1

Chapter 1

THE PROBLEM

Rationale

The future of the students depends on the quality of teachers in the

present education system. To produce globally competitive graduates lies not

only on the crafting and designing of the curriculum but on the competence and

commitment of teachers.

Today’s education must not be feeble and weak since this is a

technologically competitive world. The R.A. 10533 s. 2013 or known as K to 12

programs can suffice the need of Filipino learners to possess the so-called 21st-

century skills as embedded in the Curriculum Guide. The questions lie if the

teachers are considered 21st-century teachers whose skills and attitude are

inevitable to the realization of the purpose of the new basic education program in

our country.

Teachers, both in public and private schools are the frontlines in the

implementation of the K to 12 programs thus they are like carpenters that build

the very foundations of the learners holistic self; therefore they have to keep up

with the trends in teaching. Of the five skills to be possessed by the 21st-century

teachers, commitment and competence must go hand in hand aside from being
 2

computer literate. Being competent (mastery of the subject taught and the

competence to be learned by the students) is useless if a teacher is not

committed (personal discernment with positive attitude and discipline towards

teaching) to achieving the goal of education and vice-versa, as the saying goes,

“you cannot give what you do not have”. Teachers must always ready in facing

the class not only with a lesson plan and instructional materials but with his

whole self-committed to teaching because he/she feels accountable and

responsible for the future of his students.

The 21st-century teachers are fluent in tools and technologies that

enable communication and collaboration. They go beyond learning just how to

communicate and collaborate. They also know how to: facilitate, stimulate,

control, moderate, and manage communication and collaboration. Educators

expect their students to be life-long learners.

Competent Teachers must be able to adapt software and hardware

designed for a business model into tools to be used by a variety of age groups

and abilities and adapt to dynamic teaching experiences in conceptualizing

teachers’ competence engagement and influences of 21 st-century learners to

quality education.

One of the significant problems in the division of Iligan city is the Grade 6

National Achievement Test results. Schools of South II district belongs to the

 3

high impact schools which means that there is a low performance based on the

seventy-five (75%) Mean Percentage Score as DepEd national target.

The South ll District National Achievement Test (NAT6) Results for 5

consecutive years back were as follows 54.27, 48.67, 55.86 53.69 and 64.20.

This makes me interested in undergoing a study to find out why the district

always belong to the high impact performance which means the low performing

district for many years.

This study was conducted to investigate further the factors

affecting low NAT6 performance of South II District for many years.Being a

teacher of South ll District for the past twenty years, It is a need to conduct this

study in a hope that this would help the schools improve their NAT6

performance in the next succeeding school years.

Thus, this study aims to investigate the teacher's’ competence,

commitment, and teaching styles: Its impact on the Grade 6 National

Achievement Test results.It is a hope that insights and implications may reveal

how competence, commitment and teaching styles of teachers in their overall

teaching effectiveness were related to National Achievement Test results of

South II District, Division of Iligan City.

 4

Theoretical Framework

This section discusses the theoretical framework that provides the

blueprint in the conceptualization of the study. This study anchored on some of

the theories on teachers’ competence, commitment and teaching styles in

upholding the programs as mandated by the Department of Education (DepEd).

The Expertise Theory supported how competent teachers’ develop talent

and skills across specified fields or domains, focusing on cognitive task analysis

(to map the domain), instruction and practice, and clearly specified learning

outcomes against which one can objectively measure the development of

expertise(Erickson, Gladwell, M. 2008) . The type of practice required to develop

expertise is not simply doing work. It is a cognitively effortful activity in which one

is thinking about what one is doing. It involves a reflective component, plus the

opportunity to obtain feedback on the quality of one’s performance through an

expert coach.

The Self-Worth Theory cited by Eccles (2006) is related to self-efficacy

and locus of control and students need to believe that they are competent in

academic domains to feel they have self- worth in the school context (Covington,

1992 as cited in Eccles and Wigfield, 2006).This line of research suggests

students attempt in maximizing their self- worth.It will portray a sense of

competence by making causal attributions that enhance their sense of

competence and control, example Empirical research suggests that the most
 5

common attributions among students are the ability and effort, and the most

preferred attribution for failed performance is a lack of effort. According to this

theory, students may also engage in negative learning behaviors such as

procrastination, make excuses, avoid challenging tasks, and don't try, in an

attempt to prevent negative ability attributions are not confident at all that they

can perform (Eccles & Wigfield, 2005).

The Elaboration Theory is an instructional design theory that supports

teaching styles and gives emphasizes on the idea that content to be learned

should be organized from simple to complex order while providing a meaningful

context in which subsequent ideas can be integrated (Reigeluth 2005). It is a

paradigm shift from teacher-centric instruction to learner-centered instruction has

caused “new needs for ways to sequence instruction. An instructional design

model aims to help select and sequence content in a way that will optimize

attainment of learning goals. Proponents feel the use of motivators, analogies,

summaries, and syntheses lead to effective learning .

Learner-Centered Design (LCD) Theory emphasizes the importance of

supporting the learners’ growth and motivational needs in designing software. In

addition, since learners have different learning needs and learn in different ways,

the software must be designed for the specific learner-audience (Soloway, E.,

Guzdial, M., & Hay, K. E. (2009).

 6

The concept of scaffolds is central to the learner-centered design. In order

to support learners optimally, software should be designed with scaffolds that will

support the learners as they need it. Examples of scaffolds in software are hints,

explanation, and encouragement to help learners understand a process, and

questions to help learners reflect on what they are learning to foster desirable

achievement.

Conceptual Framework

This study is anchored on the concepts that determine the teachers’

competence, commitment and teaching styles and its impact on the grade 6

National Achievement Test (NAT6) results of South II District.

This study used two variables needed for data analysis. Variables in this

study are categorized into independent and dependent variables. Independent

variables consist of (a)Teachers’ profile regarding educational qualification,

number of years in teaching, rank position, and field of specialization,

(b.)Teachers’ competence in oral communication, written communication, and

computer/ ICT skills,(c.)Teachers’ commitment regarding self -management,

professionalism, and ethics, results focus, teamwork, service orientation and

innovation, (d.) Teachers’ teaching styles like teacher-centered, direct

instruction, student- centered, inquiry- based learning and cooperative learning

while the dependent variable is the Grade Six National Achievement Test (NAT6)

results. The outcome of the study is the basis for an Action Plan.
 7

Independent Variable Dependent Variable Output

Teachers’ Profile

 Educational Qualification
 Number of years in
Teaching
 Rank/ position
 Field of specialization

Propose
Grade 6
National d
Teachers’ Competence Achievement
Test Action
 Oral Communication (NAT 6)
 Written Communication Results Plan
 Computer /ICT Skills

Teachers’ Commitment
 Self - Management
 Professionalism and
Ethics
 Results Focus
 Teamwork
 Service Orientation
 Innovation

Teachers’ Teaching Styles

 Teacher -Centered
 Direct Instruction
 Student -Centered
 Inquiry-Based Learning
 Cooperative Learning

Figure 1: The Conceptual Framework of the Study.

 8

Statement of the Problem

This study investigated the Teachers’ Competence, Commitment and

Teaching Styles: Its Impact on Grade 6 National Achievement Test (NAT 6)

results of South ll District for SY 2016-2017: Basis for an Action Plan.

The researcher specifically sought to answer the following questions:

1. What is the profile of the respondents regarding:

1.1 Educational Qualification

1.2 Number of Years in Teaching

1.3 Rank/Position

1.4 Field of Specialization?

2. What is the level of teachers’ competence regarding:

2.1 Oral Communication

2.2 Written Communication

2.3 Computer / ICT Skills?

3. What is the level of teachers’ commitment regarding:

3.1 Self - Management

3.2 Professionalism and Ethics

3.3 Results Focus

3.4 Teamwork

3.5 Service Orientation

3.6 Innovation?
 9

4. What are the most common teaching styles used by the respondents?

4.1 Teacher -Centered

4.2 Direct Instruction

4.3 Student -Centered

4.4 Inquiry-Based Learning

4.5 Cooperative Learning

5. What is the achievement level of Grade 6 pupils in the National

Achievement Test (NAT6)?

