PHYSICAL EDUCATION TEACHERS’ DESIGNATIONS AND THEIR

EFFECTS TO TEACHING DELIVERY AND STUDENTS’

ACADEMIC PERFORMANCE IN SELECTED
PUBLIC SCHOOLS

MARISSA S. KANAKAN

A MASTER’S THESIS OUTLINE SUBMITTED TO THE FACULTY OF THE

GRADUATE SCHOOL OF SULTAN KUDARAT STATE UNIVERSITY, EJC
MONTILLA, TACURONG CITY, IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE DEGREE

MASTER OF ARTS IN TEACHING PHYSICAL EDUCATION

APRIL 2024
 2

TRANSMITTAL SHEET

This Thesis PHYSICAL EDUCATION TEACHERS’ DESIGNATIONS

AND THEIR EFFECTS TO TEACHING DELIVERY AND STUDENTS’
ACADEMIC PERFORMANCE IN SELECTED PUBLIC SCHOOLS prepared
and submitted by MARISSA S. KANAKAN, in partial fulfilment of the
requirements of the degree MASTER OF ARTS IN TEACHING PHYSICAL
EDUCATION is hereby accepted and endorsed.

SUSAN P. LOSAÑES, MAT

Adviser

______________
Date Signed

Respectfully endorsed as partial fulfilment of the requirements for the degree

MASTER OF ARTS IN TEACHING OHYSICAL EDUCATION

SUSAN P. LOSAÑ, MAT JENNYVIEVE D. LUMBUAN, PhD

MM-PM Program chairperson GS Research Coordinator

_______________ ________________
Date Signed Date Signed
 3

APPROVAL SHEET

This thesis passed the standards set by the Sultan Kudarat State
University Graduate School, and has been successfully defended and
approved on _____________ before this panel of examiners.

SUSAN P. LOSAÑES, MAT

Adviser

LILIBETH B. EDAÑO, EdD MAY C. GALLANO, MAT

Member, Examining Committee Member, Examining Committee

________________ ________________
Date Signed Date Signed

SAMSON L. MOLAO, EdD

Chairman, Examining Committee

________________
Date Signed

ACCEPTED as PARTIAL FULFILLMENT of the requirements for the degree

MASTER OF ARTS IN TEACHING PHYSICAL EDUCATION

MILDRED F. ACCAD, PhD

Dean, Graduate School
 4

TABLE OF CONTENTS

PRELIMINARIES PAGE
Title Page
Transmittal Sheet
Approval Sheet
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
List of Appendices
Abstract

CHAPTER I – INTRODUCTION
Background of the Study
Theoretical and Conceptual Framework
Statement of the Problem
Hypothesis of the Study
Significance of the Study
Scope and Limitation of the Study

Definition of Terms

CHAPTER II – REVIEW OF RELATED LITERATURE AND

STUDIES

CHAPTER III – METHODOLOGY

Research Design
Locale of the Study
Respondents of the Study
Sampling Technique
Data Gathering Instrument
Data Gathering Procedures
Statistical Treatment

REFERENCES
5
 CHAPTER I

INTRODUCTION

Background of the Study

Physical education (PE) plays a vital role in a well-rounded education,

promoting physical literacy, health, and cognitive development alongside

academic subjects. However, Physical Education teachers often shoulder

responsibilities beyond delivering curriculum-based lessons. These

designations or tasks can include supervision duties, administrative tasks,

and participation in extracurricular activities. While these tasks are important

for school functioning, their impact on teachers' ability to deliver effective

Physical Education lessons and, consequently, on students' academic

performance, remains unclear.

Globally, several studies indicate the teachers’ experiences in

balancing additional responsibilities. For instance, the Department of

Education Australian Government (2022) believes that teachers’ work has

changed in recent decades: workload is heavier and more intense.

Additionally, as mentioned in the study of Heffernan et al (2019), Australian

teachers have reported higher working hours than teachers in other

Organization for Economic Co-operation and Development countries and the

 2

study supports previous research which suggested Australian teachers

struggle to manage their administrative and teaching loads. In Addition, Shine

(2015) found that trends in media reporting included coverage of teachers’

heavy administrative and teaching loads resulting stress, which could

influence the public schools understanding of these issues.

Meanwhile, In Asia, some studies indicate the experience of teachers

in balancing additional duties or designations. For example, in the study of

Kulal et al (2023), in India, the teaching quality in Indian higher education

institutions is largely influenced by teachers’ designations or additional

responsibilities rather than academic responsibilities. The study found that the

teachers are not getting sufficient time to prepare the contents to reach

students as per the lesson plan. Further, they face difficulties balancing

teaching and non-teaching responsibilities at a time. They are also in difficulty

managing their personal life too. It is also observed that teachers’ designation

or additional responsibilities are causing occupational burnout, which in turn

are becoming the reason for various stress-related health issues faced by

teachers today.

Furthermore, in the Philippines, several studies indicate the teachers’

experiences in balancing teachers’ designation or additional responsibilities.

