COMPETENCY OF MAPEH TEACHERS AND ITS RELATIONSHIP TO

MANAGEMENT SUPPORT OF SCHOOL ADMINISTRATORS OF

SELECTED PUBLIC SCHOOL IN PASIG CITY: BASIS FOR
TRAINING PROGRAM

SURVEY QUESTIONNAIRE FOR MAPEH TEACHERS

PERSONAL PROFILE
Direction: Please provide the following information by filling the space provided for with
the data asked for. Kindly answer all the questions honestly.

Name: _______________________________________________________ (optional)

School: ______________________________________________________

A. Educational Attainment:
Undergraduate Degree
Course: ___________________________________________
Major: ____________________________________________
Minor: ____________________________________________

Graduate Degree
Master’s Degree: _____________________________________
Number of Units: _____________________________________
Year Graduated: _____________________________________

Doctoral Degree
Number of Units: _____________________________________
Year Graduated: ______________________________________

Direction: Kindly tick (/) the following length of experience on the space provided.
B. Length of Teaching Experience

1-5 years

6-10 years

11-15 years

16-20 years

21-25 years

25 years and above

C. Number of MAPEH-related professional/training/development attended:

SY 2018-2019 SY 2022-2023
SY 2020-2021
School: ____________________________________________________
Name of MAPEH Teacher: _____________________________________
Subject: ___________________________________________________

Part II Questionnaire: Level of Competency of MAPEH Teachers as Rated by the Students

Direction: As students, please rate your MAPEH teacher’s level of teaching by competence by
indicating your response with a check mark (/) in the column provided for each item. Use the
following response code:

LEGEND:
5- Excellent (E)
4- Very Good (VG)
3- Good (G)
2- Fair (F)
1- Unsatisfactory (U)

A. Knowledge of Subject Matter Content E VG G F U

1.Mastery
a. Knows the topic very well.
b. Has a wide perspective of the topic.
c. Leads students to draw conclusion from
available evidence(s).
d. Focuses student’s attention in identifying trends in data.
e. Guides students to integrate information from different sources.
f. Lets students recognize data into a different form.
2. Pedagogical Content Knowledge
a. Transform subject matter into a form that students understand

b. Uses strategies to enhance students’ understanding and

eliminate their misconceptions
B. Instructional Materials, Aids & Devices E VG G F U
a. Suits materials for instruction to the objective of the lesson.

b. Utilizes realistic, practical, indigenous, recycled, improvised, and

easy-to-handle materials, aids, and devices.

c. Maximizes the use if instructional materials, aids and devices.