5.1 Mastered- (96 -100 %)

5.2 Closely Approximating Mastery (86-95%)

5.3 Moving Towards Mastery (66-85%)

5.4 Average Mastery (35-65%)

5.5 Low Mastery (16-34%)

5.6 Very Low Mastery (5-15%)

5.7 Absolutely No Mastery (0-4%)

6. Is there a significant relationship between teachers’ profile, and their

competence, commitment, and teaching styles?

7. Is there a significant relationship between teachers’ profile and Grade 6

National Achievement Test (NAT6) results?

8. Is there a significant relationship between teachers’ competence and

Grade 6 National Achievement Test (NAT6) results?

 10

9. Is there a significant relationship between teachers’ commitment and

Grade 6 National Achievement Test (NAT6) results?

10. Is there a significant relationship between teachers teaching styles and

Grade 6 National Achievement Test (NAT6) results?

11. What action plan should be proposed to improve Grade 6 National

Achievement Test (NAT6) results?

Null Hypotheses

The following null hypotheses in this study were tested at 0. 05

level of significance.

Ho1.There is no significant relationship between teachers’ profile and their

competence, commitment and teaching styles.

Ho2.There is no significant relationship between teachers’ profile and

Grade 6 National Achievement Test (NAT6) results.

Ho 3. There is no significant relationship between teachers’ competence

and Grade 6 National Achievement Test (NAT6) results.

Ho 4. There is no significant relationship between teachers’ commitment

and Grade 6 National Achievement Test (NAT6) results.

Ho 5. There is no significant relationship between teachers’ teaching

styles and Grade 6 National Achievement Test (NAT6) results.

 11

Significance of the Study

This study was intended to determine the teachers’ competence,

commitment, and teaching styles: Its impact on Grade 6 National Achievement

Test (NAT6) results of South II District for SY 2016-2017: Basis for an Action

Plan. This study is very meaningful and beneficial to the following:

School Administrators The results of this study will provide a

benchmark data on teachers’ competence, commitment and teaching styles

which affect the Grade six National Achievement Test results. The study will

enable them to draw conclusions about their instructional needs, their

performance in achieving goals of the program and the effectiveness and

efficiency of instructions.

Teachers This study will help them determine the widest choice of

teaching styles/strategies and instructional materials to cope with the pupils

learning and performance. Through this study, teachers will likely help students

learn with less difficulty and assist them to develop a positive attitude towards

high achievement.

Parents and Community External stakeholders will also benefit from this

study through the effective and efficient dealings with teachers they usually

interact since committed teachers’ establish a learning environment that

responds to the aspirations of the parents and community.

 12

Local Government Unit Officials The available documented

research study will provide the LGU officials the insights of the teachers’

condition with their daily tasks so that they can continue to extend help and

appropriate support for the teachers.

Future Researchers from this study, future researchers will acquire

useful information pertains to studies in teaching staff’ competence, commitment,

and teaching style: its impact on pupils’ achievement. Through this, future

researchers will benefit by gaining to information related to this study.

Scope and Limitation of the Study

This study was conducted in South II District, Division of Iligan City and

will be limited to all Grades 4-6 teachers and eight school Heads of the district.

The total respondents of the study are 110 teachers and school principals.

The study determined the Teacher’s competence, commitment, and

teaching styles and to the grade 6 National Achievement Test results. The

findings of this study will be utilized as a basis to formulate an Action Plan for the

needs of both pupils and teachers to improve performance. These are

confidential papers where utmost care will be employed. However, the

researcher will personally appeal and assure to the one in charge that a system

to process the data will be used for utmost confidentiality.

 13

Definition of Terms

In understanding the words used in the study, the following terms are defined

conceptually and operationally:

Impact It refers to the result of hypothesis testing on significant

relationship between teacher competence, commitment and teaching styles. As

used in the study.

National Achievement Test (NAT). Is a set of a standardized test

designed to determine the academic levels, strength, and weaknesses, their

knowledge learned throughout the year are divided into 5 categories; English,

Filipino, Math, Science and Araling Panlipunan (Social Studies in English )DepEd

(2011) as used in the study. It refers to the pupils’ performance in the basic

education/elementary level.

Teacher Commitment It is identified as one of the most critical factors for

the future success of education and schools as an influence on pupil

achievement.(Huberman, 2005) As used in the study, it refers to teachers’

passion for teaching.

Teacher Competence It is a description of one’s ability, a measure of

performance (Darling-Hammond, 2006).As used in the study; it refers teacher-

related characteristics as stipulated in the Implementation of RPMS-IPCRF

namely: Oral communication, written communication, and Computer/ ICT skills.

 14

Teaching Styles. It refers to the general principles, pedagogy and

management strategies used in the classroom instructions.(Quinonez,2014).As

used in the study, it refers to the pedagogy/ methods used in teaching.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the review of related literature and studies which

are factual and useful in developing this study.

Related Literature

Teachers are an authority figure model; teachers and students play an

equally active role in the learning process. The teacher’s primary role is to coach

and facilitate student learning and overall comprehension of the material. Student

learning is measured through both formal and informal forms of assessment,

including group projects, student portfolios, and class participation. Teaching and

assessment are connected; student learning is continuously measured during

teacher instruction (Natasha Quiñonez, 2014).

 15

The understanding of the concept of a competence has undergone

significant changes since its introduction into discussions of teaching ‘expertise’.

Originating from behavioral psychology, the concept of teaching competence as

a set of ‘discrete’, ‘theory-free’, practical skills spread within many countries (Van

Huizen et al., 2010). The idea was that observable events in teachers’

performance in practice could serve as a basis for defining them as ‘competent’

teachers. Accordingly, adequate teacher preparation had to be effective in

shaping future teachers’ performance in their daily teaching.

The belief underlying this paradigm was that teaching expertise could best

be mastered by applying a range of methods or class management techniques

learned from experienced teachers (Stephens et al., 2009). In some countries,

this brought the concept of teacher education closer to that of training focused on

the development of skills relevant to teaching. This paradigm of competence-

based teacher education weakened the university influence on teacher training

and encouraged the establishment.

It has been much debated whether this idea of competence can form a

valid basis for curriculum development in higher education in general and teacher

education in particular.(Barnett, 2004 and Korthagen, 2009) argued that

competencies conceived as observable behaviors in professional contexts are

inadequate guidelines for curriculum-building for two main reasons. In his

opinion, higher education is not only (or at all) a matter of developing

 16

competencies for a particular occupation; in addition, the idea of competencies

as predictable behaviors presupposes predictable situations in the world of work,

if their development is to be a valid object of higher education.

Competent teachers are the most critical piece in improving students’

achievement and closing the achievement gap (Danielson, 2011). The single

most significant influence on student learning is the quality of teaching, yet most

schools do not define what good teaching is.

The concept of professional competence may offer a third route to

understanding teacher success. Based on definitions from several domains,

competence can be defined as the skills, knowledge, attitudes, and motivational

variables that form the basis for mastery of specific situations (Epstein &

Hundert, 2002; Kane, 1992; Klieme, Hartig, & Rauch, 2008). According to this

approach, skills, knowledge, attitudes, and motivational characteristics are not

innate, but learnable and thus teachable. The term “professional competence” is

the application of the concept to working life, particularly in highly complex and

demanding professions, in which mastery of situations is especially dependent

on the interplay of knowledge, skills, attitudes, and motivation (Epstein &

Hundert, 2004; Kane, 2002; Weinert, 2007).

Several researchers have suggested that the concept of professional

competence may be fruitfully applied to the teaching profession and that the

multidimensional concept of professional competence makes it possible to

 17

integrate several strands of empirical research on the necessary characteristics

of teachers (Goodman et al., 2008; Oser, Achtenhagen, & Renold, 2006). There

is ample evidence that aspects beyond knowledge may be important in

determining teacher success. These aspects include teachers’ beliefs, work-

related motivation, and ability for professional self-regulation.

The majority of teacher competency models focus on an overall and

broader framework that contains the elements pertaining to standards that

teachers should attain in their teaching (Cizek), Fitzgerald, & Rachor, 2006).

There is a growing concern in studying more in-depth the specific components of

teaching standards such as teachers’ competency to assess student learning.

