Dissertation Job Satis

Title : Competencies and Job Satisfaction of Teachers in
Cebu Technological University-South Campuses:
Proposed Faculty Development Plan
Author : Mrs. Glynne P. Bate
Name of Institution : Cebu Technological University Moalboal Campus
Moalboal, Cebu
Degree : Doctor in Development Education (Dev.Ed.D)
Year Completed : 2013
ABSTRACT
This study determined the competencies of teachers in relation to their

level of job satisfaction for Academic Year 2011-2012 at Cebu Technological
University-South Campuses as basis for a faculty development plan.
Specific questions delved into the following: the profile of respondents in

terms of: age, gender, civil status, highest educational attainment, department,
number of subject load, job status, length of service, and salary; the level of
teaching competencies of the teachers based on their own self-perception in
terms of: mastery of the subject matter, thoroughness of preparation,
effectiveness of instruction and classroom management and personal and
social skills and teachers’ perception of their job satisfaction in terms of: salary,
supervision, recognition, career advancement, nature of work, relationship with
co-workers, and working condition. It also dealt with the significant relationship
between teaching competencies and teachers’ level of job satisfaction
The research utilized the descriptive method using questionnaire for data
gathering with statistical tools of simple percentage, weighted mean, chi-square,
coefficient of contingency and t-test.
It was found out that the respondents’ age level were within the middle
age bracket. Out of 169 respondents, 99 or 58.58 percent were female. There
were142 respondents or 84.02 percent who were married; 92 or 54.44 percent
were bachelor’s degree holder with MA units; 105 respondents or 62.13 were
under the Technology department and were handling 7-9 classes. There were
more organic teachers comprising 104 respondents or 61.94 percent than
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non-organic teachers whose length of service were from 1-10 years and with
salary which ranged from P21, 000- P30, 000.
The respondents’ level of teaching competencies in mastery of the subject

matter, thoroughness of preparation, effectiveness of instruction and classroom
management and personal and social skills were very satisfactory. On
teachers’ level of job satisfaction, it was disclosed that the respondents strongly
agree with the nature of their work while on supervision, career advancement,
and relationship with co-workers and working condition, the respondents agree.
Furthermore, the respondents fairly agree or were fairly satisfied in salary and
recognition.
There is significant relationship between the level of teaching

competencies and the factors of job satisfaction.
It is recommended that a faculty development plan be implemented.

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ACKNOWLEDGEMENT
The researcher wishes to extend her heartfelt gratitude and appreciation
to the very SPECIAL and IMPORTANT PEOPLE who gave enormous
contribution, expertise, encouragement, inspiration and guidance in the
realization of this dissertation.
To Dr. Bonifacio S. Villanueva, CTU-SUC President, for his inspiration
and invaluable support by allowing her to conduct the survey on official time;
To Dr. Romeo G. Pableo, Dean of the Graduate School CTU-Moalboal
Campus who willingly accepted as the adviser of the researcher, for his
wholehearted support, sincere encouragement and valuable advice in the
completion of this dissertation;
To Dr. Severina P. Velos, Chairman, Graduate School of CTU-Moalboal
Campus and her statistician, for the congenial concern and assistance in the
data computation and analysis and for her splendid suggestions, this study was
finished;
To Dr. Grace B. Gimena, Professor of the Graduate School
CTU-Moalboal Campus and panel member, for her untiring effort, constant
encouragement and support that led to the completion of this study;
To Dr. Reynaldo T. Gabales, Professor of the Graduate School and panel
member, for sharing his most precious time, for his professional expertise and
analytical suggestions offered to finish this work immediately;
To Dr. Nerissa V. Gador for her congenial concern and assistance, this
study was finished;
To Dr. Elvira B. Joyohoy, Professor of the Graduate School and panel
member for her in valuable, ideas, guidance and advice extended;
To Dr. Adoracion A. Lawas, Dean of the Graduate School CTU-Main,
panel member, for generously sharing her gifts of wisdom and invaluable
suggestions that set this work into refinement;
To Dr. Ponciano C. Bontia for his professional expertise and analytical
suggestions;
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To Dr. Anelito A. Bongcawil, for his invaluable suggestions and

professional expertise;
To Panfilo A. Ciriaco, CTU-Argao Campus Director, Dr. Genes Pasaje,
CTU-Barili Campus Director, for their warm accommodation during the conduct of
the study;
Grateful acknowledgement is also due to the faculty - respondents for
sharing their precious time in answering the questionnaires;
To the CTU- Moalboal Campus family most especially to Dr. Marivel
Go and Prof. Lucia R. Gako for their inspiration and remarkable support that
kindled her burning desire to succeed;
To the researcher’s beloved parents, aunts, uncle, brothers, sisters,
and most especially to her husband Fredo and kids Alyssa and Angie for
their concern, constant inspiration and moral support which helped make this
study a success;
To all those whose names the researcher failed to mention who in
little or many ways have contributed to the realization of this book . . . “Thank you
very much.”
Above everything, to our Almighty Father for His endless blessing, for
giving her the strength, courage and wisdom to finish this study.
Glynne
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DEDICATION
This piece of work is humbly dedicated to my family,
To my husband, Alfred, for his unwavering
encouragement, understanding and support
To my two bundles of joy, Alyssa Catherine and Angelica
Louise who serve as my inspiration in life
To my parents, aunties, brothers and sisters with their own families, too
for their deepest love and concern
Glynne
6
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT v
DEDICATION vii
TABLE OF CONTENTS viii
LIST OF TABLES xii
LIST OF FIGURES xiv
CHAPTER
1 THE PROBLEM AND ITS RESEARCH DESIGN 1
Rationale of the Study 1
Theoretical Background 4
Statement of the Problem 10
Hypothesis 11
Significance of the Study 11
Research Methodology 12
Flow of the Study 13
Environment 13
Respondents 16
Instruments 16
Data Gathering Procedure 18
Statistical Treatment 19
Scoring Procedures 21
Definition of Terms 22
7
2 REVIEW OF RELATED LITERATURE 24
Related Literature 24
Related Studies 32
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Socio-demographic Profile of Respondents 36
Age 36
Gender 38
Civil Status 39
Highest Educational Attainment 41
Department 43
Number of Subject Load 44
Job Status 45
Length of Service 46
Salary 48
Respondents’ Level of Teaching Competencies 50
Mastery of the Subject 50
Thoroughness of Preparation 52
Effectiveness of Instruction and 54

Classroom Management
Personal and Social Skills 57
Respondents’ Level of Job Satisfaction 59
Salary 59
Supervision 61
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Recognition 63
Career Advancement 64
Nature of Work 66
Relationship with Co-Workers 68
Working Condition 69
Relationship Between Teaching Competencies and Job 71

Satisfaction
Teaching Competencies and Salary 71
Teaching Competencies and Supervision 73
Teaching Competencies and Recognition 75
Teaching Competencies and Career Advancement 76
Teaching Competencies and Nature of Work 78
Teaching Competencies and Relationship 79

with Co-Workers
Teaching Competencies and Working Condition 81
4 SUMMARY, FINDINGS, CONCLUSIONS AND 83

RECOMMENDATIONS
Summary 83
Findings 84
Conclusions 87
Recommendations 87
5 PROPOSED FACULTY DEVELOPMENT PLAN 90
BIBLIOGRAPHY 103
Books 104
Journals and Periodicals 105

9
Unpublished Materials 107

Internet Sources
APPENDICES 110
A. Transmittal Letters 111
B. Questionnaires 116
C. Sample Computation 124
D. National Competency Based Teacher Standards 125
CURRICULUM VITAE 129

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List of Tables
Table Page
1 The Distribution of Research Respondents 16
2 Item Classification 18
3 Age Profile of Respondents 37
4 Gender Profile of Respondents 39
5 Civil Status Profile of Respondents 40
6 Highest Educational Attainment of Respondents 41
7 Department Where the Respondents Belong 43
8 Number of Subject Load 44
9 Job Status of Respondents 46
10 Length of Service of Respondents 47
11 Respondents’ Monthly Salary 49
12 Level of Teaching Competency on Mastery of the Subject 51
13 Level of Teaching Competency on Thoroughness of Preparation 53
14 Level of Teaching Competency on Effectiveness of 55

Instruction and Classroom Management
15 Level of Teaching Competency on Personal and Social Skills 58
16 Level of Job Satisfaction on Salary 60
17 Level of Job Satisfaction on Supervision 62
18 Level of Job Satisfaction on Recognition 64
19 Level of Job Satisfaction on Career Advancement 65
20 Level of Job Satisfaction on Nature of Work 67

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21 Level of Job Satisfaction on Relationship with Co-Workers 69
22 Level of Job Satisfaction on Working Condition 70
23 Relationship Between Teaching Competencies and Salary 72
24 Relationship Between Teaching Competencies and Supervision 74
25 Relationship Between Teaching Competencies and Recognition 75
26 Relationship Between Teaching Competencies and 77

Career Advancement
27 Relationship Between Teaching Competencies Nature of Work 79

Relationship with Co-Workers

Working Condition
12
List of Figures
Figure Page
1 Maslow’s Hierarchy of Needs 5
2 The Theoretical Framework of the Study 9
3 The Flow of the Research 14
4 Spot Map 16
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Chapter 1
THE PROBLEM AND ITS RESEARCH DESIGN
Rationale of the Study
Education is very important to the interest of every nation. It is education
alone that can bring about the desired changes in our society. Education serves
as the foundation of society which brings economic wealth, social prosperity and
political stability.
Teaching effectiveness has been the focus of many in the field of
education in an attempt to come up with quality education. At present, there is
clamor for quality education. Quality learning is related to good teaching. If
quality of education is desired, quality teaching should be emphasized. Thus,
effort should be continuously exerted to discover the factors that influence
teaching effectiveness.
Teachers occupy an important position in our educational system.. They
are the key elements in the operations of the school system. Their competence,
knowledge, interest, devotion, commitment, dedication, professional training,
attitudes and personality make up matters and largely determine the quality of
services provided by the school.
The process of teaching learning transaction depends on the efficiency of
a teacher, who is in turn able to manifest potentialities to the students. Teaching
learning process cannot be undertaken in vacuum but it is a positively directed
action, for which teachers are to be endowed with teaching competencies.

14
Former President Fidel V. Ramos emphasized the role of teachers in
bringing about progress in the country when he said
“The work of the teachers is the original revolution, the original

renaissance, whatever reforms we may seek and in whatever sector,
the economic, the social and political- if it does not begin with
education, these reforms are bound to fail”.
A high-quality teaching staff is the cornerstone of a successful educational
system. Daily interaction between teachers and students is at the center of the
educational process. One step in developing a high quality faculty is to
understand the factors associated with teaching quality and retention. One of
these factors is job satisfaction, which has been studied widely by organizational
researchers and has been linked to organizational commitment as well as to
organizational performance (Ostroff, 1992 and Mathieu, 2000).
Handling the challenging situation in class and outside the class make
teachers exhausted. This hinders their success in teaching. Being motivated
increases job satisfaction. Teachers’ needs should be responded adequately in
order to make them more competent and efficient in their jobs.
The relevance of job satisfaction and motivation are very crucial to the
long-term growth of any educational system around the world. They probably
rank alongside professional knowledge and skills, center competencies,
educational resources and strategies as the veritable determinants of educational
success and performance. Professional knowledge, skills and center
competencies occur when one feels effective in one’s behavior. In other words,
professional knowledge, skills and competencies can be seen when one is taking
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mastering challenging tasks directed at educational success and performance
(Filak & Sheldon, 2003).
Lot of research efforts have been directed on teaching competency but
unfortunately much attention of research is not drawn to correlate teaching
competency in relation to teacher job satisfaction. Rao, R.B. (1989) says that the
quality or effectiveness of teachers is considered to be associated with his
satisfaction towards his profession, his satisfaction with his values. If the teacher
is too rigid or has a doctrinaire belief of his methods that are right and those of
any one who disagrees with him are wrong, then he will be depriving his children
of a range of possible learning experiences, to their disadvantage and to his own.
Thus, it is clear that an effective and competent teacher will achieve the desired
learning outcomes, provided he is satisfied in his profession. But no significant
efforts are found to study the competency in relation to job satisfaction among
teachers
http://www.articlesbase.com/tutoring-articles/teaching-competency-and-teacher-j
ob-satisfaction-among-secondary-school-teachers-3108434.html#ixzz1RMW7vy
00
Based on the foregoing situations, the present investigation has been
conceived in order to determine the competencies and job satisfaction of
teachers in Cebu Technological University, South Campus, academic year
2011-2012. The ultimate purpose of which is to improve the quality of education
through a faculty development plan. Thus, this study was undertaken.

16
Theoretical Background
This study is anchored on the theories of teaching competencies and job
satisfaction that have connection to the present investigation.
As cited by Kitson and Merry (1997), teaching competencies emphasize
objectives, accountability and personalization which implied specific criteria,
careful evaluation, change based on feedback and relevant programs of learning.
By working through these skills, the individual learner, be he a surgeon or a
teacher, can assess what he has already achieved and what he has still to do.
Abraham Maslow’s Hierarchy of Needs as quoted by Gaerlan, et.al, (2000)
suggests that what people really want is more of everything. People desire a
better situation for themselves. They want only what they do not have and thus,
satisfied needs do not motivate behavior. Needs or wants can be arranged in a
hierarchy according to importance as shown in Figure1. Thus, when needs on
the lower level are fulfilled, those on the higher level emerge and demand
satisfaction.
Frederick Herzberg’s Motivation-Hygiene Theory quoted by Martires and
Fule (2000) proposed that the factors involved in producing job satisfaction are
separate and distinct from those that lead to job dissatisfaction. Previously, it had
been thought that satisfaction and dissatisfaction were opposites of only one set
of factors. Herzberg found that two sets of factors were involved instead; the
need to avoid pain or hygiene factors and the need for achievement or the
motivational factors.
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Figure 1. Maslow’s Hierarchy of Needs

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Motivators (e.g., challenging work, recognition, responsibility) give
positive satisfaction, arising from intrinsic conditions of the job itself, such as
recognition, achievement, or personal growth.
Hygiene factors (e.g. status, job security, salary and fringe benefits) do
not give positive satisfaction, though dissatisfaction results from their absence.
These are extrinsic to the work itself, and include aspects such as company
policies, supervisory practices, or wages/salary.
Essentially, hygiene factors are needed to ensure an employee is not
dissatisfied. Motivation factors are needed to motivate an employee to higher
performance, Herzberg also further classified person’s actions and how and why
they are done, for example, if he performs a work related action because he has
to, then that is classed as movement, but if he performs a work related action
because he wants to, then that is classed as motivation.
Adam as cited by Martirez and Fule (2000) said that satisfaction can be
achieved if the employee would feel that there is fair treatment by the
organization in terms of equally rewarding all employees doing equal amount and
equal level of work. Adam asserts that employees seek to maintain equity
between the inputs that they bring to a job and the outcomes that they receive
from it against the perceived inputs and outcomes of others. The belief is that
people value fair treatment which causes them to be motivated to keep the
fairness maintained within the relationships of their co-workers and the
organization. The structure of equity in the workplace is based on the ratio of
inputs to outcomes.
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. Clayton Alderfer developed ERG Theory and simplified Maslow’s
Hierarchy of Needs into a shorter set of three needs: existence, relatedness and
growth. Existence at the basic level is the need to stay alive and safe, now and in
the foreseeable future. This includes Maslow’s physiological and safety needs.
Relatedness is feeling safe and secure in dealing social needs and are now
interested in relationships with other people and the status from which it derives
a sense of identity and position within the immediate society. At the highest level,
teachers seek to grow, be creative for themselves and for their environment.
When they are successfully growing, they feel a sense of wholeness,
achievement and fulfillment. This covers Maslow’s Self-actualization and
Transcendence. Growth refers to an intrinsic desire for personal development.
R. A. 4670 Sec. 1 declared that the state should promote and improve the
social and economic status of public school teachers, their living and working
conditi ons, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications, it
being recognized that advance in education depends on the qualifications and
ability of the teaching staff and that education is an essential factor in the
economic growth of the nation as a productive investment of vital importance
Adams and Bailey as cited by Whitaker, et.al. (2008) discussed the
importance of principals taking care of their teachers. This care involved
supporting teacher preferences, promoting feelings of self-efficacy, and focusing
on well being of teachers through enhanced working conditions. The way

