Gean A. Carino Final Thesis

EASTERN QUEZON COLLEGE
AWARENESS OF TEACHERS IN THE TEACHING-

LEARNING PROCESSES IN LOPEZ WEST
ELEMENTARY SCHOOL
S.Y: 2019-2020
___________________________________
An Undergraduate Thesis
Presented to the Faculty of
Eastern Quezon College Inc.,
Gumaca, Quezon
___________________________________
In partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
_____________________________________
By:
GEAN A. CARINO
2020
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education, this undergraduate thesis entitled AWARENESS OF TEACHERS IN THE
TEACHING-LEARNING PROCESSES IN LOPEZ WEST ELEMENTARY
SCHOOL S.Y: 2019-2020 has been submitted by GEAN A. CARINO who is hereby
recommended for Final-Examination.
ISABELITA E. DE TORRES
Research Adviser
COMMITTEE ON FINAL- EXAMINATION
Approved by the Committee on Final Examination, on ____________ with the

grade of ______.
MELCHOR B. ESPIRITU, Ed. D.

Chairman
GLORIA L. CHING Ed.D. FLORMANDO P. BALDOVINO, DBA

Panel Panel
Accepted and approved in partial fulfillment of the requirements for the Degree
of Bachelor of Elementary Education.
MELCHOR B. ESPIRITU, Ed. D.

College Dean of Research Accreditation
ACKNOWLEDGMENT
The researcher would like to give his heartfelt gratitude to all the persons who
have been part of his life to fulfill this fruit of hard work.
Dr. Arnel Pedro V. Rodelas, the school president who supported the school
program for the enhancement of the student and school as well.
Dr. Filipina R. Vasquez, Dean of college for her guidance and motivation to all
the researchers.
Dr. Melchor B. Espiritu, Dean of Research/Accreditation and chairman of the

panel for his proper guidance, patience and support to make this research study successful.
Dr. Flormando P. Baldovino, the master statistician and Dr. Gloria L. Ching,
grammarian, and also member of the panel for the necessary suggestions and
recommendations to improve her research study.
Dr. Maria Celerina Oreta and Mr. Gil T. Segui college faculty members, for
validating and sharing their ideas on the questionnaire of this research.
Mrs. Isabelita E. De Torres, Research Adviser for giving her ideas, comment,
suggestion and sharing of knowledge to make this research successful.
Dr. Faustino V. Parro, District Supervisor of Lopez West Elementary School, for
permitting the researcher to conduct this research.
And also, the ALMIGHTY GOD, the author of all things and the source of his
knowledge and strength, he owes it all to Him.
G.A.C
DEDICATION
The researcher would like to dedicate this manuscript to

all the people who are in his heart, the Creator,
researcher his family, friends, best friends,
tearchers and to her loving husband
for giving the researcher
inspirations in order
to fulfill this
research.
G.A.C
ABSTRACT
TITLE: AWARENESS OF TEACHERS IN THE TEACHING-

LEARNING PROCESSES IN LOPEZ WEST
ELEMENTARY SCHOOL S.Y. 2019-2020
RESEARCHER: GEAN A. CARINO

THESIS ADVISER: MRS. ISABELITA E. DE TORRES
SCHOOL: EASTERN QUEZON COLLEGE
DEGREE CONFERRED: BACHELOR OF ELEMENTARY EDUCATION
YEAR CONFERRED: 2020
This study aimed to determine the Awareness of teachers in the Teaching-Learning

processes in Lopez West Elementary School S.Y. 2019-2020. Most of the respondents came from
the age bracket of 31-40 and female as gender, and degree holder of Bachelor of Elementary
Education mostly were most of the years in teaching are 31-40 years. Most of the respondent
performed the seven domains of the Philippine Professional Standard for Teachers. This implies
that all the seven domains in the Philippine Professional Standard for Teachers should be performed
by teachers to come with teacher quality in the Philippines. Further teachers should be well-versed
and follow the content of the PPST to come up with teacher quality which will develop holistic
learners who are steeped is values equipped with the 21 st century skills are life and career skills
information, media and technology skills learning and innovation skill. As a result of the study the
researcher would like to suggest the following: Administrators may monitor the Awareness of
teachers for sustainability. Parents may maintain the community linkages and professional
engagement. Teachers may continuously use PPST as their guide to perform this role effectively.
Future Researcher may use this research as reference for a parallel study.
Keywords: Awareness of Teachers

TABLE OF CONTENTS
TITLE PAGE .......................
i
APPROVAL SHEET .......................
ii
ACKNOWLEDGEMENT .......................
iii
DEDICATION .......................
iv
ABSTRACT .......................
v
TABLE OF CONTENTS .......................
vi
LIST OF TABLES .......................
vii
LIST OF FIGURES .......................
vii
CHAPTER I – THE PROBLEM AND ITS BACKGROUND
Introduction
....................... 1
Statement of the Problem
....................... 2
Conceptual Framework .......................
3
Research Design .......................
5
Significance of the Study .......................
6
Scope and Delimitation .......................
6
Definition of Terms .......................
7
CHAPTER II – REVIEW OF RELATED LITERATURE AND

STUDIES
RELATED LITERATURE ....................... 8
FOREIGN LITERATURE ....................... 9

LOCAL LITERATURE ....................... 10
RELATED STUDIES ....................... 11

FOREIGN STUDIES ....................... 12
LOCAL STUDIES ....................... 14
CHAPTER III – RESEARCH DESIGN AND METHODOLOGY
Research Method and Techniques

....................... 15
Research Locale .......................
16
Sampling Design .......................
16
Instrumentation .......................
16
Data Gathering Procedure .......................
17
Statistical Treatment ....................... 17
CHAPTER IV – PRESENTATION, ANALYSIS AND 19

INTERPRETATION OF DATA
CHAPTER V – SUMMARY, SUMMARY OF FINDINGS,

CONCLUSION AND RECOMMENDATIONS
Summary ....................... 29
Summary of Findings ....................... 30
Conclusion ....................... 31
Recommendations ....................... 31
BIBLIOGRAPHY ....................... 36
APPENDICES .......................
40
ADMINISTRATIVE LETTERS .......................
41
RESEARCH INSTRUMENTS .......................
43
CERTIFICATION .......................
49
RELATED LAWS .......................
51
CURRICULUM VITAE .......................
53
LIST OF TABLES
Table No: Title Page

1 Demographic Profile 19
2 Content Knowledge and Pedagogy 20
3 Learning and Environment 22
3 Diversity of Learners 23
4 Curriculum and Planning 24
5 Assessment and Reporting 25
6 Community Linkages and 26

professional engagement
7 Personal Growth and Professional 27

Development
LIST OF FIGURES
Figure No. Title Page
1 Distribution of Teachers’ Role in 5

the teaching learning process.
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes introduction, statement of the problem, conceptual

framework, research design, significant of the study and definition of terms that discusses
the teacher’s role in teaching-learning process in Lopez West Elementary School.
Introduction
Teachers play vital roles in the lives of the students in their classrooms. Teachers
are best known for the role of educating the students that are placed in their care. Beyond
that, teachers serve many other roles in the classroom. Teachers set the tone of their
classrooms, build a warm environment, mentor and nurture students, become role models,
and listen and look for signs of trouble. The most common role a teacher plays in the
classroom is to teach knowledge to children. Teachers are given a curriculum they must
follow that meets state guidelines. This curriculum is followed by the teacher so that
throughout the year, all pertinent knowledge is dispensed to the students. Teachers teach in
many ways including lectures, small group activities and hands-on learning activities.
According to Anna (2018) MANILA, Philippines — Teachers know best what the
curriculum should look like. As they work directly with students who are meant to benefit
from their teaching, they play an integral role in every step of the learning process. In
exercising such a tremendous role, they derive much gratification from being able to impart
knowledge to young minds and to mold their attitudes, which in turn will guide them to
become the best version of themselves that teachers and parents aspire they would become
well into their adulthood. Teachers indeed play an important role in society and academe.
They serve as role models of people from all walks of life. In school, they are the
curriculum developers, the instructional and resource managers and facilitators of learning
since they know the needs of students better than any other involved in the curriculum
process.
Teachers typically do not think of themselves as role models, however,