For instance, a study conducted by Tarraya (2023) shows that heavy

workloads and extended working hours of teachers influence their mental and

physical health, work performance, personal lives, and learners’ achievement.

 3

Heavy workloads add pressure on teachers’ effectiveness and fulfilling the

major teaching duties. Thus, decreases the teacher’s overall efficiency and

efficacy inside the classroom. However, other studies revealed that although

heavy workloads lead to some negative outcomes they still achieve

satisfactory ratings even though they are bombarded with designation and

responsibility. Teaching effectiveness does not depend on the tasks and

functions given to the teachers. It offers practical experience for teachers

which maximizes professional opportunities and growth and encourages

teachers to be leaders, analytical thinkers, proactive, and initiate progressive

practices.

In the local context, the researcher observed that the teacher who has

designations or additional duties significantly disrupts the teaching and

learning process. They have difficulties in balancing academic and non-

academic tasks resulting in stress and burnout, less focus on professional

development, and reduced time for lesson planning and grading. Physical

education (PE) teachers play a vital role in promoting students' physical and

mental well-being. However, they often shoulder various designations or

additional tasks beyond classroom instruction. Because of this, the

researcher will conduct a quantitative study that aims to investigate the

impact of these designations on Physical Education teachers' ability to deliver

effective instruction and, consequently, on students' academic performance in

PE classes within selected public schools.

 4

Theoretical and Conceptual Framework

This study will be anchored to The Resource Allocation Theory (RAT)

by Grayson & Krohne (1996). This theory posits that individuals allocate their

time and energy to tasks based on the perceived value of the outcomes.

Additionally, W.C. Canter and Lee (1983), the theory's originators, emphasize

its effectiveness in maintaining order through strategic allocation of teacher

time and attention. It provides a practical framework for new teachers,

especially when compared to more rigid, behaviorist models. In this study,

this theory could be used to examine how the time and effort teachers spend

on non-academic duties or designations affect the resources they have

available for lesson planning, classroom instruction, and other activities that

directly impact student learning.

This theory focuses on how teachers secure resources (time,

materials, support) to achieve their goals in the classroom. It proposes that

teachers with more resources are better able to implement effective teaching

practices, which can ultimately lead to improved student learning outcomes. It

suggests that teachers with fewer non-academic tasks will have more time

and energy to devote to effective teaching practices, which can lead to

improved student academic performance. In this study, it will examine how

teachers’ designations or additional tasks (administrative duties,

 5

Coordinators, Sports Coaching) compete with teachers' time and energy for

effective Physical Education lesson planning and delivery. This could then be

linked to student academic performance (including performance in PE itself

and potentially other subjects). However, some argue Resource Allocation

Theory (RAT) oversimplifies the complexities of classroom dynamics,

focusing solely on teacher behavior without considering student motivation or

individual learning styles (Brophy, 1986). Critics like Brophy (1986) suggest

effective classroom management requires a more nuanced approach that

considers factors beyond just time allocation. Others suggest it might be

difficult to implement in diverse classrooms with varying student needs

(Emmer et al., 2000). In the context of the study, this theory can develop a

more focused and rigorous research study that contributes to understand how

physical education teachers' work environment impacts their teaching and

student learning.
 6

Furthermore, the figure below depicts the conceptual framework of this

study showing the effect of Independent Variable to Dependent Variable. In

Independent Variables, it contains of Teachers’ Designations while

Dependent Variable consist of Teaching Delivery and Students’ Academic

Performance.

Independent Variable Dependent

Variable
Teaching Delivery

Frequency Level of tasks  Engagement Level

of Physical Education  Instructional Clarity
Teachers’ designated as  Feedback Quality
 Support Staff Students’ Academic
 School Coordinators Performance
 Sports Coach  Grade Point Average
(GPA)

Figure 1. The Conceptual Framework of the Study

 7

Statement of the Problem

This study aims to analyze the Physical Education Teachers’

Designations and their Effects to Teaching Delivery and Students’ Academic

Performance in Selected Public Schools.

Specifically, the study sought to answer the following questions:

1. What is the frequency level of task of Physical Education Teachers

designated as:

1.1 Support Staff;

1.2 School Coordinators, and

1.3 Sports Coach?

2. What is the level of teaching delivery of the Physical Education Teachers in

terms of:

2.1 Engagement Level;

2.2 Instructional Clarity, and

2.3 Feedback Quality?

3. What is the level of academic performance of the students in terms of:

 8

3.1 Grade Point Average (GPA)

6. Is there a significant relationship between the frequency level of task of

Physical Education teachers with designations, their teaching delivery and the

students' academic performance?

Hypothesis of the Study

H01. There is no significant relationship between the frequency level of task of

Physical Education teachers with designations, their teaching delivery and the

students' academic performance?

Significance of the Study

The researcher finds this study important because it investigates the

potential impact of tasks beyond teaching physical education (PE) on PE

teachers' delivery methods and students' academic performance in those

classes.

The result of this study will benefit the following:

For the School Administrators. The research can help administrators

understand the workload demands on Physical Education teachers and make

informed decisions about resource allocation and task delegation. This can

lead to a more supportive environment for Physical Education programs.