20
teachers feel about themselves is a direct result of the leadership patterns and
styles of principals. Through their leadership, principals should provide a belief in
people, job and role diversity, high expectations, positive reinforcement, and
celebrations of good performance. Teachers who feel good about themselves will
become inspired to teach and deliver instructions at an exceptionally high level.
Principals who take the time necessary to make sure that teachers understand
their worth will find that classroom instruction will improve as teachers’
self-efficacy improves.
According to Shan (1998) teachers’ job satisfaction is a predictor of
teachers’ retention, a determinant of teachers’ commitment and in turn a
contributor to school effectiveness.
Doubtlessly, each one is given the chance to improve himself
professionally since it is believed that it is the only way that a teacher can make
progress in the art of teaching. Teachers must increase their knowledge and
competence if they are to participate effectively and discharge their duties
efficiently.
Figure 2 Theoretical Framework of the Study
THE PROBLEM
21
This study determined the competencies of teachers in relation to their
level of job satisfaction during AY 2011-2012, Cebu Technological University
South Campuses as basis for a faculty development plan.
Statement of the Problem
Specifically, the study sought to answer the following problems:
1. What is the socio-demographic profile of teachers in terms of :
1.1 age;
1.2 gender;
1.3 civil status;
1.4 highest educational attainment;
1.5 department;
1.6 number of subject load
1.7 job status;
1.8 length of service and
1.9 salary?
2. What is the level of teaching competencies of the teachers based on
their own self-perception in terms of:
2.1 mastery of the subject matter;
2.2 thoroughness of preparation;
2.3 effectiveness of instruction and classroom management;
2.4 personal and social skills?
3. What is the teachers’ perception of their job satisfaction in terms of:
3.1 salary;
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3.2 supervision;
3.3 recognition;
3.4 career advancement;
3.5 nature of work;
3.6 relationship with co-workers and
3.7 working condition?
4. Is there a significant relationship between teaching competencies and
the aforementioned factors of job satisfaction?
5. Based on the findings of the study, what faculty development plan
can be proposed?
Null Hypotheses
This study adopted the null hypothesis to be accepted or rejected at the
0.05 alpha level that:
Ho1: There is no significant relationship between teaching competencies
and the factors of job satisfaction.
Significance of the Study
The results of this study would be valuable to the following persons:
Academic Policy Makers. This study would provide them new insights in
constructing faculty development plans and programs that are really reflective to
the needs of the teachers, students and society today.
Administrators. Using the result of this study, the school administrators
could identify and develop potential teachers for promotion to higher positions or
23
responsibilities. On the other hand, they could also have a basis for improving
supervisory techniques and faculty development program.
Curriculum Planners. This study may give them valuable assistance in
prioritizing the needs of the students and the teachers during the planning
process relevant to the goals of the educational system.
Future Researchers. The findings of this study would help future
researchers who may wish to conduct related studies.
Teachers. This study brings to light the development of the teachers of
Cebu Technological University to improve further their performance in meeting
the ever changing needs and problems of the educative process. This also
awakens the faculty members’ interests and enthusiasm in furthering their
studies, as well as, identifying their development needs, in training and
competence in the subject matter.
Students. The students are the ultimate benefactors of the result of this
study. For every effort exerted by both teachers and administrators, the focus is
always the students.
RESEARCH METHODOLOGY
This study utilized the descriptive method with the questionnaire as the
main instrument in the gathering of data to assess the teaching competencies
and job satisfaction of teachers in Cebu Technological University, Southern
Campuses. This method described, analyzed and evaluated the different factors
under study.
24
Flow of the Study
The flow of the study as illustrated in Figure 2 presents the idea around
which the investigation is woven.
The input shows the profile of the faculty at CTU South Campuses in
terms of age, gender, civil status, department, highest educational attainment,
number of subject load, job status, length of service and salary. It also presents
the teaching competencies of faculty and their level of job satisfaction as the core
of the investigation. The study also dealt with the correlation between the
teachers’ competencies and their level of job satisfaction.
The process presents the data which were analyzed and interpreted
through the simple percentage, mean, weighted mean, chi-square, coefficient of
contingency and t-test.
The output of the study shows the findings that became basis for the
proposed faculty development plan.
Environment
This study was conducted at CTU-South Campuses which comprises the
following: CTU-Argao Campus, CTU – Barili Campus and its extension in
Dumanjug, and CTU –Moalboal Campus including also the Moalboal Campus
Extension in Malabuyoc.
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INPUT PROCESS OUTPUT
Fig. 3. Flow of the Research

26
Fig. 2. Spot Map

27
Respondents
The respondents of this study were the organic and non- organic faculty
members of CTU -South Campuses. This is shown in Table 1.
Table 1
The Distribution of the Research Respondents
Campus Total No. of 70 % Percentage

Faculty Samples
CTU- Argao Campus 83 58 34.31
CTU- Barili Campus 68 48 28.40
CTU-Moalboal 90 63 37.29
Campus
Total 241 169 100
Instruments
The researcher used the following instruments to acquire the data needed
in the study:
1. Questionnaire on Teaching Competencies. To measure teacher’s
competencies, a modified questionnaire adapted from Mrs. Necitas Lucente in
her study “Teachers Competencies As Perceived by Administrators and Teachers
of Naval Institute of Technology” was used. The questionnaire was

28
composed of four areas, namely mastery of the subject, thoroughness of
preparation, effectiveness of instruction and classroom management and
personal and social skills. There are several qualities listed under each area
which describes the teacher’s behavior. A demographic data section included to
collect the respondents’ profile.
The respondents checked the columns which best indicates the degree of
accomplishment. If he noted the manifestation of the skill or competency all the
time, he checks under O. If the skill or competency is noted majority of the time,
VS. If the manifestation of the competency is average or half of the time, S. If the
skill or competency is manifested in few cases, F. If the skills were never
observed, US.
2. Teachers’ Job Satisfaction Questionnaire. The Job Satisfaction
Questionnaire is a 35 item Likert-scale questionnaire that assesses seven facets
(subscales) of job satisfaction including salary; supervision; recognition; career
advancement; nature of work; relationship with co-workers; and working
condition. This questionnaire was a modified form of the job satisfaction
questionnaire used by Victoria Hughes in her dissertation on “Teachers’
Evaluation Profile and Job Satisfaction.
The respondents were asked to check the column that corresponds
to their agreement or disagreement about the statement ranging from 1 Strongly
Disagree to 5 for Strongly Agree. Items mapped to each subscale are shown in
Table 2.
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Table 2
Item Classification
Subscales Items
Salary 2, 4, 21, 31, 33
Supervision 5, 11, 18, 23, 26
Recognition 6, 10, 12, 32, 34
Career Advancement 1, 8, 16, 19, 28
Nature of Work 3, 7, 17, 25, 27
Relationship with Co-Workers 13, 15, 22, 24, 29
Working Condition 9, 14, 20, 30, 35
Data Gathering Procedure
The researcher got permission from the University President and from the
Campus Directors to distribute the questionnaires on faculty respondents.
She personally distributed the questionnaires to the faculty of Cebu
Technological University South Campuses.
The data collected were interpreted and analyzed. To clarify doubts,
informal interview was conducted to verify information that appeared vague and
responses that need further information.
Statistical Treatment
1. To determine the personal profile of teachers, developmental needs and
level of job satisfaction, the percentage and weighted mean was used with
the formula:
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P = f x 100
Where:
P = percentage
f = frequency
N = number of cases
100 = constant
2. For the level of teaching competencies and teachers’ level of job
satisfaction, the weighted mean was applied using the formula:
WM = ∑fw
_____
N
where:
WM = is the weighted mean
f = is the frequency
w = is the assigned weight
N = is the number of cases
∑ = is the summation
3. To find the relationship between teaching competencies and job
satisfaction, the chi-square was used (X2).
The formula is:
X2 = ∑ (O-E) 2
E
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where:
X2 = is the chi-square
∑ = is the sum of
O = is the observed frequencies
E = is the expected frequencies
4. To test the significant relationship between the respondents’ level
of teaching competencies and job satisfaction, the coefficient of
contingency was used:
The formula is:
C = X2
N + X2
where:
C = is the coefficient of contingency
X2 = chi-square
N = is the total number of cases
5. To determine the degree of significance of the coefficient of contingency
of the variables tested, the T-test was used.
The formula is:
t = r√ N-2
1-r2
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Scoring Procedures
After the administration of the instrument, quantitative data were collated
and statistically treated.
Teaching Competencies Questionnaire. Responses from the teaching
competencies questionnaire were scored in five point scale. 5 for Outstanding; 4
for Very Satisfactory; 3 for Satisfactory; 2 for Fair; and 1 for Unsatisfactory.
The categories for the level of teaching competency are illustrated below
Qualitative Description Range of Mean
Outstanding (O) 4.20 to 5.00
Very Satisfactory (VS) 3.40 to 4.29
Satisfactory (S) 2.60 to 3.39
Fair (F) 1.80 t0 2.59
Unsatisfactory (US) 1.00 to 1.79
Teachers’ Job Satisfaction Questionnaire. The scoring procedure used in this
questionnaire was in terms of five point scales. The responses were scored on
the following: 5 for strong agreement, 4 for an agreement, 3 for fairly agreement,
2 for disagreement, and 1 for strong disagreement.
Illustrated below are the specific categories for the teachers’ level of job
satisfaction.
Qualitative Description Range of Mean
Strongly Agree (SA) 4.20 to 5.00
Agree (A) 3.40 to 4.19
Fairly Agree (FA) 2.60 to 3.39

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Disagree (D) 1.80 to 2.59
Strongly Disagree (SD) 1.00 to 1.79
DEFINITION OF TERMS
To attain clarity and synthesis of viewpoints, terms frequently used in
this study are defined operationally.
Classroom Management. The term refers to procedural knowledge about
conditions supporting effective and responsible teaching and successful
learning. This includes maintaining a high level of on-task behavior in the
classroom, preventing or rapidly eliminating interruptions or creating a
positive social climate (Japos, 1987:7)
CTU-South Campuses. The term refers to Cebu Technological
University Campuses and their extension campuses located in the southern
part of Cebu namely: CTU-Argao Campus, CTU-Barili Campus and CTU-
Moalboal Campus.
Faculty. This term refers to the organic and non- organic instructors and
professors of CTU-Southern Campuses
Faculty Development Plan. This refers to any activity or process
intended to improve skills and performance of teachers to improve instruction
as well as the professional climate in school.
Job satisfaction. The term refers to a positive emotional state that results
from the appraisal of the job or job experiences.

34
Profile of the Respondents. This refers to short accounts of the
respondents in terms of age, gender, civil status, highest educational
qualification, length of service, department, job status, and salary.
Recognition. This refers to an act of appreciation or acknowledgement
given for an achievement made.
Salary. This refers to the fixed compensation received by the teachers in
exchange for their services.
Subject Load. It refers to the number of classes handled by the faculty
Supervision. It refers to the act of providing attentive assistance to
subordinate.
Teaching Competencies. In accordance with the research tool used, this
term refers to the criteria used by the researcher in evaluating teachers’
performance.
Working Condition. It refers to the teachers’ working environment which
includes the facilities and equipment that contribute to the effectiveness of
instruction.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter expounds on the review of related literature and related
studies. Some related literature and studies conducted and considered relevant
were reviewed and utilized in the concretization of this research Related literature
is taken from the published materials while the related studies are taken from the
unpublished resources like master’s thesis and doctoral dissertation.
Related Literature
Teachers through their collective efforts act as a driving force by which the
goals and objectives of an educational system are being achieved. They possess
a strong power in their own capacity to direct the learners in becoming
responsible citizens. As such, teacher quality must be taken into account.
In an unstructured interview with several administrators as to teacher
competence, they considered “attitude towards work” as the most favorable
characteristics: 1. job-related knowledge --- having full knowledge of the subject
matter she teaches and must be familiar with the curriculum content
2. communication skills – being articulate and can communicate well by
participating appropriately at meetings / seminars with relative ease,
3. dependability - working with minimal supervision and completing assigned
tasks within a specified period is truly an asset to any system,
4. initiative –willingness to assume additional tasks and even volunteers to do
other jobs apart from her regular teaching assignment 5. judgment – making
sound and mature decisions by applying analytic and a reflective approach to

36
problems, 6. adaptability - the ease to adapt and adjust to existing situations by
being open to feedback and new ideas and willingly supports changes when
necessary, 7. professionalism – adherence to rules, policies and procedures with
the highest degree of professionalism by respecting other ideas and opinions and
exercises tact in dealing with others, 8. interpersonal skills the warm and
supportive nature in working harmoniously with others by adjusting to different
personalities and goes for peace. http://www.orionbataan.com/component/
article/68-education/240-qualities-of-a-competent-teacher-in-the-eyes-of-the-ad
ministrator.htm
Before instituting minimum standards of competencies or assessing
teaching staff, administrators must carefully define competencies. According to
Pearson as cited by Ellis (2012) three judgments must be made to identify a
person as a competent teacher. The standards a teacher must meet to teach
satisfactorily rather than minimally. The skills required in general for a person to
perform at this level and the requisite skills this person has. Researchers, who
must rely on measurable outcomes, tend to define effective teachers as those
whose students show statistically significant gains on reading and mathematics
achievement tests. The researchers then identify teaching behaviors correlated
with these gains. Other more subjective qualities have been associated with
effective teaching. These include positive expectations, inspirational leadership,
and a wide repertoire of teaching skills and motivation alternative techniques
(since not one instructional technique or model will work with all students all the
time). An essential attribute of good teaching is therefore sound judgment and

37
good sense--qualities that cannot be reduced to finite, measurable skills.
Established criteria for teacher competency can at best delineate what is
necessary, but not sufficient, for effective teaching.
Hawley as cited by Suslu (2012) said that in order to increase teacher
competence, career ladder plans should be done. There are some principles to
be designed for career ladder plans. These are: 1.For high performance,
economic rewards are important. 2. In order to keep higher levels of pay and
status, teachers carry on showing high performance. 3. There should not be any
competitive rewards which can discourage peer interaction and social approval,
important to effective teaching. 4. Fair and predictable assessment measures
should be used.
According to Joki as cited by Ellis (2012), school boards can help improve
the quality of teaching by writing strong, clear policies on administrative
accountability (including provisions for instructional leadership); on teacher
recruitment, supervision, and evaluation; on an instructional model keyed to
specific objectives; and on in service training for administrators and teachers.
Superintendents also might provide principals with clerical assistance to free
more time for classroom observation, clinical supervision, demonstration
teaching, and staff development. Teacher evaluation, in addition to its customary
function of establishing a basis for promotion, retention, or dismissal of teachers,
can also be a valuable tool for improving instructional effectiveness. .A good
evaluation program should emerge from the cooperative efforts of teachers and
their evaluators in identifying broad areas of responsibility and specific objectives