d. Has adequate and updated instructional materials for group

activity.
e. Use a variety of instructional materials to stimulate
Higher Order Thinking Skills (HOTS) and Lower Thinking Skills
LOTS) of students.
C. Methodology Presentation E VG G F U
1. Clarity of Instruction
a. Informs learner of skills and knowledge expected of
the lesson.
 b. checks previous knowledge of learners.
c. summarizes lesson at the end.
2. Appropriate and creative use of strategies
a. Uses strategies to recognize teachers understanding
and to correct misconceptions
b. Employs discovery/inquiry approach/hands on
activities.
c. Presents relevant information from books, journal and
the internet
D. Communication E VG G F U
1. Questioning Skills
a. gives teachers time to think when asked thought-provoking Higher
Order Thinking Skills (HOTS) questions
b. phrases questions clearly and accurately
2. Learning Skills
a. listens carefully to teacher’s response
b. paraphrases teacher’s answer from the students when necessary.
c. allows teacher enough time to explain his/her teaching methodology
3. Synchronous and Asynchronous learning/F2F/ Blackboard skills
a. writes legibly and neatly.
b. uses blackboard, synchronous and asynchronous effectively and
writing in the blackboard clearly from left to right.
c. illustrates aspects of investigations using sketches, maps, flowcharts,
concept maps, schematic diagrams, etc.
4. Feedback
a. reinforces teachers correct answers to students; appropriately
addresses incorrect answers
b. leads teachers to arrive at the correct answer.
5. Body Language
a. shows enthusiasm through facial expressions
b. establishes eye contact with students from time to time.
c. stays at appropriate distance from the students
d. demonstrates relaxed body posture and gestures
6. Mannerism
a. shows no distracting mannerism
b. does not use same word(s) or phrase(s) frequently
7. Language
a. Uses correct grammar
b. talk with modulated voice
c. uses simple and correct words
8. Movement
a. Moves freely inside the classroom
b. moves with confidence and poise
9. Class Participation
a. has rapport with the students
b. generates interest and enthusiasm among students
c. involves more students in class discussion/activities
E. Methodology Presentation E VG G F U
1. Type of Test
a. Uses varied types of test questions
b. Test items require higher-order thinking skills
c. Test items are within the level of understanding of the students
d. questions are not confusing
e. Test questions follow table of specification
f. test questions are arranged from easy to difficult ones.
g. observes confidentiality in distributing the test questions.
2. Administration Tests
a. Gives clear instructions to the whole class.
b Observes individual student work during test
administration
3. Interpretation and Utilization of Test
a. Utilizes test Results as basis for instructional decision.
4. Recording and Reporting
a. Summative test results are appropriately and accurately
recorded.
b. Output of teachers like activity notebook ec. are checked and recorded
as one of the basis for performance and written task
c. Makes an accurate report to students and parents regularly.
5. Remedial Measures
a. Remedial teaching is planned on the basis of diagnosis of student’s
performance and written task.
F. Classroom Management E VG G F U
a. Checks attendance and assignments (asynchronous/synchronous).
b. Prepares the necessary instructional materials before the class starts.
c. Lets students use the facilities and other school equipment in the
activity.
d. Organizes students into working groups.
e. Assigns definite working areas for student’s activity
f. Makes sure that the students observe activity safety rules and
procedures.
g. Provides appropriate feedback on student’s behavior
h. Start finishes and lesson within the allotted time.
i. Provides guide questions and references on assignments given.
j. Conducts pre activity and post activity discussions.

Part III Questionnaire: Level of Competency of MAPEH Teachers as Rated by Themselves

Direction: As teachers, please rate yourself as a MAPEH teacher based on your level of
teaching by competence by indicating your response with a check mark (/) in the column
provided for each item. Use the following response code:

LEGEND:
5- Excellent (E)
4- Very Good (VG)
3- Good (G)
2- Fair (F)
2- Unsatisfactory (U)

