Running head: PERCEIVED RELEVANCE AND RETURN ON INVESTMENT OF

PROFESSIONAL DEVELOPMENT TRAINING ACTIVITIES

Perceived Relevance and Return on Investment of Professional

Development Training Activities

Joseph Andagan

Far Eastern University

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

Introduction

What value do you embrace? This is the type of scrutiny training

development managers have to face on a daily basis, including the ones from the

educational system. Over the past decades, the focus on educational change

has been pervasive and unrelenting as education systems everywhere have

struggled to meet the needs of the time and the demands of the learners as well.

For those who have a long history of involvement in education, it is sometimes

hard to imagine that there could still be anything new under the educational

reform, as old ideas are just recycled and the pace of change often seems

painfully slow. But periodically, something surfaces that has the power to

fundamentally reshape how people work.

It has been observed by Pagliaro (2016) that almost every year, the

Department of Education (DepEd) spends thousands, if not millions of pesos, to

provide teachers training and development programs. Critiques of teacher

education from many sources viewed teacher trainings as ineffective when it

comes to the degree necessary to provide for the needs of the global community.

There is focus on theory without corresponding weight on how to implement it.

This is the dilemma that most training managers continue to address in order for

both to meet at a certain point.

In the advent of the K to 12 Curriculum, the increasing demand for

qualified teachers led to the attempts for redesigning teachers’ training and

development programs, yet there are still too many programs that have not

responded adequately. It seems that much time has been spent on designing,
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developing, delivering; yet spending less time for the follow-up activities that help

to translate positive behavior change and achieve subsequent results that

training programs are expected to deliver.

Almost everyone would have to agree that training really plays a key role

in teachers’ growth and development and this is strongly attested by Brum (2007)

of the University of Rhode Island in one of his studies, and that is why training

program must meet expectations and needs of the teachers. A successful

training program consists of management providing teachers with accurate

information and communication about the training as well as a program that

ensures that training is relevant to their jobs. Hence, output of training should be

evidenced on the performance of the student body as a whole.

One realization of the researcher is that teachers should recognize the

need for a training to be repeatable as well as rigorous. Rigorous because they

would want to make strong statements about the impact of a training and to

withstand challenges against those assertions. Repeatable because they would

want to avoid reinventing the measurement strategy for each training. However,

there should also be a realization of the need to balance rigor and repeatability

with the uniqueness of each training product.

Another reflection of the researcher is that the training programs in DepEd

tend to be conducted multiple times, that is, from the national level down to the

regional level, then to the division level or district level and finally to the school

level. The problems mostly occur in cascading the training. One session should

not be high on testing and another session low on testing. Although participants
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at each session may express satisfaction with the event, the outcomes may not

be consistent. Two things are apparent: first, the training experience needs to be

the same across the organization. If participants learn different things, the

organization is not building a common knowledge base; second, there ought to

be a considerable return on investment in the delivery of the training that may be

beneficial not only for a limited period of time and benefits only a selected few.

According to the Investopedia (2019), return on investment or ROI is a

critical measures in probing the outcome of a precise training program. ROI

tends to be measured after the fact, as a defensive measure where a training

professional or organization is attempting to isolate the impact of their efforts to

justify their existence. ROI is a summative measurement that separates business

units by attempting to isolate the efforts of each.

In this undertaking, the concept of measuring the perceived relevance and

ROI of professional development training activities among teachers will seek

post-implementation measures to gauge its value and cost-impact. Another study

on the topic by Laskaris (2018) asserts that defining expectations and developing

clear objectives that connect with tangible goals can help align any learning and

development program to deliver results that resonate with all key stakeholders.

This means that, the achieved results are directly correlated with the results

stakeholders are expecting specifically that of the students. Defining these goals

early on enables one to benchmark better and more clearly, and to understand

the true impact of training, way beyond just the cost savings. In this framework, if

the conclusion is that training adds value, the evidence needs to be persuasive,
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but not necessarily unequivocal. Although this is lesser standard of proof than

might be obtained through experimental methods, this evidentiary standard is

sufficient to reach clear and reasonable conclusions about the value of a training

program.

The researcher would also seek to scrutinize the benefits, if any, of

professional development in terms of training per se in the perspective of the

teacher and the administration. This research paper is anchored on the concept

and recognition of a need to directly intervene in provision of training for highly

critical skills, and to redirect the training programs to skills that are most needed

by public high school teachers.

Theoretical Framework

In finding the gap of the study, several literatures on ROI of training issues

have been reviewed. Based on the literature review, the study posited four

constructs adopted from Kirkpatrick’s learning theory through Multiple

Perspectives Theory lens, which are believed can influence ROI of training.

In 1959, Donald Kirkpatrick developed a four-level framework for

measuring training effectiveness (Catalanello and Kirkpatrick, 1968). These

levels include reaction, learning, behavior, and results. Each level measures an

important area and all levels should be completed in sequential order to obtain a

complete evaluation of a training program.

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Reaction refers to how well the trainees liked and responded to the

program. In this study, reaction will be measured by means of the level of job

satisfaction wherein the direct evidence of reaction towards professional

development training activities will be their realization that they are already

contented with the line of work that they have since they are being compensated

with not just the financial aspect of the job but the essential learnings that this is

indeed a noblest profession. Learning measures the extent to which the trainees

learned facts, approaches, and principles included in the training. In this study,

learning will be translated into the applicability of the knowledge gained in the

professional development training activities inside the classroom. The extent to

which job behavior changed due to the training is the behavior level. In the study,

this is being translated in the level of teaching efficiency since the learnings that

they had from the professional development training activities can only be

manifested by the changes in teaching behavior observed inside their class. The

results level includes what was achieved and what was improved as a result of

the training. Three areas evaluated within the results stage are perceptual,

performance, and financial results. Perceptual results are based on

organizational benefits such as attitudes and initiatives. Performance results refer

to measurable improvements within the organization such as increased

efficiencies and reductions in absenteeism. Financial results are the financial

costs and benefits, such as increased sales and reduced overhead. In this study,

it will be assessed in terms of impact on students performance which is the most

tangible evidence of the returns of professional development training activities.

