SCHOOL LEARNING ENVIRONMENT AND TEACHERS PERFORMANCE IN THE

DIVISION OF SULTAN KUDARAT

REYMON R. LAMONTE

A Thesis Presented

To the Graduate School Faculty

In Partial Fulfillment of the Requirements

For the Degree of Master of Arts in Education

Major in Educational Administration and Supervision

SHARIFF KABUNSUAN COLLEGE, INC.

GRADUATE SCHOOL

Sarmiento, Parang, Maguindanao

April, 2020
 ACKNOWLEDGEMENT

The researcher wishes to express her heartfelt gratitude and appreciation

to the following persons who are in one way or another made the realization of

this study to its success.

The researcher praises the LORD Almighty for the enlightenment,

blessings of good health, guidance, showering his faith and financial matters

for this research Study.

The adviser, Dr. Juliet Llorito Sison, for her untiring support during

edition: her patience in editing, organizing, putting into order and extending

unlimited expertise to ensure the coherence of the entire research study.

Dr.Bai Zenaida P. Solaiman, Dean of the Graduate School, Shariff

Kabunsuan College, Inc. for her critic, constructive suggestions to make the

thesis more substantial;

Prof. Bai Cabaybay D. Abubakar, President, Shariff Kabunsuan College,

Inc. for the caring advice and sharing of experiences that serves as guiding

principle to finish the study;

Dr.Sema G. Dilna, Chairman of the panel of examines, Dr.Tarhata S.

Guimalon, Statistician, Dr. Candidato L. Kalipa, Dr.Zainudin Adam members

of the panel of examines, for their suggestion, recommendations and

Unwavering Expertise to make this manuscript more extensive and friendly to

the readers.

Dr. Amor B. Pendaliday, CHED representative, for his keen and

meticulous, correction of the manuscript.

The SKCI staff thank you for the encouragement.

 Dedication

This thesis is heartedly and lovingly dedicated

To the researcher’s children

Trisha C. Lamonte

Criezel C. Lamonte

Divine C. Lamonte

And to his late Mother Teresita Sumagaysay Rotelo. Lamonte.

REYMON R. LAMONTE
Thesis Abstract

Researcher : REYMON R. LAMONTE

Title: SCHOOL LEARNING ENVIRONMENT AND TEACHERS

PERFORMANCE IN THE DIVISION SULTAN KUDARAT

Adviser: JULIET LLORITO SISON, Ph. D.

Purpose of the Study:

The study aims to find out the School Learning Environment and

Teachers Performance in the Division of Sultan Kudarat. Specifically, this

study sought to answer the following questions1. To what extent is

environment in terms of a. School Improvement Plan (SIP)b. Classroom

Improvement c. Implementation of the curriculum d. Partnership with the

stakeholder e. Teachers performance 2. To what extent is the Teachers

performance in terms of a. Teachers participation b. Attendance c. Teacher

attitude d. Production of Instructional Materials 3. Is there significant

relationship between School learning environment and Teacher Performance?

The study used the descriptive survey utilizing correlational method of

research. The total complete enumeration of all the teachers of Kulaman I are
the respondents of the study. A Self-made questionnaire was used as

instrument of the study.

 Chapter I

THE PROBLEM AND ITS’ BACKGROUND

Introduction

The educational thrusts of the DepEd today are designed to update our

schools, curricula, teaching force and incorporate the values that would adopt,

in the light of the on-going changes, the present needs and demands involving

personal and professional advancement of the teachers so as to have quality

education. Evaluating the current status of education, there is a tug between

who’s to blame: the teacher or the learner. This particular study aims to shine

the light on some important aspects of teaching including performance of the

teachers specifically teachers in the college level. The educative process

includes the learners, the learning process and the learning environment.

Looking at the huge sphere of it, the teachers are playing a great role in the

Teaching and learning process. The success or failure of the students is

Basically dependent on the kind of instruction students receive from the

teachers. There is no single factor that can contribute more to an improved

student achievement than the guarantee of quality teacher in every

classroom. Moreover, no amount of classroom facilities and instructional

materials can produce the desired learning outcome without a teacher at

the center stage [1]. Teaching begins before the teacher steps into the

classroom. Teachers should first and foremost identify what the students need

to know, understand, and do in conformity with the curriculum standards.

Teachers then collaboratively plan content of instruction, select teaching

materials, design learning activities, decide on pacing, and identify learning

opportunities. Teachers who accept teaching as their profession keep direct

relationship with other teachers, students, parents, communities and the

society at large. They do not hesitate to share their experiences with their

colleagues. Rather they seek guidance and provide support to others in the

field of education. They consider themselves as guides, coaches and leaders in

the process of teaching and learning. Hence, most attitudes are the results of

direct experience and observations from the environment in which teacher

operate as practitioners (Bass, 1999). There are some attitudinal attributes of

teachers such as positive thinking, belief in service, self regulation,

dedication, autonomy and guidance of others. These type of teachers consider

their role as of a reformer and trainer. Their attitudes consist of care, kindness,

accepting diversity and sharing responsibility. They have highly refined and

effective. Education is the building block upon which every society’s

foundation is laid. There is no education without teaching and learning

experiences which in a formal setting takes place in a classroom under the

supervision of a trained teacher that ensures that the learning environment

is conducive. This is in agreement with a Global Monitoring Report on

Education for All (2012), that learners in supportive environments have high

levels of self-efficacy and self-motivation and use learning as a primary

transformative force. In a quote from that Report “Welcoming the learner –

child, youth or adult– in an environment where they can feel safe and nurtured
for is very important for the development of each individual and the society as

a whole.

Statement of the Problem

The study aims to determine the school learning environment and

teachers performance in the Division of Sultan Kudarat .

Specifically, this study sought to answer the following questions:

1. To what extent is the School learning environment in terms of:

a. School improvement Plan (SIP)

b. Classroom Improvement

c. Implementation of the Curriculum

d. Partnership with the stakeholders

2. To what extent is the teachers performance in terms of :

a. Teachers participation

b. Attendance

c. Teachers attitudes

d. Production of Instructional materials

3. Is there a significant relationship between the School learning

environment and teacher performance?

Theoretical/Conceptual Framework of the Study

According to an OECD Report (2010), Learning is defined as a process

that brings together personal and environmental experiences and influences

for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes

and behavior and world views. Learning theories develop hypotheses that

describe how this process takes place. The scientific study of learning started

in earnest at the dawn of the 20th century. The major concepts and theories

of learning according the report include behaviorist theories, cognitive

psychology, constructivism, social constructivism, experiential learning

multiple intelligence, and situated learning theory and community of practice.