inadvertently they are. Students spend a great deal of time with their teacher and therefore,
the teacher becomes a role model to them. This can be a positive or negative effect
depending on the teacher. Teachers are there not only to teach the children, but also to love
and care for them. Teachers are typically highly respected by people in the community and
therefore become a role model to students and parents. Mentoring is a natural role taken on
by teachers, whether it is intentional or not. This again can have positive or negative effects
on children.
Mentoring is a way a teacher encourages students to strive to be the best they can.
This also includes encouraging students to enjoy learning. Part of mentoring consists of
listening to students.
By taking time to listen to what students say, teachers impart to students a sense of
ownership in the classroom. This helps build their confidence and helps them want to be
successful.
Teachers' roles today are considerably different than they used to be. Teachers were
once issued a specific curriculum to teach, and a set of instructions on how to teach it, using
the same methods for all students. In today's world, a teacher's role is quite multifaceted.
Their job is to counsel students, help them learn how to use their knowledge and integrate it
into their lives so they will become valuable members of society. Teachers are encouraged
to adapt learning methods to each individual student's learning, to challenge and inspire
them to learn. Thus, the researcher would like to make a study about teachers’ role in the
teaching-learning process.
According to the (DepED Order No. 36, s. 2013). Teachers play a crucial role in
nation building. Through quality teachers, the Philippines can develop holistic learners who
are steeped in values, equipped with 21st century skills, and able to propel the country to
development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation” Evidences show unequivocally that good teachers are vital to raising
student achievement, i.e., quality learning is contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost importance for long-term and sustainable 2
nation building.
The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow
for teachers’ growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations. What are the Domains of
Philippine Professional Standards for Teachers (PPST)? These are the seven Domains of
PPST: (1) Content Knowledge and Pedagogy; (2) Learning Environment; (3) Diversity of
Learners; (4) Curriculum and Planning; (5) Assessment and Reporting; (6) Community
Linkages and Professional Engagement; and (7) Personal Growth and Professional
Development.
Statement of the Problem
This study aimed to determine the Awareness of Teachers in the Teaching-

Learning processes in Lopez West Elementary School S.Y. 2019-2020.
The researcher was sought the following questions:
1. What is the background characteristic of the respondents in terms of:

a. sex;
b. age;
c. years in teaching and
d. educational attainment?
2. What is the level of awareness of teachers in the teaching-learning processes in terms

of the seven domains from Philippine Professional Standards for Teachers (PPST):
a. Content Knowledge and Pedagogy
b. Learning Environment
c. Diversity of learners
d. Curriculum and Planning
e. Assessment and Reporting
f. Community Linkages and Professional Engagement.
g. Personal Growth and Professional Development.
3. What implication could be derived from this study?
Conceptual Framework
The primary awareness of teachers are to deliver classroom instruction that helps
students learn. To accomplish this, teachers must prepare effective lessons, grade student
work and offer feedback, manage classroom materials, productively navigate the
curriculum, and collaborate with other staff. But being a teacher involves much more than
executing lesson plans. Teaching is a highly sophisticated profession that regularly extends
beyond academics. In addition to ensuring that students experience academic success,
teachers must also function as surrogate parents, mentors and counselors, and even almost-
politicians. There is almost no limit to the roles a teacher may play.
Due to the sheer amount of time that school is in session, teachers are tasked with
being positive role models and mentors to their students every day. Students learn so much
more than math, language arts, and social studies from their teachers—they learn social
skills like how to be kind to others and make friends, when to ask for help or be
independent, how to distinguish between right and wrong, and other life lessons that
parents tend to echo. In many cases, students learn these things from teachers first.
According to the (DepED Order No. 36, s. 2013). Teachers play a crucial role in
nation building. Through quality teachers, the Philippines can develop holistic learners who
are steeped in values, equipped with 21st century skills, and able to propel the country to
development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation” Evidences show unequivocally that good teachers are vital to raising
student achievement, i.e., quality learning is contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost importance for long-term and sustainable
nation building.
According to DepEd Order No. 42, s. 2017 NATIONAL ADOPTION AND

IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR 4
TEACHERS
1. In line with the new professional standards for teachers, the Department of Education
(DepEd), through the Teacher Education Council (TEC), issues this DepEd Order entitled
National Adoption and Implementation of the Philippine Professional Standards for
Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the

continuing professional development and advancement of teachers based on the principle
of lifelong learning. It is committed to supporting teachers, and taking cognizance of
unequivocal evidence that good teachers are vital to raising student achievement. Quality
learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of
utmost importance for long term and sustainable nation building.
3. The changes brought about by various national and global frameworks such as
the K to 12 Reform, ASEAN Integration, globalization, and the changing character of the
21st century learners necessitate the improvements and call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS); hence, the development of the
PPST.
4. The PPST aims to:
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
b. engages teachers to actively embrace a continuing effort in attaining proficiency; and
c. applies a uniform measure to assess teacher performance, identify needs, and provide
support for professional development.
5. The PPST shall be used as a basis for all learning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the K to 12
Program. It can also be used for the selection and promotion of teachers. All performance
appraisals for teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to
organize and orient all the schools’ divisions within their jurisdiction for the PPST. In
addition, it shall take charge of the monitoring and evaluation at the division level
implementation. The schools’ division office shall have the same functions and 5
responsibilities in the school districts and secondary schools.
7. Reporting of the orientation and related activities shall be done by the regional office to
the Office of the Secretary through the Teacher Education Council.
8. Immediate dissemination of and strict compliance with this Order is directed
Research Paradigm
INDEPENDENT VARIABLE DEPENDENT VARIABLE
•Demographic Profile of the

respondents • Identified Awareness of
teachers.
•Awareness of teachers in the
teaching-learning processes in • Identified implication
terms of the seven derived from the study.
domains from Philippine
Professional Standards for
Teachers (PPST)
Figure 1
Awareness of teachers in Teaching Learning Processes.
In this paradigm the researcher used independent variables and Dependent

variables on the Awareness of teachers’ in the teaching-learning processes of the
independent variables were consist of Demographic Profile of the respondents Awareness of
teachers in terms of in the teaching-learning processes in terms of the seven domains from
Philippine Professional Standards for Teachers (PPST)
6
.
Significance of the Study

The study is focused on the Awareness of teacher in teaching-learning processes.

The researcher is hoping that the study would be beneficial to the following:
To the Administrators, it could be beneficial in the school for the improvement

of practices and faculty through collaboration of involved stakeholders.
To the Parents, this study would help parents to realize that they still have to
guide their daughter or son in the continuous pursuit of learning.
To the Teachers, this study would help them to realized that they have a big role
in securing quality education to impart in student.
To the Future Researchers, this study would give them additional insight
regarding roles of teacher in the teaching-learning process that would be beneficial in their
future researches.
Scope and Delimitation
This research study delimited itself in determining the Awareness of teachers in

teaching-learning processes. The study involved teachers who are teaching in Lopez West
Elementary School. The research used survey questionnaire to determine the Awareness of
teacher in teaching-learning processes.
Definition of Term
The following terms are defined conceptually for better and clearer understanding
of the research study.
Delimited-having fixed boundaries or limits.

(https://www.google.com/search?q=delimited&oq=delimited&aqs=chrome)
Derived-obtain something from a particular source.

(https://www.google.com/search)
Higher education- Higher education is tertiary education leading to award of an

academic degree. Higher education, also called post-secondary education, third-
level or tertiary education, is an optional final stage of formal learning that
occurs after completion of secondary education. (https://www.google.com)
Innovation-the action or process of innovating.

(https://www.google.com/search?q=innovation)
Perception-the ability to see, hear, or become aware of something through the senses.
PPST - (Philippine Professional Standards for Teachers)

(https://www.teacherph.com/philippine-professional-standards-for-teachers/)
Significant-sufficiently great or important to be worthy of attention; noteworthy.