 9

For the Policy-Makers. This study can inform policy decisions related

to Physical Education programs in public schools. By understanding the

impact of teachers’ designations or non-academic tasks, policymakers can

advocate for increased support for Physical Education teachers and prioritize

quality physical education experiences for all students.

For the Physical Education Teachers. By understanding how

teachers’ designations or non-academic tasks impact their teaching and

student outcomes, Physical Education teachers can advocate for changes

that free up their time for core instructional duties. The study may also identify

areas where non-academic tasks can be streamlined or redistributed to

improve efficiency.

For the Students. By ensuring Physical Education teachers have time

for effective teaching, students are more likely to benefit from a well-designed

curriculum that promotes physical development, motor skills, and overall well-

being. Additionally, research suggests that physical activity can have positive

impacts on cognitive function and academic performance, so improved

Physical Education delivery could indirectly benefit academic achievement.

For the Future Researchers. The findings can contribute to a growing

body of research on the importance of Physical Education in education and

the factors that influence its effectiveness. This can guide future research

directions and inform best practices for Physical Education programs.

 10

Overall, the study has the potential to benefit a wide range of

stakeholders concerned with the quality and effectiveness of physical

education in public schools.

Scope and Delimitation of the Study

This quantitative study will investigate the effect of physical education

(PE) teachers' designations such as administrative personnel, school

coordinators and sports coach on their teaching delivery and students'

academic performance in selected public schools. The study is conducted

mainly to the Physical Education teachers who has non-academic

responsibilities or designations in selected public schools of Maguindanao del

Norte Division specifically in Datu Odin Sinsuat Secondary Schools such as

Sarilikha National High School, Camp Siongco National High School, and

Datu Mantato National High School. Data will be collected through surveys

from Physical Education teachers and Grade Point Average (GPA) of their

students.
 11

Definition of Terms

For better understanding, the following terms are defined as will be

used in the conduct of this study.

Physical Education Teacher - A certified professional who leads and

instructs students in physical education classes, promoting physical literacy,

health, and well-being.

School Coordinators – the one whose job is to facilitate or leads a

team of staff to contribute to the well-being and education of students at the

school. They also plan, organize events or activities and negotiate with others

in order to ensure they work together effectively.

Sports Coach – helps the athlete to reach their sporting potential.

They are the one who choose and train the learners in different sports. Sports

coach responsibility is to plan, organize, and deliver an appropriate range of

sports activities and programs for individuals and teams.

Student Academic Performance - The level of achievement students

demonstrates in their academic subjects, as measured by grades,

standardized tests, or other assessments.

Support Staff – supports the general administrative functions of a

wide variety of academic and administrative units including, preparing

documents and reports, compiling records, analysing data including

budgetary expenditures, and providing general office support.

 12

Teaching Delivery - The methods and strategies used by a teacher to

present information and facilitate learning in PE classes. This can include

instructional techniques, classroom management, and assessment practices.

Teachers’ Non-academic Designations - Duties assigned to physical

education teachers beyond direct instruction in PE, such as: Support Staff,

School Coordinators, and Sports coaching.

Acronyms and Abbreviations

BARMM – Bangsamoro Autonomous Region in Muslim Mindanao

DEAG - Department of Education Australian Government

DepEd – Department of Education

GPA – Grade Point Average

MBHTE – Ministry of Basic Higher and Technical Education

NEA - National Education Association

OECD - Organization for Economic Co-operation and Development

RAT – Resource Allocation Theory

 13

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the view of related literature and studies of the

study entitled “Physical Education Teachers’ Designations and their Effects to

Teaching Delivery and Students’ Academic Performance in Selected Public

Schools”

Teachers’ Designations

A teacher is a highly respected person in society, and process of

teaching and learning is considered as essential for the teacher and students.

Teachers can play an important role in the development of the nation. A

meaningful relationship between teacher and student is what is needs to be

considered as the process of learning (Chamundeswari 2013). According to

Tahseen and Hadi (2015), a teacher has an immediate and significant effect

on a student’s life. The teaching goal of a teacher is to create confidence in

the student. It is important to maintain competent teachers to offer valuable

education in schools. School is one of the places where learning occurs. It is

a central point for learners to study and enhance their academic and social

values. Every school is struggling to manage skilful, competent professional

teaching staff who can professionally teach students. Expert, knowledgeable

 14

and devoted teaching staff can produce intelligent students who show good

results in examination.

Atta and Shakir (2015) have shown that the additional duties or task to

the teachers have significantly disrupt the teaching and learning process.

According to the literature, most teachers were engaged in polio campaigns,

population censuses, universal primary education and other inappropriate

activities, and these activities have a negative impact on the performance of

teachers, as these were identified as contrary to the role of teachers. As the

manager of the classroom, a teacher is in charge of organizing and

supervising the activities for the students.