The report also highlighted that the behaviorist perspectives of learning

originated in the early 1900s, and became dominant in early 20th century. The

basic idea of behaviorism is that learning consists of a change in behavior due

to the acquisition, reinforcement and application of associations between

stimuli from the environment and observable responses of the individual.

According to Sandberg, J. A. (1994), learning environment refers to the

whole range of components and activities within which learning happens.

Technically speaking, a Learning Environment relies on computer-supported

Systems such as a Learning management system, a combination of various

educational technologies (including at least one communication module).

Sandberg identified the following as parts of the Computer-Supported

Systems:

 Teacher component: Its role is to provide something between loose

guidance and direct instruction. It can be a human agent (present or

distant), an intelligent agent, instructions like some text books provide,

 etc. This component provides information from the syllabus to the task

level.

Monitor component which ensures that something is learned. A role taken

 This study is based on the concept of the School learning environment

and Monitor component which ensures that something is learned. A role

taken by either the human teacher, the learner (self-control) or by some

program.

 Fellow learner’s component: which improves the learning process (some

research tries to implement artificial ones).

 Learning material, often Courseware: which contains what has to be

learned in a very broad sense (knowing what, knowing how). It can be

computational in various ways (exploratory hypertext, lesson and task

oriented hypertext, simulation software, task solving environments, etc.).

 External information sources: which includes all kinds of information

which is not directly stored in the learning material (e.g. additional

material, handbooks, manuals, etc.).

 Tools: which includes everything that may help the learning process

other than the learning material (e.g. calculators, communication

software, etc.)

As equally opened by Sandberg, J. A. (1994), learners in supportive

environments have high levels of self-efficacy and self-motivation and use

learning as a primary transformative force. “Welcoming the learner –child,

youth or adult– in an environment where they can feel safe and nurtured for is

very important for the development of each individual and the society as a

whole. Addressing the issue of learning environment in a comprehensive and

systematic way is even more critical in countries with limited financial

resources. These scarce resources should be invested with a clear definition of

what constitutes an enabling learning environment and with a clear

benchmarking of progress toward the attainment of that environment. Despite

the wide variety of learning systems and complexity of layers of decision-

making, it is critical to not lose the importance of building learning

environments and integrate these aforementioned considerations in a national

and local policy context. This is so because, learning takes place in multiple

settings and the learning environment can be structured or unstructured and

the learning in different environments can complement each other.

Independent Variable Dependent Variable

School Learning
Teacher Performance
Environment
a. Teachers
a.School
participation in school
Improvement Plan
activities
(SIP)
b teacher attitude
b. Classroom
c. Production of Improvement
Instructional
c. Implementation of
materials
the curriculum

d. Partnership with
the stakeholder
Figure I- Shows the Significant Relationship between the Independent and

Dependent Variables of the Study

Null Hypothesis

Based on the statement of the problem stated the null hypothesis is

formulated:

Ha1. There is no significant relationship between the school learning

environment and teacher performance?

Significance of the study

This study is expected to catch the attention of the concerned individuals

to determine the Schools Learning Environment and Teachers Performance in

the Division of Sultan Kudarat.

It will help the school head and other stakeholders determine the course

of action needed to be done to help the teachers in performing their duties.

 The result of this study will benefit the teachers by allowing them to

understand their role and function in improving their teaching learning

process. 

It is also hope that this study will provide directions for other researchers

who can come up related to this topic. The findings of the study can be used as

their guide to expand their knowledge in the same field of education and

advancement of the research process.

Furthermore, the researcher could benefit on this study by means of his

contribution to uplift the performance of the teachers.

Scope and Limitation of the Study

This study is limited only to determine the School Learning Environment

and Teachers Performance in the Division of Sultan Kudarat for the School

Year 2019-2020.

The respondents of the study were the teachers in Kulaman District I,

Division of Sultan Kudarat.

Definition of Terms

The following words are operationally defined as use in the study.

School learning environment-A school having appropriate facilities,

well manage classroom, available school –based health supports, and a

clear, fair disciplinary policy.

 School Improvement Plan is a road map that sets out the changes

a school needs to make to improve the level of student’s achievement and

shows how and when these changes will be made.

Implementation of the Curriculum – translation of a written

curriculum into classroom practices

Partnership with stakeholders- partner who have the role in

helping for the development of the school

Teacher Performance - a teacher demonstration impact on students

learning as established through student’s achievements

Teachers participation in school activities - activities done in school with the

participation of the teachers

Teacher attitude- behavior of the teacher shown in the school

Production of Instructional materials– provision of instructional materials by

the

teacher to be in teaching.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This portion presented the different principles, theories, concepts, related

to the present study. Its sources are either from books, encyclopedias,

journals, magazines, theses, dissertations, and internet websites.

Literature

School Learning Environment-, Orlu (2015), assented that environment plays

major role in the life of every individual whether a students, teachers, employer

or employee. Though some people are yet to believe that environment brings

about better performance. Udoh (2014) in his article "The Environmental

Health Problems in Nigeria Schools", to have identified some unhealthy

practices in our schools. These include sitting of schools, inadequate facilities,

and poor ventilation and lack of teachers training on classroom management

which hinders qualitative academic performance in schools. academic

performance of a student. Academic performance of a student is always

associated with many components of learning environment with the views of

Bosque and Dore (2018), within which learning happens. ), Rohana et al

(2012), highlighted that the functions of a learning environment can be quoted

as “Teacher component’s role in providing something between loose guidance

and direct instruction. As equally opined by Sandberg, J. A. (2013), learners in

supportive environments have high levels of self-efficacy and self-motivation

and use learning as a primary transformative force. It can be a human agent

(present or distant), an intelligent agent, and instructions like some text books

provided for effective teaching learning experience. environment remains an

important area that should be studied and well managed to enhance students’

academic performance. environment remains an important area that should be

studied and well managed to enhance students’ academic performance.