Teachers need to be more competent in the rigors of assessing student learning

to determine how effective their instruction is in developing student targets. The

development of assessment competencies depends on the kind of experience

and training that teachers receive in their preservice years.

They then made a list of core competencies that every trained teacher

should have. These competencies were classified into three broad performance

dimensions: 

Professional practice-A competent teacher seizes every opportunity to

encourage learning, believing that all students can learn. And learning isn’t

limited to the classroom. To this end, the teacher takes every opportunity to

improve on his or her own professional practice, in order to provide quality

learning.
 18

Leadership and management-A competent teacher is a leader who wins

the hearts and minds of the students. Such a teacher sees the value in

developing and working with others, including parents and colleagues, and

actively seeks out opportunities for professional collaboration within and beyond

the school.

The personal effectiveness-A good teacher understands the importance of

developing oneself before he or she is able to provide support for others. As a

professional, this teacher maintains high standards of personal and professional

integrity when carrying out all duties and responsibilities.

In the idea of commitment reflects their experience, behavior or attitude

associated with the professional behavior of teachers’ affective reactions to the

school setting; teachers make decisions about their level of willingness to

personally invest in that particular setting or a particular group of students

(Becker (2000) and Lacey (2007) . Whereas, (Lortie 2005) regards commitment

as the willingness and special enact in investing personal resources to the

educational task. Commitment is fidelity and adherence to the feeling of

belonging in the core of engagement causes a constitution of a kind of

connection between organization and individual around a common value, aim,

and culture.

The teacher commitment is conceptualized as being multi-dimensional

cited (Nias, 1981). According to Dave and Rajput (2008), have been identified

five dimensions in teaching staff commitment Teachers’Commitment to learners:

 19

student, readiness to help the student, enthusiasm, friendship, concern for their

all-round development.Commitment to the society: awareness and concern

about, the impact of the teachers’ the nation. Commitment to the profession:

development of a professional ethic and sense of vocation. Commitment to

achieve excellence: in all aspects of teacher roles and responsibilities, care, and

concern for doing everything in the classroom, in the school.Commitment to

basic human values: to become a role model in the classroom and community

through the actual and consistent practice of professional values such as

impartiality, objectivity, and intellectual honesty, and national loyalty.

Teachers’ commitment enhanced or diminished by factors such as student

behavior, collegial and administrative support, parental demands, and national

education policies (Day, 2004). UNESCO International Conference on Education

(1996) suggests that reform policies in many countries in recent years have led

to a deterioration in the working conditions of teachers, in turn producing

demoralization, abandonment of the profession, absenteeism, and a negative

impact on the quality of education offered to students (Tedesco, 1997). The

following are some of the hazards of teacher commitment in education: lack of

self-motivation, monotonous way of teaching, too much importance given to

completion of portions, Lack of encouragement from higher officials/

management, insufficient salary, lack of increments and incentives,

commercialization of Education.
 20

Six conceptions of teacher commitment have identified and reported here,

as distinct yet related. These represent different ways that teachers perceive,

understand and conceptualize the phenomenon of teacher commitment (Cross

well, L.J. & Elliott, R.G., 2006). Teacher commitment as a ‘passion' It sees

teacher commitment as a passion or a positive emotional attachment to the work

involved in teaching generally, or a specific aspect of instruction.Teacher

commitment as an investment of time outside of contact hours with students.

This identified teacher commitment as an investment of ‘extra’ time outside of

expected contact hours with students. This additional time is discussed as either

visible time invested at the school site or, ideal time invested off the school

site.Teacher commitment as a focus on the individual needs of the students.This

considers teacher commitment to be a sharp focus on the needs of the student.

The student needs to be discussed as either emotional and academic.Teacher

commitment as a responsibility to impart knowledge, attitudes, values and

beliefs. These consider teacher commitment as taking responsibility for imparting

a body of knowledge and certain attitudes, values, and beliefs. Teachers who

hold this conception place a high value on the role that they play in preparing

students for the future and take responsibility for passing on a core set of skills,

understandings, and values.Teacher commitment as ‘maintaining professional

knowledge.'These view teachers’ commitment to the maintenance of professional

knowledge and ongoing professional learning. Within this conceptualization is the

notion that committed teachers are proactive in their career development and
 21

many cases are willing to share with and learn from their colleagues.Teacher

commitment as engagement with the school community. This considers teacher

commitment to be the willingness to engage with the school and the school’s

community. Within this conceptualization is the belief that teachers have a

professional responsibility that reaches out beyond the four walls of the

classroom and perhaps even extends beyond the boundary of the school.

The following are a few signposts, which if seriously followed, can be useful

for most of the teachers to become passionately committed. Realizing the

responsibility -Teachers are the sculptors of the future society. Therefore, they

must realize their role and a great responsibility that has being entrusted in their

hands in producing good citizens with great democratic values. Developing self-

esteem-The teachers with higher self-esteem are more flexible in their thinking,

more willing to learn and more effective in making their students’ learning.

Being concern and interested: Most of the teachers who inspire their students

have varied personal, professional qualities they help students to enquire,

explore, examine, question, reason and solve their problems. They have the

knack of making education meaningful and quality learning. Choosing a mentor-A

young teacher can get the help of another teacher whom he admires. Even

experienced teachers can make advantage of mentors. Making teaching

meaningful: A good teacher relates the subject to life and makes his students

know why they are studying a particular subject or lesson and how it can benefit

them. In this way their teaching becomes meaningful. .Controlling and caring:
 22

What is needed is to promote self-discipline and encourage teachers and

students to respect and care for each other. Developing cultural sensitivity: It is

the moral responsibility of the passionately committed teacher to cultivate cultural

sensitivity and appreciate cultural diversity and teach the same to his students.

Finding time for being alone: To be passionately committed, teachers must find

time for solitude to reflect on private moments on his personal, professional life.

Such a self-introspection would not only give them the opportunity for self-

improvement but would make them able to inspire their students to do the same.

Determine core values: Robert L. Fried (2005) advises teachers to ask

themselves a specific set of questions to clarify their core values and ideas about

education. Provide significant challenges: Fried explains that teachers can

develop their passion for teaching by introducing challenges or real jobs for

pupils to "plan, organize, carry out and compete for the good of the community."

For example, pupils can take part in "Reduce, Reuse and Recycle" projects.

According to Mosston's Spectrum of teaching styles (Mosston and

Ashworth, 2005) established a framework of possible options in the relationship

between teacher and learner and was based on the central importance of

decision-making. The authors grouped these into pre-impact, impact and post-

impact categories and proposed that these govern all teaching. The pre-impact

set is concerned with decisions made at the preparation stage before teaching,

and involves subject matter, learning objectives, organization, and presentation.

The impact set includes decisions relating to performance and execution while
 23

the post-impact set includes evaluation of performance and feedback from

learner to teacher. The Spectrum (Mosston and Ashworth, 2005) incorporates

ten teaching styles based on the degree to which the teacher or the student

assumes responsibility for what occurs in a lesson. This describes a continuum,

where at one extreme is the direct, teacher-led approach (reproductive style) and

on the other lies a much more open-ended and student-centered style

(productive style) where the teacher acts only as a facilitator. Student-centered

teaching styles can also be considered as autonomy-supportive behavior and

teacher-centered teaching styles as controlling behavior.

The term teaching style refers to the general principles, pedagogy and

management strategies used for classroom instruction. Your choice of teaching

method depends on what fits you — your educational philosophy, classroom

demographic, subject area(s) and school mission statement. Teaching theories

primarily fall into two categories or “approaches” — teacher-centered and

student-centered:
 24

Teachers are the main authority figure in this model. Students are viewed

as “empty vessels” whose primary role is to passively receive information (via

lectures and direct instruction) with an end goal of testing and assessment. It is

the primary role of teachers to pass knowledge and information onto their

students. In this model, teaching and assessment are viewed as two separate

entities. Student learning is measured through objectively scored tests and

assessments.

To better understand these approaches, it is important to discuss what is

generally understood as the three main teaching styles in educational pedagogy:

direct instruction, inquiry-based learning, and cooperative learning. Through

these three teaching methods, teachers can gain a better understanding of how

to govern their classroom, implement instruction and connect with their students.

Within each of these three main teaching styles are teaching roles or “models.”