Also, Anwer et al (2013) further discussed that non-teaching additional

assignments create misunderstanding, confusion, ambiguity, resistance and

conflict. Usually, teachers complain that these additional duties are more than

normal teaching responsibilities. If teachers decline to perform such duties,

then they are expected to face consequences from top management. If

teachers remain away from classes, then how do our children acquire new

knowledge and skills in the classroom? The researchers further discussed the

professional standards for teachers to identify teachers’ responsibilities. If any

of the standards address additional non-teaching duties for teachers, or any

standard favours this then it would be mandatory to perform such duties as

being part of the professional code of conduct.

 15

Furthermore, A study has been conducted by Khan (2015) indicates

that certain non-teaching tasks that have no effect on the teaching and

learning process are being handled by teachers. These non-teaching tasks

decrease student and instructor performance and increase rates of dropout.

He went on stating that teachers were not given sufficient time to plan their

lessons. Effective teaching is unquestionably necessary and vital in education

since it assists student learning and achievement. Additionally, Chirimi (2016)

found out that teaching-learning effectiveness experiences a direct impact

from teacher’s workloads. This happens when too many duties and activities

are designated to a teacher that cannot be complied anymore which mostly

results in attenuation in time in which the former could use instead to teach

her learners. Training and community services, as examples of teachers’

additional task, are indubitably significant and a great help for the personal

and professional improvement of the teachers, however, “it is essential for

educational policymakers to create strategies to better support and

compensate teachers who are faced with this work intensification triggers to

help create an appropriate balance between work input and what they receive

from work to prevent teachers leaving the profession as well as to maintain

the best education possible for students” (Warren 2018).

 16

Support Staff

In addition to their present role as information facilitators, teachers

today play a variety of tasks in higher education. Teachers must be able to

handle administrative tasks, and a host of other tasks and obligations

(Subramani & Iyappan; 2018). Kyung-Nyun (2019) emphasized that teachers

in public schools, who are more liable to bureaucratic supervision, would be

more concerned with administrative tasks that could have an impact on their

teaching than teachers in private schools. His study demonstrates the idea

that administrative tasks interrupt with instructional time, and that removing

these additional task is necessary condition for a teacher to focus completely

to teaching. Interestingly, “only teachers in public schools are likely to

consider their administrative workload to be equivalent to class instruction

preparation”. A study conducted by Kyung-Nyun (2019) stressed that public

school teachers who are susceptible to bureaucratic control may be more

concerned about administrative work which could affect teaching activities

than those in private schools. His study proves the assertion that with

administrative works obstructs the time for instructional activity and reducing

these imposed duties is a prerequisite for a teacher to be fully committed in

teaching. Interestingly, “only teachers in public schools are likely to consider

their administrative workload to be equivalent to class instruction

preparation”.
 17

Furthermore, in a study conducted by Lingam et.al. (2017) stated that

there will likely be a negative effect on the level of schoolwork if teachers are

overworked and their human capital development is ignored. Teachers are

overworked and under stress because of unreported work and actual

experiences; in other words, they are absorbed and overloaded with tasks,

both combined to teaching and non-teaching . Some of these are so difficult

and demanding that many teachers have to bring them home to finish them.

(Tancinco 2016). Long work hours, administrative duties, and emotional labor

can lead to burnout and decreased job satisfaction (Skaalvik 2015).

Though it is mandated under Magna Carta for Public School Teachers

that educators should only have a maximum of six hours of actual classroom

instruction per day, several administrative duties are assigned to every

teacher – “a situation that while hidden from view of the normal metrics can

erode teaching quality” (David et al 2019).

Sports Coaching

While sports coaching can bring many benefits to teachers, it can also

potentially have some negative effects. One study that explored the impact of

coaching sports on teachers found that it could lead to increased stress and

workload, potentially affecting their well-being and job satisfaction (Tulloch at

al 2016). This study investigated the experiences of secondary school

teachers who were also involved in coaching sports. It found that while many
 18

teachers enjoyed coaching and perceived benefits such as enhanced

relationships with students and improved job satisfaction, there were also

drawbacks. These drawbacks included increased workload, stress, and

challenges in balancing coaching duties with teaching responsibilities.

The study highlighted the importance of providing support and

resources for teachers who coach sports to help them manage their workload

and mitigate potential negative effects. It also emphasized the need for

schools to recognize and value the contributions of teacher-coaches and

provide opportunities for professional development in coaching-related skills.

In summary, while sports coaching can be rewarding for teachers, it

can also present challenges such as increased stress and workload.

Recognizing and addressing these challenges is important for supporting

teacher-coaches and ensuring their well-being and effectiveness in both

coaching and teaching roles.

Impact on Teaching Excellence

Some studies indicates the impact on teaching excellence. For

example, on study by (Ahn & Sung 2018) states that when burdened by non-

academic responsibilities, teachers report feeling less

engaged, motivated, and effective in their classrooms. Teacher stress and

burnout can negatively impact student learning, classroom climate, and

student-teacher relationships (Johnson et al 2017). Lack of time and energy

 19

due to non-academic responsibilities limits teachers' opportunities for

professional learning and growth, hindering their ability to stay current and

improve their practice (Smith 2013).

