Survey Questionnaire

A SURVEY QUESTIONNAIRE FOR TEACHERS

The dissemination of this paper is approved by the school Principal (Sir………) in

Division of Taguig City and Pateros. Respondents shall be involved non-random selection at

Stand-Alone Senior High School in Barangay Fort Bonifacio.

Your support will be appreciated and will give so much to the success of this endeavor.

Thank you very much and more power. God bless!

R.F.H.

Instructions: Please check ( ) the requested information from the given option.

I. PROFILE OF THE TEACHER

NAME:____________________________________

(Optional)

SCHOOL:_________________________________

GENDER: Male Female

AGE: CIVIL STATUS:

25 and below Single
26-35 Married
36- 45 Widow/er
46 and above Separated
HIGHEST EDUCATIONAL ATTAINMENT:

Doctorate Degree

M.A. with Doctoral Units

Master’s Degree

Bachelor’s Degree with M.A. Units

Bachelor’s Degree

LENGTH OF SERVICE:

0- 5 years 11-15 years 21 and above

6- 10 years 16-20 years

II. COT-RPMS IN THE TEACHING PERFORMANCE OF TEACHERS

This questionnaire is intended to identify how teachers assess the COT-RPMS in the

teaching profession in three (3) mega schools in the division of Taguig City and Pateros.

Instructions: Kindly check ( ) on what you actually do/experience based in the statement

using the following scales:

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree
 4 3 2 1
Teachers’ Performance
1. Received credit and recognition from the head/school.
2. Allowed teachers to systematically record observations which
are immediately available for planning future lessons.
3. Applied necessary knowledge along with the curriculum teaching
areas.
4. Applied a range of teaching strategies to develop higher-order
thinking skills for the students.
5. Managed classroom structure to engage learners in hands-on
activities.
6. Implemented learning processes to meet curriculum
requirements.
7. Used different types of assessment strategies aligned with
curriculum requirements.
8. Assisted teachers to adapt and/or respond more quickly and
effectively to emerging circumstances associated with the
challenges brought by the pandemic.
9. Addressed and resolved students’ weakness to be better.
10. Used ICT to help students, co-teachers, and school head to
establish learning goals, vision, and mission of the school more
efficiently.
Teachers’ Professional Development
1. Earned credits for school promotion
2. Faced head-on challenge what turned into strength to become
more effective teacher.
3. Increased participation in meetings and school/division activities.
4. Availed of coaching from master teacher and school head on
how to work more effectively in teaching, school requirements and
profession.
5. Ensured quality teacher performance at different stages based
on key result areas (KRA).
6. Understood duties and responsibilities of teacher across career
stages.
7. Met expectation of increasing level of knowledge, practice and
professional engagement.
8. Associated their individual achievements and make a
meaningful contribution to the attainment of the DepEd’s Vision
and Mission.
9. Encouraged individual and team growth, participation, and
 commitment.
10. Initiated on planning, evaluation, implementation, and
modification as a part of teachers’ tasks at school.
III. THE IMPACT OF COT-RPMS IN THE TEACHING PERFORMANCE OF TEACHERS IN
PUBLIC HIGH SCHOOLS

Indicated below are the impacts commonly encountered by the teachers in the teaching

performance with the use of COT-RPMS in there (3) mega schools in the division of Taguig City

and Pateros.

Instructions: These are the checklists to find out more about you. Kindly check ( ) the

statement based on the following scales:

1. Never

2. Seldom

3. Sometimes

4. Frequently

5. Always

5 4 3 2 1
1. Professional standards for teachers are not established to
operationalize teachers’ quality aspects of the k-12 reform and
elaborates teacher lifelong learning.
2. No progression when it comes to responding to the
complexities of educational reforms.
3. Lack of skills, attitudes, and approaches in the light of
teaching techniques.
4. No self-reflection, explanation, or presentational mark-up
attached to written document, artifact, or means of verification
(MOV).
5. The knowledge and insights are deprived to recognize on
improving the teaching practice.
6. Lack of critical self-reflection on one’s own teaching-learning
process.
7. Lack of adaptation and/or response to merge circumstances
associated with the challenges brought by the pandemic.
8. The performance targets and accomplishments on Philippine
professional Standard.
9. No relevance, worth or value of documents and evidence of
the teachers’ performance.
10. Lack of quality instruction (e.g. lesson plan, instructional
materials, etc...) which may be used as means of verifying the
attainment of Key Result Areas.