38
Thus teachers will "own" an evaluation program, rather than have one arbitrarily
imposed. Besides monitoring teacher performance, a specific objective of
teacher evaluation should be to set measurable job improvement targets. Once
targets are set, the principal and teacher work out a specific plan of action within
a given time frame, and then review the teacher's progress in conference. Such
clinical supervision promotes a school climate in which continuous improvement
becomes an essential part of every teacher's job. In addition to setting and
clarifying expectations, administrators can also employ incentives to induce
teachers to excel in their profession. These include merit pay plans, career
options (including career ladders), enhanced professional responsibilities (for
example, master teacher plans), non monetary recognition such as annual
awards, and improved working conditions.
In order for an organization to be successful they must continuously
ensure the satisfaction of their employees. Job satisfaction is defined as "an
individual's reaction to the job experience" (Berry, 1997). There are various
components that are considered to be vital to job satisfaction. These variables
are important because they all influence the way a person feels about their job.
These components include the following: pay, promotion, benefits, supervisor,
co-workers, work conditions, communication, safety, productivity, and the work
itself. Each of these factors figures into an individual’s job satisfaction differently.
One might think that pay is considered to be the most important component in job
satisfaction, although this has not been found to be true. Employees are more
39
concerned with working in an environment they enjoy.
www.u.arizona.edu/~ctaylor/chapter9/jobsat.html
An employee's overall satisfaction with his job is the result of a
combination of factors -- and financial compensation is only one of them.
Management's role in enhancing employees' job satisfaction is to make sure the
work environment positive, morale is high and employees have the resources
they need to accomplish the tasks they have been assigned.
Because employees spend so much time in their work environment each
week, it is important for companies to try to optimize working conditions. Such
things as providing spacious work areas rather than cramped ones, adequate
lighting and comfortable work stations contribute to favorable work conditions.
Providing productivity tools such as upgraded information technology to help
employees accomplish tasks more efficiently contributes to job satisfaction as
well.
Employees are more satisfied with their current job if they see a path
available to move up the ranks in the company and be given more responsibility
and along with it higher compensation. Many companies encourage employees
to acquire more advanced skills that will lead to the chance of promotion.
Companies often pay the cost of tuition for employees taking university courses,
for example. During an employee's annual performance review, a supervisor
should map out a path showing what she needs to accomplish and what new
skills she needs to develop in order to be on a track to advancement within the
organization.
40
Dealing with a workload that is far too heavy and deadlines that are
impossible to reach can cause job satisfaction to erode for even the most
dedicated employee. Falling short of deadlines results in conflict between
employees and supervisors and raises the stress level of the workplace. Many
times, this environment is caused by ineffective management and poor planning.
The office operates in a crisis mode because supervisors do not allow enough
time for employees to perform their assigned tasks effectively or because staff
levels are inadequate.
Employees seek to be treated with respect by those they work with. A
hostile work environment -- with rude or unpleasant coworkers -- is one that
usually has lower job satisfaction. In an August 2011 survey published by
FoxBusiness.com, 50 percent of those responding said they had personally
experienced a great amount of workplace incivility. Fifty percent also believe
morale is poor where they work. Managers need to step in and mediate conflicts
before they escalate into more serious problems requiring disciplinary action.
Employees may need to be reminded what behaviors are considered
inappropriate when interacting with coworkers.
Effective managers know their employees need recognition and praise for
their efforts and accomplishments. Employees also need to know their
supervisor's door is always open for them to discuss any concerns they have that
are affecting their ability to do their jobs effectively and impeding their satisfaction
at the office.
41
Job satisfaction is impacted by an employee's views about the fairness of
the company wage scale as well as the current compensation she may be
receiving. Companies need to have a mechanism in place to evaluate employee
performance and provide salary increases to top performers. Opportunities to
earn special incentives, such as bonuses, extra paid time off or vacations, also
bring excitement and higher job satisfaction to the workplace.
Martires and Fule (2000) state that anyone who is explicitly concerned
with the actions of people must ask some fundamental questions like what
makes people do certain things and do people act the way they do. People do
not behave in a random fashion, they must look for answers in what motivates
people. Motivation refers to the why and cause of behavior. Motivation energizes
behavior and gives it direction. A motivated person will work harder and
persevere longer than an unmotivated one. http://small
business.chron.com/factors-affecting-job-satisfaction-20114.html
Johnson quoted from Oregon School Boards Association (2009)
measures to boost teacher motivation is based on three theories of motivation
and productivity: 1. expectancy theory-individuals are more likely to strive in their
work if there is an anticipated reward that they value, such as bonus or a
promotion, than if there is none, 2. equity theory-individuals are dissatisfied if
they are not justly compensated for their efforts and accomplishments and 3. job
enrichment theory-workers are more productive when their work is varied and
challenging.
42
The first two theories are just satisfaction for merit pay and career ladders,
and the third suggests differentiated staffing, use of organizational incentives,
and reform-oriented staff development.
Merit pay and other incentive policies gained legislative popularity largely
because of their seeming simplicity. They were meant to provide external
incentives- financial rewards, advancement opportunities, workplace variety-
but did not adequately resolve the problem of teacher satisfaction.
Frase as cited by Gardner (2010) offers one reason why measures relying
on external rewards have been insufficient. There is overwhelming research
evidence, he says, that teachers enter teaching to help young people learn, that
their most gratifying reward is accomplishing this goal, and that work- related
factors most important to teachers are those that allow them to practice their
craft successfully.
Zemmelman, Daniels, and Hyde (2005) write that teachers’ attitudes are
crucial to the success of in-depth curricular innovation. Moreover, the beneficial
effort of teachers’ attitudes on education reform is reciprocal. Some research
shows that when principals effectively used shared governance strategies and
participatory management, teachers feel energized and motivated, and their
sense of ownership and empowerment increases.
Well-implemented school improvement plans can increase collegiality and
give teachers the satisfaction to committing themselves to school improvement
goals. Some practitioners believe that such rewards may be more effective in
43
motivating teachers and improving teaching practices than individual, extrinsic
rewards.
Some researchers have warned, however, that merit pay may change the
relationships between teachers and students: poor students may pose threats
to the teachers’ rating and rewards. Another concern is that merit pay plans
may encourage teachers to adjust their teaching down to the program goals,
setting their sights no higher than the standards (Oregon School Boards 2009).
Odden and Kelley (2000) reviewed recent research and concluded that
individual merit and incentive pay programs do not work and, in fact, are often
detrimental A number of studies have suggested that merit pay plans often
divide faculties, set teachers against their administrators, are plagued by in
adequate evaluation methods, and may be appropriate for organizations such
as schools that require cooperative, collaborative work.
Related Studies
Suryanarayana (2010)) studied the history of evaluation of teacher
competency critically and briefly. She disclosed that teaching aptitude,
academic grades, socio-economic status, teaching experience and age, in the
order of their arrangement, appeared to be sound predictors of teacher
effectiveness.
This is related in the present study since it deals with teaching
competency. Its difference is that the study did not deal with teachers’ level of job
satisfaction.
Zembylas and Papanastasiou (2004) studied job satisfaction among
school teachers in Cyprus. The findings showed that, unlike other countries in
44
which this questionnaire was used, Cypriot teachers chose their career because
of the salary, the hours, and the holidays associated with this profession.
In a study conducted by Frase (2001), he identified two sets of factors that
affect teachers’ ability to perform effectively: work context factors (the teaching
environment, and work content factors (teaching).
Young (as cited by Paderanga, (2000) conducted a study on the
motivational pattern among employees of Union Bank Cebu and found out that
the motivational pattern of employees could be enhanced if management would
be receptive to their needs. Effectiveness in the performance of their duties and
responsibilities would be improved.
Conde (1999) conducted a study on the motivation and performance of
academic non-teaching personnel at the University of San Jose Recoletos, it was
revealed that the needs of the employees were in the lower and higher order
category and that safety and security needs have been brought about by a
relatively inadequate performance. As a whole, their strong agreement to having
needs in all dimensions was not caused by the in adequacy of their performance.
Rebay as cited by Suryanarayana (2010) found a positive relation
between age, experience and job satisfaction and no significant difference was
found in respect of sex and level of education, whereas Bhandarkar as quoted by
Suryanarayana (2010) confirmed a significant relationship between teachers’
qualification and job satisfaction.

45
Tharyani quoted from Clixmark Newsline (2010) has concluded that
‘intelligence and knowledge in their subject areas were found to be the best
predictors of the teacher effectiveness.
Galagar (1994) investigated the relationship between supervision and
teaching effectiveness. She found out that adequacy of the supervision produces
better instructional performance.
Quijano (2000) investigated on the motivational needs, professional
qualifications and socio-economic status of teachers in relation to job satisfaction
and found a significant relationship between teachers’ motivational needs and job
satisfaction.
This is related to the present study since it deals on job satisfaction and
the respondents were also teachers. The difference is that it deals on teaching
competencies.
Briones (2005) conducted a study on the performance of the faculty of the
Cebu State College of Science and Technology System in relation to their coping
styles, academic freedom and job satisfaction. The findings of his study show
that the faculty’s level of performance was affected by the extent of their coping
styles, academic freedom, and job satisfaction.
This is related to the present study since it deals with teachers’
performance and job satisfaction. The difference is that, it deals with other
variables that affected teachers’ performance.
Norton and Kelly (1997) and Shann (1998) identified the following factors
that contribute to increased teacher dissatisfaction and to teachers leaving the

46
profession: Problems/frustrations with the variety of administrative routines and
accompanying paperwork; concerns about the evaluation of student performance
and school grading practices; problems relating to student behavior and handling
of student discipline; problems related to teacher load and expectations for
assuming extra-curricular assignments; concerns about relationships with peers
and administrative personnel, including supervisory relationships and
communication channels; low pay; few possibilities for career promotion or
growth; and the declining respect for the profession.
A large-scale study conducted by the US Department of Education (1993)
showed that 40 percent of American teachers were strongly dissatisfied with their
workload, the resources available to them, the support received from school
administrators, and the procedures used to evaluate their work. The report
identified “more administrative support and leadership, good student behavior, a
positive school atmosphere, and teacher autonomy” as the working conditions
that were associated with higher teacher satisfaction (US Department of
Education, National Center for Education Statistics). Favorable workplace
conditions were positively related to teachers’ job satisfaction regardless of
whether teachers were employed by a public or private school, an elementary or
secondary school, and regardless of the teachers’ background characteristics or
school demographics. The study also found that teachers in any school setting
who receive a great deal of parental support were more satisfied than teachers
who did not. In addition, a weak relationship was found in the same study
between teacher satisfaction and salary and benefits. http://www.topkinisis.com/
conference/CCEAM/wib/index/outline/PDF/ZEMBYLAS%20Michalinos.pdf
47
Chapter 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In reference to the specific problems of this study, this chapter elucidates
the presentation, analysis and interpretation of gathered data; these were
collated in different tables which were analyzed and interpreted. This includes the
socio-demographic profile of the respondents, teachers’ level of teaching
competency and teachers’ level of job satisfaction.
SOCIO –DEMOGRAPHIC PROFILE OF THE RESPONDENTS
This part provides the socio-demographic profile of the respondents which
includes the age, gender, civil status, highest educational attainment,
department, number of subject load, job status, length of service, and salary. This
profile is included because this has impact on the respondents’ level of teaching
competency and level of job satisfaction.
Age
The first sub-section considered the age profile of the respondents. This is
presented in Table 3.
As shown in the same Table, 21 respondents or 12.43 percent belonged to
an age bracket between 20-30 by six (6) respondents or 3.55 percent from Argao
Campus, four (4) or 2.37 percent from Barili Campus and 11 or 6.51 percent
from Moalboal Campus. There were 53 respondents or 31.36 percent recording
an age bracket between 31-40 by 15 or 8.88 percent from Argao Campus, 16 or
9.47 percent from Barili Campus and 22 or 13.02 percent from

48
Table 3
Age Profile of Respondents
N=169
CTU- Campus
Argao Barili Moalboal Total
Age Bracket Campus Campus Campus
f % f % F % f %
51 and above 13 7.69 10 5.92 16 9.47 39 23.08
41-50 24 14.2 18 10.6 14 8.28 56 33.14
0 5
31-40 15 8.88 16 9.47 22 13.0 53 31.36
20-30 6 3.55 4 2.37 11 6.51 21 12.43
TOTAL 58 34.3 48 28.4 63 37.2 169 100.00
2 1 8
Moalboal Campus. There were 56 respondents or 33.14 percent who belonged
to age bracket 41-50, 24 or 14.20 percent from Argao Campus, 18 or 10.65
percent from Barili Campus and 14 or 8.28 percent from Moalboal Campus; while
49
there were 39 respondents belonging to age bracket 51 and above by 13
respondents or 7.69 percent from Argao Campus, 10 or 5.92 percent from Barili
Campus and 16 or 9.47 percent from Moalboal Campus.
It is disclosed in the same table that majority of the faculty belonged to
age bracket within 41-50.
This implies that most teachers are in the middle age and are still
physically fit with full of vigor to perform their duties effectively. Obanya et al as
cited by Onike (2010) explain that old teachers are likely to be more stable and
devoted to their teaching than younger teachers. Age in the service or years of
teaching experience essentially determines teacher's effectiveness.
Gender
This sub section deals on gender profile of the respondents. This is
reflected in Table 4.
Table 4
Gender Profile of Respondents
N-169
Gender Male Female Total

CTU Campus
f % f % f %
Argao 24 14.20 34 20.12 58 34.32
Barili 20 11.83 28 16.57 48 28.40
Moalboal 26 15.38 37 21.89 63 37.28

50
Total 70 41.41 99 58.58 169 100.00
Table 4 shows a total of 70 male respondents or 41.41 percent, of which
24 respondents or 14.20 percent were from Argao Campus, 20 or 11.83 percent
from Barili Campus and 26 or 15.38 percent from Moalboal Campus. While there
were a total of 99 female respondents or 58.58 percent, of which 34 respondents
or 20.12 percent were from Argao Campus, 28 or 16.57 percent were from Barili
Campus and 37 or 21.89 percent from Moalboal Campus. Composing all the
respondents of 169 teachers or 100 percent, there were 58 or 34.32 percent from
Argao Campus, 48 from Barili Campus and 63 or 37. 28 percent from Moalboal
Campus.
It is gleaned from the table that majority of the teacher respondents were
female.
It implies that there are more women in the teaching profession than men.
Ejercito as cited by Gimena (2009) said that out of 20 multi-grade teachers in
Badian District, only one was a male teacher.
Civil Status
This sub-section presents the civil status of the respondents. This is
shown in Table 5.
The data show that out of the 169 teachers, 26 or 15.38 percent are single
by 9 respondents or 5.33 percent were from Argao Campus, seven (7) or 4.14
percent were from Barili Campus, and 10 or 5.92 percent were from Moalboal
Campus. There were 142 respondents or 84.02 percent who are married by 49
51
respondents or 28.09 were from Argao Campus, 41 or 24.26 percent were from
Barili Campus and 52 or 30.77 percent from Moalboal Campus. None of the
respondents was separated. Nonetheless, there was only one (1) or .59 percent
Table 5
Civil Status Profile of Respondents
N-169
CTU Campus Argao Barili Moalboal Total

Campus Campus Campus
Civil Status
f % f % f % f %
Widow 0 0 0 0 1 .59 1 .59
Separated 0 0 0 0 0 0 0 0
Married 49 28.99 41 24.26 52 30.77 142 84.02
Single 9 5.33 7 4.14 10 5.92 26 15.38
Total 58 34.32 48 28.4 63 37.28 169 100%
from Moalboal Campus who is widow.
It is revealed in the same table that majority of the respondents are
married.
It implies that teachers have nurturing ability and know how to deal with
their students since most of them have a family of their own.