B. Knowledge of Subject Matter Content E VG G F U

1.Mastery
g. Knows the topic very well.
h. Has a wide perspective of the topic.
i. Leads students to draw conclusion from
available evidence(s).
j. Focuses student’s attention in identifying trends in data.
k. Guides students to integrate information from different sources.
l. Lets students recognize data into a different form.
2. Pedagogical Content Knowledge
c. Transform subject matter into a form that students understand
d. Uses strategies to enhance students’ understanding and
eliminate their misconceptions
B. Instructional Materials, Aids & Devices E VG G F U
e. Suits materials for instruction to the objective of the lesson.
f. Utilizes realistic, practical, indigenous, recycled, improvised, and
easy-to-handle materials, aids, and devices.
g. Maximizes the use if instructional materials, aids and devices.
h. Has adequate and updated instructional materials for group
activity.
e. Use a variety of instructional materials to stimulate
Higher Order Thinking Skills (HOTS) and Lower Thinking Skills
LOTS) of students.
C. Methodology Presentation E VG G F U
1. Clarity of Instruction
a. Informs learner of skills and knowledge expected of
the lesson.
b. checks previous knowledge of learners.
c. summarizes lesson at the end.
2. Appropriate and creative use of strategies
a. Uses strategies to recognize teachers understanding
and to correct misconceptions
b. Employs discovery/inquiry approach/hands on
activities.
c. Presents relevant information from books, journal and
the internet
D. Communication E VG G F U
1. Questioning Skills
a. gives teachers time to think when asked thought-provoking Higher
Order Thinking Skills (HOTS) questions
b. phrases questions clearly and accurately
2. Learning Skills
a. listens carefully to teacher’s response
b. paraphrases teacher’s answer from the students when necessary.
c. allows teacher enough time to explain his/her teaching methodology
3. Synchronous and Asynchronous learning/F2F/ Blackboard skills
a. writes legibly and neatly.
b. uses blackboard, synchronous and asynchronous effectively and
writing in the blackboard clearly from left to right.
c. illustrates aspects of investigations using sketches, maps, flowcharts,
concept maps, schematic diagrams, etc.
4. Feedback
a. reinforces teachers correct answers to students; appropriately
addresses incorrect answers
b. leads teachers to arrive at the correct answer.
5. Body Language
a. shows enthusiasm through facial expressions
b. establishes eye contact with students from time to time.
c. stays at appropriate distance from the students
d. demonstrates relaxed body posture and gestures
6. Mannerism
a. shows no distracting mannerism
b. does not use same word(s) or phrase(s) frequently
7. Language
a. Uses correct grammar
b. talk with modulated voice
c. uses simple and correct words
8. Movement
a. Moves freely inside the classroom
b. moves with confidence and poise
9. Class Participation
a. has rapport with the students
b. generates interest and enthusiasm among students
c. involves more students in class discussion/activities
E. Assessment and Remedial Measures E VG G F U
1. Type of Test
a. Uses varied types of test questions
b. Test items require higher-order thinking skills
c. Test items are within the level of understanding of the students
d. questions are not confusing
e. Test questions follow table of specification
f. test questions are arranged from easy to difficult ones.
g. observes confidentiality in distributing the test questions.
2. Administration Tests
a. Gives clear instructions to the whole class.
b Observes individual student work during test
administration
3. Interpretation and Utilization of Test
a. Utilizes test Results as basis for instructional decision.
4. Recording and Reporting
a. Summative test results are appropriately and accurately
recorded.
b. Output of teachers like activity notebook ec. are checked and recorded
as one of the basis for performance and written task
c. Makes an accurate report to students and parents regularly.
5. Remedial Measures
a. Remedial teaching is planned on the basis of diagnosis of student’s
performance and written task.
F. Classroom Management E VG G F U
a. Checks attendance and assignments (asynchronous/synchronous).
b. Prepares the necessary instructional materials before the class starts.
c. Lets students use the facilities and other school equipment in the
activity.
d. Organizes students into working groups.
e. Assigns definite working areas for student’s activity
f. Makes sure that the students observe activity safety rules and
procedures.
g. Provides appropriate feedback on student’s behavior
h. Start finishes and lesson within the allotted time.
i. Provides guide questions and references on assignments given.
j. Conducts pre activity and post activity discussions.

COMPETENCY OF MAPEH TEACHERS AND ITS RELATIONSHIP TO

MANAGEMENT SUPPORT OF SCHOOL ADMINISTRATORS OF
SELECTED PUBLIC SCHOOL IN PASIG CITY: BASIS FOR
TRAINING PROGRAM
Part IV Questionnaire: Level of Management Support as Perceived by the Teacher
Respondents.
Directions: Read each statement with respect to your MAPEH class as a MAPEH teacher. Put a
check mark (/) in the column provided for which best describes yourself as a teacher in MAPEH
using the following response scale.

LEGEND:

5 Frequently
4 Fairly often
3 Sometime
2 Once I a while
1 Not at all

Provide Resources 5 4 3 2 1
1. Management support of school administrator provided sufficient
resources to complete the project successfully.
2. Management support of school administrator provided sufficient
resources to the project team in crises.
3. Management support of school administrator ensured availability
of sufficient resources to provide a supportive stakeholder
environment for the accomplishment of the project.
4. Management support of school administrator provided sufficient
resources to support system adaptations in the organization
5. Management support of school administrator provided adequate
resources for effective system implementation to institute
organizational change.

Structural Arrangement 5 4 3 2 1
1. Management support of school administrator developed project
strategies and structures to adapt system in the organization.
2. Management support of school administrator ensured
implementation of appropriate project structures to accomplish
project objectives.
3. Management support of school administrator strengthened
stakeholder support in the organization.
4. Management support of school administrator adapted
appropriate structures, processes, and controlling procedures to
implement organizational change.
5. Management support of school administrator focused on
strategic and structural planning to improve organizational
efficiency and market value.

Communication 5 4 3 2 1
1. Management support of school administrator regularly
communicated with the project team members to ensure successful
project completion.
2. Management support of school administrator tailored
communication to promote the significance of project in the
Organization.
3. Management support of school administrator often deliberated
project implications relating to system and organizational
Change.
4. Management support of school administrator frequently
communicated project implications to different clusters of project
Stakeholders.
5. Management support of school administrator encouraged
frequent communication to discuss potential system and
organizational changes with various groups of project stakeholders
6. Management support of school administrator established
effective communication strategy to enhance project and
organizational efficiency.