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One of the latter developments in evaluation methodology and another

basis of this study is an approach called, “The Phillips Five-Level ROI

Framework.” Originally, ROI is a measure of corporations’ profitability to access

how effectively the company uses its capital to generate profit. In other words,

ROI compares total benefit of a program to its total cost. This concept later is

used by a wide range of disciplines which intends to seek the measurement

using cost and benefit analysis. In term of training, ROI is a measure of the

monetary benefits obtained by an organization over a specified time period in

return for a given investment in a training program. Looking at it another way,

ROI is the extent to which the benefits (outputs) of training exceed the costs

(inputs). Phillips (2003) provides a simple and logical model for calculating return

on investment in training programs. This model consists of step-by-step

approach so that the process is manageable which makes it possible to tackle

one issue at a time. As described earlier, the Phillips framework consists of five

levels of evaluations: The first level describes the evaluation of reactions,

satisfactions, and planned actions; the second level represents learning; the third

level involves application and implementation; the fourth level indicates business

impact; and the fifth level shows return on investment.

The aforementioned theories will serve as a basis to better understand the

returns of the professional development training programs. These will function as

key indicators to countercheck whether these programs really observed and

committed to the department’s Vision, Mission, Goals and Objectives (VMGO). It

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is an imperative that the professional development training programs by itself

must be geared towards realization of the aims of the educational system.

Conceptual Paradigm

To implement the study following predictor, moderator, and outcome

variables are shown in the paradigm. The professional development training

activities among teachers is the predictor variable, the teachers’ feedback in

relation to the training initiatives is the moderator variable, and ROI of training

that must be evident in the delivery of instruction and service is the outcome

variable. These three variables have been chosen to see the relationship

between these variables i.e. to see the ROI of professional training &

development on the organizational performance. The research paradigm can

also be seen from the following diagram.

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Independent Variable Dependent Variable

Perceived Relevance of ROI of Professional

Professional Development Development Training
Training Activities among Activities in terms of:
Teachers as to: a. Level of Teaching
a. Applicability in the Efficiency
Classroom b. Level of Job Satisfaction
b. Impact on Student
Performance

Teachers’ Demographic Profile

in terms of:
a. Age
b. Gender
c. Years in
Service
d. Educational
Attainment

Moderating Variables

Figure 1. Hypothesized Relationship among Variables

Figure 1 presents the three variables, namely: predictor, moderator, and

outcome variables that will be used in the study. The predictor variable is the

perceived relevance of professional development training activities among

teachers. This includes the training activities such as applicability in the

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classroom and impact on student performance. The outcome variable is

described as the extent of the ROI in terms of teachers’ level of teaching efficacy

and job satisfaction that must be evident through the drastic improvement in the

delivery of instruction and service. Moderator variable include the demographic

profile in terms of age, gender, years in service, and educational attainment.

The one-headed arrow that connects the predictor variable and the

outcome variable indicates the hypothesized relationship between them. Also,

the moderator variable intervenes in the correlation that suggests a possible

effect in the relationship. Both predictor and outcome will be deemed as a basis

for professional development model.

Statement of the Problem

The general problem of this study is examining the relationship between

perceived relevance and ROI to be taken together and separately with the

realities on the professional development training activities. Specifically, this

study will seek answers to the following questions:

1. What is the perceived level of relevance of professional development

training activities of teachers in terms of:

1.1 applicability in the classroom; and

1.2 impact on student performance?

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2. What is the ROI of the professional development training activities in

terms of:

2.1 level of teaching efficiency; and

2.2 level of job satisfaction?

3. Is there a relationship between perceived level of relevance of

professional development training activities, teaching efficiency, and

job satisfaction,?

4. Which of the following variable moderates the relationship between

perceived level of relevance of professional development training

activities, teaching efficiency and job satisfaction?

4.1 Age

4.2 Gender

4.3 Years in Service

4.4 Educational Attainment

Hypothesis

Hypothesis development is very important because acceptance and the

rejection of hypothesis show the significance of the study. On the basis of

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literature review and above theoretical framework the proponent came to develop

following null hypothesis.

1. H0: Perceived relevance of professional development training activities

has no significant relationship on the teacher’s level of efficiency and job

satisfaction.

Ha: There is a significant relationship between perceived relevance of

professional development training activities on the teacher’s level of

efficiency and job satisfaction.

2. H0: Demographic profile such as age, gender, years in service, and

educational attainment do not moderate professional development training

activities and teacher’s level of efficiency and job satisfaction.

Significance of the Study

The researcher has determined the following groups of individuals to be

the major beneficiaries of the present study:

Students. The study would increase students’ knowledge and

competencies since they are one of the beneficiaries of the ROI from the

trainings that teachers went through. It broadens knowledge about the changing

environment. This would ensure that students reach their fullest academic

potential.

Public High School Teachers. This will enable them to realize the

importance of the training and its conveyance to the academe. The study will

provide relevant suggestions for employee professional development practices of

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public high school teachers in Educational District II (EDDIS II) of Bulacan.

Furthermore, this will serve them as eye-opener to have the initiative to meet the

ROI of the Department of Education.

Parents. The findings would serve as a reality check on the development

of their children. The ROI of the trainings that the teachers would have will be

manifested among the students.

School Heads. Results of this study will help them realize the

responsibility not only to train teachers to acquire technical knowledge and skills,

but they will help them build positive social values among these people. By

clearly inculcating the significance of training and its long-term outcome,

educators can become more valuable instruments of change as a product of the

professional development and more solicitous in the ROI of training per se.

Curriculum Planner. They will become aware of the special role in

collaborating with the school officials in preparing the teachers towards the

successful career path and responsible educators hence they will be able to

perceive relevance and ROI of the professional development training activities of

the agency. This will also dole out suggestions on the revamp of the planning

and implementation of the training particularly professional development.

Scope and Limitation of the Study

This study is intended to be a preliminary research exploring the

application of ROI principles to a specific type of professional development

training endeavor. This is not intended to be inclusive, but merely illustrative. This
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will only verify the assumption that there is, indeed, return on investment in

professional development training activities. An underlying premise is that similar

training activities are undertaken at all levels of public education, and that they

should all be included in the study.

The scope of this study will be limited to the practice of training and

development. Thus, this intends to assess the existing training and development

practices of professional development training programs provided to the

presently employed teachers of three (3) public secondary high school in Pandi

District, Pandi, Bulacan. In addition, the study will rely on the responses of the

questionnaires and interviews that will be filled out and answered by teachers

who attended the professional development training activities in the SY 2019-

2020. This exploration will be limited by a short timeframe and a fixed budget;

therefore, the research is pragmatically delimited by geography, sponsor, training

type, scope, perspective and methodology. The study will be limited to public

secondary schools in Pandi, Bulacan offering high school.