Theorist A.F. Grasha explains the five main teaching models in her publication

teaching with Style (2006): Expert, Formal Authority, Personal Model, Facilitator,
 25

and Delegator. To gain a better understanding of the fundamentals of each

teaching style, it’s best to view them through the lens of direct instruction, inquiry-

based learning, and cooperative teaching.

Direct instruction is the general term that refers to the traditional teaching

strategy that relies on explicit teaching through lectures and teacher-led

demonstrations. Direct instruction is the primary teaching strategy under

the teacher-centered approach, in that teachers and professors are the sole

suppliers of knowledge and information. Direct instruction is effective in teaching

basic and fundamental skills across all content areas.

Formal Authority teachers are in a position of power and authority

because of their exemplary knowledge and status over their students. Classroom

management styles are traditional and focus on rules and expectations.

Expert teachers are in possession of all knowledge and expertise within

the classroom. Their primary role is to guide and direct learners through the

learning process. Students are viewed solely as the receptors of knowledge and

information (“empty vessels”).

Personal Model .teachers that operates under the “Personal Model” style

are those who lead by example, demonstrating to students how to access and

comprehend information. In this teaching model, students learn through

observing, and copying the teacher’s process.

 26

Inquiry-based learning is a teaching method that focuses on

student investigation and hands-on learning. In this method, the teacher’s

primary role is that of a facilitator, providing guidance and support for students

through the learning process. Inquiry-based learning falls under the student-

centered approach, in that students play an active and participatory role in their

own learning process.

Cooperative Learning refers to a method of teaching and classroom

management that emphasizes group work and a strong sense of community.

This model fosters students’ academic and social growth and includes teaching

techniques such as “Think-Pair-Share” and reciprocal teaching. Cooperative

learning falls under the student-centered approach because learners are placed

in the responsibility of their learning and development. This method focuses on

the belief that students learn best when working with and learning from their

peers.

Facilitators place a strong emphasis on the teacher-student relationship.

Operating under an open classroom model, there is a de-emphasis on teacher

instruction, and both student and educator undergo the learning process

together. Student learning loosely guided by the teacher, and is focused on

fostering independence, hands-on learning, and exploration.

Delegator act as a ”resource” to students answering questions and

reviewing their progress as needed. Teachers play a passive role in students’

 27

learning; students are active and engaged participants in their learning. The main

goal of a Delegator is to foster a sense of autonomy in the learning process.

In order to identify your personal teaching style, it is important to

acknowledge your personal values toward education and how your students

learn. Understanding your teaching style early on will prove effective for both you

and your students, creating and maintaining a balance between your teaching

preferences and your students’ learning preferences.

The National Achievement Test (NAT) is a set of examination taken in the

Philippines by the students in grade 6, 10 and 12. Their knowledge learned

throughout the year is divided into five (5) categories English, Mathematics,

Science and Araling Panlipunan (Social Studies in English) are tested for what

they learned.

The National Achievement Tests is a standardized Test used to

measure the acquired learning in a specific subject area such as reading or

arithmetic, in contrast to an intelligence test, which measures potential ability or

learning capacity (Web M D 2010) It is mastery of the basic learning in school

that enhances ingenuity and advances satisfaction in learning, because useful

creativity sprouts from obeying the scholastic rules rather than letting the mind

think without a directing force.

In the Philippines, the agency responsible for the implementation of the

National Achievement Test is the National Educational Testing and Research

 28

Center NETRC (DepEd No. s. 2011 ). The NETRC is the attached agency of

DepEd which leads in research, evaluation, and measurement of the efficiency of

the education and teaching which provides information vital of the formulation of

educational policies geared towards the realization of an empowered and

globally competitive Filipino.

National Achievement Test administered by Department Education in the

Philippines as a set of Standardized tests addressing the major subjects taught in

school. A Mean Percentage (MPS) of 75 % is currently set as the goal of the

Department of Education. National Achievement Tests aim to provide empirical

information on the achievement level of pupils/students in Grades 6, 10, and 12

to serve as a guide for policy makers, administrators, curriculum planners,

supervisors, principals and teachers in their respective courses of action. Identify

and analyze variations in achievement levels across the years by region, division,

school, and other variables. Determine the rate of improvement in basic

education with respect to individual schools within certain time frames. DepEd

(2011)

Related Studies

Crisol and Galapin (2002) as cited in the work of Manso (2007) reiterate

that effective teaching results in some learning both teacher and pupil. Teaching

is the stimulus while learning is the response, that quality teaching ensures

quality learning. In addition to that, effective teaching equates quality learning

 29

and all this lies on the capacity and ability or the kind of effort the teaching is

exerting towards attaining his personal goals and at the same time the

institution’s objectives.

To know what makes a good teacher, one must know the task of a

teacher. The teacher’s responsibility is not solely measured to the transmission

of knowledge and information. Some modern technological devices aid the

teachers to have quality output. What is more important is the teacher’s personal

influence in promoting the development of knowledge, skills, attitudes and

behavior of learners. It can be said that teaching is effective to the extent that

teacher acts in the ways that are favorable to the development of a desirable

learner. Lardizabal (2007)

A.S.Laurence and T. Deepa (2007) concluded in their studies , “Teacher

Commitment in Promoting Education: The Need of the Hour”, that teachers’

commitment indicates that teachers with high levels of commitment work harder,

demonstrates stronger affiliation to their schools, and show more desire to carry

out the goals of teaching than teachers with low level of commitment.Teachers

who imbibe a high level of commitment to learning, and the society should learn

that the teachers are not the special brand of workers or employees but it is the

most respected and severed section of the population. Only then, Philippines can

achieve the goals of education and make it a true leader of the academic world.

A study conducted by Hidalgo as cited by Bielza et. al. (2007) on the

academic achievement of learners of University of the Philippines found out

 30

some factors that contributed to the performance of the students namely (1)

professional growth and in -service training of teachers ;(2) educational training

and experience of teachers; (3) ability to communicate clearly to students; (4)

better mental ability of the pupils in the University of the Philippines; and (5)

teachers’ mastery of the subject matter.

In the study made by Blancia (2007) on factors affecting academic

achievement of students, she found out that the academic performance of

students is significantly influenced by the following factors teaching competence,

attitude of teachers, work and students, library facility, educational attainment of

parents, parents attitude towards studies of their children and attitudes towards

their studies.

Bowell (2004); Chen (2007) cited that students should be respected as

individuals and their expertise valued; teachers should provide appropriate

learning experiences and stimulate the growth of multiple bits of intelligence.

These aforementioned studies are in a way related to the present

investigation. However, a thorough review of each contained approaches and

setting was shown that this research is not a duplication of an existing one.
 31

Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the research design procedure which will be used

by the researcher in gathering and analyzing data. It includes the Research

Design, Research Environment, Respondents and Sampling Procedure, Data

Gathering Procedure, Research Instrument to be used, and Statistical Tools to

be used.

Research Design

This research used the descriptive method of research with correlation

analysis. This is the most appropriate method because it deals with the present

state of the school system in matters of Teacher Competence, Commitment, and

Teaching Styles. Descriptive Research describes characteristics population or

phenomenon studied.(author and date)it answers the questions about how,

when, and why the characteristics/phenomenon occurred.

This research will also determine the significant relationship between

Teachers’ Profile, Teachers’ Competence, Commitment and Teaching Styles on

Grade 6 National Achievement Test (NAT6) Results of South II District, Iligan

City Division.
 32

The subjects of this study will be one (1) District Supervisor, seven (7)

School Heads, all Grade 4, Grade 5 and Grade 6 teachers with a total of one

hundred ten (110) respondents of South II District

Research Environment

The study was conducted at South II District, Rosario Heights, Tubod,

Iligan City for the School Year 2016-2017.Mr. Lino V. Bonggot is the South II

Public Schools District Supervisor. It is composed of seven schools namely:

South Il Central School, Tubod Elementary School, Dona Josefa F. Celdran

Memorial School, Tambacan Elementary School, Tipanoy Elementary School,

Abuno Elementary School, and Amado V. Pitogo Memorial School.

The biggest among the schools regarding pupil enrolment is Tambacan

Elementary School. It is the largest noncentral school of the entire Iligan City

Division. Followed by South Il Central School, Tipanoy Elementary School

respectively. South II District is the first district of cluster 2of Iligan City division.