Synthesis

Teaching is a noble profession and it influences the development and

future of the young generation of any nation. It is a process of not only

nurturing the intellect of students but of developing them in such a way to

cope with the challenges of their time. This process takes place in school,

particularly in classrooms, but if the teacher is not allowed to spend most of

the time in class, then the quality of the process could be compromised.

The researcher search the similarities of this study regarding the

teachers’ designations or additional task to the teacher, and the researcher

found that the teaching learning process is highly disturbed by the additional

duties. Non-academic duties like administrative tasks add to an already

demanding job, leaving less time for lesson planning, grading, and

professional development. This task can lead to burnout and stress,

impacting teachers' physical and mental health. Recognizing and addressing

the obstacles teachers face in navigating non-academic responsibilities is

crucial for promoting teaching excellence and improving student learning

outcomes. By creating supportive school environments, equipping teachers

with necessary skills, and fostering a culture of well-being, we can empower

 20

teachers to excel in their roles and build a brighter future for education. In line

with this, the researcher will conduct a qualitative study regarding the non-

academic responsibilities or designations of teachers, and how it affect their

teaching delivery and students’ academic performance.

 21

CHAPTER III

METHODOLOGY

This chapter describes the comprehensive methodology of the

research. It presents the research design, locale of the study, respondents of

the study, sampling technique, data gathering instrument, data gathering

procedure, and statistical treatment.

Research Design

To meet the objectives, this study will use Descriptive-Correlational

Research design to investigate the effect of teachers’ designations, teaching

delivery, and student performance without establishing causality.

Correlational research attempts to determine the extent of a relationship

between two or more variables using statistical data (Curtis et al. 2016). In

this type of design, relationships between and among several facts are sought

and interpreted.

The study investigates the effects of teachers’ designations on

teaching delivery and student performance. However, it wouldn't involve

directly assigning different workloads to teachers. Instead, it would likely

 22

measure the existing workload and then examine how it relates to teaching

and student outcomes.

Locale of the Study

This research will be conducted in different Public Secondary Schools

of Maguindanao Del Norte Division, specifically in Sarilikha National High

School, Camp Siongco National High School, and Datu Mantato National

High School.

The map can pinpoint exactly where the schools are in Barangay

Benolen, is home to Datu Mantato National High School. Camp Siongco

National High School is at Barangay Awang. Sarilikha National High School is

sited at Barangay Semba.

MAP OF DATU ODIN SINSUAT, MAGUINDANAO DEL NORTE

Sarilikha National High school

Camp Siongco National High school

Sarilikha National High school

 23

Source: Municipal Planning and Development Office

Figure 2. Locale Map (Datu Odin Sinsuat, Maguindanao del Norte)

Respondents of the Study

The respondents of the study will be 10 Physical Education teachers

and 90 students per school in selected secondary public schools of

Maguindanao del Norte division specifically in Datu Odin Sinsuat. According

to Fraenkel Wallen, a correlational study's minimum acceptable sample size

is at least 100. Additionally, they state that data from samples smaller than

100 may not reflect the degree of correlation.

The study focuses on their experiences and how their designations

affect their teaching and students' performance. Since it's a correlational

quantitative study, the researcher will likely collect data through surveys or

questionnaires from these physical education teachers.

Sampling Technique

This study will use a stratified random sampling technique. Stratified

random sampling is a probability sampling technique used in sample surveys.

The elements of the targeted population are divided into distinct groups or

strata, with elements within each stratum being similar to one another in
 24

terms of certain survey relevant characteristics (Parsons, 2017). By using

stratified sampling, the researcher will get a more nuanced understanding

physical education teachers' designations and their impact on teaching and

student performance.

Data Gathering Instrumentation

The instrument that will be used in this study are the researcher-made

questionnaire or survey questionnaire to collect data. Questionnaire is a

means of eliciting the feelings, beliefs, experiences, perceptions, or attitudes

of some sample of individuals. According to Amedahe (2007), the

questionnaire is a very concise, replanted set of questions designed to yield

specific information to meet a particular need for research information about a

pertinent topic. Questionnaire will use because it can be completed at the

respondents’ convenience, has wider geographical coverage and offer

greater assurance of anonymity so can elicits more candid and more

objective replies.

This research-made questionnaire has 10-items each category Likert

scale with items on a five-point scale from very often to very rarely. The

scoring procedure is as follows:

Table 1: Interpretation for Frequency level of task of the PE teachers

with designations.

Legend Range Description Interpretation

Scale
5 4.20-5.00 Very Often Indicates that the respondent
does his/her task very often.
 25

4 3.40-4.19 Often Indicates that the respondent

does his/her task often.
3 2.60-3.39 Sometimes Indicates that the respondent
does his/her task sometimes.
2 1.80-2.59 Rarely Indicates that the respondent
does his/her task rarely.
1 1.00-1.79 Very Rarely Indicates that the respondent
does his/her task very rarely.

Table 2: Interpretation for level of teaching delivery of the Physical

Education Teachers.