Definition of Terms

To clearly understand the terms in the study, the researcher conceptually

and operationally defined the following:

Applicability. It is the usefulness of something for a particular task

(Vocabulary Dictionary, 2019). In this study, applicability is the usefulness plus

timeliness of the concepts and ideas learned in the professional development

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training activities. It is measured by the degree to which the results of an

observation, study, or review are likely to hold true in actual practice setting.

Job Satisfaction. As the name suggests, is the feeling of contentment or

a sense of accomplishment, which an employee derives from his/her job

(Business Jargons, 2019). In this study, it manifests contentment or possibly lack

of it which is arising out of interplay of teacher's positive and negative feelings

toward his or her teaching profession. It can only be felt after quite some time but

it varies depending on the person. It is measured by to what extent a person likes

or dislikes his/her job.

Perception. It refers to the way sensory information is organized,

interpreted, and consciously experienced (Lumen Learning, 2019). In this study,

it is used as the opinions and beliefs that teachers formed about the training per

se. In a nutshell, it is merely the representation of what is perceived by the

sample population.

Professional Development Training. It is defined as activities that

develop an individual’s skills, knowledge, expertise and other characteristics as a

teacher (edX, 2019). For the purpose of this study, professional development

refers to the activities that develop an individual’s skills, knowledge, expertise

and other characteristics as a teacher. This refers to activities for SY 2019-2020.

Relevance. These are learning experiences that are either directly

applicable to the personal aspirations, interests, or cultural experiences of

teachers (personal relevance) or that are connected in some way to real-world

issues, problems, and contexts (life relevance) (Cambridge Dictionary, 2019). In

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this study, it refers to how related and applicable the professional development

training activities are to the teacher’s field of profession.

Return on Investment (ROI). It is a financial metric of profitability that is

widely used to measure the return or gain from an investment. ROI is a simple

ratio of the gain from an investment relative to its cost. It is as useful in evaluating

the potential return from a stand-alone investment as it is in comparing returns

from several investments (Investopedia, 2019). In this study, it refers and will be

measured in terms of level of teaching efficiency and job satisfaction.

Teaching Efficiency. It is when a teacher believes in their own ability to

guide their students to success towards learning (Room 241, 2019). In this study,

it denotes the effectiveness and ability to deliver instruction. It will be measured

by the quality of being successful in producing an intended result among

learners.
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Literature Review

This chapter presents the conceptual and research literatures and studies

that are relevant to the variables in the study and provide background and basis

in the conduct. To gain a wider view of the study, a review of related literature

and studies is conducted. Books as well as published and unpublished theses

and dissertation and the use of Internet are included in this review. These

materials are in one way or another related to the present study.

Public School Teacher

The chronically overworked state of public school teachers in the

Philippines is well-known (David, Albert, & Vizmanos, 2019). The workload of

public school teachers is not only limited to teaching but also to other

nonteaching tasks. Given this workload, actual teaching is increasingly being

sidelined by the multitude of other responsibilities and roles that teachers play.

Following the tragic suicide of two public school teachers in 2018, the

Department of Education (DepED) has vowed to reduce teachers’ workload,

details of which have remained unclear.

Teachers have a well-defined system of promotions, performance

evaluations, and performance bonuses at individual, school, and division levels.

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With the state of out-of-school children (OOSC) in the country as the broader

context (David et al., 2019).

This is all connected to the finding in the national surveys that the reason

why more than half of children of (lower) secondary level leave school is because

of “lack of interest” (David et al., 2019). Moreover, those at risk of dropping out

are mostly children failing their classes, not following the lessons, and having

trouble understanding their books and passing their exams. They eventually lose

motivation to study because they would be sitting in class throughout the day not

understanding anything.

In the end, teachers are meant to facilitate learning. As such, they should

be models of lifelong learning, especially given the impact of emerging

technologies of the Fourth Industrial Revolution on the vastly changing job

market and the future skills required of the country’s workforce (David et al.,

2019).

The emergence of ICT in education has been so rapid that there exists a

serious information gap regarding the actual infusion of technology in education.

One force generating attention to the use of ICT in education is the growing need

for lifelong learning. The two main rationales behind the lifelong learning concept

are the rapid rise in the amount of information and the need for more frequent

career changes. ICT can help implement lifelong learning by such activities as

on-demand learning and project-based learning. It can also facilitate it by making

learning anytime and anywhere, not just in classrooms, more feasible. It is

becoming increasingly important in our daily lives and in our educational system.
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Therefore, there is a growing demand on educational institutions to use ICT to

teach the skills and knowledge students need for the 21st century (Caluza et al.,

2017). Studies reveal a number of factors which influence teachers’ decisions to

use ICT in the classroom: access to resources, quality of software and hardware,

ease of use, incentives to change, support and collegiality in their school, school

and national polices, commitment to professional learning and background in

formal computer training. The primary focal point in this article was on obstacles

that educational practitioners perceive as major impediments for realizing their

school-based ICT objectives. Among the top 10 of obstacles were material as

well as non-material conditions. The major obstacles were: lack of computers

and lack of knowledge among teachers.

According to Caluza et al. (2017) the barriers to ICT integration include

limited resources, time constraints as a result of large class sizes, limited ICT

related vision, lack of support from the Department of Education, not enough

computer skilled teachers as well as a lack of rewards and incentives.

Also, according to Caluza et al. (2017) the rise of technologies has

complicated its adoption and integration by teachers in the classroom. The

effective integration of applied science into classroom practices poses a

challenge to teachers than connecting computers to a network. For successful

integration of ICT into teaching, the review has highlighted on factors that

positively or negatively influence teachers’ use of ICT.

According to Demetriadis et al. (2014) secondary school teachers‘

attitudes towards the innovation of ICT in the curriculum. Breeding efforts are
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mostly received by teachers, but consistent support and extensive training are

necessary in order to consider themselves able for integrating ICT in their

teaching methodologies. Teachers are interested in using ICT (a) to attain a

better professional profile, and (b) to take vantage of any possible learning

benefits offered by ICT but always inside the setting of the school culture. Then

we experienced some open and communicative ways of ICT based teaching

where school objectives encouraged, but also the assimilation of ICT tools into a

traditional instructor-focused style of instruction. Teachers‘ attitude to adapt the

ICT mode of usage is justified by research evidence that emphasize the

situational character of cognition and expertness. Introducing ICT in schools is

seen as starting a ―negotiation‖ process where lower level goals may be

modified to maintain what are perceived as goals of higher society.