Study Habits-are the behaviors used when preparing for tests or learning academic
material.(https://www.yourdictionary.com/study-habits)
CHAPTER II
REVIEW OF RELATED LITERATURE AND

STUDIES
This chapter presents the related literature and studies that have relevance on the
present study.
RELATED LITERATURE
FOREIGN LITERATURE
September (2018) cited that the role of teacher's authority in students' learning Dr.
Zohreh Esmaeili1 Hosein Mohamadrezai2, Abdolah Mohamadrezai2 1. Assistant professor
of department of educational science and psychology, Payame Noor University,
pobox19395-3697Tehran, IR of IRAN 2. MA, curriculum development, Payame Noor
University, Iran test has shown that considering the significance level, all sources of
authority of teachers has significant relation with students learning. It implies that as the
teachers' authority level increases, the students learning ranks in higher level in the studied
society.
WJ Peng (2014) pointed out that emerging perceptions of teacher quality and
teacher development in China This paper focuses on the work of senior high school
teachers in three illustrative local authority regions of mainland China. It discusses
interview and focus group data collected as part of ESRC/DfID-funded research which
examined notions of quality as experienced by key stakeholders (national and local
authority policy makers, teachers, head teachers and students).
Based on Steutel Spiecker (2010) Authority in Educational Relationships, the

authority of educators in general, and the authority of the moral educator in particular, are
central and pervasive themes in John Wilson's writings. This paper summarizes his account
of authority in educational relationships, not simply by describing the results of his
analysis, but by reconstructing his views in terms of some basic distinctions between
different types of authority, in particular the distinction between practical and theoretical 8
authority, and the one between de jure and de facto authority.
Bellini (2018) cited that the role of authoritativeness In Educational Relationships:

A Theoretical Reflection Pier Paolo Bellini, this article aims to analyses the central role of
authoritativeness in educational relationships. An initial terminological clarification will
assert the need to give due weight to authoritativeness as distinct from authority and
authoritarianism. The essential, irreplaceable function of authoritativeness in educational
processes will then be analyzed. Learning takes place, in fact, only in situations of
asymmetry between those taking part.
,Abhishek Pandey (2019) stated that the role of teacher in student’s life? Right?
Teachers play vital roles in the lives of the students in their classrooms. Teachers are best
known for the role of educating the students that are placed in their care. Beyond that,
teachers serve many other roles in the classroom. Teachers set the tone of their classrooms,
build a warm environment, mentor and nurture students, become role models, and listen
and look for signs of trouble.
THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

Teacher Roles:
According Eton (2020) The Controller: The teacher is in complete charge of the
class, what students do, what they say and how they say it. The teacher assumes this role
when a new language is being introduced and accurate reproduction and drilling techniques
are needed. In this classroom, the teacher is mostly the center of focus, the teacher may
have the gift of instruction, and can inspire through their own knowledge and expertise, but
does this role really allow for enough student talk time? Is it really enjoyable for the
learners? There is also a perception that this role could have a lack of variety in its
activities. The Prompter: The teacher encourages students to participate and makes
suggestions about how students may proceed in an activity. The teacher should be helping
students only when necessary. When learners are literally ‘lost for words’, the prompter can
encourage by discreetly nudging students. Students can sometimes lose the thread or
become unsure how to proceed; the prompter in this regard can prompt but always in a
supportive way. The Resource: The teacher is a kind of walking resource center ready to
offer help if needed, or provide learners with whatever language they lack when
performing communicative activities. The teacher must make her/himself available so that 9
learners can consult her/him when (and only when) it is absolutely necessary.
As a resource the teacher can guide learners to use available resources such as the internet,
for themselves, it certainly isn’t necessary to spoon-feed learners, as this might have the
downside of making learners reliant on the teacher.
The Assessor: The teacher assumes this role to see how well students are performing or
how well they performed. Feedback and correction are organized and carried out.
There are a variety of ways we can grade learners; the role of an assessor gives teachers an
opportunity to correct learners. However, if it is not communicated with sensitivity and
support it could prove counter-productive to a student’s self-esteem and confidence in
learning the target language.
The Organizer: Perhaps the most difficult and important role the teacher has to play. The
success of many activities depends on good organization and on the students knowing
exactly what they are to do next. Giving instructions is vital in this role as well as setting up
activities.
The organizer can also serve as a demonstrator, this role also allows a teacher to get
involved and engaged with learners. The teacher also serves to open and neatly close
activities and also give content feedback.
The Participant: This role improves the atmosphere in the class when the teacher takes part
in an activity. However, the teacher takes a risk of dominating the activity when
performing it. Here the teacher can enliven a class; if a teacher is able to stand back and not
become the center of attention, it can be a great way to interact with learners without being
too overpowering. The Tutor: The teacher acts as a coach when students are involved in
project work or self-study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks.
Synthesis
Based on the Foreign Literature, Teachers are best known for the role of educating
the students that are placed in their care. Beyond that, teachers serve many other roles in
the classroom. Teachers are best known for the role of educating the students that are
placed in their care This paper summarizes his account of authority in educational
relationships, not simply by describing the results of his analysis, but by reconstructing his
views in terms of some basic distinctions between different types of authority.
EASTERN QUEZON COLLEGE 10
LOCAL LITERATURE
Villanueva (2019) cited that teachers as role model. The week that was saw the
usual, same old problems cropping up at the opening of classes in many public schools all
over the Philippines last Monday, June 3. It is a given fact for a fast-growing country where
the student population, now at 27.5 million, enrolls in various public schools all over the
country for the school year 2019-2020. So, it is not a surprise when the Department of
Education (DepEd), led by Secretary Leonor Briones, came under fire anew over these
reported usual problems, such as classroom shortage, cropped up. In the particular case of
Bacoor National High School, DepEd was taken to task for the conversion of a toilet as
faculty room for its teachers. It is just one of the 8,003 public high schools and 37,928
public elementary schools all over the Philippines, plus the more than 1,000 integrated
schools under the K-to-12 program supported by the national government through DepEd. I
am a product of the public-school system in our country and I’m very proud of it. Coming
from an average income family of six children, we went through elementary, high school
all the way to college in state-funded public schools. Our teachers then were role models of
virtues for hard work, honesty and patience. There was no ACT yet during those times to
lead teachers to stage a no work strike protest to demand for higher pay.
According to Anna (2018) MANILA, Philippines — Teachers know best what the
curriculum should look like. As they work directly with students who are meant to benefit
from their teaching, they play an integral role in every step of the learning process. In
exercising such a tremendous role, they derive much gratification from being able to impart
knowledge to young minds and to mold their attitudes, which in turn will guide them to
become the best version of themselves that teachers and parents aspire they would become
well into their adulthood. Teachers indeed play an important role in society and academe.
They serve as role models of people from all walks of life. In school, they are the
curriculum developers, the instructional and resource managers and facilitators of learning
since they know the needs of students better than any other involved in the curriculum
process.
Garcia (2018) pointed out that the new standards for teachers basically aims to: 1)
set the clear expectations of teaches along well-defined career stages of professional
development from beginning to distinguished practice; 2) engage teachers to actively
embrace a continuing effort in attaining proficiency; and 3) apply uniform measure to
assess teacher 8performance, identify needs, and provide support for professional
development. The six modules of PPST are all anchored on the seven domains that quality
teachers should exhibit: 1) Content knowledge and pedagogy; 2) Learning Environment; 3)