52
Highest Educational Attainment
Table 6 gives a picture of the highest educational attainment of the
teachers of Cebu Technological University- Southern Campuses. It shows the
number of faculty holding different degrees and their percentage
Table 6
Highest Educational Attainment of Respondents
N-169

Educational Attainment
F % f % f % f %
Doctoral Degree Holder 4 2.37 3 1.78 5 2.96 12 7.10
Masters with units in 17 10.06 13 7.69 18 10.65 48 28.40

Doctoral
Masters Degree Holder 5 2.96 3 1.78 2 1.18 10 5.92
BS with MA units 30 17.75 26 15.38 36 21.30 92 54.44
BS Degree Holder 2 1.18 3 1.78 2 1.18 7 4.14
Total 58 34.32 48 28.41 63 37.28 169 100.00

53
As reflected in the same Table, seven (7) respondents or 4.14 percent are
Bachelors degree holder, by 2 respondents or 1.18 percent were from Argao
Campus, three (3) or 1.78 percent from Barili Campus and 2 or 1.18 percent
were from Moalboal Campus. There were 92 respondents or 21.30 percent who
were BS Degree holder with MA units by 30 respondents or 17.75 percent were
from Argao Campus, 26 or 15.38 percent were from Barili Campus and 36 or
21.30 percent from Moalboal Campus.10 respondents were Masters Degree
holder, by 5 respondents or 2.96 percent were from Argao Campus, three (3) or
1.78 percent from Barili Campus and two (2) or 1.18 percent were from Moalboal
Campus. There were 48 respondents or 28.40 percent who were Masters
Degree holder with Doctoral units by 17 respondents or 10.06 percent were from
Argao Campus, 13 or 7.69 percent from Barili Campus and 18 or 10.65 percent
from Moalboal Campus. There were 12 respondents or 7.10 percent who have
Doctoral Degree, four (4) or 2.37 percent of them were from Argao Campus,
three (3) or 1.78 percent from Barili Campus and five (5) or 2.96 percent from
Moalboal Campus
It is revealed in the same table that majority of the teachers are Bachelors
Degree holder with Masteral units.
It implies that the teachers are willing to learn and continuously upgrade
themselves in order to become effective teachers and also for their professional
growth. According to Ybarreta (2001), one way to consider that with the present
rapid advances in technology and education, what one learns 10 or 20 years ago
might already be obsolete for today’s learners. Although teachers can improve
54
their competence through self study, such can never equal to the upgrading and
self-enrichment they can get through attending graduate studies.
Department
This sub-section presents the Department that the teachers belong. This
is presented in Table 7.
Table 7
Department Where the Respondents Belong
N-169

Department
f % f % F % F %
Academic 20 11.83 20 11.83 24 14.20 64 37.87
Technology 38 22.49 28 16.57 39 23.08 105 62.13
Total 58 34.32 48 28.40 63 37.28 169 100.00
The data show that out of 169 respondents there were 105 respondents or
62.13 percent belonging to Technology Department by 38 respondents or 22.49
percent from Argao Campus, 28 or 16.57 percent from Barili Campus and 39 or
23.08 percent from Moalboal Campus while there were 64 respondents or 37.87
percent who belonged to Academic Department, by 20 respondents or 11.83

55
percent from Argao Campus, 20 or 11.83 percent from Barili Campus and 24 or
14.20 percent from Moalboal Campus.
It revealed that majority of the teacher respondents belonged to
Technology Department.
It implies that CTU is a good training ground for skills and technology
since majority of the faculty were graduate of technology courses. This means
that the graduates of CTU are equipped with knowledge and skills in line with the
manpower needs of industry.
Number of Subject Load
The next sub-section reflects the number of subject load handled by the
faculty of Cebu Technological University. This is shown in Table 8.
Table 8
Number of Subject Load of Respondents
N-169
CTU Campus Campus Campus Campus
No. of Subject Load
f % f % f % f %
10 and above 1 .59 1 .59 0 0 2 1.18
7-9 36 21.30 33 19.53 45 26.63 114 67.46
4-6 19 11.24 13 7.69 17 10.06 49 28.99
1-3 2 1.18 1 .59 1 .59 4 2.36

56
Total 58 34.31 48 28.4 63 37.28 169 100.00
As presented in the same table there were four (4) respondents or 2.36
percent handling 1-3 classes by 2 respondents or 1.18 percent from Argao
Campus, one (1) or .59 percent from Barili Campus and also from Moalboal
Campus. There were 49 or 28.99 percent having 4-6 loads by 19 respondents or
11.24 percent from Argao Campus, 13 or 7.69 percent from Barili Campus and
17 or 10.06 percent from Moalboal Campus. There were two (2) respondents or
1.18 percent 10 and above class, one (1) or .59 percent from Argao Campus,
one (1) or .59 percent from Barili Campus and none from Moalboal Campus.
It is disclosed in the same table that majority of the teachers were
handling 7-9 classes.
It implies that the teachers were given regular loads to become effective
and efficient in their job.
Job Status
This sub-section presents the job status of the respondents. This is shown
in Table 9.
The data in the table show that out of the 169 teacher respondents there
were 65 or 38.46 percent who were non-organic faculty by 21 respondents or
12.43 percent from Argao Campus, 19 or 11.24 percent from Barli Campus and
25 or 14.79 percent from Moalboal Campus. While there were 104 respondents
or 61.54 percent who were organic faculty by 37 or 21.89 percent from Argao
57
Campus, 29 or 17.16 percent from Barili Campus and 38 or 22.49 percent from
Moalboal Campus.
It is gleaned from the same table that most teachers are organic faculty or
have permanent status.
It is implies that the teachers have job security and enjoying all the
benefits and privileges that government employees have.
Table 9
Job Status of Respondents
N-169

Department
f % f % f % f %
Organic 37 21.89 29 17.16 38 22.49 104 61.54
Non-organic 21 12.43 19 11.24 25 14.79 65 38.46
Total 58 34.32 48 28.40 63 37.28 169 100.00
Length of Service
Table 10 gives a picture on the respondents’ length of service in the
teaching profession.
As shown in the same table, there are 169 respondents, of which 71
respondents or 42.01 percent had 1-10 years of teaching experience by which 18

58
respondents or 10.65 percent from Argao Campus, 22 or 13.02 percent from
Barili Campus and 31 or 18.34 percent from Moalboal Campus. There were 29
respondents or 17.16 percent who had 11-20 years of teaching experience by 12
respondents from Argao Campus, 10 or 5.92 percent from Barili Campus and
seven (7) or 4.14 percent from Moalboal Campus. While there were 60
respondents or 35.50 percent who belonged to 21-30 years of teaching
experience by 25 or 14.79 percent from Argao Campus, 15 or 8.88 percent from
Table 10
Length of Service
N-169

No. of Years
f % F % F % f %
30 and above 3 1.78 1 .59 5 2.96 9 5.33
21-30 25 14.79 15 8.88 20 11.83 60 35.50
11-20 12 7.10 10 5.92 7 4.14 29 17.16
1-10 18 10.65 22 13.02 31 18.34 71 42.01
Total 58 34.32 48 28.41 63 37.27 169 100.00
Barili Campus and 20 or 11.83 percent from Moalboal Campus. There were nine
(9) respondents or 5.33 percent belonging to 30 years and above of teaching

59
experience by three (3) respondents or 1.78 percent from Argao Campus, one
(1) or .59 percent from Barili Campus and five (5) or 2.96 percent from Moalboal
Campus.
It is revealed in the table that majority of the respondents belonged to 1-10
years of teaching experience. This is because CTU is hiring part time instructors
to cope with the increasing number of enrollees.
It implies that the teachers need to undergo orientation and enhancement
seminars since many of them are new to the teaching profession.
Ladd as cited by Rice (2010) said that average, teachers with more than
20 years of experience are more effective than teachers with no experience, but
are not much more effective than those with 5 years of experience.
Salary
The last sub-section covers the respondents’ monthly salary. This is
reflected in Table 11.
As revealed in Table 11, out of 169 respondents, 44 respondents or
26.04 have monthly salary between Php 1,000- Php 10,000 by 15 respondents
or 8.88 percent from Argao Campus, 10 or 5.92 percent from Barili Campus and
19 or 11.24 percent. There were 40 respondents or 23.67 percent who have
monthly income ranged from Php 11, 000 – Php 20,000 by 12 respondents or
7.10 percent from Argao Campus, 13 or 7.69 percent fro Barili Campus and 15 or
8.88 percent from Moalboal Campus. While, there were 75 faculty or 44.38
percent who have monthly salary between Php 21, 000 – Php 30, 000 by 27
60
respondents or 15.98 percent from Argao Campus, 23 or 13.61 percent from
Barili Campus
Table 11
Respondents’ Monthly Salary
N-169

Monthly Salary
f % F % f % f %
₱31, 000 and above 4 2.37 2 1.18 4 2.37 10 5.92
₱21, 000-₱30, 000 27 15.98 23 13.61 25 14.79 75 44.38
₱11, 000-₱20, 000 12 7.10 13 7.69 15 8.88 40 23.67
₱1,000-₱10,000 15 8.88 10 5.92 19 11.24 44 26.04
Total 58 34.33 48 28.4 63 37.28 169 100.00
and 25 or 14.79 percent from Moalboal Campus. There were also 10
respondents or 5.92 percent who have monthly salary of Php 31, 000 and above
by four (4) respondents or 2.37 percent from Argao Campus, two (2) or 1.18
percent from Barili Campus and four (4) or 2.37 percent from Moalboal Campus.
It is disclosed in the same table that 75 teachers have monthly salary
ranged from Php 21, 000 – Php 30, 000.

61
This implies that there are more professionals who are attracted to join the
teaching force because of the salary.
RESPONDENTS’ LEVEL OF TEACHING COMPETENCIES
This section focused on the level of teaching competencies of teachers of
CTU-South Campuses based from their own perception in terms of: mastery of
the subject, thoroughness of preparation, effectiveness of instruction, personal
and social skill. The level of teaching competencies was determined using the
approved scale having a range and qualitative equivalents being categorized as:
4.20 - 5.00 – Outstanding; 3.40 – 4.19 – Very Satisfactory; 2.60 – 3.39 –
Satisfactory; 1.80 -2.69 = Fair and 1.00 – 1.79 – Unsatisfactory
Mastery of the Subject
This section presents the respondents’ level of teaching competency in
terms of the mastery of the subject.
As revealed in Table 12, 169 respondents from Argao, Barili and Moalboal
perceived the following results as provided herein: “Shows evidence of mastery
of the subject,” which had a weighted mean of 4.17 or very satisfactory;
“Inspires class confidence in his knowledge of the subject, and “Clearly
integrates/ synthesize concepts discussed in class,” which both were registered
a weighted mean of 4.16 or very satisfactory. Items on “Relates subject matter
to other fields, to actual situations/ present day conditions and to students’
environment,” which had a weighted mean of 4.13, “Shows that he is abreast
with the latest developments in his area of specialization,” which had a weighted
62
mean of 4.11,” and “Acknowledges and answers satisfactorily questions raised
by students,” which marked a weighted mean of 4.10 were all rated very
satisfactory.
The same table disclosed an overall average of 4.12 or very satisfactory
in the respondents’ self-perception on their level of teaching competency in terms
of the mastery of the subject.
Table 12
Teachers’ Level of Teaching Competencies on Mastery of the Subject
N-169
CTU-Campuses Argao Barili Moalboal Total
N-58 N-48 N-63

Mastery of the Subject WM Des WM Des WM Des WM Des
1. Shows evidence of mastery of 4.16 VS 4.17 VS 4.17 VS 4.17 VS

the subject
2. Relates subject matter to other
fields, to actual situations/ present
day conditions and to students’ 4.19 VS 4.02 VS 4.19 VS 4.13 VS
environment
3. Acknowledges and answers 4.10 VS 4.13 VS 4.06 VS 4.10 VS
satisfactorily questions raised by
students.
4. Shows that he is abreast with the 4.14 VS 4.04 VS 4.14 VS 4.11 VS
latest developments in his area of
specialization.
5. Inspires class confidence in his 4.12 VS 4.17 VS 4.19 VS 4.16 VS
knowledge of the subject.
6. Clearly integrates/ synthesize 4.19 VS 4.17 VS 4.11 VS 4.16 VS
concepts discussed in class.
Overall Average 4.15 VS 4.11 VS 4.15 VS 4.12 VS
Legend:
Qualitative Description Range of Mean Qualitative Description Range of Mean
63
Outstanding- O 4.20-5.00 Fair-F 1.80-2.59

Very Satisfactory-VS 3.40-4.19 Unsatisfactory-US 1.00-1.79
Satisfactory-S 2.60-3.39
This means that the teachers acquire substantial knowledge of the subject
that they are teaching in such a way that they could relate this knowledge to the
students. This would imply that teachers have mastered the subject matter that
they teach for the day’s lesson. Teachers’ knowledge of the subject matter
influences their efforts to help students learn the lesson
According to Dunhill (2000) teachers’ knowledge must be of two fold
nature. A good teacher must first possess a wide general knowledge and within
the confines of this general knowledge, a sound understanding of the subject he
is to teach in the classroom. Quadri K. et al (2004) corroborate that a good
teacher must be well knowledge versed in his area of specialization. He must
know which to teach, when to teach and how to teach. In the opinion of Obanya
P.A.I (1985) the quantity and quality of the teacher's knowledge will give the
teacher enough material and confidence to teach effectively.
http://wrytestuff.com/swa596810-Teacher-As-A-Key-Factor-Affecting-Learning.ht
Thoroughness on Preparation
Table 13 depicts the respondents’ level of teaching competency in terms
of the thoroughness of preparation.
The data in the table show the following result as provided herein: “Gives
sound and challenging but reasonable examination questions,” which had a
weighted mean of 4.18 or very satisfactory; “Asks clear and relevant questions
64
during class discussions,” which had a weighted mean of 4.17 or very
satisfactory; Likewise, “Prepares syllabus with all the desired features indicated
and submits it to the department head before due date,””States clearly at the
beginning of the course what are expected from the students,” “Comes to class
prepared to discuss subject matter of the day,”
Table 13
Teachers’ Level of Teaching Competencies on
Thoroughness of Preparation
N-169

CTU-Campuses N-58 N-48 N-63 N-169
Thoroughness of Preparation WM Des WM Des WM Des WM Des
1. Prepares syllabus with all the 4.19 VS 4.15 VS 4.14 VS 4.16 VS

desired features indicated and
submits it to the department head
before due date.
2. States clearly at the beginning of 4.17 VS 4.13 VS 4.19 VS 4.16 VS
the course what are expected from
the students.
3. Comes to class prepared to 4.14 VS 4.17 VS 4.17 VS 4.16 VS
discuss subject matter of the day.
4. Presents the lesson in a 4.16 VS 4.02 VS 4.06 VS 4.08 VS
systematic manner, time properly
budgeted.
5. Helps students’ learning through 4.16 VS 4.19 VS 4.14 VS 4.16 VS
relevant teaching methods and
procedures
6. Asks clear and relevant questions 4.14 VS 4.19 VS 4.17 VS 4.17 VS
during class discussions.
7. Gives sound and challenging but 4.19 VS 4.17 VS 4.17 VS 4.18 VS
reasonable examination questions.
65
and “Helps students’ learning through relevant teaching methods and
procedures,” registered a weighted mean of 4.16 or very satisfactory. Item on
“Presents the lesson in a systematic manner, time properly budgeted,” marked a
weighted mean of 4.08 or very satisfactory.
The same table revealed an overall average of 4.15 or very satisfactory
in the respondents’ self-perception on level of teaching competency in terms of
thoroughness of preparation.
This implies that teachers are very prepared in their tasks. Flores (2000)
said that thoroughness of preparation almost always determines the success of
the teaching-learning process.
Effectiveness of Instruction and Classroom Management
Table 14 reflected the following results as provided herein: Number 1 was
on “Encourages students to strive for excellence,” which has a weighted mean of
4.18 or very satisfactory; Three items: “Develops interest in and appreciation for
the subject being taught,” “Does not waste time by discussing matters not related
to the issue at hand,” and “Maintains discipline in class,” were on Number 2 and
had a weighted mean of 4.17 or very satisfactory. Item on “Explains procedures
and standards of grading,” marked a weighted mean of 4.16 or very
satisfactory; Likewise, other items such as: “Encourage intelligent, independent
and critical thinking by students,” “Gives immediate feedback on students’
performance in class by returning results of examinations, term papers, etc.
within a reasonable period,” and “Gives immediate feedback on students’
performance in class by returning results of examinations, term papers, etc.