South II district Catering the pupils of Barangay Tubod, Tambacan, and part of

Barangay Tipanoy, and barangay Abuno. South II District composed of 1 District

supervisor, seven school Heads, and 209 teachers.

South II district consists: nine(9) Master Teacher II; twenty-two (22)

Master Teacher I; thirty-eight(38)Teacher III, twenty-six( 26)Teacher II, and the

rest are Teacher I. The total pupil population of the district is seven thousand,
 33

nine hundred fifty-four pupils (6 954)from Kindergarten up to Grade 6 in which

218 or 3 % is Muslims, and the rest areChristians.

South II District was created on January 2017 when redistricting was

ordered by the Schools Division Superintendent Randolph B. Tortola, CESOV

due to lack of District Supervisors’ Item and to have a better supervision control.

Since then South II District represented in almost all searches and contests both

academic and extra-curricular activities like the pursuit of the most efficient

central school and non-central school. Also programs like Gulayan Sa Paaralan

best implementers contest where Tambacan Elementary School was twice the

regional contestant, first was in October of 2003 landed in third place in the

whole Region XII and second in December of 2010 were it landed fourth place in

the entire Region X.

To provide quality basic education and prepare globally competitive

learners to the youth and the nearby community of South II District, Teachers

strive to live the vision and mission core values and mandate of the department

which states:

VISION:

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute

meaningfully to building the nation. As a learner-centered public institution, 

the Department of Education continuously improves itself to better serve its

stakeholders. 
 34

MISSION:

To protect and promote the right of every Filipino to quality, equitable, culture-

based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.

Family, community and other stakeholders are actively engaged and share

responsibility for developing life-long learners.

Our Core Values

 Maka-Diyos

 Maka-tao

 Makakalikasan

 Makabansa

Our Mandate

The Department of Education established through the Education Decree

of 1863 as the Superior Commission of Primary Instruction under a Chairman.

 35

The Education agency underwent many reorganization efforts in the 20th century

to better define its purpose in the changing administrations and charters. The

present day Department of Education was eventually mandated through Republic

Act 9155, otherwise known as the Governance of Basic Education Act of 2001

which establishes the terms of reference of this agency.

The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and

non-formal basic education. It supervises all elementary and secondary schools,

including alternative learning systems, both public and private; and provides for

the establishment and maintenance of a complete, adequate, and integrated

system of basic education relevant to the goals of national development.

 36

SOUTH II DISTRICT

Figure 2: Location Map of South II District, Iligan City Division

Respondents and Sampling Procedure of the Study

 37

The respondents of the study were (1) District Supervisor, seven (7)

School Heads and one hundred two (102) public school classroom teachers

handling Grade 4, Grade 5, and Grade 6 classes in seven (7) elementary schools

of South II District.

The study utilized two sources of data. Primary data was from the

answers of the questionnaires given to the one hundred ten (110)respondents.

Secondary data had been taken from the record file in the District office as the

IPCRF/OPCRF of respondents and the Grade 6 National Achievement Test

(NAT6) results of schools of South II District.

No. Name of School Total Sample

Population Respondents
1 South I-A Central School 45 27
2 Tubod Elementary School 23 13
3 Dona Josefa F. Celdran Memorial School 21 12
4 Tambacan Elementary School 53 29
5 Tipanoy Elementary School 23 13
6 Abuno Elementary School 16 10
7 Amado Pitogo Memorial School 11 6
TOTAL 192 110

Table 1: Number of Respondents in every School of South II District

Research Instrument to be used

In this study, a questionnaire will be used to investigate teachers’

competence, commitment and teaching styles using the standardized Instrument

and the Individual Performance Commitment and Review Form (IPCRF) of

 38

teachers and the teaching styles survey by Grasha-Riechmann (2009) in order to

suit the needs of the present study.

The questionnaire will be divided into two parts: Part I deals with the

Profile of the respondents which elicited their Educational Qualification,

Number of years in Teaching, Rank/ Position, and Field of Specialization. Part II

deals with the questions to assess. Teachers’ Competence: Oral

Communication, Written Communication, Computer/ICT skills; Part III

Teachers’ Commitment: Self- management, Professionalism and ethics,

Results focus, Teamwork, Service orientation, and Innovation, and Part IV

Teachers’ Teaching Styles will be utilized in teaching like Teacher-Centered,

Direct Instruction, Student-Centered, Inquiry-Based Learning, and Cooperative

Learning. In scoring this instrument, the respondents were made to describe their

competence and commitment as a teacher by encircling (5) Outstanding (4) Very

satisfactory (3) Satisfactory (2) Unsatisfactory and (1) Poor. For teaching styles

scoring is (4) Always utilized (3) Sometimes utilized (2) Seldom utilized and (1)

Never utilized.

Scoring Guide: (Competence and Commitment)

Scale Numerical Rating Descriptive Rating

5 4.21 - 5.00 Outstanding
4 3.21 - 4.20 Very Satisfactory
3 2.61 - 3.20 Satisfactory
2 1.81 - 2.60 Unsatisfactory
 39

1 1.00 - 1.80 Poor

Scoring Guide: (Teaching Styles)

Scale Numerical Rating Descriptive Rating

4 3.26 - 4.00 Always utilized
3 2.51 - 3.25 Sometimes utilized
2 1.76 - 2.50 Seldom utilized
1 1:00 - 1.75 Never utilized

Table 2: Scoring template for Competence, Commitment and Teaching Style

Scoring Guide: (NAT 6) Results

Scale Numerical Rating Descriptive Rating

7 96 - 100 Mastered
6 86 - 95 Closely Approximating Mastery
5 66 - 85 Moving Towards Mastery
4 35 - 65 Average Mastery
3 16 - 34 Low Mastery
2 5 - 15 Very low Mastery
1 0-4 Absolutely No Mastery

Table 3 Scoring Template for Grade 6 National Achievement Test Results

 40

Then the average for each item will be calculated by summing all the

scores in each item divided by the number of the respondents. The overall mean

for competence, commitment, and teaching styles will be calculated by summing

the mean for each item and divided it by the number of items. Weighted mean

will then be interpreted using the five-point Likert Scale. The descriptive

equivalent will be based on the instrument used.

The Individual Performance Commitment and Review Form (IPCRF) of

the respondents will be the document which will be taken from the office of the

Public Schools District Supervisor of South II Mr. Lino V. Bonggot.

The overall mean for NAT6 will be calculated by summing the mean for

each item and divided it by the number of pupils. Weighted mean will then be

interpreted using the five-point Likert Scale

After the retrieval of all questionnaires, the response will be tabulated,

statistically treated, and interpreted accurately.

Data Gathering Procedure

In the data gathering procedure, the researcher will use the structured

standardized Individual Performance Commitment and Review Form of Teachers

(IPCRF) to determine teachers’ competence, commitment, and teaching styles of

South ll District. An endorsement letter from the Dean of Graduate Studies of

Iligan Medical Center College will be secured to inform the Division Office to
 41

conduct the study. A permission letter was sent to the Schools Division

Superintendent Randolph B. Tortola, CESO V, through the South II Public

Schools District Supervisor Mr. Lino V. Bonggot asking permission and

requesting his favorable consideration to allow the researcher to distribute

questionnaires to the field. Upon the approval of the Permission Letter, the

researcher disseminated the questionnaires to all grades 4-6 teachers.They will

be given one (1) week to accomplish the survey questionnaires.

After the retrieval of the questionnaires, the data will be categorized and

analyzed through descriptive analysis.Statistical treatment includes simple-

cross-tabulations involving frequencies and percentages as well as computation

of means.in determining and analyzing the significant relationships of teachers’

profile and teachers’ competence, commitment and teaching styles and its

impact on the grade six National Achievement Test results. A statistician will be

consulted and the Statistical Package for Social Sciences(SPSS) Statistics

Software will be used.

Statistical Tools to be used

Frequency - This is commonly used for the initial analysis of data set.

Frequencies provide statistics and graphical presentation that are useful in

obtaining the profile of the respondents.

Mean- It will be used to determine the level of pupils’ performance in

grade 6 National Achievement Test results.

 42

Weighted Mean- This will be used to determine the common teaching

strategies used by the respondents.