There are two winners, according to Jones (2014) there are clear

evidence that ICT in teaching and learning has not transformed educational

delivery in second-cycle schools in Ghana implying that teachers have not shifted

from instructor- centered teaching to student-centered learning. The reasons for

the low utilization of these hardware and software could be ascribed to lack of

access to technological resources in the classroom and lack of teachers‘ training

skills in the use of the equipment.

According to Korte and Hüsing (2016) that ICT catch-up process

necessary in schools in several European countries. This brings up to three

aspects: firstly, the necessary increase in the number of computers shared

between 100 pupils; secondly, the improvement of the type of internet access
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with the relocation to a broadband connection; thirdly, the use of ICT for

education in classrooms. Strategy to focus more on primary schools when it adds

up to the familiarization of students with ICT. But in three European countries –

Germany, Luxembourg and Malta – are primary schools better equipped with ICT

in terms of number of computers per 100 pupils. ICT investments in primary

schools are probably not (thus far) seen as the top political objective at which to

aim, with few exceptions.

According Teck and Lai (2014) that teachers and school administrators

much ensure that computers in the access centers or laboratories are utilized for

beneficial activities and not merely for recreational activities such as playing

games or online chatting. Applications such as spreadsheet, database, word

processing and introduction should be utilized for educational purposes as well

searching for useful info via web browsing. Parents act as a significant function in

furnishing the necessary facilities like computer and Internet access at home

whenever possible to mold up and propel their children in adopting ICT in their

everyday lives.

According to Al-Zaidiyeen, Mei, and Fook (2014) it examines the level of

ICT use in and the attitudes of teachers towards the role of ICT for the

educational purposes. The current study experiences led to the research about

the economic consumption of information and communication technology in the

process of educational activity and learning studies in Jordanian schools. The

findings of this research have given more attention to the level of ICT use in

order to increase and encourage the use of ICT tools in Jordanian schools in
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general and rural secondary schools in particular. The work contributed to the

living physical structure of research regarding the use of ICT for educational

purposes in developing countries. The study recommends that future researchers

need to consider the in-depth qualitative studies such as classroom observations

and in-depth interviews to investigate the level of ICT use by teachers.

Applicability in the Classroom

While recognition has been awarded to the importance of professional

development, the opportunities for teachers remain inadequate. This has been

afforded to an insufficient number of professional development hours. While the

amount of professional development opportunities has increased in recent years,

this increase does not meet current teacher needs. Reeves (2014) discussed

that the drive for educational reform has led to an increase in the quantity of

professional development opportunities; however, the quality of these programs

has remained static. In addition, an understanding of what constitutes high-

quality professional development or how it impacts student achievement has not

been substantially researched.

While legislation requires teachers be involved in high-quality professional

development, a lack of empirical evidence exists to determine what constitutes

high-quality (Scarloss, & Shapley, 2017). Teachers’ opportunities to be involved

in professional development have increased as the interest in educational reform

has evolved. Reeves (2011) acknowledged that good intentions are not a

sufficient approach to lead professional development. However, the empirical

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evidence, which supports or negates the impact of professional development on

improving teacher practices and increasing student achievement continues to be

sparse. Therefore, a lack of understanding of what should be included in

professional development programs and which characteristics are most important

exists.

If teachers are expected to improve teaching strategies, they must be

given the required knowledge and skills. In years past, teachers have lived under

the premise that professional development is good by definition; however, in

today’s educational world focused on accountability, a higher standard of

evidence is needed (Guskey, 2014). Professional development opportunities

sustained over time provide an opportunity of in-depth discussion of content,

teaching strategies, and student strengths and weaknesses. This study is

proposed to determine if sustained and ongoing professional development

results in an increase in student achievement on state mandated math tests.

Professional development activities were part of a coherent program. Coherence

is the idea that professional development opportunities are related and build on

one another.

The specific professional development program in this study focused on

math teachers at two high schools in rural East Tennessee. Teachers received

training during the summer months and throughout the school year regarding

ways to increase student achievement. Specifically, teachers were guided in the

development of a pacing guide and taught how to utilize standards based

assessments to evaluate student performance. This strategy was developed from

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the work of Marzano (2016) and Pollock (2017). Scriffiny (2018) outlined that

standards-based grading provides needed information to guide instruction. The

information from this type of grading quickly allows teachers to determine who

has mastered skills and which students need additional support. The math

teachers involved met as a group and with the leader of the professional

development to revise and continually improve these methods. In addition,

professional development was provided throughout the school year. Professional

development leaders were actively involved in the classrooms of the teachers to

provide immediate and delayed feedback. The study analyzed data from the

overall student body and students receiving special education services to

determine if a statistically significant effect exists between student achievement

and sustained professional development.

The professional development program implemented in the chosen math

departments focused on classroom assessment. This was based on the work of

Marzano (2016). Assessment used in a classroom setting is a form of feedback.

Review of past research indicates that feedback is the most powerful

modification that increases achievement; therefore, providing feedback sets the

stage to improve student learning. Hattie (2014) found that informing students

regarding their progress about specific objectives increased achievement by 37

percentile points. This feedback must be specific, positive in nature, and allow

the student to feel as if progress is being made. Marzano (2016) suggested that

the current 100 point scale grading system should be revised to provide a better

form of feedback to students. Districts should develop new assessment

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procedures which utilize formative assessment. This assessment plan should be

consistent with all teachers in a school or district. Marzano (2016) reported that a

wide variability exists between the grading procedures of teachers. To increase

the consistency of grading procedures, districts should design rubrics for

educators to utilize throughout the entire school year for a given subject. In

addition, formative assessments should be utilized frequently to evaluate the

specific topic being addressed. Formative assessments are any activity that

offers information in the form of feedback for teachers and students.