Legend Range Description Interpretation

Scale
5 4.20-5.00 Strongly agree Indicates that the respondent
Strongly agree with the
statements.
4 3.40-4.19 Agree Indicates that the respondent
agree with the statements.
3 2.60-3.39 Neutral Indicates that the respondent
undecided with the
statements.
2 1.80-2.59 Disagree Indicates that the respondent
disagree with the statements.
1 1.00-1.79 Strongly Disagree Indicates that the respondent
Strongly disagree with the
statements.

Table 3: Interpretation for the level of academic performance of the

students.

GWA Description

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

 26

Below 75 Did not meet expectation

Data Gathering Procedures

Data are facts gathered through methodical scientific techniques. In

this study, the stage of the data collection process is described as a

researcher’s guide to help the researcher collect thorough data.

Stage 1: Communication Phase

Upon acquiring permission to conduct the study from the Dean of

Sultan Kudarat State University-Graduate School, the researcher will send

letters of communication to the office of the School Division Superintendent-

Maguindanao del Norte, Principal of different Secondary Schools in Datu

Odin Sinsuat, as well as to the respondents of the study, teachers who has

non-academic responsibilities or designations. The letters must be signed by

the Research Adviser and the Dean of the Graduate School. All

communication will properly coordinate and facilitated by the researcher.

Furthermore, the researcher also solicits permission and approval from the

respondents to prove their voluntary participation in the study.

Stage 2: Obtaining Consent/Permission

 27

Research is about collecting data from people and about people;

hence, ethical issues may arise (Creswell, 2009; Langkos, 2014; Protacio

2019). The researcher will give a letter of approval to the Schools Division

Superintendent of Maguindanao del Norte Division and School Principals in

obtaining permission to conduct a study in Secondary Schools within the

province.

After the approval from the Superintendent and the Principal, the

researcher presents a letter and consent form to the study’s respondents. The

researcher will carefully explain the study details to the participants.

Confidentiality will assured as data be coded, substituted by the real names,

or optional.

Stage 3: Conduct of Data

In conducting the research study, the researcher will use survey

questionnaire to investigate the relationship between teachers’ designations,

teaching delivery, and student performance. Consent of participation of the

teachers will be collected before the conduct of study.

Stage 4: Retrieval of Data, Analysis and Interpretation of Data

After the conduct of data, the researcher will retrieve, analyze and

interpret the data.

 28

Stage 1: Communication Phase

Stage 2: Obtaining Consent/Permission

Stage 3: Conduct of Data

Stage 4: Retrieval, Analysis and Interpretation of Data

Figure 3. Waterfall Diagram of Data Gathering Procedure

 29

Statistical Treatment

The data will be tally and compute to obtain scientifically based results.

The results will be interpreted using statistical tool. The researcher will

employ the Statistical Package for the Social Sciences (SPSS) to perform

frequency, standard deviation, mean, and one-way ANOVA. All hypothetical

questions will be analyze and interpreted at a 0.05 level of significance. A

weighted mean score will be use for SOP number 1, 2, and 3, which to

determine the level of standardization of Physical Education Teachers’

Designations in terms of: Support Staff; School Coordinators, and Sports

Coach, the level of teaching delivery of the Physical Education Teachers in

terms of: Engagement Level; Instructional Clarity, and Feedback Quality, and

the level of academic performance of the students in terms of: Grade Point

Average (GPA). Lastly, for SOP number 4, which to determine the significant

relationship between different Physical Education teachers' designations, their

 30

teaching delivery and the students' academic performance, Pearson r

Correlation will be employ.

REFERENCES

Brophy, J. (1986). Teacher cognition and student motivation. Educational

Psychologist, 21(3), 209-228.

Chirimi, D.O. (2016). The impacts of teachers’ workload allocation on

teaching and learning effectiveness of science subjects in secondary
schools: The case of Hanang district, Tanzania (Masters thesis,
Mzumbe University, Tanzania). Retrieved from
http://scholar
.mzumbe.ac.tz/bitstream/handle/11192/1991/MAED_Chirimi
%2cO.D_2016 .pdf?seque nce=1

Chamundeswari, S. (2013). Job satisfaction and performance of school

teachers. International Journal of Academic Research in Business and
Social Sciences, 3(5), 420.

David, C., Albert, J.R. & Vizmanos, J.F. (2019). Pressures on public school
teachers and implications on quality. Retrieved on March 30, 2020, from
https://thinkasia.org/bitstream/handle/11540/9702/pidspn1901.pdf?
sequence=1
Emmer, E.T., Everson, C.M., & Sanford, M. (2000). Classroom management
 31

for secondary teachers. Prentice Hall.

Esguerra, D.J. (2018). DepED urged to lighten teacher workloads following

suicide reports. Philippine Daily Inqurer. August 27.
https://newsinfo.inquirer.net/1025288/deped-urged-to-lighten-teacher
workloads-following-suicide-reports (accessed on October 2, 2018).