Learning Environment relies on computer-supported Systems such as a

Learning management system, a combination of various educational

technologies (including at least one communication module). takes place in

both structured and unstructured environments. With particular emphasis on

structured environment the paramount question asked by Sandberg is whether

every learner has been assured of an environment that is both physically and

psychosocially enabling to their learning and thus conducive to improving the

quality of education and learning effectiveness. Toby (2005) highlighted that it

is extremely difficult to come to firm conclusions about the impact of learning

environments on academic performance because of the multi-faceted nature of

environments and the subsequent diverse and disconnected nature of the

research literature. In his opinion, the empirical research that exists on the

impacts of environment on teaching and learning tends to focus much more

upon some elements (for example, noise) and to fail to synthesize

understandings (for example the implications of noise and temperature

research tend to conflict). Cultural and geographical differences also highlight

the importance of sensitivity to context. For these reasons it is very difficult to

make judgments about which areas are ‘worth’ focusing on. There is clear

evidence that extremes of environmental elements (for example, poor

ventilation or excessive noise) have negative effects on students and teachers

and that improving these elements has significant benefits. However, once

school environments come up to minimum standards, the evidence of effect is

less clear-cut. Our evaluation suggests that the nature of the improvements

made in schools may have less to do with the specific element chosen for

change than with how the process of change is managed.

There appears to be a strong link between effective engagement with staff,

students and other users of school buildings and the success of environmental

change in having an impact on behavior, well-being or attainment.

The ownership of innovation, in contrast to the externally imposed solution,

appears to tap directly into motivational aspects which are key factors in

maximizing the impact of change. Changing the environment is ‘worth doing’ if

it is done as a design process. Other writers have argued that teachers’ beliefs

and perceptions are crucial (Deemer, 2014) and that many effects of the

environment are likely to be mediated through morale within the school

(Schneider, 2013; Clark, 2012). Cooper asked primary school teachers about

their school buildings and argues that whether physical environments are

themselves capable of disabling education, teachers’ belief in their capacity to

do so could prove self-fulfilling. For it could act to lower their morale and

motivation, so eroding their commitment to teaching (Horne-Martin (2012)

consider staff morale to be of key interaction tool in teaching and learning

process. He argued that the style of teaching and room organization are linked,

although it is not clear which is cause and which is effect. Studies have shown

that environmental factors to a large extent affect both the physical and

psychological potentials of an individuals. This has led to the contention that

many students fail to develop their potentials due to inadequate environmental

stimulation. Among the factors that affect students’ academic performance as

identified by Clark, (2014), opined that the role of the physical environment in

enhancing teaching and research, are as follows:

 Home background

 Inadequate school facilities

 Misuse of technology such as internet and school climate such as

teacher-student relationship.

This is in agreement with Hygge (2013), who opined that the improvements in

physical environment of the school improved on the general positive attitude

among students. Mary (2014), opined that learning environment in classroom

is vital to student success and impacts students in many ways. A negative

learning environment, or setting that adversely affects student learning, can

affect students in many ways, such as low student achievement, poor behavior,

student anxiety, or depression. A teacher is expected to work hard to maintain

a positive learning environment. In doing this Mary advocated the following as

elements of Positive and Effective Learning Environment:

  Proper application of classroom tools which help classroom environment

humming with positive energy.

 Application of facilities such as bright posters, organized spaces and

cooperative learning arrangements which should not be left to chance.

 Rapt attention to the physical environment in classroom. The use of

space includes how furniture is arranged and organized, how materials

are stored and maintained, how clean the classroom is and the overall

color and brightness. Eloquence of the teacher as students tend to prefer

a teacher with better vocal than others. Teachers who yell at students,

are random about consequences, and embody an overall negative

attitude are not good for student learning. The psychological

environment in the classroom is how students feel about their learning.

 Conspicuous display of classroom rules and regulation with enforcement-

specific rules and

 consequences posted in her classroom and clearly explains each to

students.

Teacher positive demeanor and self-motivation are essential to creating an

effective learning environment. A teacher is expected to be calm, patient and

focused on helping students learn, both intellectually and socially with a

positive control of her classroom by being a role model for kind words and

actions. He or she knows that students react negatively when they feel things

are unfair, unclear or are worried about getting in trouble. Because he or she is

clear and consistent, offers praise and gratitude, and sets a good example, the
students are confident and comfortable in the classroom for coping with

foreseeable adverse situation. According to Ethel (2014), no meaningful

teaching and learning can take place in an environment that is not conducive.

In creating an enabling learning environment, he advocated that the following

problems which are been confronted by the educational sector should be

resolved by the government:

 Lack of / Deteriorating Infrastructure including buildings, laboratories,

machinery, furniture and electrical fixtures. Infrastructure represent the

empirical relevance of the totality of school environment for the

realization of school business. He identifies the following as components

of infrastructure: landscape, playgrounds, buildings, classrooms, library,

laboratory blocks, sick bays, toilets, hostels, administrative blocks and

so on, utilities such as electricity, pipe-borne water, and security

facilities walls (fences) gates, telephone and information technology

system. It also includes the basic systems and services that are

necessary for smooth organization of buildings, transport, water, power

supplies and administrative systems

 Inadequate funding which has been a very serious problem in the

effective implementation of teaching and learning in vocational and

technical education.
School Improvement Plan the School Improvement Plan (SIP) is a roadmap

that lays down specific interventions that a school, with the help of the

community and other stakeholders, will undertake within a period of three

consecutive school years. It is a comprehensive plan created by an individual

public school that focuses on ensuring the academic success of all students.

Pinnelas (2015) The purpose of a school and or district improvement problem-

solving and planning process throughout the year.

Classroom Improvement - The Classroom Improvement Plan sets standards

for the 48 general-purpose classrooms located on campus, of which 18 have

been renovated, to ensure modern, flexible and effective environments for

teaching and learning. The renovated classrooms are designed to support

new methods of pedagogy, such as problem-based active learning, and

access to the rich array of available technological resources. In 2003, the

Classroom Improvement Committee was formed, with a charge to develop

and implement a prioritized plan to modernize each of the College’s general

classrooms. Initiated by Information Services, this faculty-chaired committee

is composed of faculty, staff and one student. The committee engaged

Ellenzweig Associates (Cambridge, MA) to work with the committee, Physical

Facilities, and the campus community to develop the plan, which was

completed and implemented in 2004. The Classroom Improvement Plan

 includes recommendations for room layouts and seating, furniture,

classroom media, room design, acoustics, lighting, power and data, and

accessibility considerations. A method for prioritizing renovations was

developed, and the College began renovating classrooms through funding

from grants and donors. The plan has helped guide other projects, such as

the recently renovated Science Center at New London Hall. The Classroom

Improvement Committee provides a forum for discussions on new

technologies for inclusion in classrooms, such as interactive whiteboards,

and the continued prioritization of room renovations.