Diversity of Learners; 4) Curriculum and Planning; 5) Assessment and Reporting; 6)
Community Linkages and Professional Engagement; and 7) Personal growth and
Professional Development.The PPST will be a great help for the development and
improvement of quality teachers in the country. And this will ensure better instruction in
the teaching and learning process that will greatly contribute in producing knowledgeable,
skilled, equipped and globally competitive learners.
According to Deyro (2019) Teachers do more than educate the youth; they contribute
significantly to the process of a person’s becoming. More than facts and concepts,
principles are also often instilled in their students. There is a great responsibility with such
influence, and considering the current state of education in the Philippines, where teachers
do not receive the compensation they deserve and the quality of education could be easily
compromised by insufficient facilities and equipment, this is far from the biggest challenge
that a teacher has to overcome. READ: Filipino public-school teachers speak up on
underpayment. For over a decade, the non-profit organization Bato Balani Foundation Inc.
has been at the forefront of paying tribute to our unsung heroes through The Many Faces of
The Teacher (TMFT). This year, in partnership with DIWA Learning Systems, TMFT
sought exemplary teachers from across the country who are making a difference in their
own communities and fields for the betterment of both marginalized sectors and the youth.
After naming 12 finalists, TMFT officially introduced the four chosen honorees at “A
Tribute to Teachers” last Saturday, Sept. 7, 2019. We spoke with the four teacher-honorees
and discover what truly makes them paragons of quality education and selfless service.
Woods (2019) pointed out that in the teaching and learning work, the teacher has a
rather important role in creating the sciences that are taught to be accepted by existing
students. 1. Teacher as Educator. Teachers are educators, leaders, role models and
identifications for the students in their students and their environment. Therefore, indeed
being a teacher must have specific standards and qualities that must be met. Teacher as
Teacher train learning activities will be provoked by various factors in it, ranging from
maturity, motivation, relationships between students and teachers, the level of freedom,
verbal skills, teaching skills in communication, and security. Teachers as Learning
Resources. The role of the teacher as a learning resource will be very related to the skills of
the teacher to master the existing training material. So, when students ask something, the
teacher can swiftly and responsively reply to student questions by using language that is
easier to understand. Teacher as Facilitator. The role of a teacher as a facilitator is in
submitting services so students can quickly receive and know the subject matter. So that
later the learning process will become more effective and efficient. Teachers as Counselors
The teacher can be mentioned as a travel guide, which is based on his knowledge and
experience and has a sense of responsibility in the smooth running of the journey Teacher
as Demonstrator The teacher has a role as a demonstrator is to have a role which can
indicate attitudes that can inspire students to do the same things can be even better. The
teacher as manager in the process of teaching and learning work, the teacher has a role in
holding control of the climate contained in the state of the learning process. It can be
likened if the teacher becomes the captain who holds the steering wheel and takes the boat
on a comfortable and safe journey. teacher As Advisor The teacher has the role of being an
advisor to his students as well as to the parents, even though the teacher does not have
specialized training to be an advisor. teacher as an Innovator.
The teacher translates empirically in the future into a more meaningful life for his
students. Because the age of the teacher and student is probably too far away, then surely
the teacher has more experience than the students. The teacher’s job is to translate valuable
empirical and intelligence into more sophisticated languages which students can accept.
Teachers as Motivators. The process of learning work will be successful if the students
inside are highly motivated. The teacher has a crucial role in growing motivation and
motivation in students in learning.
Synthesis
Based on the Local Literature The teachers as a role model our Filipino teachers
play a significant part in the lives of children, especially during their formative years. They
are integral in molding students to become responsible citizens of the country. Personality
characteristics related to being a compassionate person and having a sensitivity to student
differences, particularly with learners, was the second most frequently reported quality.
Again, there is research to support that teacher dispositions are strongly related to student
learning and development.
FOREIGN STUDY
Sabella (2010) cited that teachers’ attitudes Toward Inclusion of Children with
Disabilities in Rural El Salvador Sabella, the attitude of school teachers toward inclusion of
children with disabilities is an important factor in the successful implementation of a
national inclusion program. With the universal pressure to provide education for all and
international recognition of the importance of meeting the needs of diverse populations,
inclusive education has become important to governments around the world. El Salvador’s
Ministry of Education seeks to establish inclusion as an integral part of their struggle to
meet the needs of children across the country, but this is a difficult process, especially for a
country with limited resources which still struggles to meet international expectations of
educational access and quality. Teacher attitude is an important factor in the success of
inclusion programs and can be investigated in relation to various factors which may affect
teachers’ classroom practice.
Cohen Ph.D (2012) cited that power And Authority In The Student-Instructor
Relationship In A Restorative Practices-Based Graduate Program Amy Rutstein-Riley,
Ph.D, MPH, Chair Jo Ann Gammel, Ed.D This study examined power and authority in the
student–instructor relationship in a restorative practices–based graduate program. This
qualitative investigation utilized a narrative approach. Ten alumni of the International
Institute for Restorative Practices master’s degree programs were engaged in a one-time
face-to-face interview and document review of their final master’s degree capstone papers.
A listening guide voice-centered method was used as the primary data analysis method.
According to SLABBERT (2014), Currently, in school leadership a distributed

perspective is supported by scholars in this field. Teacher leadership is seen as a means of
operationalizing distributed leadership. Drawing on this, the aim of this study is to explore
the experiences of teacher leadership in a special education needs school. Teachers do not
understand the term teacher leadership and teachers should have a vision for their school.
John Edrada (2011) pointed out that discuss this research employed a qualitative
method based on focus group discussions and individual interviews of teachers from
different jurisdictions in the Philippines and supplemented with a critical analysis of the
educational reform in the country. Based on the findings, the concept of teacher leadership
still struggles to thrive in school organizations. This paper has highlighted two phenomena
that make it a challenge for teacher leadership to blossom: one is the traditional 'principal-
oriented' nature of leadership that is heavily entrenched to its system and second, the lack
of leadership training and the teacher classification that they follow. These conditions
critically limit the role that teachers play in the school. With the recent educational reform,
wherein K-12 curriculum was adopted, this paper suggests that the application of teacher
leadership in the local context can potentially make a significant contribution in shaping the
culture of their schools, advancing student learning, and influencing practice among their
peers.
Quejada 2018 stated that the remote schools in the Philippines still faces scarcity of
teaching resources and teachers are continuously challenged in delivering quality basic
education in the countryside. The conditions of far-flung schools require passionate,
committed teachers to provide the much-needed services. This study tried to document the
lived experiences of six far-flung elementary school teachers in south-western part of

Samar. Experiences of teachers in this school are similar to many teachers in
Geographically Isolated and Depressed Area (GIDA) in the country.
Synthesis
Based on the Foreign Study teachers need to be able to build trusting relationships
with students in order to create a safe, positive, and productive learning environment.
Teachers deliver, every day. They meet a deadline, every day. They also look at data to
reflect on the strength of their execution and are unafraid to change whatever they need to
in order to improve. Great teachers are great leaders who are masters of translating mission,
vision and strategy into action.
LOCAL STUDIES
According to Carmela Canlas (2016) Teacher leadership in public schools in the

Philippines Oracion Concerns have been raised about the tendency to associate leadership
with ascribed authority and position and confining school leadership to the leadership of
the principal. Distributed leadership has been proposed and one approach to the distribution
of leadership in schools is teacher leadership. Teacher leadership recognizes the important
contribution of teachers to school improvement and brings to the fore the emergence of
excellent teachers who have demonstrated leadership capabilities at the same time.
Agsalud (2016) stated that Teaching Effectiveness of the Teacher Education

Faculty Members in Pangasinan State University Asingan Campus, Philippines Pangasinan
State University, Philippines. Teaching effectiveness of the faculty is one of the most
critical areas that need to be considered. The success of the students will depend to a great
extent, upon how well the teachers have trained them
Morales and Espinos (2018) pointed out that does gender inequality influence
interest in pursuing a career in science or mathematics teaching? The present study
explored gender inequality in K to 12 basic education, based on the experiences of first
year pre-service science and mathematics teachers. It also determined if pre-service
teachers’ pursuit of a career in science or mathematics teaching was related to gender
influences. A survey instrument was used to gather data for the study. Data were then
subjected to descriptive statistics, multiple regression and Pearson moment correlation
analyses. Results showed that the majority of students experienced gender inequality in
their K to 12 basic education. However, they agreed that they still pursued a career in
science or mathematics teaching based on factors such as teacher-student interaction,

teaching strategy, verbal teacher response and instructional materials. Gender inequality
therefore is not a great predictor of career choice in science and/or mathematics teaching.
However, to increase enrolments in the course, in-service science and mathematics teachers
should focus on enhancing and developing the factors which influence the students’ career
choices.
Crudi (2019) cited this is a phenomenological study on experiences of teachers as