66
within a reasonable period,” marked a weighted mean of 4.15 or very
satisfactory; Items on: “Fairly grades students according to their performance,”
Table 14
Level of Teaching Competencies on Effectiveness of Instruction
and Classroom Management
N-169
Effectiveness of Instruction and Classroom

Management
1. Uses a variety of interesting and effective 4.17 VS 4.13 VS 4.10 VS 4.13 VS
teaching methods and techniques to suit the
nature of the lessons and the needs of the
students.
2. Involves the class in activities which invite 4.00 VS 4.04 VS 4.19 VS 4.08 VS
meaningful participation among the students
3. Stimulates innovative/creative ideas in students 4.10 VS 4.06 VS 4.13 VS 4.10 VS
4. Explains procedures and standards of grading 4.17 VS 4.19 VS 4.13 VS 4.16 VS
5. Fairly grades students according to their 4.19 VS 4.15 VS 4.08 VS 4.14 VS
performance.
6. Utilizes evaluation results as a basis for 4.17 VS 4.10 VS 4.14 VS 4.14 VS
diagnosing learning difficulties and improving
instruction
7. Encourages intelligent, independent and critical 4.19 VS 4.19 VS 4.08 VS 4.15 VS
thinking by students
8.Develops interest in and appreciation for the 4.17 VS 4.17 VS 4.16 VS 4.17 VS
subject being taught
9. Motivates students to participate actively in 4.10 VS 4.06 VS 4.19 VS 4.12 VS
class discussions
10. Gives immediate feedback on students’ 4.17 VS 4.15 VS 4.14 VS 4.15 VS
performance in class by returning results of
examinations, term papers, etc. within a
reasonable period.
11. Handles the subject effectively at students’ 4.19 VS 4.15 VS 3.97 VS 4.10 VS
level.
12. Encourages students to strive for excellence 4.17 VS 4.17 VS 4.19 VS 4.18 VS
13. Imparts the subject matter in an interesting 4.14 VS 4.04 VS 4.14 VS 4.11 VS
manner
14. Comes to class on time and observes official 4.17 VS 4.15 VS 4.08 VS 4.13 VS
time
15. Does not waste time by discussing matters not 4.16 VS 4.19 VS 4.16 VS 4.17 VS
related to the issue at hand
16. Maintains discipline in class. 4.16 VS 4.17 VS 4.19 VS 4.17 VS
17. Communicates ideas effectively in class 4.17 VS 4.06 VS 4.17 VS 4.13 VS
67
and “Utilizes evaluation results as a basis for diagnosing learning difficulties and
improving instruction,” both registered a weighted mean of 4.14 or very
satisfactory; The items: “Uses a variety of interesting and effective teaching
methods and techniques to suit the nature of the lessons and the needs of the
students,” “Comes to class on time and observes official time,” and
“Communicates ideas effectively in class,” marked a weighted mean of 4.13 or
very satisfactory,” while item on “Motivates students to participate actively in
class discussions,” got a weighted mean of 4.12 or very satisfactory; The item:
“Imparts the subject matter in an interesting manner,” had a weighted mean of
4.11 or very satisfactory; Furthermore, item: . Handles the subject effectively at
students’ level”, had a weighted mean of 4.10 or very satisfactory; while item
on “Involves the class in activities which invite meaningful participation among
the students,” registered a weighted mean of 4.08 or very satisfactory.
It implies that the teachers are effective in their teaching and can really
manage the class.
Effectiveness of instruction and classroom management are skills central
to teaching because if the teacher is ineffective, students will achieve inadequate
progress. Ching-Ching said that without strong classroom management, it is
very difficult to pupils to thrive academically and socially in a non-stimulating
environment. He added that taking the time to improve upon one’s classroom
management will result in positive outcomes or academic performance for
students with behavior problems.

68
Personal and Social Skills
The next section dwells on the respondents’ level of teaching competency
in terms of personal and social skills.
Table 15 shows that the respondents from Argao, Barili and Moalboal
Campus perceived the result of very satisfactory in sequential order as follows:
Number 1 was on “Shows interest in students’ problems and needs and helps
solve them and Shows interest in professional and cultural growth and
community affairs,” which both registered a weighted mean of 4.18 Number 2
was on “Maintains good social relations with superiors and colleagues”, “Shows a
positive attitude towards the teaching profession (feels proud of the profession);
willing to render extra services curricular activities and special assignments,”
“ Shows evidence of sound physical health” and “Uses free time wisely” marked
a weighted mean of 4.16; Likewise, items: “Is fair, does not show favoritism,”
“Accepts the fellowship role whenever the need arises and assumes this
intelligently,” “Shows creativeness and resourcefulness in his performance,”
“Observes proper grooming and attire at all times” and “Shows evidence of
mental health and stability” had a weighted mean of 4.15; Furthermore, items on
“Respects students as persons, does not Insult or embarrass them,” “Is honest in
admitting mistakes,” “Accepts and performs leadership roles competently in the
school and the community,” and “Respects students’ opinions and ideas” got a
weighted mean of 4.13.

69
The same table disclosed an overall weighted mean of 4.15 or very
satisfactory teaching competencies in area of personal and social skills,
Table 15
Level of Teaching Competencies on Personal and Social Skills
N-169

CTU-Campuses
Personal and Social Skills WM Des WM Des WM Des WM Des
1. Shows interest in students’ problems and 4.19 VS 4.19 VS 4.17 VS 4.18 VS

needs and helps solve them.
2. Respects students as persons, does not 4.10 VS 4.17 VS 4.11 VS 4.13 VS
Insult or embarrass them.
3. Is honest in admitting mistakes. 4.17 VS 4.10 VS 4.11 VS 4.13 VS
4. Respects students’ opinions and ideas. 4.16 VS 4.12 VS 4.10 VS 4.13 VS
5. Is fair, does not show favoritism. 4.17 VS 4.10 VS 4.17 VS 4.15 VS
6. Maintains good social relations with 4.16 VS 4.19 VS 4.13 VS 4.16 VS
superiors and colleagues.
7. Shows interest in professional and cultural 4.19 VS 4.17 VS 4.19 VS 4.18 VS
growth and community affairs.
8. Shows a positive attitude towards the 4.17 VS 4.15 VS 4.10 VS 4.16 VS
teaching profession (feels proud of the
profession); willing to render extra services
curricular activities and special assignments.
9. Shows creativeness and resourcefulness 4.14 VS 4.13 VS 4.17 VS 4.15 VS
in his performance
10. Accepts and performs leadership roles 4.17 VS 4.17 VS 4.05 VS 4.13 VS
competently in the school and the
community.
11. Accepts the fellowship role whenever the 4.16 VS 4.15 VS 4.13 VS 4.15 VS
need arises and assumes this intelligently.
12. Shows evidence of mental health and 4.19 VS 4.13 VS 4.14 VS 4.15 VS
stability.
13. Shows evidence of sound physical 4.16 VS 4.15 VS 4.16 VS 4.16 VS
health.
14. Observes proper grooming and attire at 4.14 VS 4.15 VS 4.17 VS 4.15 VS
all times.
4.17 VS 4.17 VS 4.14 VS 4.16 VS
15. Uses free time wisely.
4.16 VS 4.15 VS 4.14 VS 4.15 VS
Overall Average
70
This means that the teachers possess a likeable pleasing disposition and
have the ability to relate well with other people. This implies that teachers are
sociable and they know how to relate with other people.
Personal and social skills are that are necessary for teachers because
they are always dealing with students, parents, co-teachers, heads and other
people in the community. Teachers should promote good interpersonal
relationship since they serve as role model to students.
RESPONDENTS’ LEVEL OF JOB SATISFACTION
This section presents the teachers’ level of job satisfaction based from in
terms of: salary, supervision, recognition, career advancement, nature of work,
relationship with co-workers and working condition. The level of job satisfaction
was determined using the approved scale having a range and qualitative
equivalents being categorized as: 4.20 - 5.00 – Strongly Agree; 3.40 – 4.19 –
Agree; 2.60 – 3.39 – Fairly Agree; 1.80 -2.69 - Disagree and 1.00 – 1.79 –
Strongly Disagree
Salary
The first sub-section provides the teachers’ level of job satisfaction in
terms of salary.
As revealed in Table 16, the respondents from Argao, Barili and Moalboal
Campuses perceived the following results, as provided herein: “Teaching
provides me with financial security,” which had a weighted mean of 3.85 or

71
Table 16
Respondents’ Level of Job Satisfaction on Salary
N-169

CTU-Campuses N-58 N-48 N63 N-169
WM Des WM Des WM Des WM Des

Salary
1. Teachers’ income is adequate for 3.55 A 4.08 A 3.57 A 3.73 A
normal expenses
2. Sufficient income keeps me 2.55 D 2.31 D 2.71 FA 2.52 D

living the way I want to live.
3. I am well paid in proportion to my 3.79 A 3.75 A 3.89 A 3.81 A

ability.
4. Teachers income is more than I 3.28 FA 2.19 D 3.38 FA 2.95 FA

deserve.
5. Teaching provides me with 3.98 A 3.96 A 3.62 A 3.85 A

financial security.
3.43 A 3.26 FA 3.43 A 3.37 FA

Overall Average
Legend:
Qualitative Description Range of Mean Qualitative Description Range of Mean
Strongly Agree-SA 4.20-5.00 Disagree-D 1.80-2.59
Agree-A 3.40-4.19 Strongly Disagree-SD 1.00-1.79
Fairly Agree-FA 2.60-3.39
agree; “I am well paid in proportion to my ability,” which got a weighted mean of
3.81 or agree; “Teachers’ income is adequate for normal expenses,” which
registered a weighted mean of 3.73 or agree; “Teachers income is more than I

72
deserve,” got a weighted mean of 2.95 or fairly agree; while “Sufficient income
keeps me living the way I want to live,” got a weighted mean of 2.52 or disagree.
It is seen in the same table that the respondents’ perception on their level
of job satisfaction in terms of salary had an overall weighted mean of 3.37 or
fairly agree.
This implies that teachers were fairly satisfied with their salary. Man has
multiple needs and money provides the means to satisfy these needs. According
to Martires (2000) the salary and benefits a worker receives are yardsticks of
how adequately his needs, even including some non-material ones, are met
either directly or indirectly. It is a denominator of productivity and job worth.
Arnold and Feldman (1996) said that there is no doubt that monetary reward may
play a very influential role in determining job satisfaction
Supervision
This section presents the respondents’ level of job satisfaction in terms of
supervision.
Table 17 reflected the following results as provided herein: “Our
department head treats everyone equitably,” which had a weighted mean of 3.74
or agree; “Our department head offers suggestions to improve my teaching,”
which got a weighted mean of 3.72 or agree; “Our department head provides
assistance for improving instruction,” which had a weighted mean of 3.52 or
agree.”Our department head is willing to listen to suggestions,” which registered
a weighted
73
Table 17
Respondents’ Level of Job Satisfaction on Supervision
N-169

Supervision WM Des WM Des WM Des WM Des
1. Our department head promotes 2.90 FA 2.81 FA 3.65 A 3.12 FA

good interpersonal relationship among
teachers.
2. Our department head offers 3.48 A 4.15 A 3.54 A 3.72 A

suggestions to improve my teaching.
3. Our department head treats 3.62 A 3.94 A 3.67 A 3.74 A

everyone equitably.
4. Our department head provides 3.45 A 3.50 A 3.60 A 3.52 A

assistance for improving instruction.
5. Our department head is willing to 3.62 A 2.90 FA 3.30 FA 3.27 FA

listen to suggestions.
3.41 A 3.46 A 3.55 A 3.47 A

Overall Average
mean of 3.27 or fairly agree and ”Our department head promotes good
interpersonal relationship among teachers,” marked a weighted mean of 3.12 or
fairly agree.
74
It is disclosed in the same table that the respondents’ perceived level of
job satisfaction with regards to supervision had an overall weighted mean of 3.47
or agree.
This implies that the department heads of CTU-South Campuses provided
the necessary assistance and supervision needed by the teachers in the
performance of their functions. Communication line is always open for the
teachers to discuss any concern they have that are affecting their ability to do
their jobs effectively and are impeding their job satisfaction.
Galagar (1994) said that adequacy of supervision produces better
instructional performance.
Recognition
This sub-section dwells on the teachers’ level of job satisfaction in the
area of recognition.
The data in Table 18 show the following result as provided herein “Our
department head praises good teaching,” which got a weighted mean of 3.59 or
agree; “I receive full recognition for my successful teaching,” which had a
weighted mean of 3.58 or agree; ”I receive recognition from our head,” got a
weighted mean of 3.51 or agree; “When I teach good lesson, our department
head notices,” marked a weighted mean 3.18 or fairly agree;: “ Our department
head tells me that I am a good teacher, “ registered a weighted mean of 2.97 or
fairly agree.
It implies that the teachers are fairly satisfied in area of recognition.
Administrators need to know that recognition and praise for teachers’ efforts and
75
accomplishment are necessary in order to improve their satisfaction on their
work.
Table 18
Respondents’ Level of Job Satisfaction on Recognition
N-169

Recognition WM Des WM Des WM Des WM Des
1. Our department head tells me 3.17 FA 3.04 FA 2.73 FA 2.98 FA

that I am a good teacher
2. I receive recognition from our 3.14 FA 3.88 A 3.52 A 3.51 A

head.
3. I receive full recognition for my 3.38 FA 3.83 A 3.52 A 3.58 A

successful teaching.
4. When I teach good lesson, our 3.00 FA 3.42 A 3.11 FA 3.18 FA

department head notices.
5. Our department head praises 3.45 A 3.79 A 3.54 A 3.59 A

good teaching.
Overall Average 3.23 FA 3.59 A 3.28 FA 3.37 FA
Harrison (2013) said that appreciation is a fundamental human need.
Employees respond to appreciation expressed through recognition of their good
work because it confirms their work that is valued. When employees and their
work are valued, their satisfaction and productivity rises, and they are motivated
to maintain or improve their good work.

76
Career Advancement
This sub-section exemplifies the teachers’ level of job satisfaction in area
of career advancement. This is shown in Table 19.
Table 19
Respondents’ Level of Job Satisfaction on Career Advancement
N-169

Career Advancement WM Des WM Des WM Des WM Des
1. Teaching provides me with an 4.41 SA 4.54 SA 4.35 SA 4.43 SA

opportunity to advance
professionally.
2. I am getting ahead in my present 2.41 FA 2.52 FA 2.90 FA 2.61 FA

teaching position.
3. Teaching provides unlimited 3.33 FA 2.46 D 2.67 FA 2.82 FA

opportunities for advancement.
4. Teaching provides an opportunity 4.26 SA 4.50 SA 3.68 A 4.15 A

for development.
5. Teaching provides a good 4.48 SA 4.29 SA 4.46 SA 4.41 SA

opportunity for advancement.
3.78 A 3.66 A 3.61 A 3.68 A

Overall Average
As provided in Table 19, the level of job satisfaction with regards to career
advancement were responded by the teachers in the following order: 1.
“Teaching provides me with an opportunity to advance professionally which had a
weighted mean of 4.43 or strongly agree; 2. “Teaching provides a good

77
opportunity for advancement,” which got a weighted mean of 4.41 or strongly
agree; 3. “Teaching provides an opportunity for development which recorded a
weighted mean of 4.15 or agree; 4. “Teaching provides unlimited opportunities
for advancement,” which had a weighted mean of 2.82 or fairly agree; 5. ”I am
getting ahead in my present teaching position,” which registered a weighted
mean of 2.61 or fairly agree.
It could be gleaned from the same table that respondents’ level of job
satisfaction regarding career advancement recorded an overall weighted mean of
3.68 or agree.
It implies that the teachers are satisfied in area of career advancement.
Drafke and Kossen (2002) postulate that many people experience job
satisfaction when they believe that their future prospects are good. They maintain
that if people feel they have limited opportunities for career advancement, their
job satisfaction may decrease. That is why many companies encourage their
employees to acquire more advanced skills that will lead to the chance of
promotion.
Nature of Work
This sub-section dwells on the teachers’ level of job satisfaction in the
area of nature of work.
The data in Table 20 show the following result as provided herein: “Teaching is
very interesting work,” which got a weighted mean of 4.58 or strongly agree;
“Teaching encourages me to be creative,” which had a weighted mean of 4.45 or
strongly agree; “Teaching provides an opportunity to use a variety of skill,”

78
which had a weighted mean of 4.25 or strongly agree; “The work of a teacher is
very pleasant”, had a weighted mean of 4.07 or agree; while: “The work of a
Table 20
Respondents’ Level of Job Satisfaction on Nature of Work
N-169