Implementation of the Curriculum- Without careful and continuing attention

to implementation, planned changes in curriculum and instruction rarely

succeed as intended. How change is put into practice, to a large extent,

determines how well it fares.

Implementation refers to what actually happens in practice as compared to

what was supposed to happen. Curriculum implementation includes the

provision of organized assistance to staff in order to ensure that the newly

developed curriculum and the most powerful instructional strategies are

actually delivered at the classroom level. There are two components of any

implementation effort that must be present to guarantee the planned changes

in curriculum and instruction succeed as intended:

 • Understanding the conceptual framework of the content/discipline being

implemented; and,

• Organized assistance to understand the theory, observe exemplary

demonstrations, have opportunities to practice, and receive coaching and

feedback focused on the most powerful instructional strategies to deliver

the content at the classroom level.

The superintendent/principal is responsible for curriculum implementation

and for determining the most effective way of providing organized assistance

and monitoring the level of implementation. A curriculum framework will

describe the processes and procedures that will be followed to assist all staff in

developing the knowledge and skills necessary to successfully implement the

developed curriculum in each content area. This framework will, at a

minimum, describe the processes and procedures for the following curriculum

implementation activities to:

• Study and identify the best instructional practices and materials to

deliver the content;

• Describe procedures for the purchase of instructional materials and

resources;

• Identify/develop exemplars that demonstrate the learning behaviors,

teaching, and learning environment to deliver the content;

• Study the current status of instruction in the content area (how teachers

are teaching);
 • Compare the desired and present delivery system, identify differences

(gap analysis), and develop a plan for addressing the differences;

• Organize staff into collaborative study teams to support their learning

and implementation efforts (address the gaps);

• Provide ongoing professional development related to instructional

strategies and materials that focuses on theory, demonstration, practice

and feedback;

• Regularly monitor and assess the level of implementation;

• Communicate with internal and external publics regarding curriculum

implementation;

• Involve staff, parents, students, and community members in curriculum

implementation decisions.

It is the responsibility of the superintendent/principal to keep the board

apprised of curriculum implementation activities, progress of each content area

related to curriculum implementation activities, and to develop administrative

regulations for curriculum implementation including recommendations to the

board.

Partnership with stakeholders- Every community school begins under a

different set of circumstances and develops its own distinctive culture. What

community schools have in common is a belief in the basic principles of

collective impact: a commitment to partnerships, accountability for results,

respect for diversity, belief in community strengths, and high expectations for

all. Collective impact is created when two or more organizations realize that
they can accomplish more by working together and sharing resources than

they can by working alone.

A community school strategy recognizes that many public and private

community institutions share responsibility for helping:

 Children develop socially, emotionally, physically, and academically

 Students become motivated and engaged in learning

 Families and schools work effectively together

 Communities become safer and more economically vibrant

Community schools establish “cradle to career” conditions for learning that

make it possible for every child to succeed. This strategy works by creating a

collaborative leadership structure, embedding a culture of partnership, and

aligning resources. Partners set and achieve high standards of accountability

across multiple outcomes.

In a time of declining fiscal resources and greater demand for public services,

districts with fewer dollars to spread around have learned that forming

partnerships can also be fiscally prudent. A recent Coalition for Community

Schools study finds that, on average, districts leverage three dollars from

community partners for every dollar they allocate. Partners can contribute

dollars or in-kind support in the form of access to family programs, health

services, and more.6

The structures and functions associated with building a community schools

strategy are built on a deepening foundation of collective trust. That trust is

vital to achieving the collective impact that emerges when school and

community partners share responsibility for the education of our children and

youth.

Collaboration matters greatly in school reform. Successfully implementing a

community school strategy is impossible without the active involvement of

school districts and their local partners. Research shows a positive correlation

between average student academic achievement and superintendents who

engage all relevant stakeholders—including central-office staff, building-level

administrators, and school board members—in creating goal-oriented districts

focused on teaching and learning.8 School leaders involved in community

schools recognize that “all relevant stakeholders” includes community

partners.

The experience of local community initiatives suggests that collaboration

between school districts and community partners are initiated by districts or

by partner organizations. Either way the ultimate goal is collaboration toward a

common vision and shared results. Districts and their union partners play an

essential role in planning and implementing a communitywide strategy.

Together, they also have the ability to dramatically scale up the number of

community schools and students being served. Indeed, collective impact

results from the organization of key stakeholders into communitywide

leadership groups that have a shared vision, build a common policy framework,

and align their resources.

In other instances, school districts have taken the first steps toward a

community school vision. This is most likely to happen when school leaders

personally experience the positive benefits that result from partnership efforts.

As the number of community school initiatives grows, many more school

leaders are learning firsthand how collaborative partnerships can help

educators do their work—and many more are taking steps to organize,

coordinate, and institutionalize community school relationships in their own

districts.

Convinced by Cedar Hall’s strong family involvement and community support,

the district expanded the approach system wide. A community school strategy

is now a district priority, and is included in school-improvement plans and

budgetary allocations, and implemented in all 38 Evansville Vanderburgh

schools. It has lasted through four superintendents and has become part of the

district’s culture. When asked whether he would change strategies just one day

after being hired, David Smith, the newest superintendent, said, “The change is

going to be we’re not going to change. We’re totally committed to early

childhood, family, school, community partnerships. … quite frankly, we can’t

solve or resolve [school] issues in isolation. It takes a community effort.”

Similarly, a number of assets set the stage for a comprehensive community

school strategy in the Oakland Unified School District in Oakland, California,

including having many community agencies already working in schools and

even an existing Department of Complementary Learning to coordinate their

work. But it took the vision of new superintendent Tony Smith and his decade

of experience implementing a community school approach in another school

district to convincingly engage the community in a collective effort and plan for

district-wide implementation. In 2010 the school board institutionalized a

community school strategy as the central part of the district’s reform agenda.

While still in the early stages of its work, the Oakland Unified School District

has buttressed its new school motto—“Community Schools, Thriving

Students”—with staff and policies to support the new strategy.

