for normal

expenses.

3.8

3. My current salary provides for luxuries.

2.6

0.
9
0.
5
0.
9
0.
7
0.
6
0.
9

Very Satisfactory
Very Satisfactory
Very Satisfactory
Very Satisfactory

Fair

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Table 7. continued...
STATEMENTS
4. I feel that my salary is just right for the
amount of my work.
5. I am pleased with the policies in fringe
benefits such as vacation, sick, and earned
leaves, Medicare.
6. The policies in this school on advance salary
loan are flexible enough to meet emergencies.
7. Present salary rate is adequate enough
compared to the salaries of comparable groups
of professionals either in the government or
private sector.
C.
Opportunity
Professional
Growth

Promotion

S
D

INTERPRETATIO
N

3.5

0.
8

Very Satisfactory

3.2

0.
6

Satisfactory

3.6

0.
7

Very Satisfactory

3.3

1.
2

Satisfactory

3.7

0.
7

1. The promotion policy in this school is

adequate.

3.8

0.
6

Very Satisfactory

2. Teachers have fairly good chances of

promotion.

3.9

0.
5

Very Satisfactory

3. Teachers' promotion opportunity is somewhat

limited.

3.3

0.
8

Satisfactory

3.7

0.
5

Very Satisfactory

4.0

0.
4

Very Satisfactory

4. The school grants financial aid to faculty

members attending workshop seminars, offcampus.
5. Regular in-services training programs are
conducted by the school to promote faculty
development.
6. There are sufficient journals and reading
materials for faculty members.
D. Administration

and

MEA
N

3.3

0.
9

3.6

0.

Very Satisfactory

Satisfactory
Very Satisfactory

29

9
1. The administration gives due recognition to
dedicate and competent teachers.

3.8

0.
4

Very Satisfactory

MEA
N

S
D

INTERPRETATIO
N

3.9

0.
3

Very Satisfactory

Table 7. continued...
STATEMENTS
2. The administration show active concern in
my career development.
3. The administration encourages faculty
member to be creative.

4.1

0.
5

Very Satisfactory

3.8

0.
5

Very Satisfactory

3.8

0.
7

Very Satisfactory

6. The administration shows confidence in its

teachers to do a good job.

4.1

0.
8

Very Satisfactory

7. The administration in this school are hard to

please, quick tempered and tactless.

2.0

1.
0

Fair

0.
7

Very Satisfactory

0.
7

Outstanding

0.
6

Very Satisfactory

0.
8

Very Satisfactory

4. The administration is receptive to

constructive change.
5. Administration consults the teacher before
acting on important issues and decisions in the
school.

E.

People on Present Job

1. My co-teachers are not only my professional

colleagues but my warm friends as well.
2. Teachers are active, responsible, and loyal to
the school.

4.1

4.4
4.2

3. Pupils in the school are generally intelligent

and are eager to learn.

3.6

4. The teachers in this school are well motivated

and enthusiastic.

4.0

5. The academic community (administration,

teacher, pupils, and staff) get along well

3.9

0.
6
0.
5

Very Satisfactory
Very Satisfactory

30

together.
6. I know most of the teacher and personal in
the school fairly well.

3.9

0.
7

Very Satisfactory

MEA
N

S
D

INTERPRETATIO
N

Table 7. continued...
STATEMENTS
7. There is an involvement of the teacher in
affairs of the school.

4.3

TOTAL

3.8

0.
7
0.
8

Outstanding
Very Satisfactory

Table 7 reveals the summary of the responses of the Mathematics teachers on the
statements about their job satisfaction towards the teaching profession. These statements
were divided into five (5) parts: work on present job, present pay, and opportunity for
promotion and professional growth, administration, and people on present job, which has
34 statements. The first part which is about the work on present job was composed of
seven statements as well as the second part which is about their present pay. The third
part which is about the opportunity for promotion and professional growth was composed
of six statements. The fourth part which is the administration and the last part which is
the people on present job, both have seven statements.
The table also shows that the Mathematics teachers of Lumampong National High
School-Indang Annex are very satisfied with their job as teachers, which has a mean of
3.8 and a standard deviation of 0.8.
The table reveals that teachers are very satisfied with their work as teachers. They
find interest and fulfilment in the teaching profession as outstanding. This implies that
they are really inclined in their present job. Table 7 also reveals that their salary does not

31

totally provide their luxuries based on statement 3 under present pay. Teachers also find
statement 7 under administration as fair.

32

III. Instructional Competency of Mathematics teachers as rated by the students

Table 8: Mean, Standard deviation and interpretation of the instructional competency of

teachers as rated by the students

A. Teaching Skills

4.2

S
D
0.
8

-He/ She has enough knowledge of the lessons

he/she is teaching.

4.3

0.
7

Outstanding

-He/She teaches lessons that are vital for the

students.

4.4

0.
8

Outstanding

4.2

0.
8

Very Satisfactory

3.9

0.
9

Very Satisfactory

4.3

0.
8

SKILLS

-He/She uses different teaching techniques and

strategies.
-He/She uses different teaching aids in addition
to books.