they relate with different people in school and in the process redefined their roles as
teachers in the context of today’s society. The narratives reveal the multiple and conflicting
expectations of different social groups that teachers relate with in school as a result of the
ever-changing society. A reflection on their stories disclosed that teachers are trapped by
their role “to teach” which prevents them from addressing compounded roles delineated by
parents, students and administrators. Teachers, as well as other concerned social categories
in school, are challenged to meet the demands of the times in their effort to share the
responsibility of giving a holistic education to the students.
According to Qamar C. (2018) Characteristics of a Teacher Leader The teacher

leader's first priority is their students. Their ability to also provide support for other
teachers at the school requires the above skills to assure all needs are met. Several teachers
mention that Mr. Cash is able to balance many tasks due to his efficiently organized
schedule. Excellent communication skills - This includes listening thoroughly and
providing constructive feedback. Innovative teacher leaders often have creative solutions to
learning obstacles. Mr. Cash encourages you to observe his class to learn new technology
strategies, after which you discover that your students are more engaged in your lessons.
Coaching skills - The teacher leader must serve as a coach to motivate and drive change.
You feel you are supported by Mr. Cash's encouragement. Data-analysis and research
capabilities - Student performance data and updated research on effective learning should
be communicated to all teachers. Data-driven decision making should guide improvement
strategies. Mr. Cash teaches you to use Microsoft Excel to analyze student assessment
scores. Non-evaluative - The teacher leader is a support person and not a teacher evaluator.
Synthesis
Based on the local studies. Teachers have various levels of school leadership
qualities. Some are learned and some are part of their personality. Great teachers possess a
combination of leadership qualities that are respected by the students, parents, peers and the
community. They can accomplish important tasks because of this connection they have 16
with their profession and the people they touch through it
CHAPTER III
RESEARCH DESIGN AND METHODLOGY

This chapter presents the research method, sampling design, the subject of the
study, instrumentation, data gathering procedures, and statistical treatment.
Research Method and Technique
The research design that was used in this study was the descriptive method to
collect data. Through questionnaire the data were gathered including the demographic
profile and the awareness of teachers in the teaching-learning processes in Lopez West
Elementary School S.Y. 2019-2020.
Research Locale
The study was conducted in Lopez West Elementary School Lopez, Quezon. The
teaching forces of were Lopez West Elementary School Lopez, Quezon the respondents for
this study. The purpose of this research is to help the educators to realized that they play a
big role in the learning processes of pupils.
Sampling Design
The respondents of this study were 50 teachers of Lopez West Elementary School
in Lopez Quezon school year 2019-2020. Total enumeration sampling technique was used
to answer the questionnaire of the respondents. The total number of teachers were 50 who
utilized as respondents. After the respondents answer the questionnaire, the researcher
collected the questionnaire on the same day after answering the questionnaire.
17
Instrumentation
First, the researcher and the PPST questions the questionnaire for comments and
suggestions by the thesis adviser and 2 validators regarding its content. The suggestions
served as the guidelines for revision of the questionnaire. Prior to the conduct of the study,
the researcher sent a letter to Dr. Faustino V. Parro district supervisor of the district upon
approval the researcher administered the instruments to the target respondents. The
quantitative research methods using Likert scale was used in order to rate they awareness
of teachers in the teaching-learning processes in Lopez West Elementary School S.Y.
2019-2020.
Data Gathering Procedure
The data were gathered through survey-questionnaire and answered by the selected
teachers’ respondents. The quantitative research methods using Likert scale was used in
order to rate the teachers’ awareness in the teaching-learning processes in Lopez West
Elementary School S.Y. 2019-2020. Some of the questionnaires used in this study were
derived from other researchers. Data were gathered by total enumeration sampling
technique. This questionnaire has 5 options; Strongly Agree= 5(SA) Agree= 4 (A),
Undecided= 3 (U), Disagree= 2 (DA), Strongly Disagree = 1(SD). The research
questionnaire was consisted of three parts: The first part deal with the demographic profile
of the respondents in terms of age, sex, years of teaching, and educational attainment of the
respondents. The last part is the awareness of teachers in the teaching learning processes.
Statistical Treatment
In this study, the researcher used different statistical measures to treat the collected data.
All the data were carefully read and examined for analysis. They were tallied and entered
into a master list of the data collection sheet. Percentage was used to interpret the profile of
the respondents:
f
P= x 100
N
Where:
P-percentage 18
f-number of responses
N-number of respondents
To get the weighted mean used to describe the items in the indicators, the researcher will
use the formula (Calmorin, 2007; 116-118)
X=
∑ fx
∑f
Where:
x= weighted mean
∑fx= sum of the product of the frequency and rating scale
∑f= sum of all the frequency
This table shows the range of mean, descriptive meaning and scale to analyze and interpret
the collected data from the respondents of this study.
Range of Mean Descriptive Meaning Scale

4.20-5.00 Strongly Agree (SA) 5
3.40-3.19 Agree (A) 4
2.60-3.39 Undecided (U) 3
1.80-2.59 Disagree (D) 2
1.00-1.79 Strongly Disagree (SD) 1
CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
This chapter shows presentation, analysis and interpretation of data. The first part
described the demographic profile of the respondents in terms of sex, age, years in
Teaching, educational attainment. The second part is the types of teachers’ awareness in the
teaching learning processes and the last part is significant differences between the teachers’
awareness in the teaching learning processes.
Distribution of respondents according to their sex.
Sex Frequency Percentage (%) Rank

Male 13 26 2
Female 37 74 1
TOTAL 50 100
This table reveals the distribution of the respondents as to their sex, we have male with
the total of 13 respondents which are 26% and the female with the total of 37 respondents
which are 74%. This revealed that the majority of the respondents were female.
Frequency Distribution of respondents as to Age.
Age Frequency Percentage (%) Rank

20-30 years old 6 12 4
31-40 years old 25 50 1
41-50 years old 12 24 2
51-55 years old 7 14 3
TOTAL 50 100
Table 2 shows that most of the respondents belonged to age group of 31-40 with
the frequency of 25 or 50% of the respondents. Followed by the age group of 41-50 with
the frequency of 12 or 24%. The next one is the age group of 51 and above with the 20
frequency of 7 or 14% and the last group would be the age group of 20-30 with the
frequency of 6 or 12% of the respondents.
Frequency Distribution of respondents according to their years in teaching.
Years in Teaching Frequency Percentage (%) Rank

1-10 years 6 12 4
11-20 years 13 26 3
21-30 years 15 3 2
31-40 years 16 32 1
TOTAL 50 100
This table shows that most of the years in teaching are 1-10 years with the
frequency of 6 or 12% of the years in teaching. Followed by 11-20 years with 13 frequency
or 26%. Next is 21-30 years with the frequency of 15 or 30%. and the last one is the 31-40
years with only 16 frequency which is only 32% of the years in teaching.
Frequency Distribution of respondents according to their educational attainment.
Educational Attainment Frequency Percentage (%) Rank

Bachelor of Elementary Education 41 82 1
Masters of Education 9 18 2
Doctor of Education 0 0
TOTAL 50 100
This table reveals that most of the respondents’ education attainment is Bachelor
of Elementary Education with the frequency of 41 which is 82% of all the respondents being
chosen. The next one is the Master of Education with the frequency of 9 or 18%
Frequency Distribution, Weighted Mean, Interpretation of the awareness of teachers

in the teaching-learning processes in Lopez West Elementary School.
CONTENT KNOWLEDGE AND PEDAGOGY

21
Indicators 5 4 3 2 1 WM INT R
1. Content 34 16 0 0 0 4.68 SA 3
knowledge and
its application
within and
across
curriculum
areas.
2. Research- 28 22 0 0 0 4.56 SA 4
based 0
knowledge and
principles of
teaching and
learning.
3. Positive use 11 39 0 0 0 4.22 SA 6

of ICT.
4. Strategies for 24 26 0 0 0 4.48 SA 5

promoting
literacy and
numeracy.
5. Mother 38 12 0 0 0 4.76 SA 2
tongue, Filipino
and English in
teaching and
learning.
6. Classroom 39 11 0 0 0 4.78 SA 1
communication
strategies.
AVERAGE WEIGHTED MEAN 4.58 SA