Teachers participation- The word curriculum steams from the Latin verb

Currere, which means to run. The Latin noun curriculum refers to both

a 'Course' and a 'Vehicle' (Mckernan, 2013). In the context of education, the

most obvious interpretation of the word is to view it as a course of

'Learning'. The very short definition of curriculum as a 'plan for learning ‘used

by the Hilda Taba in 1962, therefore seems quite adequate. Therefore, the word

‘Curriculum' means different things to different people. To some, curriculum

is the textbooks used in the course. To others it means daily actions taken

by the teachers and the students in the classroom for learning achievement. To

some others it is the content of instruction (Kelly, 2004). Moreover, it is a set of

skills targeted for instruction and also assessed for instruction. In this sense,
curriculum does not refer to the materials (textbooks, information material, lab

materials) utilized and does not refers to the education tools and methods used

by teachers to achieve the instructional targets i.e. Curriculum as defined in

this fashion, curriculum is simply the list of skills that we wish our students to

learn (Null, 2011). In a broad sense Mckernan (2013) says, "A curriculum is

more like a musician's folio than an engineer's blue print" (p. 7). Carl (2009)

said that curriculum is therefore a broad concept which may include all

planned activities and thus also subject courses which take place during a

normal school day. It also includes sifter school planned activities, such as

societies and sports. This all takes place within a specific system, is

continuously subject to evaluation and the aims lead to accompany the child to

adulthood so that he/she can be a useful citizen with in

community. (Schubert, 1986 as cited in Anderson, 2004) tries to makes

different images or characterization of understanding of the curriculum.

Curriculum as Subject Matter is the most traditional understanding of

curriculum as the combination of subject matter to form a body of content to

be taught. Curriculum as Experience is a more recent understanding of

curriculum as the set of experiences that learners encounter in educational

contexts. Most of these experiences have been purposively planned by means of

the written curriculum but many more experiences are encountered by

learners in educational contexts. By experiencing the hidden curriculum

learners acquire many forms of learning that were not planned but are usually

highly significant. Curriculum as Intended Learning Outcome argues that

curriculum is a comprehensive planning of learning experiences for students,

predetermined before they commence and is the best way to address

learners’ needs. Curriculum as Cultural Reproduction, views that curriculum

should reflect the culture of a particular society. The role of school, it is

argued, and hence the curriculum, is to pass on the salient knowledge and

values used by one generation to the succeeding generation. Curriculum as

Currere refers to curriculum as a process of providing continuous personal

meaning to individuals that emphasizes the individual’s capacity to participate

and re-conceptualize up on one’s experience of life. Curriculum is the

interpretation of lived experience.

 Through the social process of sharing, individuals come to a greater

understanding of themselves as well as others and the world. Curriculum as

an Agenda for Social Reconstruction holds that schools should provide an

agenda of knowledge and values that guide students to improve society and the

cultural institutions, beliefs, and activities that support it. Curriculum as

Discrete Tasks and Concepts is seen as a set of tasks to be mastered, and they

are assumed to lead to a pre-specified end. Curriculum as a Program of

Planned Activities focuses on a comprehensive view of all activities planned for

delivery to students and incorporates scope and sequence, interpretation and

balance of subject matter, motivational devices, teaching techniques, and

anything else that can be planned in advance. After analyzing the above

concepts of curriculum, I have come to know to that curriculum indicates

content to be taught in the classroom to the way of providing the personal

meaning of individual through the lived experiences. Not only that, curriculum

is a set of learning experiences that learner encounter in educational context.

Similarly, curriculum is intended plan which reflects what student should

learn and must acquire after the end of entire year of schooling and also the

competencies to be mastered by student. Society should be improved by

curriculum because no society or culture is perfect and curriculum reflects the

culture of particular society where it is being taught. Hence the concept of

curriculum may depend on the thought of people, their place and their culture.

Teacher Attitude - means the individual's prevailing tendency to respond

favorably or unfavorably to an object (person or group of people, institutions or

events). Attitudes can be positive (values) or negative (prejudice). Social

psychologists distinguish and study three components of the responses: a)

cognitive component, which is the knowledge about an attitude object, whether

accurate or not; b) affective component: feelings towards the object and c)

conative or behavioral component, which is the action taken towards the object.

We understand that in most situations the three components appear

concomitantly to shape teachers' classroom postures, through a direct and

indirect interaction between society, school and teachers, following the model

presented above. Leite (2014) raises questions about how does society see the

need for change, what are its demands, what is considered modern, and how

do these beliefs influence teachers' views and behavior in school. The fact that

most teachers most of the time behave as information providers (Brown, 2012).
The basic model of teaching in this case is: a) spontaneous ; (b) belief that all

students are identical and ready to follow same type of instruction; ©

acceptance of models the teachers were taught; and (d) lack of readiness about

students' forms of learning and thought, (Hallbawchs,2015). The lack of

coherence between the teachers' classroom attitudes and their expressed belief

on active methods of interaction. Black (2013) reported a study made in a

physics classroom were the teacher strongly believed in his ability to conduct

an interactive science class. When observed, he was talking to the class 90% of

the time. Activity dominated learning situation studies show that students

listen to the instructor more than 50% of the laboratory time. (Hegarthy-Hazel,

2012). Bliss and Ogborn (2013) did a naturalistic study and reported 43 stories

about the science laboratory. More than half of the students had bad recalls

from their laboratory work. Carvalho (2012), mentions the dichotomy between

the liberal discourse in opposition to repressing action that dominates the

teacher training courses. A study of the beliefs and opinions of science teachers

(physics, biology and chemistry and mathematics) about the nature of science

and science education (Souza Barros et al., 2014) indicated that though

physics teachers were less dogmatic about the nature of science and approved

curricular modifications and active methods in the classroom, their standing in

the classroom indicated otherwise. Koulaidis (2014) found that science

teachers' pedagogical positions are quite traditional, giving great emphasis to

presentation of knowledge and pupils' abilities to think in abstract terms.

There is good agreement (Baird et al, 2013) that teachers who are seldom asked
to reflect upon their own teaching could be no more than mere repetitions of

book material. Since teachers have a major role in any education reform they

should be solicited to understand new proposals and to participate in their

formulation, to analyze their performance and modify their behavior, their

personal conceptions on how to teach and what to teach. Most teachers,

influenced by how they were taught tend to replicate the model. Teachers'

styles, and mainly their attitudes, are strong context outcomes, rooted in

experience and do not become automatic routine conducts, in the sense that

they are developed via very slow interactions (action/reaction) and become well

established constructs for each individual only after some time. In that sense

attitudes can be modified only by each individual, when he/she becomes

aware, via elements and evidence, that new postures would be better to deal

with the world around. We agree with Carr's (2013) statement that professional

change and educational change are two strongly related problems. So we could

argue about the possibility to modify teaching attitudes by means of teaching

programs, as we believe to be true when we teach specific competencies in the

pre-service courses. On the other hand, we need to worry about teachers'

negative attitudes since they affect a large number of the student population.