-He/She is good and clear in speaking and

explaining the lessons.
-He/She asks questions in order for the students
to think.
B. Use of Instructional Materials in
Teaching

MEA
N

INTERPRETATIO
N
Very Satisfactory

Very Satisfactory

4.2

0.
8

Very Satisfactory

3.9

0.
8

Very Satisfactory

-He/She develops new instructional materials

for teaching.

3.9

0.
8

Very Satisfactory

-He/She uses different instructional materials in

teaching.

3.9

0.
8

Very Satisfactory

4.2
4.1

0.
8
0.

Very Satisfactory
Very Satisfactory

C.

Teaching Methodologies

33

-He/She has enough knowledge on the different

methods for teaching.

Table 8. continued...
SKILLS
-He/She uses appropriate skills for the abilities,
needs and problems of students.

MEA
N

S
D

INTERPRETATIO
N

4.2

0.
7

Very Satisfactory

-He/She is creative and shows appropriateness

in teaching.

4.2

-He/She uses Filipino language in explaining.

4.2

0.
8
0.
8

D.

4.2

0.
8

Very Satisfactory

4.2

0.
7

Very Satisfactory

-He/She uses criterias that are appropriate to the

skills of the students.

4.2

0.
7

Very Satisfactory

-He/She returns students test papers with

appropriate grades.

4.3

0.
8

Very Satisfactory

Evaluation

-He/She always gives examinations to evaluate

students knowledge.

-He/She gives other examinations to help

students who fail the previous examinations.

4.1

TOTAL

4.1

0.
9
0.
8

Very Satisfactory
Very Satisfactory

Very Satisfactory
Very Satisfactory

Table 8 shows the instructional competencies of Mathematics teachers in

Lumampong National High School-Indang Annex as rated by their students. The
statements were composed of four (4) parts: teaching skills, use of instructional materials,
teaching methodologies, and evaluation skills, which has 16 statements. Teaching skills
has six statements, the use of instructional materials has two statements, the teaching
methodology has four statements and the evaluation skill has four statements.

34

The table also shows that the students rated their teachers as very satisfactory in
all aspects with a mean of 4.1 and a standard deviation of 0.8. It also shows that the
students find their Mathematics teachers as outstanding with the knowledge he/she is
teaching. They also find that the lessons are vital for them to learn.
IV. Mathematics Achievement of students
Table 9: Frequency and percentage distribution of participants in terms of Mathematics
achievement
ACADEMIC
ACHIEVEMENT (adopted
from the K to 12 grading
system)

FREQUENCY

PERCENTAGE

A (90 and above)

3.00

AP (85-89)

108

54.00

P (80-84)

68

34.00

D (75-79)

16

8.00

B (74 and below)

1.00

TOTAL

200

100.00

Table 9 shows that three percent of the students are outstanding in Mathematics,
54 percent have very satisfactory Mathematics achievement, 34 percent have satisfactory
Mathematics achievement, eight percent have fair performance, and one percent shows
poor performance in Mathematics. The table reveals that majority (54 %) of the students
understand Mathematics very satisfactory. It implies that the students from Lumampong
National High School- Indang Annex have high achievement in Mathematics. Table 9
also shows that only few (1 %) do not understand the lessons in Mathematics.

35

V. Relationship of professional characteristics of Mathematics teachers and

students Mathematics achievement
Table 10: Relationship of professional characteristics of Mathematics teachers and
students Mathematics achievement
PROFESSIONAL
CORRELATION
p-VALUE
REMARKS
CHARACTERISTICS
COEFFICIENT
Educational Attainment

0.020

0.781

Not Significant

Working Status

Cannot be
determined

Years of Teaching
Experience

0.270

0.000

Highly
Significant

Table 10 shows that among the three professional characteristics of Mathematics

teachers, only the years of teaching experience is highly significant while educational
attainment is not significant and working status cannot be determined since all teachers
from Lumampong National High School-Indang Annex are regular permanent. The table
also implies that the number of years of a teacher in a teaching experience affects the
academic achievement of the students.
The table also shows that the years of teaching experience and students
Mathematics achievement is positively correlated. This implies that the longer the teacher
in the teaching profession, the more they can affect the understanding of students in
Mathematics.

36

VI. Relationship of teachers job satisfaction and students Mathematics

achievement
Table 11: Relationship of teachers job satisfaction and students Mathematics
achievement
CORRELATION
COEFFICIENT

p-VALUE

REMARKS

0.138

0.052

Not Significant

Job Satisfaction

Table 11 shows that the teachers job satisfaction is not significant. This implies
that Mathematics teachers working satisfaction at Lumampong National High SchoolIndang Annexdoes not affect the students academic achievement. The table also reveals
that the teachers job satisfaction is near to be significant. It implies that if the sample size
will get larger, the job satisfaction level can be significant towards the students
Mathematics achievement.
VII. Relationship of teacher instructional competency as rated by the students and
students Mathematics achievement

Table 12: Relationship of teachers instructional competency as rated by the students and
students Mathematics achievement

Instructional
Competency

CORRELATION
COEFFICIENT

p-VALUE

REMARKS

0.138

0.51

Not Significant

Table 12 shows that instructional competency is not significant. The table implies
that the instructional competency of teachers does not affect students academic
achievement.