Usefulness in the Teaching Profession

Organizational mandates regarding professional development may be

implemented without regard given to a teacher‘s content subject area, class size,

classroom demographics, or teaching experience. As demonstrated by Dunaway,

Kim and Szad (2014), if no individual professional growth is occurring, it is

unlikely that organizational growth is occurring. The set policies of an

organization may create a dysfunctional culture. In an opposite point of view,

Wong, Britton and Gasner (2015) stated that effective programs of professional

development are highly structured, focused on professional learning, and are

collaborative. But, for administrators, there is the challenge to provide teachers

with meaningful and sustainable opportunities for high quality research based

professional development that can affect student outcomes. Accordingly,

administrators should develop an understanding of whether professional

development is meaningful, sustainable, and useful to teachers. Acknowledging

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teachers‘ opinions may be one way to develop this understanding for

organizational leaders.

Motivation and sustainability are factors for leaders to consider in

promoting teacher and student growth. Currently, in a culture of neoconservative

ideology, the ―political economy of truth‖ characterized by political powers who

formulate controlling apparatuses of education is a primary consideration rather

than teacher opinions and voices. Administrators could be more aware of the

meaning of professional development for teachers in their choices of professional

development, especially because of these external influences. The effectiveness

and use of professional development stem from the meaning, desire, and

emotional investment that teachers give to the experience. ―Without desire,

teaching becomes arid and empty. It loses its meaning. In addition, the

opportunity to give input about the experience may help a teacher develop a

sense of professional competence. Notably, Lindstrom and Speck (2014) offered

the learning cycle as an example of sustainability, which includes implementing

techniques in a classroom setting, gaining support, and reflecting on the change.

According to Fullan (2014), change in a school or classroom may take up to ten

years. Under these circumstances, barriers to sustainability include time, funding,

and a lack of follow through by leadership. Nonetheless, sustainability of

innovative methods can create positive change in student learning. As Table 1

substantiates, the length and level of professional development practices may

influence teacher use of training in their classroom settings. A motivated teacher

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

sustained by strategic practices, such as action research or peer coaching, can

promote change in their classroom context.

From pre-service training to end of career teacher improvement,

professional development is a consideration in upholding organizational growth.

Education Secretary Arne Duncan called on colleges of education to

―dramatically change how they prepare the next generation of teachers so that

they are ready to prepare their future students for success in college and

careers. In this light, Stodolsky, Dorph, and Nemser (2016) compared the

influence of a professional culture to the successful implementation of

professional development. For instance, the more bureaucratic the organization,

the more likely a professional staff may suffer from alienation. Ultimately, this

shift in class power can lead to a power which can be exercised by the ―mere

fact of things being known and people seen in a sort of immediate, collective, and

anonymous gaze. As a result, Fullan (2018) stated that transformation, centered

on relationships and individual teaching contexts that are required for change, is

a difficult problem to address in educational organizations because of issues of

stabilization of the central office, training principal leaders, and coordinating

districts and states. Despite having an awareness of these systemic issues,

administrators should support organizational growth that may translate into

teacher and student growth.

Professional development decisions may center on aspects of teaching

and learning that are not meaningful to teachers, and as a result, do not improve

instructional practices in the classroom setting. For instance, practices of the

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accountability movement have reinforced a deficit model of teacher supervision.

On this note, power is described as relations of forces that when given

expression are seen as truth. Oplatka (2014) indicated that institutional truth may

explain why there are barriers to diversity, responsiveness, and improvement in

education. A possible solution, for administrators who wish to be advocates,

would be to focus on relationship building in order to enrich a teacher’s

classroom practice rather than utilizing top-down communication. As a result,

teachers may perceive professional development to be more meaningful when

their own growth and, in turn, student growth, is an outcome of the training.

Impact on Student Performance

Inservice teacher training, which can be used to improve teacher quality

and student educational performance in developing countries, has also been

included as an important component in social development programs. In

developing countries, preservice teacher preparation is not always required. As a

consequence, in-service training is often the only preparation teachers receive

(Villegas-Reimers, 2014). Moreover, in moving towards the Millennium Goal of

Universal Primary Education, countries have invested heavily in the construction

of new schools and school facilities. In order to adequately meet the rapidly

expanding demand for qualified teachers, governments and other development

organizations have often invested heavily in in-service teacher training programs.

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Despite the widespread implementation of in-service teacher training,

there have been few rigorous empirical studies on their impact on teacher quality.

Among studies employing nonexperimental or natural experiment approaches,

no unanimous conclusion has been reached so far. For example, using a

matching method, Angrist and Lavy (2014) find that teacher training program

improves student test scores in Israel. Using a difference-indifference with

matching approach, Machin and McNally (2018) also find significant effect of the

Literacy Hour Program (of which the teacher training was an important

component) on pupil attainment. However, using a natural experiment introduced

by a school reform in Chicago, Jacob and Lefgren (2014) find no significant

effects of teacher training on student outcomes in Chicago public schools.

Following a natural experiment approach, Lai, Sadoulet and de Janvry (2014)

also examine the effects of teacher in-service training on student outcomes in

public schools in Beijing. They find no significant impact, possibly due to the

unsystematic nature of the training programs. Harris and Sass (2014) have

generated models that include detailed measures of preservice and in-service

training, developing a rich set of time-varying covariates that account for student

and teacher characteristics. They find positive effects of content-focused teacher

training on middle school and high school students, but not on elementary

students. They also find that pedagogical training does not enhance teacher

productivity.

Most of the above recent rigorous impact evaluations of teacher training

programs are conducted in the context of developed countries. Whereas

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Inservice teacher training is expanding in developing countries, rigorous

empirical evidence of the effectiveness of teacher training in the context of school

systems that are serving underserved populations is still lacking. There are

notable exceptions (Duflo et al. 2016). Little consistent evidence of the

effectiveness of these programs, however, has emerged in the literature thus far

Professional Development and Training Activities

Professional development programs had inevitably contributed to teaching

efficiency and at the same time had become a challenge to hurdle for teachers,

school leaders and institutions. Teacher development was both beneficial to

teachers and students. Professional development was also viewed as teacher

learning instead of teachers getting into change. The quality of teachers could be

improved through wide-ranging teacher development program. Teachers who

received extensive professional development could boost students’ achievement.

This was based on a meta-analysis of 1300 studies of Yoon et al. (2017) that

deemed to have studied the effects of professional development on students’

academic achievement.

Moreover, teacher development was a medium for schools to boost their

capacity in influencing positive results in students’ academic performance.