Most of the respondents are choose classroom communication strategies as a content

knowledge and pedagogy, having 4.78 weighted mean while the lowest is the positive use of 22
ICT weighted mean 4.22.
It affirms that Qamar C. (2018) pointed out that excellent communication skills - this
includes listening thoroughly and providing constructive feedback. Innovative teacher
leaders often have creative solutions to learning obstacles. Qamar C. (2018) cited that the
teachers encourage to observe his class to learn new technology strategies, after which you
discover that your students are more engaged in your lessons.
LEARNING ENVIRONMENT
1.Learners 36 14 0 0 0 4.72 SA 5.5
safety and
security.
2. Fair learning 36 14 0 0 0 4.72 SA 5.5

environment.
3. Management of 46 4 0 0 0 4.92 SA 3
classroom
structure and
activities.
4. Support for 48 2 0 0 0 4.96 SA 2

learners’
participation.
5. Promotion of 41 9 0 0 0 4.82 SA 4
purposive 0
learning.
6. Management of 49 1 0 0 0 4.98 SA 1
learners’ behavior. 0
Most of the respondents are choose management of learners’ behavior. Having 4.98
weighted mean while the lowest are learner’s safety and security and fair environment 23
having weighted mean of 4.72.
It affirms that Abhishek Pandey (2019) stated that the teachers are best known for
the role of educating the students that are placed in their care. Beyond that, teachers serve
many other roles in the classroom. Teachers set the tone of their classrooms, build a warm
environment, mentor and nurture students, become role models, and listen and look for
signs of trouble. And also, Woods (2019) cited that teachers are educators, leaders, role
models and identifications for the students in their students and their environment.
DIVERSITY OF LEARNERS
Indicators 5 4 3 2 1 WM INT
R 19 31 0 0 0 4.38 SA 2.5
1.Learners gender,
needs, strengths,
interests and
experiences.
2. Learners 23 27 0 0 0 4.46 SA 1
linguistic,
cultural, socio-
economics and
religious
backgrounds.
3. Learners with 2.5

19 31 0 0 0 4.38 SA
disabilities,
giftedness and
talents.
18 32 6 0 0 4.36 SA 4
4. Learners in
difficult
circumstance.
17 33 0 0 0 4.34 SA 5
5. Learners from
indigenous
groups.
Most of the respondents are choose learners linguistic, cultural, socio-economics and 24
religious backgrounds. Having 4.46 weighted mean while the lowest is learners from
indigenous groups having weighted mean of 4.34.
It affirms Wood (2010) The Intercultural cities approach publicly advocates respect
for diversity and a pluralistic city identity. In an Intercultural city, most citizens regard
diversity as an asset accepting that all cultures change as they meet each other in the public
space. The city actively combats prejudice and discrimination and ensures equal
opportunities for all by adapting its governance structures, institutions and services to the
needs of a diverse population, without compromising the principles of human rights,
democracy and the rule of law.
CURRICULUM AND PLANNING
R 42 8 0 0 0 4.84 SA 1
1. Planning and
management of
teaching and
learning
process.
2. Learning 40 10 0 0 0 4.8 SA 2
outcomes aligned
with learning
competencies.
3. Relevance and 30 20 0 0 0 4.6 SA 3

responsiveness of
learning
programs.
33 17 0 0 0 4.66 SA 4
4. Professional
collaboration to
enrich teaching
practice.
32 6 0 0 4.12 S SA 5
5. Teaching 18
and learning
resources
including ICT.
25
Most of the respondents are choose planning and management of teaching and
learning process. Having 4.84 weighted mean while teaching and learning resources
including ICT. Having weighted mean of 4.12.
It affirms Wood (2010) The Intercultural cities approach publicly advocates respect
for diversity and a pluralistic city identity. In an Intercultural city, most citizens regard
diversity as an asset accepting that all cultures change as they meet each other in the public
space. The city actively combats prejudice and discrimination and ensures equal
opportunities for all by adapting its governance structures, institutions and services to the
needs of a diverse population, without compromising the principles of human rights,
democracy and the rule of law. And also, according Eton (2020) The teacher is in complete
charge of the class, what students do, what they say and how they say it. The teacher
assumes this role when a new language is being introduced and accurate reproduction and
drilling techniques are needed.
ASSESSMENT AND REPORTING

R 21 29 0 0 0 4.42 SA 5
1. Design, selection,
organization and
utilization of
assessment
strategies.
2. Monitoring and 25 25 0 0 0 4.5 SA 3

evaluation of
learner progress
and achievement.
24 26 8 0 0 4.48 SA 4
3. Feedback to
improve learning.
4. Communication 36 14 0 0 0 4.72 SA 1.5

of learner needs,
progress and 26
achievement to key
stakeholders.
5. Use of 37 13 0 0 0 4.72 SA 1.5

assessment data to
enhance teaching
and learning
practices and
programs.
Most of the respondents are choose Communication of learner needs, progress and
achievement to key stakeholders and use of assessment data to enhance teaching and
learning practices and programs having 4.72 weighted mean while lowest is design,
selection, organization and utilization of assessment strategies having weighted mean of
4.42.
It affirms that Qamar C. (2018) pointed out Excellent communication skills - This
includes listening thoroughly and providing constructive feedback. Innovative teacher
leaders often have creative solutions to learning obstacles and also according Eton (2020)
Perhaps the most difficult and important role the teacher has to play. The success of many
activities depends on good organization and on the students knowing exactly what they are
to do next. Giving instructions is vital in this role as well as setting up activities.
AS COMMUNITY LINGKAGES AND PROFESSIONAL ENGAGEMENT
1. Establishment of 25 25 0 0 0 4.5 SA 3
learning
environments that
are responsive to
community
contexts.
28 22 0 0 0 4.56 SA 1
2. Engagement to
parents and the
wider school
community in the
educative process.
3. Professional 26 24 0 0 0 4.52 SA 2
ethics.
22 28 0 0 0 4.44 SA 4 27
4. School policies
and procedures.
It can be gleamed that most of the respondents choose engagement to parents and the
wider school community in the educative process having weighted mean of 4.56, while the
lowest is school policies and procedures 4.44
According to PPST the standards describe the expectations of teachers’

increasing levels of knowledge, practice and professional engagement. At the same time,
the standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning situations.
Anna (2018) cited that in school, they are the curriculum developers, the instructional and
resource managers and facilitators of learning since they know the needs of students better
than any other involved in the curriculum process.
AS PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
R 29 21 0 0 0 4.58 SA 1
1. Philosophy of
teaching.
2. Dignity of 30 20 0 0 0 4.6 SA 5
teaching as a
profession.
0 0 4.46 SA 4
3. Professional 23 27 0
links with
colleagues.
24 26 0 0 0 4.48 SA 2.5
4. Professional
reflection and
learning to
improve practice.
5. Professional 24 26 0 0 0 4.48 SA 2.5

development
goals.
AVERAGE WEIGHTED MEAN
4.52 SA 28
It can be gleamed that most of the respondents choose philosophy of teaching. of
4.58, while the lowest is dignity of teaching as a profession 4.6
According to the (DepED Order No. 36, s. 2013) This is in consonance with the
Department of Education vision of producing: “Filipinos who passionately love their
country and whose values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation” Evidences show unequivocally that good
teachers are vital to raising student achievement and also, based on Anna (2018)
MANILA, Philippines — Teachers know best what the curriculum should look like. As
they work directly with students who are meant to benefit from their teaching, they play
an integral role in every step of the learning process.
CHAPTER V
SUMMARY, SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and recommendations

derive from the findings of the study.
Summary:
This study aimed to determine the Teachers Roles in the Teaching-Learning