As quoted by Lederman (2015), science illiteracy is very high, ranging up to

90% (developed and developing countries).

According to Nemser-Feinman and Floden (in Wittrock, 2016) teachers go

through three stages when they start teaching: adequacy, mastery and impact
awareness of the effect of their teaching on the students. Pre-service courses

should prepare the future teacher for adequacy and mastery. In-service

programs should help the teacher to actualize their knowledge with the

acquisition of adequate instruments and methodologies to solve problems.

Solomon et al. (2015) state that science teachers more than most, require an

entitlement to regular re-training in school time, this in addition to pre-service

training. In our opinion, the teachers belonging to group c are obviously a

missing case, as far as the teaching programs are concerned, since the system

has injured them deeply and the efficiency of actions taken to retrieve their

interest in teaching is frequently low and wasteful. Most experiences show that

individuals in this group do not believe in the educational system, are skeptical

in relation to the students and tend to drop out of actualization programs,

when they, voluntarily or not, engage in them. Paradoxically, those teachers

that belong in this category are either very conscious or very naive in political

terms, but the fact is that only structural and professional conditions define to

a large extent their attitudes and beliefs, reflecting in negative teaching

practices and their consequent behavior in the classroom (Sacristan, 2016,

Leite, 2014). Teachers belonging to group (a) are sensitive to training programs,

because those attitudes are closely related to the lack of some specific teaching

competence. If pre-/in-service teaching programs are to be successful providing

such competencies, then teachers would likely either not show negative

attitudes or would modify them as required.

Group (b) presents a challenge for the in-service course. Teachers in this group

are generally mature and have good teaching ideas and beliefs, together with

unsystematic practices. These teachers need refreshing for competence

rebuilding, so their attitudes may be modified by the appropriate in-service

programs which take into consideration these favorable conditions. The

existence of group (b) indicates the necessity to pay more attention to pre-

service teacher’s education (Elia, 2013). As pointed out by Krasilchik (2016),

pedagogical practices of the pre-service courses do not modify significantly

pedagogical practices in primary and secondary schools. Ryu (2012) conducted

a survey among Japanese teachers, about their opinion of the pre-service

educational programs they had at the university in preparation for their future

professional performance. The majority of the teachers indicated that the pre-

service teachers' programs (courses, procedures and models) were, at best, of

some use to prepare them for teaching.

On the other hand, it is necessary to pay attention to what the in-service

programs have to offer. Most of them run pilot courses, didactic materials are

constantly reinvented, financial support is mainly temporary, depending on

funds and projects. On the positive side it can be mentioned that they provide

teachers with new approaches and methods, present current literature and

educational technologies and lead the teachers to reflect upon their practices.

More efficient models of in-service programs involve cooperative research in the

classroom (see, for example Carvalho and Gil -Pérez, 2013).

As already stated in the introduction we do not believe in drastic changes and

universal recipes. Effective actions to solve the problem of teachers'

inadequacies are relative to given contexts and begin by the professional

recognition of the teacher. One basic aspect to improve classroom practice is

simple: to allow the teacher to identify and reflect about the aspects in their

practice that need change. Teachers should be directly involved in defining

priorities about what are their real problems and able to select appropriate

solutions. (Tobin, 2013, Hewson and Hewson, 2014). It is easy to establish

objectives and policies in education but the implementation of real change

teaching strategies in order to put into practice contemporary school reform

involves high risks for the teachers and financial costs for the schools (Bybee,

2015). It is also important to analyze the consequences of teachers' attitudes.

Pre-service courses can benefit from that knowledge and guide the selection of

courses and methodologies to insure a good foundation for the future teachers.

One possible way to permit a critical evaluation could be putting together the

two groups (teachers and students) during the undergraduate training period

of the future teachers.

Production of Instructional Materials - Well, we all know that Teachers at all

levels utilize a variety of instructional materials such as textbooks,

presentations and handouts to enhance the quality of their lessons. The quality

of those materials directly impacts the quality of teaching. Knowing how to find

the best instructional materials is a valuable skill for a teacher to have.

Teaching is a total package; it is true that teacher is the best instructional

material because teacher is the one who manage the classroom. As the saying

goes “you are the captain of your mind and the master of your soul” teacher is

the captain of the classroom because of molding the minds of the students to

become competent and independent individuals when it comes to excellence.

Master of the classroom because of proving good feedback and developing the

potential of the students through nurturing their minds for the possibilities in

life. Using strategies or techniques that are varied to make teaching effective

and meaningful is also a big factor for the students so that they can build

confidence and have mastery of the subject matter. Learning materials are

important because they can significantly increase student achievement by

supporting student learning. ... This process aids in the learning process by

allowing the student to explore the knowledge independently as well as

providing repetition. Jun 15, 2016. Instructional materials include items

such as: kits, textbooks, magazines, newspapers, pictures, recording videos

etc. Instructional materials play a very important role in the teaching and

learning process. It. enhances the memory level of the students. Oct 29, 2015.

There are many kinds of instructional materials, but some of the most used

ones are traditional resources, graphic organizers, and teacher-made

resources. Traditional resources include textbooks and workbooks. ... Teacher-

made resources are anything a teacher makes to use in the classroom. Sep 25,

2015. Instructional Materials Educational resources used to improve

students' knowledge, abilities, and skills, to monitor their assimilation of

information, and to contribute to their overall development and upbringing.

Dec 5, 2013

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

 This portion of the study indicates the research design, research

instrument, respondents of the study, data gathering procedure and statistical

tool used.

The Research Design

The researcher used the descriptive survey utilizing correlational analysis

method of research, to determine the School Learning Environment and

Teachers Performance in the Division of Sultan Kudarat for the School Year

2019-2020.

These data will be taken from survey questionnaires which were made

for further analysis. The relationships of these factors were analyzed

statistically. Therefore, a method of correlation analysis was adopted;

Respondents of the Study

The respondents of the study were the 90 teachers in Kulaman

District I, Division of Sultan Kudarat. The total complete enumeration

was used to determine the total number of respondents

Locale of the Study

 The study will be conducted to the twenty-one (21) schools Kulaman

District I, Senator Ninoy Aquino, Sultan Kudarat. The following are the schools

Tamangan Elementary School, Kisaday Elementary School, Kuden Elementary

School, Buenaflores Elementary School, Kulaman Central Elementary School,

Tinalon Elementary School, Kadi Elementary School, Midtungok Integrated

School,

Bugso Elementary School, Sewod Elementary school

The Research Instrument

To determine the School Learning Environment and Teacher Performance

in the Division of Sultan Kudarat for the School Year 2018-2019, the

researcher made use of a survey questionnaire.