England (2018) supported this claim as she perpetuated that teacher

development is crucial in English language teaching. The researcher’s stand also

coincided with Walqui (2014) and Maggioli (2014) that professional

developments capacitated language teachers in helping students develop

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proficiency in the target language. Furthermore, English language learners

needed teachers who can provide quality instruction. Through professional

development, teacher preparedness was further enhanced. Thus, teachers

became more skilled in a variety of curricular and instructional strategies.

Today, CPD (continuing professional development) and INSET are terms

which tend to be used interchangeably. Both tend to be used to cover a wide

range of activities designed to contribute to the learning of practicing teachers.

Bolam (2014, as cited in Stoll & Fink, 2016) described CPD as an on-going

process which builds upon initial teacher education and training, begins with

induction into teaching, includes in-service training, staff development and

management development and concludes with preparation for retirement.

Above classification seems that INSET is only related to teacher

development, however, it is obvious that the ultimate aim of the INSET activities

in schools, today, is related to help teachers to learn and improve personal and

professional skills for better learning opportunities of all pupils. Hargreaves and

Fullan (2014) asserted that a teaching force that is more skilled and flexible in its

teaching strategies and more knowledgeable about its subject matter is a

teaching force more able to improve the achievement of its pupils.

If professional development refers to changes in knowledge, skills,

attitudes and behavior, teachers need to create their own knowledge and change

their behavior in order to implement new developments and improve their

practice. In other words, teachers need to be aware of their own learning

processes when they carry out their practices in the school. The new model of
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teacher learning suggests that learning on the job may lead to improvement of

practice. Johnston and Johnston (2018) reported from their data that teachers’

awareness of their learning processes can result in: (1) an increase in the using

alternative teaching methods; (2) an increase in tolerance of students’ varied

learning behaviors; and (3) an increase in both teacher and student’ willingness

to work on teaching-learning strategies which facilitate student success.

Burgess and Galloway (2014) argued that there is relatively little

systematic evidence on the extent to which INSET affects classroom practice.

The findings of a research study carried out by English (2015) suggested that

change in the classroom is largely brought about by external factors, such as the

national curriculum and the examination boards. In his study, only 15% of

teachers (out of 396 teachers) mentioned the in-service as a factor for change in

the classroom. In terms of school improvement perspective, Hopkins (2014)

noted that INSET is a necessary but insufficient condition for school

improvement. Particularly, course-based one-shot in-service workshops were

proven to be ineffective for both teacher development and school development

as a whole. Similarly, Day (2014) argued that whilst today’s teachers have more

opportunities for INSET, but they have: (1) less opportunity for extended learning;

(2) less choice what they learn; and (3) less support for study unless they belong

to a targeted group.

The complexity of change is a critical factor in this argument. As Fullan

(2014) argued that change is a highly complex and a process not an event. He

went to comment that it is very difficult to change education—even in a single

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

classroom—without changing the school organization with effective leadership

and teacher cooperation. Thus, achieving change is much more a matter of

implementation of new practices at the school level rather than simply adopting

them.

The second critical point is related to the evaluation of the INSET. As

Burgess and Galloway (2014) explained, some changes in the classroom are

easier to identify. For instance, if a primary teacher makes the computer more

accessible for Internet searching for pupils, there will be recognizable effects in

the classroom that can be identified and observed. However, it is difficult to

observe the acquisition of higher thinking and questioning skills acquired by the

teacher. In this vein, even when INSET has important implications for teaching

process, it is hard to document change, which requires long-term investigations.

On this issue, Baker and Sharpe (2014) provided practical and illuminating

guidelines for effective evaluation of INSET, which includes step by step

illustrations about developing and using an effective evaluation model.

ROI of Professional Development and Training Activities

Of those prospective teachers enrolled in BSE degrees, only 1.5 percent

chose the majors of mathematics and science. There are four BSE science

programs (general science, biology, chemistry and physics) and a single

mathematics program. The majority of universities focus on non-science BSE

subjects and mathematics. The only science major which is commonly offered in

BSE programs is general science, which prepares the teacher for the first-year
PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

high school science curriculum. Programs which prepare teachers for

specialized science (biology, physics and chemistry, taught in second, third and

four school years) are only taught in a few institutions, in general in the Centers

of Excellence. (Somerset et al. 2018). This results in a general shortage of

teachers in priority areas such as mathematics and sciences, and within

sciences, especially in the specialization majors of physics and chemistry.

A 2012 survey conducted by DepEd showed that 45 percent of teachers

teaching mathematics were non-specialists. The proportions were even worse

for science teachers: 60 percent of general science teachers, 59 percent of

biology teachers, 79 percent of biology teachers and 82 percent of physics

teachers were non-major in the subjects they were teaching (DepEd, 2018).

Besides this general shortage of teachers in these key areas, there is a

lack of fit between the formal qualifications of mathematics and science high

school teachers and the demands of the high school curriculum. In the sample of

BSE programs studied by Somerset, Alfafara et alias in Central Visayas,

mathematics and biology teachers were in adequate supply, but there were

shortages of chemistry and physics teachers and a substantial oversupply of

general science teachers. General science teachers were teaching physics or

chemistry, areas for which they were not specifically trained, and many

mathematics teachers, who could easily teach physics were unwilling to do so.

These patterns are a legacy of the low enrollments in mathematics and science

in pre-service training programs. Very recently a targeted scholarships program

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in the teacher education colleges is beginning to correct the problem. (Somerset

et al. 2018).