The Pearson’s Chi-Square will be used to determine the significant

relationship between teachers’ profile and the Grade 6 National Achievement

Test results, the relationship between teachers’ competence and the Grade 6

National Achievement Test results, the relationship between teachers’

commitment and the Grade 6 National Achievement Test results, the relationship

between teachers’ teaching styles and the Grade 6 National Achievement Test

results. The formula is:

 43

Where E stands for the Expected Frequency

O stands for Observe Frequency

∑ stands for every i

5. Pearson’s r correlation -This will be used to determine the relationship

between;(a) Teachers’ profile and the Grade 6 National achievement Test results

(b) Teachers’ competence and Grade 6 National Achievement Test results. (c)

Teachers’ commitment and Grade 6 National Achievement Test results and (d)

Teachers’ Teaching styles and the Grade 6 National Achievement Test results.

Where:

X the first set of data

Y the values in the second set of data

n total number of values

 44

CHAPTER 4

AND

CHAPETR 5

REFERENCES

A. BOOKS

 Azad, J.L. (2008). Teacher of the New Millennium. International Educator,

15 (2), pp.10-14.

 Crosswell, L. J., and Elliott, R. G. (2006). Committed Teacher,

Passionate Teachers: the dimension of passion associated with teacher

commitment and engagement.

 Darling-Hammond, L. (2009). Teacher quality and student achievement:

A review of state policy evidence. Seattle, WA: Center for the Study of

Teaching and Policy, University of Washington.

 45

 Dave, R.H., and Rajput J.S. (2008). Competency-based and commitment

oriented teacher education for quality education. New Delhi: NCTE, Sri
Aurobindo Marg.

 Estaca, William C. (2006). Principles and methods of teaching. Quezon

City. Phoenix Publishing House, Inc.

 Goldhaber, D., & Brewer, D. J. (2008). Does Teacher Certification

Matter? High School Teacher Certification Status and Student Achievement.
Educational Evaluation and Policy Analysis, 22 (2), 129-145.
 Kleinhenz, E. & Ingvarson, L. (2007). Standards for Teaching.

Theoretical Underpinnings and Applications. New Zealand Teachers Council.

 Low, E. L., Taylor, P. G., Joseph, J., & Atienza, J. C. (Eds.). (2009). A

teacher education model for the 21st century. Singapore: National Institute of

Education, Nanyang Technological University.Stoof, A., Martens, R. L., & Van

 Nias, J. (1981). Commitment' and Motivation in Primary School Teachers.

Educational Review, 33(3), pp. 181-190.

 Menter, I., Hulme, M., Elliot, D. & Lewin, J. (2010). Literature Review on

Teacher Education in the 21st Century. Edinburgh: Educational Analytical

Services, Scottish Government Social Research

 Soloway, E., Guzdial, M., & Hay, K. E. (2009). Learner-centered design:

The challenge for HCI in the 21st century. Interactions, 1(2), 36-48.
 46

B. JOURNALS/ MAGAZINES

 Carbonneau, N., & Vallerand R.J., Fernet, C., & Guay, F., (2008). The

role of passion for teaching in intrapersonal and interpersonal outcomes.

Journal of Educational Psychology, 100(4), 977-987. doi: 10.1037/a0012545

 Darling-Hammond, L. (2007). How teacher education matters. Journal of

Teacher Education 51(3), 166-173.

 Reigeluth, C. M. (2009). Educational technology at the crossroads: New

mindsets and new directions. Educational Technology Research and

Development, 37(1), 1042-1629.

 Reigeluth, C. M. (2006). What is the new Paradigm of Instructional

Theory

 Rowe, K. (2006). The Importance of Teacher Quality as a Key

Determinant of Students’ Experiences and outcomes of Schooling.

Background paper to keynote address presented at the ACER Research

Conference 2003, 19-21 October 2003.

 Thapan, Meenakshi. (2008). Forms of Discourse: A Typology of

Teachers and Commitment. British Journal of Sociology and Education,

7(4): 415-431.
 47

C. UNPUBLISHED MATERIALS

 Miguel, F.O. (2006). Metacognitive learning strategies in reading: there

effects in writing competence. Doctoral Dissertation. University of the

Philippines, Diliman, Quezon City.

 SERQUINA, G.P. (2010). Attributes of Effective Reading Programs

Among High- Performing, High Poverty Public Elementary Schools in the

Philippines. Unpublished Dissertation. University of the Philippines,

Quezon City.

 Usman, Junaidah M. (2015). Teachers professional Commitment and

Teaching Competence and Its Impact to Intermediate Pupils Academic

Grades of Tangcal LND SY 2013-2014: Basis for Action Plan.Master’s

Thesis. Ilian medical Center

D. WEBLIOGRAPHY

 http://www.acer.edu.au/documents

 http://eprints.qut.edu.au/968/
 http://eyesonsuccess.com/2011/01/12/teachers-commitment/
 www.teacherscouncil.govt.nz/communication/publications/research0012.p
df
 http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf
 http://itech1.coe.uga.edu/itforum/paper17/paper17.html  
 48

 Link: http://anethicalisland.wordpress.com

 Link: http://www.masternewmedia.org/teaching-skills-what-21st-century-

educators-need-to-learn-to-survive/#ixzz4b1T5ti00

 http://www. Reading matrix. Com/articles/Johnson_Howard/article-pdf.

(Accessed: June 9, 2011)

 http://eprints.qut.edu.au/9

Republic of the Philippines

Iligan Medical Center College
San Miguel Village, Palao, Iligan City

July 08 , 2017

RANDOLPH B. TORTOLA, CESO V

Schools Division Superintendent
Division of Iligan City

Sir:

Mabuhay!

The undersigned is currently undertaking a study entitled “TEACHERS’

COMPETENCE, COMMITMENT, AND TEACHING STYLES : ITS IMPACT ON
GRADE 6 NATIONAL ACHIEVEMENT TEST RESULTS OF SOUTH II
DISTRICT FOR SY 2016-2017:BASIS FOR AN ACTION PLAN” in partial
fulfillment of the requirements for the degree, Master of Arts in Education, Major
in Educational Management.

In view of this, may I ask your approval for the distribution of questionnaires to all
grades 4 to 6 teachers of South Il district, Tubod, Iligan City, Rest assured that all
 49

data gathered will be kept confidential in accordance with the “Ethics of

Research”.

I am hoping for your approval, Thank you and more power.

Respectfully yours,

VIRGINIA FEROLINO-MULIT
Researcher

Noted by: Approved

ERNESTO O. ILAGO, DM. RANDOLPH B. TORTOLA, CESO V

Dean, Graduate School Schools Division Superintendent
Iligan Medical Center College Iligan City Division

Republic of the Philippines

Iligan Medical Center College
San Miguel Village, Palao, Iligan City
July 08 , 2017

LINO V. BONGGOT
Public Schools District Supervisor
South II District, Iligan City

Sir:

Mabuhay!

The undersigned is currently undertaking a study entitled “TEACHERS’

COMPETENCE, COMMITMENT AND TEACHING STYLES : ITS IMPACT ON
GRADE 6 NATIONAL ACHIEVEMENT TEST RESULTS OF SOUTH II
DISTRICT FOR SY 2016-2017: BASIS FOR AN ACTION PLAN” in partial
fulfillment of the requirements for the degree, Master of Arts in Education, Major
in Educational Management.

In view of this, May I ask your approval for the distribution of questionnaires to all
grades 4 to 6 teachers of South II District Tubod, Iligan City. Rest assured that all
 50

data gathered will be kept confidential in accordance with the “Ethics of

Research”.

I am hoping for your approval. Thank you and more power.

Respectfully yours’

VIRGINIA FEROLINO-MULIT
Researcher

Noted by:

Approved:

ERNESTO O. ILAGO, DM. LINO V. BONGGOT

Dean, Graduate School Public Schools District Supervisor
Iligan Medical Center College South II District
Republic of the Philippines
Iligan Medical Center College
San Miguel Village, Palao, Iligan City

July 08, 2017

NORA R. BADIANG, Ed. D.

Principal II
South II Central School, Iligan City

Ma’am;

Mabuhay!