Nature of Work WM Des WM Des WM Des WM Des
1. Teaching provides an 4.50 SA 4.10 A 4.14 A 4.25 SA

opportunity to use a variety of
skill.
2. The work of a teacher consists 3.81 A 4.13 A 3.43 A 3.79 A

of varied and exciting activities.
3. Teaching is very interesting 4.41 SA 4.83 SA 4.51 SA 4.58 SA

work.
4. Teaching encourages me to be 4.36 SA 4.50 SA 4.49 SA 4.45 SA

creative.
5. The work of a teacher is very 4.09 A 4.00 A 4.11 A 4.07 A

pleasant.
4.23 SA 4.31 SA 4.14 A 4.23 SA

Overall Average
teacher consists of varied and exciting activities,” got a weighted mean of 3.79 or
agree.
79
It can be gleaned in the same table that the respondents’ level of job
satisfaction in terms of nature of work got an overall weighted mean of 4.23 or
strongly agree.
This implies that the teachers are highly satisfied with the nature of their
work. The nature of work plays a critical role in determining how satisfied a
worker with his job. Arnold and Feldman (1996) state that employee should be
entrusted with some autonomy in how they carry out their tasks, which will lead
to his or her job satisfaction. Sharma and Bhaskas (1991) added that if the job
entails adequate variety, challenge, discretion and scope for using one’s abilities
and skills, the employee doing the job is likely to experience job satisfaction.
Table 21 shows the teachers’ level of job satisfaction in area of
relationship with co-workers.
The table provided the sequential order as follows: 1. “ I get along well
with my colleagues,” which had a weighted mean of 4.30 or strongly agree; 2. “I
have made lasting friendships with my colleagues,” which got a weighted mean
of 4.14 or agree; 3. “I like the people to whom I work with,” which registered a
weighted mean of 4.06 or agree; 4. “I get cooperation from the people I work
with,” which registered a weighted mean of 3.70 or agree; 5. “My colleagues are
highly supportive of one another,” which marked a weighted mean of 3.12 or
agree.
80
It is revealed in the same table that the respondents’ levels of job
satisfaction in area of relationship with co-workers had an overall weighted mean
of 3.87 or agree.
Table 21
Respondents’ Level of Job Satisfaction on Relationship with Co-Workers
N-169

CTU-Campuses

1. I get along well with my colleagues. 4.34 SA 4.44 SA 4.11 A 4.30 SA
2. I like the people to whom I work with. 4.02 A 4.06 A 4.10 A 4.06 A
3. My colleagues are highly supportive 2.84 FA 3.63 A 2.90 FA 3.12 A

of one another.
4. I get cooperation from the people I 3.44 A 4.00 A 3.66 A 3.70 A

work with.
5. I have made lasting friendships with 4.14 A 4.21 SA 4.06 A 4.14 A

my colleagues.
Overall Average 3.76 A 4.07 A 3.77 A 3.87 A

81
It implies that the respondents are satisfied with their relationship with
co-workers. Kreitner and Kinicki as cited by Khalid (2012) said that having
friendly and supportive colleagues contribute to increased job satisfaction.
Working Condition
This sub-section presents the teachers’ level of job satisfaction in the area
of working condition.
The data in Table 22 show the following result as provided herein: “We
have improved working condition in our school,” which got a weighted mean
Table 22
Respondents’ Level of Job Satisfaction on Working Condition
N-169

CTU-Campuses
Working Condition
1. We have improved working condition 4.38 SA 4.04 A 4.13 A 4.18 A
in our school.
2. Working conditions in our school are 3.79 A 4.38 SA 3.86 A 4.01 A

comfortable.
3. Physical surroundings in our school 3.45 A 3.77 A 4.07 A 3.76 A

are pleasant.
4. We have better working facilities in 3.76 A 4.06 A 3.94 A 3.92 A

our school.
5. Teaching facilities are available in our 3.55 A 3.67 A 3.43 A 3.55 A

school.
Overall Average 3.79 A 3.98 A 3.89 A 3.89 A

82
of 4.18 or strongly agree; “. Working conditions in our school are comfortable,”
which had a weighted mean of 4.01 or agree; “. We have better working facilities
in our school,” which had a weighted mean of 3.92 or agree; “Physical
surroundings in our school are pleasant,” got a weighted mean of 3.76 or agree;
while “Teaching facilities are available in our school,” registered a weighted
mean of 3.55 or agree.
It can be gleaned in the same table that the respondents’ level of job
satisfaction in terms of working condition got an overall weighted mean of 3.89 or
agree.
This implies that the teachers are satisfied with their working condition.
Teachers spend more time in their work environment each week. Such things as
providing spacious work areas, adequate lighting and comfortable work stations
contribute to favorable working conditions. Providing productivity tools such as
upgraded technology to help them perform and accomplish task more efficiently
contributes to high job satisfaction as well. Management’s role in enhancing job
satisfaction is to make sure that the working conditions are good and employees
have the resources they need to accomplish the tasks assigned to them.
RELATIONSHIP BETWEEN TEACHING COMPETENCIES

AND JOB SATISFACTION
This part presents the relationship between the respondents’ teaching
competencies and job satisfaction. The teachers’ level of job satisfaction included
factors such as salary, supervision, recognition, career advancement, nature of

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work, relationship with co-workers and working condition to be correlated to the
teachers’ teaching competencies
Teaching Competencies and Salary
The first subsection presents the relationship between teaching
competencies and salary. This is dealt with in Table 23.
The paired variables on teaching competencies and salary revealed the
chi-square value (X2) value of 40.66 which is greater than the critical value of
Table 23
Relationship between Teaching Competencies and Salary
N-169
Chi-squ
Particulars Computed are Computed Computed Tabular Decision
Chi-squar critical C T Value
e value
Teaching
Competencies 40.66 9.49 0.51 **9.41 1.96 Reject Ho
and Salary
moderate
correlation
Degrees of
Freedom (df) 4 over 100
Levels of 0.05 0.05

Significance
** Significant
84
9.49, four (4) degrees of freedom at 0.05 level of significance. Relationship,
therefore is established between teaching competencies and job satisfaction in
terms of salary. It had obtained a computed contingency coefficient of 0.51 which
denotes moderate correlation. To know whether the relationship is significant or
not, a t-value of 9.41 was matched with the tabular value of 1.96 over 100
degrees of freedom at 0.05 level is significant. The hypothesis which states that
“There is no significant relationship between teaching competencies and salary”
was rejected because the chi-square value of 40.66 is greater than the critical
value of 9.49 and the computed t- value of 9.41 is also greater than the tabular
value of 1.96
It implies that there is positive relationship between teaching
competencies and salary. Teaching competencies is affected by salary.
Locke (1980) looking at four methods of motivating employee performance
(money, goal setting, participation in decision making, job redesign) suggested
that money is the most powerful motivator. It seems that it will motivate to the
extent that it is seen as being able to satisfy an individual’s personal goal. Salary
is the major determinants of job satisfaction and performance.
Teaching Competencies and Supervision
The second sub-aspect on relationship is on teaching competencies and
supervision. This is shown in Table 24.
The same table revealed a chi-square (X2) value of 70.23 which is greater
than the critical value of 9.49, four (4) degrees of freedom at 0.05 level of
significance. It obtained a contingency coefficient of 0.62 which implies moderate

85
correlation. To determine whether the relationship is significant or not, a t-value of
12.99 was matched with the tabular value of 1.96 at 0.05 level is significant. The
hypothesis which states that “There is no significant relationship between
teaching competencies and supervision” was rejected because the chi-square
value of 70.23 is greater than the critical value of 9.49 and the computed t- value
of 12.99 is also greater than the tabular value of 1.96
competencies and supervision. Teachers’ level of teaching competencies and job
satisfaction on supervision were related and comparable. Teaching performance
Table 24
Relationship between Teaching Competencies and Supervision
N-169
Chi-squ
e value
Teaching
and Supervision
moderate
correlation
Degrees of
Levels of .05 .05

Significance
** Significant
86
is dependent on supervision. Brunetto and Farr (2002) said that supervision
increases the level of job satisfaction and performance. The productivity and
performance of subordinate can be improved with managerial action. Good
supervision means effective teaching exemplified by good teachers. Planea
(2000).
Teaching Competencies and Recognition
The third sub-aspect is on relationship between teaching competencies
and recognition. This is depicted in Table 25.
Table 25
Relationship between Teaching Competencies and Recognition
N-169
Chi-squ
e value
Teaching
Competencies 66.45 9.49 .61 **12.61 1.96 Reject Ho
and Recognition
moderate
correlation
Degrees of
Levels of .05 .05

Significance
** Significant
87
The data in the same table showed a chi-square (X2) value of 66.45 which
is greater than the critical value of 9.49, four degrees of freedom at .05 level of
significance. The computed contingency coefficient was .61 denoting moderate
correlation. The computed t was 12.61 which was matched with the tabular value
of 1.96, four (4) degrees of freedom over 100 at .05 level of significance is
significant. The hypothesis which states that “There is no significant relationship
between teaching competencies and recognition” was rejected because the
chi-square value of 66.45 is greater than the critical value of 9.49 and the
computed t- value of 12.61 is also greater than the tabular value of 1.96
It is implies positive relationship between teaching competencies and
recognition. Recognition affects teaching competence. According to Pagon, as
cited by Besigwa (2011)), the basic need to be recognized and to feel
appreciated for work performed is important. When an employee feels
appreciation, he/she works even harder for the company. When a subordinate
completes a task and does it well, it should be appreciated. Supervisors shouldn’t
assume that their subordinates understand how he/she feels about their work. A
simple compliment for a job well done from the supervisor or manager motivates
the subordinate to even perform better and does not cost a penny
Teaching Competencies and Career Advancement
This sub-section deals on relationship between teaching competencies
and career advancement. This is shown in table 26.
The paired variables of teaching competencies and career advancement
from the same table revealed a chi-square (X2) value 31.98 which is greater than
88
the critical value of 9.49. Relationship therefore is established between teaching
competencies and career advancement is established It marked a computed
coefficient of contingency of .46 which signifies moderate correlation. To
determine whether the relationship between the two variables was significant, the
Table 26
Relationship between Teaching Competencies and Career Advancement
N-169
Particulars Computed Chi-squ Computed Computed Tabular Decision

Chi-squar are C T Value
e critical
value
Teaching
and Career
Advancement moderate
correlation
Degrees of
Levels of 0.05 0.05

Significance
** Significant
t-test was employed in which the computed t of 8.09 was matched with the
tabular value of 1.96, over 100 degrees of freedom at 0.05 level of significance.
89
The result showed significant relationship between the two. Thus, the hypothesis
which states that “There is no significant relationship between teaching
competencies and career advancement” was rejected because the chi-square
value of 31.98 is greater than the critical value of 9.49 and the computed t- value
of 8.09 is also greater than the tabular value of 1.96
It is implies positive relationship between teaching competencies and
career advancement. Career advancement affects teaching competence.
Teseema, et. al (2006) concluded that there is positive relationship between
career advancement practices and perceived performance of employees. If
organizations want to accelerate performance and competence of employees,
fair promotional opportunities should be given to employees.
Teaching Competencies and Nature of Work
This sub-section presents the relationships between teaching
competencies and nature of work. This is reflected in Table 27.
The paired variables on teaching competencies and nature of work
consisting each of 169 respondents from Argao, Barili and Moalboal Campuses
obtained a chi-square (X2) value of 19.70 which is greater than the critical value
of 9.49 at 0.05 level of significance. It had recorded a computed contingency
coefficient of 0.37 which means low correlation. Finding whether the relationship
is significant or not, the t-value was computed. The obtained t-value of 6.02 was
matched with the tabular value of over 100 degrees of freedom which is equal to
1.96 at 0.05 level is significant.. The hypothesis which states that “There is no
significant relationship between teaching competencies and nature of work” was

90
rejected because the chi-square value of 19.70 is greater than the critical value
of 9.49 and the computed t- value of 6.02 is also greater than the tabular value of
1.96
This implies that there is significant relationship between teaching
competencies and nature of work. According to Lacey as cited by Luddy (2005)
Table 27
Relationship between Teaching Competencies and Nature of Work
N-169

chi-squar are C T Value
e critical
value
Teaching
and Nature of
Work low
correlation
Degrees of
Levels of 0.05 0.05

Significance
** Significant
individuals are more satisfied and motivated to work when they engage in tasks
that are mentally and physically stimulating.
Teaching Competencies and Relationship with Co-Workers

91
The next sub-aspect pertaining to its relationship is on teaching
competencies and relationship with co-workers which is presented in Table 28
The presentation in Table 28 pertaining to the relationship between teaching
competencies and relationship with co-workers consisting each of 169
respondents from the three identified campuses: Argao, Barili and Moalboal
obtained the chi-square (X2) result of 30.01 which was greater than the critical
Table 28
Relationship between Teaching Competencies and Relationship
with Co-Workers
N-169
Chi-squa
Particulars Computed re critical Computed Computed Tabular Decision
Chi-squar value C T Value
e
Teaching
and Relationship
With Co-Workers moderate
correlation
Degrees of
Levels of .05 .05

Significance
** Significant
value of 9.49 with 4 degrees of freedom at 0.05 level of significance. Relationship
therefore is established between teaching competencies and relationship with
co-workers. The computed coefficient of contingency was 0.45 which denotes

92
moderate correlation. To determine whether the relationship is significant or not,
the t-value was computed. The obtained t-value of 7.89 was matched with the
tabular value of 1.96 of over 100 degrees of freedom at 0.05 level is significant.
The hypothesis which states that “There is no significant relationship between
teaching competencies and relationship with co-workers” was rejected because
the chi-square value of 30.01 was greater than the critical value of 9.49 and the
computed t- value of 7.84 was also greater than the tabular value of 1.96.
It implies that teaching competencies is affected by relationship with
co-workers. Cherniss, et.al (1991) said that positive interpersonal relationships at
work have an advantageous impact on both organizational and individual
variables. Friendship at work can improve employees’ attitudes such as job
satisfaction, job commitment and job performance. Berman, West, et. Al. (2002)
added that valued work relationships can influence organizational outcome by
increasing institutional participation, establishing supportive and innovative
climate, increasing organizational productivity and indirectly reducing the intent to
turnover.
Teaching Competencies and Working Condition
This sub-aspect regarding its relationship is between teaching
competencies and working condition. This is reflected in Table 29.
The paired variables on teaching competencies and working condition
revealed the chi-square value (X2) value of 31.40 which is greater than the critical
value of 9.49, four (4) degrees of freedom at 0.05 level of significance. It had
obtained a computed contingency coefficient of 0.46 which denotes moderate

93
correlation. To know whether the relationship is significant or not, a t-value of
8.09 was matched with the tabular value of 1.96 over 100 degrees of freedom at
0.05 level is significant. The hypothesis which states that “There is no significant
relationship between teaching competencies and working condition” was
rejected because the chi-square value of 31.40 is greater than the critical value
of 9.49 and the computed t- value of 8.09 is also greater than the tabular value of
1.96
Table 29
Relationship between Teaching Competencies and Working Condition
N-169

chi-squar are C T Value
e critical
value
Teaching
and Working
Condition moderate
correlation
Degrees of
Levels of .05 .05

Significance
** Significant
competencies and working condition. Teaching competencies is affected by

94
working condition. Martires (2010) said that the first things that impress or
depress any worker are the physical working conditions. What the workers, see,
touch, hear and feel in their work setting consciously or unconsciously makes or
unmakes their day. Kahya (2007) added that workplace conditions such
as……facilities have direct or indirect effects on employees job performance.
Chapter 4
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter highlights the summary, findings, conclusion and
recommendations of the study.
Summary
This study aimed to determine the teaching competencies of teachers in
relation to their level of job satisfaction, AY 2011-2012, CTU Southern
Campuses. The findings of this study were made basis for a faculty development
plan.
Specifically, the study sought to answer the following questions: 1) the
profile of respondents in the following socio-demographic factors in terms of: age,
gender, civil status, highest educational attainment, department, number of
subject load, length of service, teaching and salary; 2) the level of teaching
competencies of the teachers based on their own self-perception in terms of:
mastery of the subject matter, thoroughness of preparation, effectiveness of
instruction and classroom management and personal and social skills 3) the
teachers’ perception of their job satisfaction in terms of: salary, supervision,

95
recognition, career advancement, nature of work, relationship with co-workers,
and working condition.
The locale of the study was the Cebu Technological University-South
Campuses, particularly Argao Campus, Barili Campus and Moalboal Campus
which covered 169 teacher respondents and had a sample of 70 percent of every
campus. The one hundred sixty nine were narrowed down as follows: 1) 58 from
Argao Campus; 2) 48 from Barili Campus and 3) 63 from Moalboal Campus.
The research utilized the descriptive method using the questionnaire
which determined the teachers’ own perception of their level of teaching
competencies in terms of: mastery of the subject matter, thoroughness of
preparation, effectiveness of instruction and classroom management and
personal and social skills. The same method was used to determine the
teachers’ level of job satisfaction in terms of: salary, supervision, recognition,
career advancement, nature of work, relationship with co-workers, and working
condition.
Findings
The findings are presented according to the sequence of the problems.
1. Profile of the Respondents
1.1 56 faculty from the three identified campuses had an age
bracket 41-50.
1.2 There were more female than male respondents
1.3 Majority of the respondents were married.