Heffernan, A., F. et.al., (2019). “Perceptions of Teachers and Teaching

in Australia.”Monash University, Faculty of Education

Khan, M. A. (2015). An Empirical Study of Determinants of Teachers’

Effectiveness in Higher Education Institutions in Pakistan. In Taylor’s 7th
Teaching and Learning Conference 2014 Proceedings (pp. 295-310).
Springer, Singapore.

Kulal, A. et.al.,(2022). Impact of Non-academic Responsibilities of Teachers

on
Teaching Quality. 17. 2022. 10.36268/JTER/17200.

Kyung-Nyun, K. (2019). Teachers’ administrative workload crowding out

instructional activities. Asia Pacific Journal of Education, 39(1), pp. 31-
49. DOI: 10.1080/02188791. 2019.1572592

Lingam, G., Lingam, N., & Sharma, L. (2017). Educational reforms and
implications on teachers’ world of work: Perspectives of Fijian primary
teachers. Australian Journal of Teacher Education, 42(1), pp. 19-35.
http://dx.doi.org/10.14221/ajte.2017v42n1.2

Manuel, J., Carter, D., & Dutton, J. (2018). ‘As much as I love being in the
classroom: Understanding Secondary English Teachers’ Workload.
English in Australia, 53(3), 5-22.

Pacaol, N. (2021). Teacher’s workload intensification: A qualitative case study

of its implications on teaching quality. International Online Journal of
Education and Teaching (IOJET), 8(1). 43-60.

Skaalvik, E. M., & Skaalvik, S. (2015). Job Satisfaction, Stress, and Coping
Strategies in the Teaching Profession. What Do the Teachers Say?
International Education Studies, 8, 181-192.
http://dx.doi.org/10.2466/14.02.PR0.114k14w0

Sue C. (2023): Workload, work intensification and time poverty for teachers
and
 32

school leaders: a systematic research synthesis, Educational Review,

DOI:10.1080/00131911.2023.2196607

Tarraya, H. (2023). Teachers’ Workload Policy: Its Impact on Philippine

Public School Teachers. Puissant, 4.
//puissant.stepacademic.net/puissant/article/view/246

Villanueva, D.C.C., Quines, L., & Millardo, K.F.M.R. (2022). Exploring

teachers’
Performance handling multiple ancillary functions: A multiple case
study. International Journal of Novel Research in Education and Learning,
9(5),
1-16, DOI: https://doi.org/10.5281/zenodo.7078862

Warren, S. (2018). Teaching experience and how it relates to teacher

impressions of work intensification (Doctoral thesis, Walden University,
USA). Retrieved from https://
scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6872&context=
dissertations

W.C., & Lee, E.W. (1983). The resource allocation theory of classroom
management. https://eric.ed.gov/?id=ED237465
PHYSICAL EDUCATION TEACHERS’ DESIGNATIONS AND THEIR
EFFECTS TO TEACHING DELIVERY AND STUDENTS’ ACADEMIC
PERFORMANCE IN SELECTED PUBLIC SCHOOLS

SURVEY QUESTIONNAIRE

PART I: The level of Standardization of Physical Education Teachers’

Designations

Directions: Please check (🗸) the specific box for your answer. Rate the
following indicators using 1 as the lowest and 5 as the highest rating. The
following are the levels of measurement.
Levels of Measurement
Weigh Descriptive Interpretation
t
5 Very Often Indicates that the respondent does his/her task
very often
 33

4 Often Indicates that the respondent does his/her task

often
3 Sometimes Indicates that the respondent does his/her task
sometimes
2 Rarely Indicates that the respondent does his/her task
rarely
1 Very Rarely Indicates that the respondent does his/her task
very rarely

Indicators 5 4 3 2 1
Support Staff
1. I am able to effectively communicate and
coordinate with other support staff members
and teachers.
2. I have sufficient time to fulfill my support staff
duties while managing my teaching
responsibilities.
3. I am able to provide adequate support and
assistance to students in both my roles.
4. I feel that my efforts as a support staff
member are valued by the school
administration.
5. I am able to contribute positively to the
overall functioning of the school in my
support staff role.
6. I have the necessary support from
colleagues to manage my dual role
effectively.
7. I am able to adapt my teaching strategies to
accommodate my responsibilities as a
support staff member.
8. I believe that my performance as a teacher is
not compromised by my role as a support
staff member.
9. I am able to effectively balance my duties as
a support staff member and a teacher.
10. I am able to maintain a positive work-life
balance despite my dual role.
Sports Coordinators
1. I am able to effectively communicate and
coordinate with other school staff members in
my role as a school coordinator.
 34

2. I have sufficient time to fulfill my school

coordinator duties while managing my
teaching responsibilities.
3. I am able to provide adequate support and
guidance to students and colleagues in my
role as a school coordinator.
4. I feel that my efforts as a school coordinator
are valued by the school administration.
5. I am able to contribute positively to the
overall functioning of the school in my role as
a school coordinator.
6. I have the necessary support from
colleagues to manage my dual role
effectively.
7. I am able to adapt my teaching strategies to
accommodate my responsibilities as a school
coordinator.
8. I believe that my performance as a teacher is
not compromised by my role as a school
coordinator.
9. I am able to effectively balance my duties as
a sports coordinator and a teacher.
10. I am able to maintain a positive work-life
balance despite my dual role.