The undersigned is currently undertaking a study entitled “TEACHERS’

COMPETENCE, COMMITMENT, AND TEACHING STYLES : ITS IMPACT ON
GRADE 6 NATIONAL ACHIEVEMENT TEST RESULT OF SOUTH II DISTRICT
FOR SY 2016-2017: AS BASIS FOR AN ACTION PLAN” in partial fulfillment of
the requirements for the degree, Master of Arts in Education, Major in
Educational Management.

In view of this, May I ask your approval for the distribution of questionnaires to all
grades 4 to 6 teachers of South II Central School, Iligan City. Rest assured that
 51

all data gathered will be kept confidential in accordance with the “Ethics of
Research”.

I am hoping for your approval. Thank you and more power.

Respectfully yours,

VIRGINIA FEROLINO- MULIT

Researcher

Noted by:

ERNESTO O. ILAGO, DM.

Dean, Graduate School
Iligan Medical Center College

June 08, 2017

___________________
___________________
___________________

Dear Respondents

This questionnaire is part of my study being conducted entitled

“TEACHERS’ COMPETENCE, COMMITMENT, AND TEACHING STYLES: ITS
IMPACT ON GRADE 6 NATIONAL ACHIEVEMENT TEST RESULTS OF
SOUTH II DISTRICT FOR SY 2016-2017: BASIS FOR AN ACTION PLAN” as
part of the requirements in Master in Management Major in Educational
Management at Iligan Medical Center College Graduate Studies. The aim of my
study investigates how teachers’ competence, commitment, and teaching styles
affect the grade six NAT results.

In this regard, I would be very grateful if you could complete the attached
questionnaire and return it to me after completion. Your cooperation in this
endeavor is very valuable for its success.
 52

All information you will provide will be kept strictly confidential and under
no circumstances be released or be disclosed and will be solely used for the
purpose of this study.

Very truly yours,

VIRGINIA FEROLINO-MULIT
Researcher

Appendix B

TEACHERS’ COMPETENCE, COMMITMENT, AND TEACHING STYLES:

ITS IMPACT ON GRADE 6 NATIONAL ACHIEVEMENT TEST(NAT6)
RESULTS OF SOUTH II DISTRICT FOR SY 2016-2017:
BASIS FOR AN ACTION PLAN

The Survey Questionnaire

Instruction: Please fill in the necessary information needed. Put a check (/) mark
in the space provided that correspond/s your answer.

Part I. TEACHERS’ PROFILE

Personal Data

Name: ____________________________________
(Optional)
1. Educational Qualification

[ ] Doctorate degree
[ ] With Ph. D. units
 53

[ ] MA Graduate
[ ] With MA units
[ ] Bachelor’s degree

2. Number of Years in teaching

[ ] 16 years and above

[ ] 11-15 years
[ ] 6-10 years
[ ] 1-5 years

3. Rank/ Position
[ ] MT II [ ] MT I [ ] T-3 [ ] T-2 [ ] T1

4. Field of Specialization
[ ] General [ ] Science
[ ] English [ ] Filipino
[ ] Mathematics [ ] Araling Panlipunan
[ ] Others (specify)_________
Part II TEACHERS’ COMPETENCE

Instruction: Encircle the similar scale that best describes your competence as
a teacher.
Legend:

Scale Adjectival Rating Definition

5 Outstanding Role Model
4 Very Satisfactory Consistently demonstrates
3 Satisfactory Most of the time demonstrates
2 Unsatisfactory Sometimes demonstrates
1 Poor Rarely demonstrates
Reference: Individual Performance Commitment and Review Form (IPCRF).

A. Oral Communication SCALE

1. Teacher follows the instruction carefully. 5 4 3 2 1
2. Teacher expresses himself clearly, fluently 5 4 3 2 1
and articulately.
3. The teacher uses appropriate medium for 5 4 3 2 1
the message.
4. Adjust communication style to others. 5 4 3 2 1
 54

5. Teacher Guides discussions between and 5 4 3 2 1

among peers to meet an objective.
B. Written Communication
1. Knows the different business 5 4 3 2 1
communication formats used in the DepEd.
2. Writes routine /communications, narrative 5 4 3 2 1
and descriptive reports based on readily available
information data with minimal spelling or
grammatical errors (e.g. Memos, minutes.)
3. Secures information from required 5 4 3 2 1
references (i. e. directories, schedules, notices
instructions.) for specific purposes
4. Self-edits words, numbers, phonetic 5 4 3 2 1
notation and contents if necessary.
5. Demonstrates clarity, fluency, impact, 5 4 3 2 1
conciseness and effectiveness in his/her written
communication
C. Computer/ ICT Skills

1. Prepares basic composition (e.g. letters 5 4 3 2 1

reports, spreadsheets, and graphic presentation)
using word processing and excel.
2. Identifies the different computer parts, turns 5 4 3 2 1
the computer on/off, and work on the given task
with acceptable speed and accuracy and connects
computer peripherals(e.g. printers, modems,
multimedia projectors)
3. Prepares a simple presentation using Power- 5 4 3 2 1
Point.
3. He utilizes technologies to access 5 4 3 2 1
information to enhance professional productivity to
assists in conducting research and communicate
through local and global professional networks
4. He recommends appropriate and updated 5 4 3 2 1
technology to enhance productivity and
professional practice.
Part III TEACHERS’ COMMITMENT

Instruction: Encircle the similar scale that best describes your involvement as
a teacher.

Legend:
 55

Scale Adjectival Rating Definition

5 Outstanding Role Model
4 Very Satisfactory Consistently demonstrates
3 Satisfactory Most of the time demonstrates
2 Unsatisfactory Sometimes demonstrates
1 Poor Rarely demonstrates
Reference: Individual Performance Commitment and Review Form (IPCRF).

A. Self- Management SCALE

1. Sets personal goals, and directions needs 5 4 3 2 1
and development
2. Undertakes personal actions and behaviors 5 4 3 2 1
that are clear and purposive.He takes into account
personal goals and values congruent to that of the
organization.
3. Displays emotional maturity and 5 4 3 2 1
enthusiasm for and is challenged by higher goals.
4. Prioritize work tasks and schedule (through 5 4 3 2 1
Gantt charts, checklists.) to achieve goals.
5. Sets high quality, challenging, realistic goals 5 4 3 2 1
for self and others.

B. Professionalisms and Ethics

1. Demonstrates the values and behavior 5 4 3 2 1

enshrined in the Norms and Conduct and ethical
standards for public officials and employees (RA
6713)
2. Practices ethical and professional behavior 5 4 3 2 1
and conduct taking into account the impact of
his /her actions and decisions.
3. Maintains a professional image: being 5 4 3 2 1
trustworthy, regularity of attendance and
punctuality
4. Makes personal sacrifices to meet the 5 4 3 2 1
organizations’ needs.
5. Acts with the sense of urgency and the 5 4 3 2 1
responsibility to meet the organizations’ needs,
improve systems and help others improve their
effectiveness.
C. Results Focus

1. Achieves results with the optimal use of 5 4 3 2 1

 56

time and resources most of the time

2. Avoid rework, mistakes, and wastage 5 4 3 2 1
through efficient work methods by placing
organizational needs, before personal needs.
3. Delivers error –free independent outputs 5 4 3 2 1
most of the time by conforming to standard
operating procedures correctly and consistently.
Able to produce the very satisfactory quality of
work regarding usefulness/acceptability and
completeness with no supervision required.
4. Expresses a desire to do better and may 5 4 3 2 1
express frustration at waste or inefficiency. May
focus on new and more precise ways of meeting
goals set.