The in-service teacher training program, referred to as is INSET, is

coordinated by DECS (Staff Development Departments of the Bureaus of

Elementary Education and Secondary Education). The INSET program is based

on a top-down, “cascade” model that rarely addresses the real needs of

classroom teachers and uses outdated materials. Also, most INSET courses

are one-time courses taught away from the school context. There are important

exceptions, such as the PROBE program and UNICEF’s in-service training

program for teachers in multi-grade schools. However, with a pre-service system

where prospective teachers are ill prepared in terms of subject matter and only

have 13 units of their course work load as teaching practice, the in-service

preparation and support system for young teachers is extremely important. This

weak exposure that student teachers have to actual classroom situation

translates into poor classroom teaching methods: “many classrooms appear to

be operating in a very authoritarian, undemocratic, teacher-centered, hierarchical

fashion” (Brigham, 2018). Other identified ineffective teacher practices include:

teacher dependence on guides and manuals; heavy emphasis on recall and

repetition rather than understanding; learning environments that elicit passive

pupil behavior; under-development of pupil problem-solving skills; lack of

attention to individual learning needs; and under-use of group methods to foster

cooperative learning.
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Teachers have identified priority training needs which their pre-service

education has failed to meet, including the need for greater subject content;

specific pedagogic training, applicable to the subject they teach; knowledge and

methods of student assessment; and classroom management techniques. Also,

teachers who teach multi-grade classes feel overwhelmed by the lack of specific

pedagogic preparation needed to perform effectively in a multi-grade

environment. There is a consensus that in-service training (INSET) programs

have not been adapted to teachers’ needs. Responding to this concern, DECS

has transferred the implementation of INSET to the divisional level and is willing

to push it down further to the school level. New expressed objectives of INSET

are the following: improvement in subject area teaching; upgrading teaching

competencies in pre-school education, multi-grade teaching and assessment at

the classroom level, and capacity-building for head teachers and principals in

order to properly assess teachers’ performance (DepEd, 2018). Some of these

needs will be addressed in the INSET training under TEEP. Instructional

supervision should be enforced at the school level with the joint work of master

and experienced teachers, the principal and trained teachers. Methods for

instructional supervision include classroom observations, coaching, team

teaching and observation of experienced and co-trained teachers.

Age

On average, the amount of professional development that teachers received

decreased with the age of the teacher. Averaged across all countries, teachers under 30

years of age received around 21days of professional development; the number declined
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steadily to an average of around 14 days for teachers aged 50 years or more; these

differences between age groups are all statistically significant. This indicates that on

average less experienced teachers receive more days of professional development than

more experienced teachers (Bezzina & Camilleri Grima, 2014).

At the country level such significant differences are most pronounced in Italy,

Poland and Portugal, where teachers less than 30 years of age participated in twice as

many days of development as teachers aged 50 years and over. Again, country patterns

vary. In some countries, lower secondary teachers remain active in professional

development throughout their career. In Bulgaria, for example, teachers in each age

group took part in well over 20 days of professional development during the previous 18

months. In fact, among those aged 50 years and over, the number was 27 days, the

same number as for the youngest age group (Bezzina & Camilleri Grima, 2014).

Gender

On average across participating countries, there is no statistically significant

difference between male and female teachers – 17.5 days of professional development

on average for female teachers compared with 16.9 days for male teachers. The largest

differences in favor of female teachers were in Mexico (around six days more on

average), followed by Poland and Korea (around four days more), though none of these

differences is statistically significant. However, male teachers led in a number of

countries, the largest differences being reported in Portugal and Italy (more than four

days) and Turkey (less than three days). Again these differences are not statistically

significant (Bezzina & Camilleri Grima, 2014).

Years of Service
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In addition to all the above-mentioned factors, teachers’ personal characteristics

might influence their participation in PD activities. For instance, Bayindir (2014) has

explored the relationship between the number of years of teaching experience and

teachers’ participation in PD activities. She (2014) found that new teachers (those with

fewer than 5 years of teaching experience) and experienced teachers (those with over

21 years of teaching experience) report that participation in PD activities is unnecessary

and therefore often view it as a waste of time. Ozer and Beycioglu (2014) have explored

the effects of teacher characteristics, such as gender and teaching experience, on the

attitudes of teachers in terms of PD activities and found that: 1) female teachers have

more positive attitudes toward PD activities than do male teachers and 2) experienced

teachers generally have negative attitudes about PD activities. Consequently, gender

and years of teaching experience impact teachers’ participation in PD activities. Torff

and Session (2018) examined how personal characteristics such as age, years of

teaching experience, gender, grade level (elementary versus secondary), and level of

educational attainment affect the attitudes of teachers as related to PD programs and

found that age, years of teaching experience, and the grade level in which they teach

affects teachers’ attitudes about PD activities. As a result, they influence teachers’

participation in PD activities. Therefore, these factors must be included in any study of

teacher participation in PD.

Educational Attainment

On average across participating countries, teachers with a Master’s degree or

higher qualification received more days of professional development (some 20 days)

than those with a Bachelor’s degree or less (17-18 days). This pattern is apparent in

almost all participating countries, the exceptions being Austria, Belgium (Fl.), Hungary
PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

and the Slovak Republic, where teachers with a Master’s degree or higher received on

average the least number of days (though in the Slovak Republic virtually all teachers

are qualified to Master’s degree level) (OECD, 2015).

In a number of countries, the least qualified (i.e. those with qualifications below

the level of a Bachelor’s degree) received the least professional development. This

would appear to be a worrying finding, as those who arguably might benefit most from

further professional development are getting the least. This may raise questions of

equity, particularly if such teachers are disproportionately employed in more challenging

schools, as previous research has shown (OECD, 2015).

This pattern is most pronounced in Mexico, where those with at least a Master’s

degree received almost twice the number of days of development as those with less

than a Bachelor’s degree. Even so, the amount of professional development received by

the latter group, at 27 days, is still higher than the amount teachers received on average

in most other countries surveyed (OECD, 2015).

These findings present a notable parallel to results concerning the participation of

adults in non-formal, continuing education and training, which indicate that more highly

educated adults in the general population are more likely to participate in such training

(OECD, 2015). This can be a consequence of issues concerning demand for training as

well as its supply on an equitable basis.

Synthesis

This literature review is a collection of current academic articles, books,

and reports, representing both qualitative and quantitative in approach centered

on topics related to ROI in relation to professional development and training

activities viewpoint among teachers. Keywords included that are considered

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

relevant to the said subject matter as also contemplated for the enrichment of the

study. The criteria for selecting literature for inclusion is based on the relevancy

to the main areas of interest. Due to lack of local literary relative to the

undertaking, the works reviewed is limited to foreign manuscripts.

Research outcomes are consistent across previous researches reviewed

from the global community. This simply implies that there must be profitability in

the expense of training which can not only gauge based on a single strand of

production but can also be accountable to performance directed by the training

outcomes. Such postulation can be attested through this exploration and will

further be substantiated in the realm of the teaching profession provided that the

monetary returns of training do not really counts.