process in Lopez West Elementary School S.Y. 2019-2020.Specifically, it sought answers
to the following questions; What is the background characteristic of the respondents in
terms of: a.) sex, b) age c) years in teaching and d) educational Attainment. What are the
roles of teachers in the teaching-learning process in terms of the seven domains from
Philippine Professional Standards for Teachers (PPST): a. Content Knowledge and
Pedagogy b. Learning Environment c. Diversity of learners d. Curriculum and Planning e.
Assessment and Reporting f. Community Linkages and Professional Engagement g.
Personal Growth and Professional Development? What implication could be derived in this
study?
This research study used the descriptive method of research design using the
survey questionnaire as the main source of data and information. The respondents of this
study consisted of 50 teachers in Lopez West Elementary School. From the findings of this
research, it became evident that the teachers’ role in the teaching-learning process of the
students as perceived by the respondents of the study.
30
I. Demographic Profile of the Respondents
Majority of the respondents as to their sex, we have male with the total of 13
respondents which are 26% and the female with the total of 37 respondents which are 74%.
This revealed that the majority of the respondents were female. shows that most of the
respondents belonged to age group of 31-40 with the frequency of 25 or 50% of the
respondents. and the last group would be the age group of 20-30 with the frequency of 6 or
12% of the respondents. and the last group would be the age group of 20-30 with the
frequency of 6 or 12% of the respondents. shows that most of the years in teaching are 1-10
years with the frequency of 6 or 12% of the years in teaching while the 31-40 years with
only 16 frequency which is only 32% of the years in teaching. most of the respondents’
education attainment is Bachelor of Elementary Education with the frequency of 41 which
is 82% of all the respondents being chosen. The next one is the Master of Education with
the frequency of 9 or 18%
II. Roles of teachers in the teaching-learning process in terms of the seven

domains from Philippine Professional Standards for Teachers.
Most of the respondents are choose classroom communication strategies as a

content knowledge and pedagogy, having 4.78 weighted mean. Most of the respondents are
choose management of learners’ behavior. Having 4.98 weighted mean. Most of the
respondents are choose learners linguistic, cultural, socio-economics and religious
backgrounds. Having 4.46 weighted mean Most of the respondents are choose planning and
management of teaching and learning process. Having 4.84 weighted mean. Most of the
respondents are choose Communication of learner needs, progress and achievement to key
stakeholders and use of assessment data to enhance teaching and learning practices and
programs having 4.72 weighted mean It can be gleamed that most of the respondents
choose engagement to parents and the wider school community in the educative process
having weighted mean of 4.56. It can be gleamed that most of the respondents choose
engagement to parents and the wider school community in the educative process having
weighted mean of 4.56.
31
III. Implications derived from this study.
This implies that all the seven domains in the Philippine Professional Standard for
Teachers should be performed by teachers to come with teacher quality in the Philippines.
Further teachers should be well-versed and follow the content of the PPST to come up
with teacher quality which will develop holistic learners who are steeped is values
equipped with the 21st century skills.
Conclusion:
Most of the respondents came from the age bracket of 31-40 and female as
gender. and degree holder of Bachelor of Elementary Education mostly were. Most of the
respondent performed the seven domain of the Philippine Professional Standard for
Teachers (PPST).
Recommendations
As a result of the study the researcher would like to suggest the following:
1. Administrators, may monitor the roles of teachers for sustainability.
2. Parents, may maintain the community linkages and professional

engagement.
3. Teachers, may continuously use PPST as their guide to perform this role
effectively.
4. Future Researcher, may use this research as reference for a parallel study.
BIBLIOGRAPHY
De Leon, E. B. (2019) Action Research (for beginners in classroom-based contents) p.1
Garcia, et. Al (2011) Research Simplified Guide to Thesis Writing (First Edition)
Broto, Antonio S (2006). Statistics made simple (Second Edition) p.23
JOURNALS/MAGAZINES
Jan Steutel &Ben Spiecker , Authority in Educational Relationships Pages 323-337 |

Published online: Aug 2010
https://www.tandfonline.com/doi/abs/10.1080/03057240050137373?src=recsys
JW Bailie III - 2012, power and authority in the student–instructor relationship in a ...
, https://files.eric.ed.gov › fulltext
UNPUBLISHED MATERIALS
MD CAMP - 2011 - , “The Power of Teacher-Student Relationships in

Determining. Student Success,” Michael David Camp,., https://core.ac.uk ›
download › pdf
TV Sabella , - 2015 , teachers' attitudes toward inclusion of children with disabilities ...
https://drum.lib.umd.edu
Paul John Edrada Alegado , (PDF) The challenges of teacher leadership in the Philippines 33
https://www.researchgate.net › publication › 326776435, Aug 2, 2018
Michaud - 2014, A Qualitative Study on Educational Authority, Shared Authority ...,

https://digitalcommons.montclair.edu › cgi › viewcontent
ONLINE REFERENCES
Abhishek Pandey 2019 , JEE Aspirant, What is the role of a school teacher in a student's
life?, , https://www.quora.com/What-is-the-role-of-a-school-teacher-in-a-students-
life
Ammit 2019 DepEd vision in the hands of the educators https://www.philstar.com/other-

sections/campus/2018/03/20/1798464/deped-vision-hands-educators
Eton 2020 THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

https://etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21st-century
Peng 2014 Roles of Teacher in the classrooms

https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-
roles-of-a-teacher-in-the-classroom
PP Bellini (2018), The Role Of Authoritativeness In Educational Relationships: A ...

https://pdfs.semanticscholar.org ›
Steteul (2010) Authority in Educational Relationships

https://www.tandfonline.com/doi/abs/10.1080/03057240050137373
Villanueva (2019) Teachers as role model

https://www.philstar.com/opinion/2019/06/10/1925088/teachers-role-model
APPENDICES
May __ 2020
Dr. Faustino V. Farro

School President
Eastern Quezon College
Sir/Madam:
Greetings:
I, GEAN A. CARINO, a Bachelor of Elementary Education of Eastern Quezon College,

Inc., presently conducting a Thesis entitled, “AWARENESS OF TEACHERS IN THE
TEACHING-LEARNING PROCESSES IN LOPEZ WEST ELEMENTARY
SCHOOL S.Y: 2019-2020.” The undersigned researcher would like to request permission
to conduct his research through a survey questionnaire on your selected teachers as my
respondents.
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Hoping for your positive response in this regard.
Thank you.
Respectfully yours,
GEAN A. CARINO
Research Student
Noted: Approved:
ISABELITA E. DE TORRES
Reaserch Adviser SGD. Dr. FAUSTINO V. PARRO
Dr. MELCHOR ESPIRITU

Dean of Research/Accreditation
AWARENESS OF TEACHERS IN THE TEACHING-LEARNING

PROCESSES IN LOPEZ WEST ELEMENTARY SCHOOL
S.Y: 2019-2020.”
QUESTIONNAIRE
Dear Respondent,
Below are the set of information and questions needed which the researcher wants
to obtain from you as teacher of Lopez West Elementary School.
Kindly supply the necessary information to the best of your knowledge, your
judgment must be based on the actual happenings and observations on Awareness of
teachers in the teaching-learning processes in Lopez west elementary school.
Your cooperation will be of great help in the realization of this research work with
assurance that your name will be treated confidentially.
Rest assured that you and your data will be treated with utmost confidentiality and
be used solely for this purpose.
Thank you very much and GOD SPEED!
THE RESEARCHER
AWARENESS OF TEACHERS IN THE TEACHING-LEARNING

PROCESSES IN LOPEZ WEST ELEMENTARY SCHOOL
SCHOOL YEAR
2019-2020
QUESTIONNAIRE
Direction: Please answer the following honestly and truthfully. Put a check mark (/)
on the blank provided before the word that corresponds your answer.
Part I. Background Characteristics for the Respondents.
Sex:
____ Male
____ Female
Age: ____20-25 _____36-40 ______51-60
____26-30 _____41-45 ______61 above
____31-35 _____46-50
Years in Teaching: Educational Attainment
____ 1-10 Years ______ Bachelors Degree
____ 11-20 Years ______ Masters Degree
____ 21-30 Years ______ Doctoral Degree
____31-40 Years
Part II- AWARENESS OF TEACHERS IN THE TEACHING-LEARNING PROCESSES

IN TERMS OF SEVEN DOMAINS.
Direction: Please put a check mark (/) in the appropriate column that
corresponds to your answer.
5 – Strongly Agree
4 – Agree
3 – Fairly Agree
2 – Disagree
1 – Strongly Disagree
CONTENT KNOWLEDGE AND PEDAGOGY