5. Makes specific changes in the system or 5 4 3 2 1

own work methods to improve
performance.Examples may include doing
something better, faster at a lower cost, more
efficiently; or improving quality,customer
satisfaction, morale, without setting any specific
goals.
D. Teamwork

1.Willingly does his/her share of responsibility 5 4 3 2 1

2. Promotes collaboration and removes barriers to 5 4 3 2 1
teamwork and goal accomplishment across the
organization.
3. Applies negotiation principles in arriving win-win 5 4 3 2 1
agreements.
4. Promotes consensus and team ownership of 5 4 3 2 1
decisions.
5. Works constructively and collaboratively with 5 4 3 2 1
other and across organizations to accomplish
organizational goals and objectives.
E. Service Orientation
1. Can explain and articulate organizational 5 4 3 2 1
directions issues and problems.
2. Takes personal responsibility for dealing with 5 4 3 2 1
and correcting customer service challenges and
concerns.
3. Initiates activities that promote advocacy for 5 4 3 2 1
men and women empowerment.
 57

4. Participates in updating of office vision, mission, 5 4 3 2 1

mandate, and strategies based on DepEd
strategies and directions.
5. Develops and adopts service improvement and 5 4 3 2 1
programs through simplified procedures that will
further enhance service delivery.
F.Innovation
1. Examines the cause of problems and suggests 5 4 3 2 1
effective solutions. Fosters new ideas, process,
and suggests better ways of doing things
(Cost and operational efficiency).
2. Demonstrates the ability to think “outside the 5 4 3 2 1
box”. Continuously focuses on improving personal
productivity to create higher value and results.
3. Promotes a creative climate and inspires co- 5 4 3 2 1
workers to develop original ideas or solution.
4. Translates creative thinking into tangible 5 4 3 2 1
changes and solutions that improve the work unit
and organization.
5. Uses an ingenious method to accomplish 5 4 3 2 1
responsibilities. Demonstrates resourcefulness
and the ability to succeed with minimal resources.
Part IV TEACHING STYLES

The following is a Grasha- Reichmann teaching style survey. Respond to

each of the items below in terms of how you teach. If you teach some subjects
differently than others, respond in terms only of one specific subject. Try to
answer as honestly and as objectively as you can. Resist the temptation to
respond as you believe you should or ought to think or behave, or in terms of
what you believe is the expected or proper thing to do.

Respond to questions below by using the following rating scale:

4= Always utilized 3 = Sometimes utilized

2 = Seldom utilized 1 = Never utilized

Teaching Style SCALE

A. Teacher- Centered Teachers are the main authority figure in this
model. Students are viewed as “empty vessels” whose primary role is to
 58

passively receive information (via lectures and direct instruction) with an end
goal of testing and assessment.
1. Facts, concepts, and principles are the most 4 3 2 1
important things that students should acquire.

2. I set high standards for students in this 4 3 2 1

class.

3. What I say and do models appropriate ways 4 3 2 1

for students to think about issues in the content.
4. My teaching goals and methods address a 4 3 2 1
variety of student learning styles.

5. Students typically work on learning area 4 3 2 1

projects alone with little supervision from me.

6. Sharing my knowledge and expertise with 4 3 2 1

students is very important to me.
7. I give students negative feedback when their 4 3 2 1
performance is unsatisfactory.
8. Activities in this class encourage students to 4 3 2 1
develop their own ideas about content issues.
B. Direct Instruction is the general term that refers to the traditional teaching
strategy that relies on explicit teaching through lectures and teacher-led
demonstrations. The subcategories under this teaching style are
 Formal Authority
 Expert
 Personal Model

1. I spend time consulting with students on 4 3 2 1

how to improve their work on individual and/or
group projects.
2. Activities in this class encourage students 4 3 2 1
to develop their own ideas about content issues
3. What I have to say about a topic is 4 3 2 1
important for students to acquire a broader
perspective on the issues in that area.
4. Students would describe my standards 4 3 2 1
and expectations as somewhat strict and rigid.
5. I typically show students how and what to 4 3 2 1
do in order to master learning content.
6. Small group discussions are employed to 4 3 2 1
help students develop their ability to think
 59

critically.

7. Students design one or more self- 4 3 2 1

directed learning experiences.
8. I want students to leave this subject well 4 3 2 1
prepared for further work in this area.
C. Student –Centered Teachers are an authority figure in this model,
teachers and students play an equally active role in the learning process.
1. It is my responsibility to define what 4 3 2 1
students must learn and how they should learn
it.
2. Examples from my personal experiences 4 3 2 1
often are used to illustrate points about the
material.

3. I guide students' work on learning area 4 3 2 1

projects by asking questions, exploring options,
and suggesting alternative ways do things.

4. Developing the ability of students to think 4 3 2 1

and work independently is an important goal.

5. Lecturing is a significant part of how I 4 3 2 1

teach each of the class sessions.
6. I provide very clear guidelines for how I 4 3 2 1
want tasks completed in this subject.
7. I often show students how they can use 4 3 2 1
various principles and concepts.

8. Learning area activities encourage 4 3 2 1

students to take initiative and responsibility for
their learning.

D. Inquiry-Based Learning is a teaching method that focuses on student

investigation and hands-on learning. In this method, the teacher’s primary
role is that of a facilitator, providing guidance and support for students
through the learning process. The subcategories under this style are
 Facilitator
 Personal Model
 Delegator

1. Students take responsibility for teaching 4 3 2 1
part of the class sessions.
 60

2. My expertise is typically used to resolve 4 3 2 1

disagreements about content issues.

3. This subject has very specific goals and 4 3 2 1

objectives that I want to accomplish.

4. Students receive frequent verbal and/or 4 3 2 1

written comments on their performance.

5. I solicit student advice about how and 4 3 2 1

what to teach in this subject.
6. Students set their own pace for 4 3 2 1
completing independent and/or group projects.
7. Students might describe me as a 4 3 2 1
"storehouse of knowledge" who dispenses the
fact, principles, and concepts they need.

8. My expectations for what I want students 4 3 2 1

to do in this class are clearly defined in the
learning competencies.

E. Cooperative Learning refers to a method of teaching and classroom

management that emphasizes group work and a strong sense of community.
This model fosters students’ academic and social growth and includes
teaching techniques such as “Think-Pair-Share” and reciprocal teaching. The
subcategories are
 Facilitator
 Delegator
1. Eventually, many students begin to think 4 3 2 1
like me about subject content.
2. Students can make choices among 4 3 2 1
activities in order to complete subject
requirements.

3. My approach to teaching is similar to a 4 3 2 1

manager of a work group who delegates tasks
and responsibilities to subordinates.

4. There is more material on this subject 4 3 2 1

than I have time available to cover it.
5. My standards and expectations help 4 3 2 1
students develop the discipline they need to
 61

learn.

6. Students might describe me as a "coach" 4 3 2

who works closely with someone to correct
problems in how they think and behave.

7. I give students a lot of personal support 4 3 2 1

and encouragement to do well on this subject.
8. I assume the role of a resource person 4 3 2 1
who is available to students whenever they
need help.

CURRICULUM VITAE Virginia

Ferolino-Mulit

Lot 13, Block 5, Phase II-B, Dona Maria Subdivision

Bara-as,Tubod, Iligan City.

virgiemulit@gmail.com

virginia.mulit@deped.gov.ph

Landline : 224-2515
Mobile : 0935-148-4572 / 0908-940-2153

Personal Birth date : November 05, 1971

Civil Status : Married
Nationality : Filipino
 62

Education Graduate : Master in Management Major in 2017

Educational Management
Iligan Medical Center College
Iligan City, Philippines

College : Bachelor of Elementary Education 1993

with Concentration in Mathematics
Southern Christian College
Midsayap, North Cotabato

Secondary :Kibudtungan National High School 1988

Carmen, North Cotabato

Elementary :Kimadzil Elementary School 1984

Carmen, North Cotabato

Work Department of Education, 1997 to present

Division of Iligan City

Dansalan College Foundation Incorporated 1 993-1997

Marawi City

Eligibility Professional Board Examination for Teachers 1993

Cotabato City

Trainings Attended

Seminar Workshop on Non-Violent Communication

(24 hours)
February 09-11, 2015
 63

Kusina Iliganon, Iligan City

Conducted by: NVC Philippines

Third International Conference on Innovation Practices on

Integrating Peace Education to core Subjects to
address Bullying in Schools (24hrs)
April 22-24, 2015
Xavier University, Cagayan de Oro City
Conducted by: Move this World Philippines Inc.

Workshop on Test Item Analysis using Classical Test

Theory (CTT) and Item Response Theory (IRT)
(16hrs) April 13-14, 2015
MSU-IIT, Iligan City
Conducted by: MSU-IIT Mathematics Department

Public Accountability and Values Enhancement

Seminar (24hrs)
October 22-24, 2012
DJAL, Iligan City
Conducted by:
 64