96
1.4 There were 92 or 54.44 percent who were BS degree holder
with MA units.
1.5 There were 105 or 62.13 percent of the respondents who
were under the Technology department.
1.6 114 or 67.46 percent of the faculty were handling 7-9
classes.
1.7 There were more organic than inorganic faculty
1.8 There were 71 or 42.01 percent who belonged to 1-10 years
of service.
1.9 The respondents’ monthly salary or 42.01 percent ranged
from Php 21, 000 – Php30, 000
2. Teachers’ Level of Teaching Competency
2.1 For mastery of the subject, the respondents of the three
identified campuses had an overall weighted mean of 4.12 or
very satisfactory.
2.2 The overall weighted mean for thoroughness of preparation
was 4.15 or very satisfactory
2.3 The respondents had an overall weighted mean of 4.14 for
effectiveness of instruction and classroom management.
2.4 For personal and social skills, the overall weighted mean
was 4.15 or very satisfactory.
3. Teachers’ Level of Job Satisfaction

97
3.1 The respondents had an overall weighted mean of 3.37 or
fairly agree for salary.
3.2 For supervision, the respondents had an overall weighted
mean of 3.47 or agree.
3.3 The overall weighted mean for recognition was 3.37 or fairly
agree.
3.4 For career advancement, the respondents had an overall
weighted mean of 3.68 or agree.
3.5 For nature of work, the respondents had an overall weighted
mean of 4.23 of strongly agree
3.6 The respondents had an overall weighted mean of 3.87 or
agree for relationship with co-workers.
3.7 The overall weighted mean for working condition was 3.89 or
agree.
4. Relationship between teaching competencies and job satisfaction
4.1 The relationship between teaching competencies and salary
denoted moderate correlation.
4.2 There is moderate correlation, significant relationship
between teaching competencies and supervision..
4.3 There is significant relationship between teaching
competencies and recognition.
4.4 Teaching competencies was affected by career
advancement.
98
4.5 The relationship between teaching competencies and nature
of work denoted low correlation definite but small
relationship
4.6 There is significant relationship between teaching
competencies and relationship with co-workers.
4.7 Teaching competencies was affected by working condition.
Conclusions
The following conclusions were drawn, in accordance with the findings of
the study.
Most of the teachers in CTU-South Campuses felt the need to pursue their
post graduate studies.
The teacher respondents were very satisfactory based on the four major
skills such as: mastery of subject matter, thoroughness of preparation,
effectiveness of instruction, classroom management and personal social skills.
The teachers strongly agree or were highly satisfied in nature of work.
They agree or were satisfied in supervision, career advancement, relationship
with co-workers and on working condition while on salary and recognition, the
respondents fairly agree.
The level of teaching competencies was affected by the factors of job
satisfaction such as: salary, supervision, recognition, career advancement, nature
of work, relationship with co-workers and working condition
There is significant relationship between teaching competencies and job
satisfaction.
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Recommendations
Based on the findings of the study the following recommendations are
offered:
1. A faculty development plan should be provided to enhance teaching
competencies and job satisfaction;
2. The faculty should be encouraged to at least finish masters degree in
order to meet the CHED’s minimum requirement to teach in higher
education institution and to be updated with the new trends and
approaches in teaching.
3. Seminars and workshops on various aspects of pedagogy and teaching
techniques should be provided to the faculty to improve their teaching
skills
4. Social activities should be provided to foster good and harmonious
interpersonal relationship among administrators, teachers and colleagues.
5. Department heads should encourage excellence in teaching through
giving of praise, recognition and rewards to the faculty.
6. Regular conferences should be conducted between department heads
and faculty members to work out differences and problems being
experienced in the performance of their duties.
7. Develop and implement a peer-mentoring program among teachers for
effective teaching.
8. The government should review the policies and standards on teachers’
salary to boost the morale, competence and satisfaction of teachers.

100
9. There should be a replication of this study in order to ascertain more fully
its results.
10. It is recommended that the following studies be undertaken:
a. A Survey on the Factors Affecting Teaching Performance
b. Correlation of the Personality Traits, Motivation and
and Job Performance among Teachers
c. Relationship Between Teacher Competence and Students’
Performance
101
PROPOSED FACULTY DEVELOPMENT PLAN

102
by:
GLYNNE P. BATE
February 2013
PROPOSED FACULTY DEVELOPMENT PLAN
Rationale
Teachers are an extremely important facet in our educational system. The
quality of education depends largely on the qualifications and competencies of
the faculty. Teachers are responsible for developing appropriate instructional
strategies to help students achieve the curriculum expectations, as well as
appropriate methods for assessing and evaluating student learning. Teachers
bring enthusiasm and varied teaching and assessment approaches to the
classroom, addressing individual students’ needs and ensuring sound learning
opportunities for every student.
Providing an excellent educational experience for students depends on an
engage and productive faculty. The ongoing personal and professional growth of
all faculty members is essential to the continued strength and vitality of the
institution.
This proposed faculty development plan is made to enhance teaching
competencies and job satisfaction in order to improve productivity and students’
performance. This will serve as guide for school administrators and department
heads in planning for enriched activities towards enhancement of teachers’ job
satisfaction and teaching competence

103
These reflect the concerns, objectives, activities and strategies, expected
outcome, persons’ involved, time frame and estimated budget.
General Objectives
The following are the general objectives of the proposed faculty
development plan:
To develop teachers’ personal and professional qualities that are essential
in the teaching profession.
1. Utilize appropriate teaching methodology in the subjects they are
teaching;
2. To enhance teachers’ competencies and performance in operating the
classroom effectively;
3. To foster a wholesome interpersonal and professional relations among
administrators, department heads, colleagues and students;
4. To encourage a sense of responsibility towards teaching that would
promote students’ growth and development.
Scheme of Implementation
The following are the various phases in the implementation of the
proposed faculty development.
Planning. The success of this faculty development plan will depend on
the support of the CTU Administrators with the cooperation of all CTU faculty and
staff especially those who are assigned on the concerned areas. For this reason,
104
the researcher will furnish the CTU administrators with the results of the study as
well as the proposed faculty development plan. She will explain to them the
details of the plan as well as the mechanics of implementation.
Organizing. When the proposal is approved, the researcher will then
organize the following working committees:
1. Executive Committee
2. Invitation Committee
3. Documentation and Registration Committee
4. Committee on Food and Snacks
5. Committee on Sound System and Physical Arrangement
Directing. Specific duties and responsibilities are assigned to each of the
committee. Each committee is expected to coordinate with the other working
groups. The following are specific definition of their duties and responsibilities:
1. Executive Committee. The function of this committee is to
coordinate the activities of the different working committees.
1.1 Hold meetings from time to time to determine the adequacy of
preparation taken to implement the plan.
1.2 Control the utilization of resources
2. Committee on Invitation. This committee is assigned to:
2.1 Invite speakers and resource persons and make arrangements
concerning their schedule and honoraria.
2.2 Distribute invitation letters to the participants prior to the
designated date of seminars.

105
3. Documentation and Registration Committee. This group takes
charge of the following tasks:
3.1 Register the participants
3.2 Take pictures and record the proceedings of the seminars and
trainings.
3.3 Reproduce handouts and resource materials
4. Committee on Food and Snacks. This committee is assigned to
prepare and serve meals and refreshments for speakers and
participants.
5. Committee on Light, Sound System and Physical Arrangements.
This group is assigned to:
5.1 Attend to the physical arrangement of the different venues of
the seminars and workshops.
5.2 Prepare the lights, sound facilities, and projector for the use of
the speakers.
Controlling. From time to time, the Executive Committee will call a
meeting of the different work committees for feedback on the task assigned
to them and for the purpose of monitoring the progress of the various
committees.
Implementing. The implementation schedule of the various activities is
presented in the succeeding pages.
Evaluating. At the end of every activity an evaluation will be conducted to
identify the strengths and weaknesses of the program.

106
107
108
SEMINAR ON TEACHING STRATEGIES FOR CTU FACULTY
May 27-28, 2013
CTU-Moalboal Campus
Description: This is a two-day seminar workshop designed to deepen teachers’
concept and understanding of teaching strategies and enhance their pedagogical
skills and knowledge in order to improve teaching competence and student
learning outcome.
Objectives:
At the end of the seminar, the teachers are expected to:
1. Identify possible areas for personal improvement with regard to
teaching effectiveness.
2. Determine ways to actively engage students in the learning
process.
3. Make instructional plan that is relevant and suited to the needs of
the learners.
Program of Activities
Day 1
7:30 – 8:30 A.M. Registration
8:30 – 8:45 A.M. Welcome Address
Introduction
109
Objectives of the Seminar Workshop
8:45 – 10:00 A.M. Lecture-Discussion
The Roles of Teacher
Becoming an Effective Teacher
10:00 – 10:15 A.M. Break
10:15 – 12:00 NN. Lecture-Discussion
The Process of Teaching
Five Models of Teaching
12:00 – 1:00 P.M. Lunch
1:00 – 1:15 P.M. Energizer
1:15 – 3:00 P.M. Lecture-Discussion
Reflective-Creative Teaching
3:00 – 3:15 P.M. Break
3:15 – 5:00 P.M. Lecture/Discussion/Workshop
Promoting Learning through
Higher Order Thinking
Skills
The Art of Questioning
Day 2
8:00 – 8:15 A.M. Recap of the Previous Day Activities
8:15 – 9:30 A.M. Lecture
Learning Styles and Multiple
Intelligence
110
9:30-10:30 A.M. Break
10:45 – 12:00 Lecture-Discussion
Enhancing Learners’ Self-Esteem
Promoting Mastery Learning
12:00 – 1:00 P.M. Lunch
1:00 – 1:10 P.M. Energizer
1:10 – 2:00 P.M Lecture
Instructional Planning and
Syllabus Making
2:00 - 3:45 P.M Workshop/Groupings
Making of Syllabus by subject
3:00 – 3:15 Working Snacks
3:45 – 4:30 Output Presentation
4:30 – 5:00 Evaluation
Awarding of Certificates
111
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112
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APPENDICES
118
APPENDIX A-1
Letter of Permission to Administer Questionnaire
Cebu Technological University
Moaboal Campus
September 5, 2011
Dr. Bonifacio S. Villanueva

SUC President IV
Cebu City
Sir:
Greetings!
The undersigned is presently enrolled in the Graduate Studies taking the degree
of Doctor of Development Education, at Cebu Technological University-Moalboal
Campus, Moalboal, Cebu.
In line with my dissertation entitled, “Competencies and Job Satisfaction of

Teachers in Cebu Technological University-South Campuses: Proposed Faculty
Development Plan”. I would like to request permission from your office to please
allow me to conduct my survey questionnaire to the faculty of CTU-Argao,
CTU-Barili and CTU-Moalboal.
Hoping for a favorable response on this request. I remain
Very truly yours,
(Sgd.) GLYNNE P. BATE

Researcher
Recommending Approval:
(Sgd.) ROMEO G. PABLEO, Ed.D

Campus Director
119
CTU-Moalboal
Approved:
(Sgd.) BONIFACIO S. VILLANUEVA, Ed.D.

SUC President IV
APPENDIX A-2
Republic of the Philippines

Moalboal Campus
Moalboal, Cebu
September 5, 2011
Dr. Panfilo Ciriaco

Campus Director
CTU- Argao Campus
Poblacion, Argao, Cebu
Sir:
Greetings!
In line with my research work on “COMPETENCIES AND JOB SATISFACTION

OF TEACHERS IN CEBU TECHNOLOGICAL UNIVERSITY-SOUTH
CAMPUSES: PROPOSED FACULTY DEVELOPMENT PLAN”, I would like to
ask permission from you good office that I be allowed to administer my
questionnaire to the faculty.
I hope for your favorable response regarding this matter
Very truly yours,
(Sgd.) GLYNNE P. BATE, M.Ed.

Researcher
120
Approved:
(Sgd.)PANFILO E. CIRIACO, PhD.TM

Campus Director
APPENDIX A-3

Moalboal Campus
Moalboal, Cebu
September 5, 2011
Dr. Genes Pasaje

Campus Director
CTU- Barili Campus
Cagay, Barili, Cebu
Sir:
Greetings!
The undersigned is humbly requesting your permission to allow her to administer

the questionnaire to the faculty of your school. This is in connection with her
dissertation entitled “COMPETENCIES AND JOB SATISFACTION OF
TEACHERS IN CEBU TECHNOLOGICAL UNIVERSITY-SOUTH CAMPUSES:
PROPOSED FACULTY DEVELOPMENT PLAN”.
Any attention on this matter is highly appreciated.
Very truly yours,

Researcher
Approved:
121
(Sgd.) GENES PASAJE

Campus Director
APPENDIX A-4

Moalboal Campus
Moalboal, Cebu
September 5, 2011
Dr. Romeo G. Pableo

Campus Director
CTU- Moalboal Campus
Poblacion West, Cebu
Sir:
Greetings!
The undersigned is requesting your permission to allow her to administer

the questionnaire to the faculty. This is in connection with her dissertation entitled
“COMPETENCIES AND JOB SATISFACTION OF TEACHERS IN CEBU
TECHNOLOGICAL UNIVERSITY-SOUTH CAMPUSES: PROPOSED FACULTY
DEVELOPMENT PLAN”.
Your favorable response to this request will be deeply appreciated. We would

assure you that the data collected will be treated with utmost confidentiality.
Very truly yours,

Researcher
Approved:
(Sgd.) ROMEO G. PABLEO, Ed.D.