The questionnaire contained questions that dealt on the school learning

environment and teacher performance A Likert scale using 3.46 – 4.00 Highly

Evident; 2.46 – 3.45 Evident; 1.46 – 2.45 Less Evident 1.00 – 1.45 Least

Evident was used.

The answered questionnaire was tested using Gattman Split-Half

Coefficient Method of Reliability and SPSS software.

Validity and Reliability of the Research Instrument

The second part of the research instrument is a researcher’s made

questionnaire. After the questionnaire was formulated and have it check by the

panel of experts such as the adviser, master teachers, principal and SKCI
panel, the researcher will distribute it to 10 teachers not respondents of the

study. To test the validity and reliability of the questionnaire. The answered

questionnaire will be tested using Gattman Split-Half Coefficient Method of

Reliability and SPSS software which resulted to ________. Hence, the research

questionnaire was declared valid and reliable

Data Gathering Procedure

The researcher will ask permission from the Schools Division

Superintendent of Sultan Kudarat to conduct this study. After his approval,

the researcher likewise had to seek the permission of the District Supervisors,

the school heads to allow her to gather the needed data. After doing so, the

researcher will distribute the questionnaires to the respondents personally.

After its distribution, the researcher will retrieve and check all the items

if properly answered. Then tabulation and analysis were processed through the

use of Microsoft Excel for quick and accurate result. It was run by a computer

using the Statistical Package for Social Sciences (SSPS).

The data was presented in Table after it was analyzed and interpreted

using the processing techniques.

Statistical Treatment
 For analysis and interpretation of this study, the following statistical

tools are identified: Weighted Mean using central limit theorem and Pearson

Product Moment of Correlation in finding the school learning environment and

teachers’ performance.

Chapter VI
 PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter present the analysis and interpretation of the data gathered in

this study.

Table 1

School Improvement Plan

Indicator Mean Interpretation

1. Renovate the classroom for the conducive

4.00 Highly Evident
learning process of the teachers and pupils.

2. School have beautiful physical appearance. 3.98 Highly Evident

3. School provide the school facilities of the

4.00 Highly Evident
classroom needed for the learning process.

4. School heads sending teachers to the seminars

4.00 Highly Evident
for professional growth and development.

5. School head support the school activities

specially for the betterment of the school 3.99 Highly Evident

programs.

Overall Mean 3.99 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident
 1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 1. Shows the School Improvement Plan the overall mean 3.93 which

being interpreted as highly evident that the teachers and school head are

helping hand each other for the concern of school and pupils. The teachers

make them classroom in and out make beautiful and conducive with the

complete facilities. The school head supports all the activities of his/her

teachers and students and sending all the teachers to the seminars for their

professional growth and development.

The respondent indicate: Renovate the classroom for the conducive learning

process of the teacher and pupils (4.00); School have beautiful physical

appearance (3.98); School provide the facilities of the classroom needed for the

learning process (4.00); School head sending teachers to the seminars for

professional growth and development (4.00); and School head support the

school activities specially for the betterment of the school programs (3.99).

Table 2

Classroom Improvement

Indicator Mean Interpretation

 1. Children feel comfortable in a classroom
3.97 Highly Evident
arrangement.

2. Tables and chairs are easy to move for

3.96 Highly Evident
collaborative work for the children.

3. Classroom conducive for learning. 3.98 Highly Evident

4. Classroom has reading corner or mini library. 3.96 Highly Evident

5. Classroom is organize and free from hazardous. 3.97 Highly Evident

6. Classroom is decorated with plants. 3.90 Highly Evident

7. Uses effective examples and illustration. 3.99 Highly Evident

8. Classroom is well ventilated . 3.97 Highly Evident

Overall Mean 3.95 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 2 shows the classroom improvement. The overall means 3.95 which is

being interpreted as highly evident that the teachers improved his/her

classroom for the students.

The respondent indicate: Children feel comfortable in classroom arrangement

(3.97); Tables and chairs are easy to move for the collaborative work for the

children (3.96); Classroom conducive for learning (3.98); Classroom has

reading corner or mini library (3.96); Classroom is organized and free from

hazardous (3.97); Classroom is decorated with plants (3.90) Uses effective

examples and illustration (3.99); and Classroom is well ventilated (3.97).

Table 3

Implementation of the Curriculum

Indicator Mean Interpretation

1. Teacher accurate and up-to-date information. 3.88 Highly Evident

 2. Coordinates learning content with. 3.94 Highly Evident

3. follows prescribed curriculum. 3.98 Highly Evident

4. Chooses activities relevant and appropriate to

3.89 Highly Evident
the students activities.

5. Chooses activities relevant to the curriculum. 3.97 Highly Evident

6. Present learning content in a logical sequential

3.96 Highly Evident
order.

7. Uses effective examples and illustration. 4.00 Highly Evident

8. Demontrates flexibility in planning. 3.98 Highly Evident

Overall Mean 3.94 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 4 shows partnership with stakeholders. The overall means 3.83 which is

being interpreted as highly evident which stakeholders support the school in all

program and activities to show their concern, love their children and also to the

school.
The respondent indicate: Parents support the implementation of school

curriculum (3.83); Parents monitor the behavior and social development of

their children (3.87); Stakeholder are actively participating in school activities

(3.93); Community support all school activities (3.83); Stakeholders help the

school specially in physical improvement of the school (3.80); Stakeholder

established a plan together with the faculty and staff; Stakeholder initiate

activities for their children’s program and Stakeholder filling the gap between

their children and the school administration by resources which are not

available in school which have the same interpreted mean (3.80).

Table 4

Partnership with Stakeholders

Indicator Mean Interpretation

1. Parents support the implementation of school

3.83 Highly Evident
curriculum.

2. Parents monitor the behavior and social

3.87 Highly Evident
development of their children.

3. Stakeholders are actively participating in school

3.93 Highly Evident
activities.

4. Community support all schools activities. 3.83 Highly Evident

5. Stakeholders help the school specially in

3.80 Highly Evident
physical improvement of the school.

6. Stakeholders established a plan together with

3.80 Highly Evident
the faculty and staffs.

7. Stakeholders initiate activities for their

3.80 Highly Evident
children’s program.

8. Stakeholders filling the gap between their

children and the school administration by 3.79 Highly Evident

resources which are not available in school.