Expertise 5 4 3 2 1
1. Management support of school administrator possessed
relevant experience and expertise in project management
2. Management support of school administrator recognized
the importance of project implications, system implementation
and organizational change
3. Management support of school administrator recognized
the necessity of system adaptation in the organization
4. Management support of school administrator recognized
the
interest and power of project stakeholders;
5. Management support of school administrator encouraged
the project team to enhance project efficiency and
organizational performance.

Power 5 4 3 2 1
1. Management support of school administrator used its
power to implement critical system changes in an
organization.
2. Management support of school administrator exercised its
authority to support the team members during implementation
of project activities.
3. Management support of school administrator often used its
power to implement best project management practices in the
organization.
4. Management support of school administrator exercised its
authority to define unambiguous roles and responsibilities of
project stakeholders.
5. Management support of school administrator ensured
effective system implementation to institute organizational
change.

COMPETENCY OF MAPEH TEACHERS AND ITS RELATIONSHIP TO

 MANAGEMENT SUPPORT OF SCHOOL ADMINISTRATORS OF
SELECTED PUBLIC SCHOOL IN PASIG CITY: BASIS FOR
TRAINING PROGRAM

Part V Questionnaire: Level of Management Support as Perceived by the School

Administrator
Directions: Read each statement with respect to your level of management support to your
MAPEH teachers. Put a check mark (/) in the column provided for which best describes yourself
as a teacher in MAPEH using the following response scale.

LEGEND:

5 Frequently
4 Fairly often
3 Sometime
2 Once I a while
1 Not at all

Provide Resources 5 4 3 2 1
1. Management support of school administrator provided sufficient
resources to complete the project successfully.
2. Management support of school administrator provided sufficient
resources to the project team in crises.
3. Management support of school administrator ensured availability
of sufficient resources to provide a supportive stakeholder
environment for the accomplishment of the project.
4. Management support of school administrator provided sufficient
resources to support system adaptations in the organization
5. Management support of school administrator provided adequate
resources for effective system implementation to institute
organizational change.

Structural Arrangement 5 4 3 2 1
1. Management support of school administrator developed project
strategies and structures to adapt system in the organization.
2. Management support of school administrator ensured
implementation of appropriate project structures to accomplish
project objectives.
3. Management support of school administrator strengthened
stakeholder support in the organization.
4. Management support of school administrator adapted
appropriate structures, processes, and controlling procedures to
implement organizational change.
5. Management support of school administrator focused on
strategic and structural planning to improve organizational
efficiency and market value.

Communication 5 4 3 2 1
1. Management support of school administrator regularly
communicated with the project team members to ensure successful
project completion.
2. Management support of school administrator tailored
communication to promote the significance of project in the
Organization.
3. Management support of school administrator often deliberated
project implications relating to system and organizational
Change.
4. Management support of school administrator frequently
communicated project implications to different clusters of project
Stakeholders.
5. Management support of school administrator encouraged
frequent communication to discuss potential system and
organizational changes with various groups of project stakeholders
6. Management support of school administrator established
effective communication strategy to enhance project and
organizational efficiency.

Expertise 5 4 3 2 1
1. Management support of school administrator possessed
relevant experience and expertise in project management
2. Management support of school administrator recognized
the importance of project implications, system implementation
and organizational change
3. Management support of school administrator recognized
the necessity of system adaptation in the organization
4. Management support of school administrator recognized
the
interest and power of project stakeholders;
5. Management support of school administrator encouraged
the project team to enhance project efficiency and
organizational performance.

Power 5 4 3 2 1
1. Management support of school administrator used its
power to implement critical system changes in an
organization.
2. Management support of school administrator exercised its
authority to support the team members during implementation
of project activities.
3. Management support of school administrator often used its
power to implement best project management practices in the
organization.
4. Management support of school administrator exercised its
authority to define unambiguous roles and responsibilities of
project stakeholders.
5. Management support of school administrator ensured
effective system implementation to institute organizational
change.