122
Campus Director
APPENDIX A-5
Cover Letter for Questionnaire

Moalboal Campus
Moalboal, Cebu
September 5, 2011
Dear Respondent,
I am in the process of collecting data for my dissertation on “Competencies and

Job Satisfaction of Teachers in Cebu Technological University- Southern
Campuses: Proposed Development Plan”
In this connection, I would like to solicit your kind cooperation by answering the
attached questionnaire.
Very truly yours,

Researcher
123
APPENDIX B-1
Questionnaire on Respondents’ Socio-DemographicProfile
Please check on the blank which corresponds to your honest and sincere answer
Name: (Optional) ____________________________
Age : ______20-30 years

______31-40 years
______41-50 years
______51 and above years
Gender : ______Male
______Female
Civil Status ______ Married

______ Single
Highest Educational Attainment: _______Bachelors Degree

_______ with Masteral units
_______ Masters Degree
_______with Doctoral units
_______Doctors Degree
Department: _______ Academic

_______Technology
Number of Subject Load _______1-3 ______7-9

_______ 4- 6 ______10 and above
Length of Service: _______1-5 years

_______6-10 years
_______11-15 years
_______16-20 years
_______21-25 years
_______26-30 years
_______30 years and above
124
Salary _______Php 1, 000- Php 10, 000

_______Php 11, 000-Php 20, 000
_______Php 21, 000-Php 30, 000
_______Php 30, 000 up
APPENDIX B-2
QUESTIONNAIRE ON TEACHING COMPETENCIES
INSTRUCTIONS: Listed below are several qualities which describe a teachers’

behavior. Rate yourself on each of these items by checking the column which
best indicates the degree of your accomplishment.
5- Outstanding
4- Very Satisfactory
3- Satisfactory
2- Fair
1- Unsatisfactory
O VS S F US
I.MASTERY OF SUBJECT 5 4 3 2 1
1. Shows evidence of mastery

of the subject matter.
2. Relates subject matter to other fields, to

Actual situations/ present day conditions,
and to students’ environment.
3. Acknowledges and answers satisfactorily

questions raised by students.
4. Shows that he is a breast with the latest

developments in his area of specialization.
5. Inspires class confidence in his knowledge

of the subject.
6. Clearly integrates/ synthesizes concepts

discussed in class.
125
TOTAL
O VS S F US
II. THOROUGHNESS OF PREPARATION 5 4 3 2 1
1. Prepares lesson plan with all the desired

features indicated. Submits it to the
administrator before due date.
2. States clearly at the beginning of the course

what are expected from the students.
3. Comes to class prepared to discuss subject

matter of the day.
4. Presents the lessons in a systematic manner,

time properly budgeted.
5. Helps students’ learning through relevant

teaching methods and procedures.
6. Asks clear and relevant questions during class

discussions.
7. Gives sound and challenging but reasonable

examination questions.
TOTAL
.
O VS S F US
III. EFFECTIVENESS OF INSTRUCTION5 5 4 3 2 1
AND CLASS MANAGEMENT
1. Uses a variety of interesting and effective

Teaching methods and techniques to suit
the nature of the lessons and the needs of
the students.
2. Involves the class in activities which invite

meaningful participation among the
students.
126
3. Stimulates innovative/ creative ideas in

students.
O VS S F US
5 4 3 2 1
4. Explains procedures and standards of
grading.
5. Fairly grades students according to

their performance.
6. Utilizes evaluation results as a basis

for diagnosing learning difficulties
and improving instruction.
7. Encourage intelligent, independent and

critical thinking by students.
8. Develops interest in and appreciation

for the subject being taught.
9. Motivates students to participate actively

in class discussions discussions.
10. Gives immediate feedback on students’

performance in class by returning results
of examinations, term papers, etc. within
a reasonable period.
11. Handles the subject effectively at students’

level.
12. Encourages students to strive for excellence

13. Imparts the subject matter in an interesting
manner.
14. Comes to class on time and observes official
time.
15. Does not waste time by discussing matters
not related to the issue at hand.
16. Maintains discipline in class.
127
17. Communicates ideas effectively in English
18. Communicates ideas effectively in Pilipino
Total
O VS S F US
IV. PERSONAL AND SOCIAL SKILLS 5 4 3 2 1
1. Shows interest in students’ problems and
needs and helps and solve them.
2. Respects students as persons does not
Insult or embarrass them.
3. Is honest in admitting mistakes.
4. Respects students’ opinions and ideas.
5. Is fair, does not show favoritism.
6. Maintains good social relations with
superiors and colleagues.
7. Shows interest in professional and cultural
growth and community affairs.
8. Shows a positive attitude towards the
Teaching profession (feels proud of the
profession); willing to render extra services,
curricular activities and special assignments.
9. Shows creativeness and resourcefulness
in his performance.
10. Accepts and performs leadership roles
competently in the school and the
community.
11. Accepts the fellowship role whenever the
need arises and assumes this intelligently.
12. Shows evidence of mental health and
stability.
13. Shows evidence of sound physical health
14. Observes proper grooming and attire at all
times.
15. Uses free time wisely.
For the teacher to improve, I suggest_______________________________

128
_____________________________________________________________
______________________________________________________________
APPENDIX B-3
TEACHERS’ JOB SATISFACTION QUESTIONNAIRE
Directions: Listed below are number of items that describe how a teacher might
feel about or react to various aspects of his/her job. These items are related to
teaching and to the individual’s perception of the teaching situation. When
answering the following statements, check the column which represents the
degree to which you agree or disagree with the statements using the five-point
scale which ranges from Strongly Disagree to Strongly Agree
5- Strongly Agree
4- Agree
3- Fairly Agree
2-Disagree
1-Strongly Disagree
5 4 3 2 1
ITEMS SA A FA D SD
1. Teaching provides me with an opportunity to advance

professionally.
2. Teachers’ income is adequate for normal expenses.
3. Teaching provides an opportunity to use a variety of skills.
4. Sufficient income keeps me living the way I want to live.
5. Our department head promotes good interpersonal

relationship among teachers.
6. Our department head tells me that I am a good teacher.
7. The work of a teacher consists of varied and exciting

activities.
8. I am getting ahead in my present teaching position.

129
9. We have improved working condition in our school.
10. I receive recognition from our department head.
11. Our department head offers suggestions to improve my

teaching.
5 4 3 2 1
ITEMS SA A N D SD
12. I receive full recognition for my successful teaching.
13. I get along well with my colleagues.
14. Working conditions in my school are comfortable.
15. I like the people to whom I work with.
16. Teaching provides limited opportunities for advancement.
17. Teaching is very interesting work.
18. Our department head treats everyone equitably.
19. Teaching provides an opportunity for promotion.
20. Physical surroundings in my school are pleasant.
21. I am well paid in proportion to my ability.
22. My colleagues are highly supportive to one another.
23. Our department head provides assistance for improving

instruction.
24. I get cooperation from the people I work with.
25. Teaching encourages me to be creative.
26. Our department head is willing to listen to suggestions.
27. The work of a teacher is very pleasant.
28. Teaching provides a good opportunity for advancement.

130
29. I have made lasting friendships among my colleagues.
30. Working conditions in my school are good.
31. Teacher income is more than I deserve.
32. When I teach a good lesson, our department head notices.
5 4 3 2 1
ITEMS SA A N D SD
33. Teaching provides me with financial security
34. Our department head praises good teaching.
35. Teaching facilities are available in our school.

131
APPENDIX C
SAMPLE COMPUTATION
Weighted Mean
N-48
Barili Campus Mastery of the Subject
5 4 3 2 1 WM Des
1 10 1.04 36 3.0 2 0.13 0 0 0 4.17 VS
2 9 0.94 33 2.8 4 0.25 2 0.08 0 4.02 VS
3 12 1.25 30 2.5 6 0.38 0 4.13 VS
4 16 1.67 20 1.7 10 0.63 2 0.08 4.04 VS
5 13 1.35 30 2.5 5 0.31 0 0 0 4.17 VS
6 15 1.56 26 2.2 7 0.44 0 0 0 4.17 VS
75 175 34 4 0 24.69 4.11
Coefficient of Contingency
Teaching Competencies and Salary
C = X2
N + X2
X2 = 35.80
N = 9.49
C = 35.80
132
169 + 35.80
= .0.42
0.87
= 0.48
APPENDIX D
National Competency Based Teacher Standards (NCBTS)

Posted by saicebrian on July 5, 2009
The Paradigm (from Transmissional to Transactional) Shift of education in the

Philippines is the transfer of teaching concepts from the Traditional “bookish and
direct learning approach” Teaching into a 21st Century Teaching focused on
developing the learners HOTS (higher order thinking skills).
These HOTS is the demonstration of the learners critical thinking ability, and to
go beyond the four walls of the classroom by applying their learning into the 7
domains Identified by the Department of Education (DepEd).
In the traditional way of teaching, the learners are only developing the lower part
of the Domain of Learning, which are identified as LOTS (lower order thinking
skills). This is the memorization intensive class, where the learners are forced to
memorize a long list of items, in order to be able to answer in the Objective Type
quizzes and Exams.
Example: Using the LOTS, students would simply answer the question, “Who is
the first astronaut?”,and then a selection of a,b,c,d from which the students will
choose from. These is the Mechanical type of learning, where students would
simply do the same thing (memorize) and be able to answer the same type of
exam or questioning method in a heartbeat without even knowing the deeper part
of it or can’t even explain the answer.
LOTS (lower order thinking skills) are:
Knowledge, Application, Comprehension
However, in the HOTS intensive teaching, the students would answer the types
of questions like, “What are the contribution of the Space Program to our present
generation?” or “Compare and Contrast the knowledge and understanding of
humans before the space age and during the space age?”
These types of questions, enables the learners to think critically and explain
his/her answer and to demonstrate actively in a manner that their understanding
will show the deep knowledge they have learned in the classroom.
133
HOTS (higher order thinking skills) are:
Analysis, Synthesis, Evaluation
With all these in mind, the Department of Education realized (at last!) that a
Paradigm shift is needed in order to change the system from the traditional ways
into the so called 21st century globally standard teacher.
Education experts around the country, including my Mentor and Dean of the
College of Education, Dr. June P. Salana, worked tirelessly together with
numerous experts nationwide in order to identify the salient points or domains
needed in line with the vision of transforming the Filipino Teacher into a globally
competitive one.
Along with the Commission on Higher education (CHED), Teacher Education

Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of
Education (DepEd) and the Civil Service Commission (CSC) in partnership with
the different academic institution, the National Competency-Based Teacher
Standards (NCBTS) was born.
Hence, the Curriculum change is the product of many years of development, this
is not the idea of the DepEd Secretary or the thousands of teachers around the
country. As mentioned by Dr. Isagani Cruz in 2001, this is the People Power
Model of Curricular Change, this is the result of the Social Change that
happened to the country and the need for education to be the Main Effort in
bringing Competitiveness and innovativeness among the people in the 21st
century.
As Mentioned in the Curriculum Development book by Dr. June P. Salana and Dr.
Rolando A. Bernales, the curriculum development of today has shifted from
Learner-Artisan relationship into Employment-Oriented (knowledge based)
Curriculum.
The latest trend is to Empower the teachers, the front-liners in education, the
deliverers of knowledge,and facilitators of learning in the process of developing a
curriculum, that would reflect the Competencies, teachers and students alike
should possess and reflective of the Social Dimension of education. That
learning should not be limited to Fraction or Poem writing but rather adopting it to
the real life applications and experiences that the learner may or has
experienced.
134
It is very important to note that this is not a Jesli Lapus, Pet project that may or
may not go with him after he lives the office, but a result of the societal change, a
reflection of what is happening in the society and adopting our curriculum into the
21st century globally competent education.
The NCBTS Framework is divided in 7 Domains:
1. Social Regard for Learning (SRFL)

2. Learning Environment (LE)
3. Diversity of Learners (DOL)
4. Curriculum (Curr.)
5. Planning, Assessing Reporting (PAR)
6. Community Linkages (CL)
7. Personal Growth & Professional Development (PGPD)
According to the Framework “This will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas
of strength as well as areas that need to be developed further in order for
them to function more effectively as facilitators of learning.”
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and
powerful role models of the value in the pursuit of different efforts to learn. The
teacher’s action, statements, and different types of social interactions with
students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and

physical environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning
process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse sets
of learning activities to ensure that all learners can attain the desired learning
goals.
Domain 4. Curriculum (Curr.)

135
The curriculum domain refers to all elements of the teaching-learning process

that work in convergence to help students understand the curricular goals and
objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional
materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In

particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans;
(2) integration of assessment procedures in the plan and implementation of

teaching-learning activities, and (3) reporting of the learners’ actual achievement
and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the learners in their homes and
communities. Thus, this domain focuses on teachers’ efforts directed at
strengthening the links between schools and communities to help in the
attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
136
CURRICULUM VITAE
Personal Background
Name : Glynne Peque Bate
Address : Poblacion East, Moalboal, Cebu
Place of Birth : San Francisco, Camotes, Cebu
Date of Birth : September 14, 1976
Father : Domingo Cabaron Peque Sr.

(Deceased)
Mother : Remedious Pascual Peque

(Deceased)
Civil Status : Married
Spouse : Alfred Pableo Bate
Children : Alyssa Catherine Peque Bate
Angelica Louise Peque Bate
Educational Background
Post- graduate : Doctor in Development Education

Moalboal Campus
Master in Education
: Major in School Administration and
Supervision
Cebu Technological University-
Moalboal Campus
137
College :
Degree : BS Psychology
University of San Carlos
Secondary : CSCST-College of Fisheries

Moalboal Campus
Elementary : Moalboal Central School
Eligibility
Licensure for Psychometrician
Licensure Examination for Teachers (LET)

Rating: 86.20
Career Service Professional

Rating: 80.27
Career Service Sub-Professional

Rating: 81.97
Work Experience
Instructor 1
Cebu Technological University-Moalboal Campus
December 2011-to date
Guidance Counselor III

Cebu Technological University-Moalboal Campus
September 2003-to November 2011
Psychometrician
Colegio de la Inmaculada Conception-Mandaue
1999-2003
Guidance Counselor
Colegio de la Immaculada Concepcion-Mandaue
1997-1999
Trainings/ Workshops
138
1. 36th Annual National Convention, Seminar-Workshop and Training

for Campus Advisers 2015
2. “Five-Day Training on Outcomes-Based
Teaching and Learning” 2015
3. Seminar on “Non-Violent Communication and Positive Discipline for

Children 2015
st
4. Training on Becoming a Global teacher by Integrating the 21
Century Skills 2014
3rd
5. Higher Education Summit on Gender Issues 2014
6. “Seminar-Workshop on Intellectual Property Rights and Patent
Drafting” 2014
7. National Midyear Seminar-Workshop on “Towards Globally
Competitive Counselor 2013
8. . Quality Management System Seminar on ISO 9001-2008
CTU- Main Campus 2011
9. 46th Midyear Convention for Guidance Counselors 2010
10. Journey to Inner Wellness
2010
11. “ Heart Sense : Emotional Wellness” 2010
139

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Title : Competencies and Job Satisfaction of Teachers in

Cebu Technological University-South Campuses:

Proposed Faculty Development Plan

Author : Mrs. Glynne P. Bate

Name of Institution : Cebu Technological University Moalboal Campus

Degree : Doctor in Development Education (Dev.Ed.D)

Year Completed : 2013

This study determined the competencies of teachers in relation to their

Specific questions delved into the following: the profile of respondents in

The respondents’ level of teaching competencies in mastery of the subject

There is significant relationship between the level of teaching

It is recommended that a faculty development plan be implemented.

To Dr. Anelito A. Bongcawil, for his invaluable suggestions and

This piece of work is humbly dedicated to my family,

To my husband, Alfred, for his unwavering

encouragement, understanding and support

To my two bundles of joy, Alyssa Catherine and Angelica

Louise who serve as my inspiration in life

for their deepest love and concern

Rationale of the Study 1

Statement of the Problem 10

Significance of the Study 11

Flow of the Study 13

Data Gathering Procedure 18

2 REVIEW OF RELATED LITERATURE 24

3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Socio-demographic Profile of Respondents 36

Highest Educational Attainment 41

Number of Subject Load 44

Respondents’ Level of Teaching Competencies 50

Mastery of the Subject 50

Effectiveness of Instruction and 54

Personal and Social Skills 57

Respondents’ Level of Job Satisfaction 59

Relationship with Co-Workers 68

Relationship Between Teaching Competencies and Job 71

Teaching Competencies and Salary 71

Teaching Competencies and Supervision 73

Teaching Competencies and Recognition 75

Teaching Competencies and Career Advancement 76

Teaching Competencies and Nature of Work 78

Teaching Competencies and Relationship 79

Teaching Competencies and Working Condition 81

4 SUMMARY, FINDINGS, CONCLUSIONS AND 83

5 PROPOSED FACULTY DEVELOPMENT PLAN 90

Journals and Periodicals 105

Unpublished Materials 107

A. Transmittal Letters 111

C. Sample Computation 124

D. National Competency Based Teacher Standards 125

CURRICULUM VITAE 129

1 The Distribution of Research Respondents 16

3 Age Profile of Respondents 37

4 Gender Profile of Respondents 39

5 Civil Status Profile of Respondents 40

6 Highest Educational Attainment of Respondents 41

7 Department Where the Respondents Belong 43

8 Number of Subject Load 44