Method

Research Design

The research design for this study will be quantitative using correlational

method and moderator analysis. In this undertaking, the researcher will be

dwelling much on the interconnections that interplay between the professional

development training activities of public teachers in Bunsuran National High

School, Masagana High School, and Virginia Ramirez Cruz High School and
PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

their perceived relevance with training activities and its returns among

stakeholders in terms of teaching efficiency, job satisfaction, and attitude towards

teaching profession. This relationship may be moderated by the teachers’

demographic profile in terms of age, gender, years in service, and educational

attainment.

Participants

The respondents of the study will be the one hundred forty nine (149)

teachers out of 237 teachers of Pandi District teaching in high school. Stratified

proportional random sampling will be employed in selecting the teacher sample-

respondents. The sample size is determined with the use of Slovin’s formula.

After getting the sample size, the researcher will filter the sample per group as

shown in the distribution of the number of respondents below. Then, the

researcher specifically will select the respondents using the fish bowl method.

Table A. Distribution of Teacher Respondents

Secondary Schools in Pandi District Students’ Sample

Population
Bunsuran National High School 91 57
Virginia Ramirez National High School 111 70
Masagana High School 35 22
TOTAL 237 149
PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

Instruments

The researcher will utilize a validated researcher-made questionnaire. The

questionnaire consists of three parts: the demographic profile of the teachers;

the perceived relevance of professional development training activities; and its

return on investment. The last part of the questionnaire adapted the Teacher Job

Satisfaction Scale (TJJS-9) (Pepe, 2011) which is a questionnaire aimed at

measuring job satisfaction that has been specifically developed for use in

educational contexts. The TJSS-9 is composed of three dimensions: satisfaction

with co-workers (3 items), satisfaction with parents (3 items) and satisfaction with

students’ behaviors (3 items). Items are rated on a 5-point scale (1 = I am highly

dissatisfied with this aspect of the school, 5 = I am highly satisfied with this

aspect of the school).

Reliability of the Instrument

To test the reliability of the questionnaire, the test-re-test will be used. Ten

non-respondents will be taken from Alexis G. Santos National High School

(AGSNHS) with whom the same set of instrument will be distributed twice with a

ten-day interval. After conducting the test-re-test, the reliability coefficient will be

computed using the Cronbach’s alpha. Cronbach’s alpha will be employed to test

scale reliability.

Internal consistency is associated with the homogeneity of the items or the

extent to which a construct is measured by a group of items (Henson, 2011). To

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

measure how closely related the research question items which represent each

one of the independent and dependent variables are as a group, Cronbach’s

alpha will be employed. It takes values from 0 to 1, with 1 being the highest

value, meaning perfect internal consistency. A Cronbach’s Alpha with value

higher than 0,7 is considered as reliable in comparison with values lower than 0,7

(Nunnally, 1978). Cronbach’s Alpha test in SPSS Statistics will be used to

identify Cronbach’s alpha, thus the reliability of the items of the variables.

Validity of the Instrument

Validity investigates if the items of a variable measure what they intent to

or not (Black and Champion, 2016). Factor Analysis will be conducted for the

independent variable to evaluate validity. With Factor analysis, the number of

items is reduced to fewer numbers of factors that load together. A factor score is

extracted that represents all the scores of the question items. By using the factor

analysis, one factor score is produced for each of the independent variables.

Firstly, the results of the Factor analysis with the independent variables in

separate analyses will be presented and secondly, the results of the Factor

analysis with the independent variables in one analysis will be presented.

The latent factors displayed excellent internal and good convergent

validity. The observed cumulative indicators were normally distributed, meaning

that the TJSS-9 represents an excellent screening tool for assessing teachers’

levels of job satisfaction.

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Ethical Considerations

To ensure impartiality and to eradicate any form of bigotry, the

researchers will constantly coordinate with the ethics committee so that no

unethical doings will not be committed. This can only be properly executed when

proper guidelines of the committee will be religiously followed. Another way to

adhere with the ethical principles is to infuse informed consent for the

participants prior to the distribution of the first questionnaire. The researchers will

clarify to the participants that their participation is voluntary and they can

withdraw anytime even during the on-going process of test administration. Rest

assured that the confidentiality of the data to be gathered will be used solely for

the benefit of the current study. The researcher has expressed no conflict of

interest on this research.

Procedure

For the distribution and administration of the questionnaires to the

teachers, the researcher will seek an endorsement from the mother unit. This will

be forwarded to the Schools Division Superintendent for approval. The

researcher personally will administer the questionnaire to the respondents. The

researcher will explain very well the content of the questionnaire for the
PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

respondent’s appropriate and accurate responses. The researcher personally will

retrieve the questionnaire.

Statistical Treatment of Data

Descriptive statistics such as percentage, frequency and weighted mean

were used to describe the variables of the study and to determine student

motivation and mathematics achievement in probability. This measurement of

central tendency will be used to answer the first two statement of the problem

since both of them suggest descriptive analysis.

Likewise, inferential statistics like Pearson's correlation coefficient (r) will

be applied to test the hypothesis of the study. This will further be used to

measure and to determine the degree and the extent to which particular

independent variables are influencing the dependent variables. This statistical

treatment will be used in finding answer to the third problem which requires

statistical method that allowed the researcher to examine the relationship

between two or more variables of interest. Fourth question will be treated using

regression analysis to examine the influence of one or more moderator variables

on a dependent variable.

The data to be gathered in this study will be processed by computer

system using the Statistical Packages for Social Science (SPSS) version IBM 24

with the assistance of a Statistician. The following statistical measures will be

utilized in analyzing and interpreting the data.

PERCEIVED RELEVANCE AND RETURN ON INVESTMENT

1. The applicability in the classroom, impact on students, and level of

teaching efficiency will be described using the frequency counts, weighted

means and standard deviation and quantified using the following scale:

Scale Range Descriptive Interpretation

5 4.5 – 5.00 Strongly Agree 2.

4 3.5 – 4.49 Agree

3 2.5 – 3.49 Undecided

2 1.5 – 2.49 Disagree

1 1.0 – 1.49 Strongly Disagree

The level of job satisfaction will be described using the frequency counts,

weighted means and standard deviation and quantified the scale as follows:

Score Range Descriptive Interpretation

5 4.5 – 5.00 Highly Satisfied

4 3.5 – 4.49 Satisfied

3 2.5 – 3.49 Neither satisfied nor dissatisfied

2 1.5 – 2.49 Dissatisfied

1 1.0 – 1.49 Highly Dissatisfied

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