Overall Mean 3.83 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

 1.00-1.45 Least Evident

Table 4 shows partnership with stakeholders. The overall means 3.83 which is

being interpreted as highly evident which stakeholders support the school in all

program and activities to show their concern, love their children and also to the

school.

The respondent indicate: Parents support the implementation of school

curriculum (3.83); Parents monitor the behavior and social development of

their children (3.87); Stakeholder are actively participating in school activities

(3.93); Community support all school activities (3.83); Stakeholders help the

school specially in physical improvement of the school (3.80); Stakeholder

established a plan together with the faculty and staff; Stakeholder initiate

activities for their children’s program and Stakeholder filling the gap between

their children and the school administration by resources which are not

available in school which have the same interpreted mean (3.80).

Table 5

Teacher Participation in School

Indicator Mean Interpretation

 1. Teachers participates in all school activities. 4.00 Highly Evident

2. Willing to spend time and for the school

3.90 Highly Evident
activities.

3. Teachers are eager to participate in all programs

3.92 Highly Evident
in school.

4. Teachers involved in activities to have a good

3.82 Highly Evident
partnership with the stakeholders.

5. teacher get involved in activities in order to

learn more and pass the knowledge to the 3.84 Highly Evident

learners.

6. Teacher get involved in activities with

3.99 Highly Evident
enthusiasms.

7. Teacher learned more in participating in all

3.98 Highly Evident
activities in school.

8. Teacher gain self confidence in involving in

4.00 Highly Evident
school activities.

Overall Mean 3.93 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

 1.00-1.45 Least Evident

Table 5 shows the Teachers attitude. The overall means (3.93) which is being

interpreted as highly evident. The teacher attitude has a great impact to the

willingness of the pupils to their studies. Knowledgeable, loving, and concerns

teachers are the mean reason that the children love and eager to go to school.

The respondent indicate: Teachers are ready to teach their subject(4.00);

Teacher come to school regularly and punctuality(3.90); Teacher show deep

interest in teaching their subjects (3.92); Teacher teach to solve the problem

and make sound decision (3.82); Teacher teach complex topic that involve

reasoning (3.84); Teacher strive towards making learning easier for the

students (3.99); Teacher don’t know to teach other subject except his/her

major(3.98); and Teacher teach children method they like(4.00).

Table 6

Teacher Attendance

Indicator Mean Interpretation

 1. Teacher has always in attendance. 4.00 Highly Evident

2. Teacher absence lower student achievement. 3.90 Highly Evident

3. Teacher attendance led to higher level of chronic

absence among students. 3.92 Highly Evident

4. Teacher absence gives low quality of education. 3.82 Highly Evident

5. Teachers attendance is directly related to the

academic outcomes of the pupils. 3.84 Highly Evident

6. Teacher absence makes the class week. 3.99 Highly Evident

7. Teacher absence led to the children lose of

interest going to school. 3.98 Highly Evident

8. Teacher absence led to the pupils lose of interest

going to school and led to transfer to other

school. 4.00 Highly Evident

Overall Mean 3.93 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 6. shows the Teachers Participation in School. The overall means (3.93)

which is being interpreted as highly evident. The teacher participation is very

important for the involvement in classroom activities.

The respondent indicate: Teachers participates in all school activities (4.00);

Willing to spend time and for the school activities (3.90); Teachers are eager to

participate in all programs in school (3.92); Teachers involved in activities to

have a good partnership with the stakeholder (3.82); teacher get involved in

activities in order to learn more and pass the knowledge to the learners (3.84);

Teacher get involved in activities with enthusiasms (3.99);Teacher learned more

in participating in all activities in school (3.98);Teacher gain self confidence in

involving in school activities (4.00).

Table 7

Teachers Attitude
Indicator Mean Interpretation

1. Teachers are ready to teach their subject. 4.00 Highly Evident

2. Teacher come to the school regularly and

3.90 Highly Evident
punctuality.

3. Teacher show deep interest in teaching their

3.92 Highly Evident
subjects.

4. Teacher teach to solve the problem and make

3.82 Highly Evident
sound decision.

5. Teacher teach complex topic that involve

3.84 Highly Evident
reasoning.

6. Teacher strive towards making learning easier

3.99 Highly Evident
for the students.

7. Teacher don’t know to teach other subject

3.98 Highly Evident
except his/her major.

8. Teacher teach children method they like. 4.00 Highly Evident

Overall Mean 3.93 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 7. Shows teacher attendance. the overall mean of 3.93 which is being

interpreted highly evident that teacher attendance had a big impact to the

pupil performance.

The respondent indicate: Teacher has always in attendance (4.00); Teacher

absence lower student achievement (3.90); Teacher attendance led to higher

level of chronic absence among students (3.92); Teacher absence gives low

quality of education (3.82) Teachers attendance is directly related to the

academic outcomes of the pupils (3.84) Teacher absence makes the class week

(3.99); Teacher absence led to the children lose of interest going to school

(3.98); Teacher absence led to the pupils lose of interest going to school and led

to transfer to other school (4.00).

Table 8

Production of the Instructional Materials.

Indicator Mean Interpretation

 1. Instructional materials support students
4.00 Highly Evident
learning and increase student improvements.

2. Instructional materials increase students

4.00 Highly Evident
achievements.

3. Instructional material help teacher to deliver

4.00 Highly Evident
lesson easily.

4. Instructional materials gets the interest of the

4.00 Highly Evident
pupils to learn.

5. Instructional materials provides valuable

4.00 Highly Evident
routine in a classroom.

6. Instructional materials make the pupils

4.00 Highly Evident
participative in the lesson.

7. Instructional materials help teachers get the

4.00 Highly Evident
attention of the pupils.

8. Instructional materials motivates the pupils to

4.00 Highly Evident
engaged in the lesson.

Overall Mean 4.00 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 8. shows the production of materials. The overall means 4.00 which is

being interpreted as highly evident. Production of materials has a big impact to

help the teachers deliver her/his lesson easy and understandable. The pupils

actively participate in all lesson.

The respondent indicate: Instructional materials support students learning and

increase student improvements; Instructional materials increase students

achievements; Instructional material help teacher to deliver lesson easily;

Instructional materials gets the interest of the pupils to learn; Instructional

materials provides valuable routine in a classroom; Instructional materials

make the pupils participative in the lesson; Instructional materials help

teachers get the attention of the pupils; Instructional materials motivates the

pupils to engaged in the lesson; Instructional materials make the learning

process easy understand specially reading and comprehension the mean are 4

highly evident

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