SA A FA D SD
5 4 3 2 1
INDICATORS
Teachers must know the…

1. Content knowledge and its application within and
across curriculum areas.
2. Research-based knowledge and principles of teaching
and learning.
3. Positive use of ICT.
4. Strategies for promoting literacy and numeracy.
5. Mother tongue, Filipino and English in teaching and

learning.
6. Classroom communication strategies.
39
LEARNING ENVIRONMENT
SA A4 FA D SD
INDICATORS 5 3 2 1
Teachers must know the …

Learners safety and security.
Fair learning environment.
Management of classroom structure and activities.
Support for learners participation.
Promotion of purposive learning.
Management of learners behavior.
DIVERSITY OF LEARNERS
SA A FA D SD
INDICATOR
5 4 3 2 1
Learners gender, needs, strengths, interests and experiences.
Learners linguistic, cultural, socio-economic and religious

backgrounds.
Learners with disabilities, giftedness and talents.
Learners in difficult circumstance.
Learners from indigenous groups.
40
CURRICULUM AND PLANNING
SA A FA D SD
INDICATORS
5 4 3 2 1
1. Planning and management of teaching and learning
process.
2. Learning outcomes aligned with learning
competencies.
3. Relevance and responsiveness of learning programs.
4. Professional collaboration to enrich teaching practice.
5. Teaching and learning resources including ICT.
ASSESSMENT AND REPORTING
SA A FA D SD
5 4 3 2 1
INDICATOR

1. Design, selection, organization and utilization of
assessment strategies.
2. Monitoring and evaluation of learner progress and
achievement.
3. Feedback to improve learning.
4. Communication of learner needs, progress and

achievement to key stakeholders.
5. Use of assessment data to enhance teaching and
learning practices and programs.
41
COMMUNITY LINGKAGES AND PROFESSIONAL ENGAGEMENT
INDICATOR SA A FA D SD
5 4 3 2 1
1. Establishment of learning environments that are
responsive to community contexts.
2. Engagement to parents and the wider school
community in the educative process.
3. Professional ethics
4. School policies and procedures.
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
SA A FA D SD
INDICATOR
5 4 3 2 1
1. Philosophy of teaching.
2. Dignity of teaching as a profession.
3. Professional links with colleagues.
4. Professional reflection and learning to imp-rove

practice.
5. Professional development goals.
Thank you very much for your cooperation
42
CERTIFICATION
This is to certify that the undersigned has thoroughly checked and

calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of the undergraduate thesis of Gean A. Carino,
Bachelor of Elementary Education undergraduate student of Eastern
Quezon College, Inc, Gumaca, Quezon with the title “AWARENESS OF
TEACHERS IN THE TEACHING-LEARNING PROCESSES IN
LOPEZ WEST ELEMENTARY SCHOOL S.Y: 2019-2020.
Issued this day of November, 2019 at Eastern Quezon College,
Inc, for whatever legal purpose it may serve.
MARIA CELERINA D. ORETA, Ed. D

Validator-1
43
CERTIFICATION
This is to certify that the undersigned has thoroughly checked and

calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of the undergraduate thesis of Gean A. Carino,
Bachelor of Elementary Education undergraduate student of Eastern
Quezon College, Inc, Gumaca, Quezon with the title “AWARENESS OF
TEACHERS IN THE TEACHING-LEARNING PROCESSES IN
LOPEZ WEST ELEMENTARY SCHOOL S.Y: 2019-2020.
Issued this day of November, 2019 at Eastern Quezon College,
Inc, for whatever legal purpose it may serve.
MR. GIL TANADA. SEGUI

Validator-2
CURRICULUM
VITAE
45
GEAN A. CARINO
Address: Brgy San Andres Lopez Quezon
Mobile Number:
Email Address: geancarino@yahoo.com
Objection
Personal Information
Nickname: Gean
Age: 26 years old
Gender: Female
Date of Birth: May 16, 1994
Place of Birth: Lopez, Quezon
Civil Status: Married
Religion: Roman Catholic
Nationality: Filipino
Height: 5’1
Weight: 45 kgs.
Educational Attainment
Tertiary Eastern Quezon College

Gumaca, Quezon
Bachelor of Elementary Education (General Education)
Polytechnic University of the Philippines

Lopez Quezon
2010
Secondary Lopez National Comprehensive High School

Barangay Magsaysay Lopez, Quezon
2005-2009 42
Primary Villahermosa Elementary School

Barangay Villahermosa Lopez, Quezon
2000-2004
Working Experience
 Company: Jvcc Construction and General Services @ Nestle Tanauan,

Position: Secretary
 Company: Jvcc Construction and General Services @ Nestle Cabuyao
Position: HR Assistant
 Company: Jvcc Construction and General Services @ Nestle Lipa
Position: HR Assistant And Purchaser
Skills:
 Computer Literate
 Flexible
 Hard working
GEAN A. CARINO

Gean A. Carino Final Thesis

Uploaded by

Copyright:

Available Formats

You might also like

Gean A. Carino Final Thesis

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gean A. Carino Final Thesis

Uploaded by

Copyright:

Available Formats

EASTERN QUEZON COLLEGE

AWARENESS OF TEACHERS IN THE TEACHING-

COMMITTEE ON FINAL- EXAMINATION

Approved by the Committee on Final Examination, on ____________ with the

MELCHOR B. ESPIRITU, Ed. D.

GLORIA L. CHING Ed.D. FLORMANDO P. BALDOVINO, DBA

MELCHOR B. ESPIRITU, Ed. D.

Dr. Melchor B. Espiritu, Dean of Research/Accreditation and chairman of the

The researcher would like to dedicate this manuscript to

TITLE: AWARENESS OF TEACHERS IN THE TEACHING-

RESEARCHER: GEAN A. CARINO

This study aimed to determine the Awareness of teachers in the Teaching-Learning

Keywords: Awareness of Teachers

CHAPTER I – THE PROBLEM AND ITS BACKGROUND

CHAPTER II – REVIEW OF RELATED LITERATURE AND

RELATED LITERATURE ....................... 8

FOREIGN LITERATURE ....................... 9

RELATED STUDIES ....................... 11

LOCAL STUDIES ....................... 14

CHAPTER III – RESEARCH DESIGN AND METHODOLOGY

Research Method and Techniques

CHAPTER IV – PRESENTATION, ANALYSIS AND 19

CHAPTER V – SUMMARY, SUMMARY OF FINDINGS,

Table No: Title Page

2 Content Knowledge and Pedagogy 20

3 Learning and Environment 22

4 Curriculum and Planning 24

5 Assessment and Reporting 25

6 Community Linkages and 26

7 Personal Growth and Professional 27

Figure No. Title Page

1 Distribution of Teachers’ Role in 5

This chapter includes introduction, statement of the problem, conceptual

Teachers typically do not think of themselves as role models, however,

Statement of the Problem

This study aimed to determine the Awareness of Teachers in the Teaching-

The researcher was sought the following questions:

1. What is the background characteristic of the respondents in terms of:

2. What is the level of awareness of teachers in the teaching-learning processes in terms

3. What implication could be derived from this study?

According to DepEd Order No. 42, s. 2017 NATIONAL ADOPTION AND

2. The DepEd recognizes the importance of professional standards in the

4. The PPST aims to:

b. engages teachers to actively embrace a continuing effort in attaining proficiency; and

8. Immediate dissemination of and strict compliance with this Order is directed

INDEPENDENT VARIABLE DEPENDENT VARIABLE

•Demographic Profile of the

In this paradigm the researcher used independent variables and Dependent

Significance of the Study

The study is focused on the Awareness of teacher in teaching-learning processes.

To the Administrators, it could be beneficial in the school for the improvement

Scope and Delimitation

This research study delimited itself in determining the Awareness of teachers in

Delimited-having fixed boundaries or limits.

Derived-obtain something from a particular source.

Higher education- Higher education is tertiary education leading to award of an

Innovation-the action or process of innovating.

PPST - (Philippine Professional Standards for Teachers)