Sports Coach
1. I am able to effectively communicate and
coordinate with other sports coaches and
teachers.
2. I have sufficient time to prepare for sports
activities and events while fulfilling my
teaching duties.
3. I am able to provide adequate support and
guidance to students in both my roles as a
sports coach and a teacher.
4. I feel that my efforts as a sports coach are
valued by the school administration.
5. I am able to contribute positively to the
overall sports program of the school while
teaching.
6. I have the necessary support from
colleagues to manage my dual role
 35

effectively.
7. I am able to adapt my teaching strategies to
accommodate my responsibilities as a sports
coach.
8. I believe that my performance as a teacher is
not compromised by my role as a sports
coach.
9. I am able to effectively balance my duties as
a sports coach and a teacher.
10. I am able to maintain a positive work-life
balance despite my dual role.

PART II: The Level of Teaching Delivery of the Physical Education Teachers

Directions: Please check (🗸) the specific box for your answer. Rate the
following indicators using 1 as the lowest and 5 as the highest rating. The
following are the levels of measurement.
Levels of Measurement
Weigh Descriptive Interpretation
t
5 Strongly Agree Indicates that the respondent strongly agrees
with the statement.
4 Agree Indicates that the respondent agrees with the
statement.
 36

3 Neutral Indicates that the respondent neither agrees nor

disagrees with the statement.
2 Disagree Indicates that the respondent disagrees with the
statement.
1 Strongly Indicates that the respondent strongly disagrees
Disagree with the statement.

Indicators 5 4 3 2 1
Engagement Level
1. My teacher effectively engages me in
class activities.
2. My teacher encourages active
participation from all students.
3. My teacher uses a variety of teaching
methods to keep me engaged.
4. My teacher creates a positive and
inclusive learning environment.
5. My teacher motivates me to perform my
best in physical activities.
6. My teacher effectively manages class
dynamics and student interactions.
7. My teacher fosters a sense of teamwork
and cooperation among students.
8. My teacher uses technology to enhance
student engagement in class.
9. My teacher provides opportunities for
me to lead and take ownership of my
learning.
10. I believe my teacher's engagement level
is effective.
Instructional Clarity
1. My teacher communicates lesson
objectives clearly.
2. My teacher explains concepts and
instructions in a clear and
understandable manner.
3. My teacher provides clear and concise
demonstrations of skills and techniques.
4. My teacher uses visual aids and
examples to enhance understanding.
5. My teacher provides clear and specific
feedback on my performance.
 37

6. My teacher sets clear expectations for

behavior and participation.
7. My teacher organizes class activities in
a logical and coherent manner.
8. My teacher adapts teaching methods to
suit my learning needs.
9. My teacher provides clear guidelines for
assessments and evaluations.
10. I believe my teacher's instructional
clarity is effective.
Feedback Quality
1. My teacher provides timely and
constructive feedback.
2. My teacher's feedback is specific and
actionable.
3. My teacher acknowledges and
reinforces my efforts and achievements.
4. My teacher's feedback helps me
improve my skills and performance.
5. My teacher encourages me to reflect on
my performance and set goals for
improvement.
6. My teacher's feedback is personalized to
my individual needs.
7. My teacher uses a variety of feedback
methods, such as verbal, written, and
visual feedback.
8. My teacher's feedback is supportive and
encouraging.
9. My teacher involves me in the feedback
process, encouraging self-assessment
and peer assessment.
10. I believe my teacher's feedback quality
is effective.

End of Survey: Thank you for your time and effort.

 38

CURRICULUM VITAE

PERSONAL DATA
Name : MARISSA S. KANAKAN
Date of Birth : June 21, 1993
Place of Birth : Poblacion Dalican, Datu Odin Sinsuat,
 39

Maguindanao
Email Address : marissa.kanakan@deped.gov.ph
Father : Ebrahim P. Sakal
Mother : Guianesa M. Ali
Eligibility : Licensure Examination for Teachers (LET)
2016

EDUCATIONAL BACKGROUND
GRADUATE STUDIES
MAT-P.E Sultan Kudarat State University
ACCESS, EJC Montilla, Tacurong City
On-going.

Thesis: “Overcoming Obstacles: Navigating

Non-Academic Responsibilities in the Lives
of Teachers and Its Impact on Teaching
Excellence”
Tertiary BSED- Major in Music, Arts, Physical
Education and Health
MSU-Maguindanao
Datu Odin Sinsuat, Maguindanao-2014
Secondary Mindanao State University-Maguindanao-
Integrated Laboratory Science High School
(MSU-ILSHS)-2010

Elementary Datu Odin Sinsuat Educational and

Development Foundation Incorporated
(DOSEDF Inc.)-2004

WORK EXPERIENCE
June 25, 2018 to Present Datu Mantato National High School

June 01, 2014 – June 01 2018 Cotabato City State Polytechnic

College (CCSPC)