teaching performance of selected public secondary school teachers in tanay, rizal · 2019-06-08 ·...

ICMSIT 2017: 4th International Conference on Management Science, Innovation, and Technology 2017 Faculty of Management Science, Suan Sunandha Rajabhat University (http://www.icmsit.ssru.ac.th)

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Teaching Performance of Selected Public Secondary School

Teachers in Tanay, Rizal Leoncio C. Catolos1

Felicitas Gesilva Catolos2 ABSTRACT This study is focused on the level of performance of selected teachers who are non-education graduates in public secondary schools in Tanay, Rizal as perceived by the teachers themselves during the school year 2013 – 2014. Descriptive survey of research design was employed utilizing as a tool in gathering the needed data. Respondents of the study are 42 teachers who are holders of bachelor’s degree other than Bachelor of Education but supplemented with required number of units in Education that qualifies the degree holder to teach. They were described in terms of age, sex, educational attainment, length of service, and non-education bachelor’s course. The variables considered are instructional skills, guidance skills, management skills, interpersonal skills and leadership skills. The study found out that the majority of the respondents have very satisfactory teaching performance. Age, length of service and bachelor’s degree course are significant on the teaching performance of selected teachers while sex and educational attainment are not significant. Teaching performance of non-education graduates is very satisfactory regardless of their sex and educational attainment. On the other hand, their teaching performance is associated with their age, length of service and bachelor’s course. The study recommended that teachers should pursue graduate education program and undergo more seminars and trainings in order to sustain their professional development and to update themselves in the innovative trends and techniques especially in the advent of K-12 program. A proposed plan of action is recommended for implementation. Parallel studies may be conducted considering other variables. Keywords: guidance skills, instructional skills, interpersonal skills, leadership skills, management skills, non-education graduates, teaching performance. 1 MAT Assistant Professor II, University of Rizal System [email protected] 2 MA Ed Teacher III, Tanay National High School [email protected]


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The Problem and Its Background Introduction The advent of the K to 12 system of education in the Philippines demanded as well that a lot people go into teaching. In this regard, a not a few professional who are not graduates of Education course are taking up Supplemental Education units so they can get into the teaching profession. The challenge now is for them to perform in the classroom even if teaching is not their original calling. The call to teach has been demanded lately even among those who are not graduates of a course in Education. For some, lately, they find that teaching is their real calling; some may have even found a better source of living out of it. An effective teacher demonstrates a caring attitude. Even teachers who love their job can struggle in this area, not because they do not care, but because they get caught up so much in the day to day routine of teaching that they can forget that their students have lives outside of school. Taking the time to get to know a student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing that line and once a student believes the teacher truly cares for them, then there is no limit to what that student can achieve. Nowadays, the educational arena is composed not only of teachers who were trained and graduated with teacher education bachelor degree. Equally comprising the teacher’s population today are ‘second coursers’, so to speak who studied and graduated another degree but landed in the teaching profession for varied reasons. Although their preparation is different from a teacher education graduates, they were able to obtain the degree and underwent the competencies required for a teacher, hence, landing a job as a classroom teacher in basic education and even higher education. As non-education graduates themselves, teaching subjects which different if not remotely related to their bachelor’s degrees, the researchers were challenged to get into the mind of their fellow teachers similarly situated and perhaps find some similarities and differences with their circumstances. Moreover the researchers would like to know if there is discrepancy on teachers’ performance especially between the graduates and the non-graduates of education as observed by the researchers in their decade and a half in the profession. The study was conducted in public secondary schools in Tanay, Rizal for the SY 2013-2014. The mission of District of Tanay to create a conducive learning environment to empower children and youth through basic education curriculum, academic excellence, quality and better educational services and respect for every person and concern for the promotion of life and total human development. The study is anchored on the Theory of Performance (ToP) advocated by Elger as cited by Caine (2005) which develops and relates six foundational concepts to form a framework that can be used to explain performance as well as performance improvements. To perform is to produce valued results. A performer can be an individual or a group of people engaging in a collaborative effort. Developing performance is a journey,


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and level of performance describes location in the journey. Current level of performance depends holistically on six components: context, level knowledge, levels of skills, level of identity, personal factors, and fixed factors. Three axioms are proposed for effective performance improvements. These involve a performer’s mindset, immersion in an enriching environment, and engagement in reflective practice. The rationale behind the theory is that humans are capable of extraordinary accomplishments. To pursue with this, is the main work of a teacher. A teacher provides the motivation that will lead students to perform well in and out of the classroom. The teacher provides the initiative and the motive; student catches it, goes all along learning and applies what he/she learns. In relation to the study, teachers, perform their tasks assigned to them whatever course they have finished since they have chosen teaching as their profession. The theory is most significant in the determination of how respondents perceived their performance in a kind of task that they have least prepared academically but which they have to perform at their best level. The study will be enriched by looking at the respondents personal and professional circumstances and how it will affect their performance given the extra ordinary demand on them by the organization. Statement of the Problem The study aimed to determine the level of performance of selected teachers who are non-education graduates in selected public secondary schools in Tanay, Rizal during the School Year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of the respondents in terms of age; sex; educational attainment; length of service; and non-education bachelor’s course? 2. What is the level of performance of teachers who are non-education graduates in public secondary schools in Tanay, Rizal with respect to instructional skills; guidance skills; management skills; interpersonal skills; and leadership skills? 3. Is there a significant difference on the level of performance of selected teachers who are non-education graduates in public secondary schools in Tanay, Rizal with respect to the above mentioned aspects in terms of their profile? 4. What plan of action maybe proposed to enhance the level of performance of public secondary schools teachers in Tanay, Rizal? The study tested the null hypothesis that there is no significant difference on the level of performance of selected public secondary school teachers who are non-education graduates in Tanay, Rizal with respect to instructional skills, guidance skills, management skills, interpersonal skills, and leadership skills in terms of age, sex, educational attainment, length of service, and non-education bachelor’s course.

Figure 2

Map of Tanay, Rizal


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Discussion of Related Literature and Studies Ladd (2006) said that the single most important quality that every teacher should possess to make

education work is love and passion for teaching young people. This could not be replaced by anything. The best teachers go out of their way to find ways to relate to each of their students. Common interest can be hard to find, but good teachers will find a way to connect with their students. A teacher can also derive good performance from being proactive. Intense planning and organization can ultimately make the job all the more less difficult. Kenny (2006) pointed out that if there are poor performers in the classroom, it may be because of the student's slower inability to grasp certain topics other than the classmates. There are many reforms on education being implemented one by one. These are on classroom environment, academic curriculum, and lately the evaluation of teacher performance. Many of the advocates of education reform in America say that salaries of teachers should be based on performance that can be reflected during test scores of the students in exams.

To Glewwe (2003), the performance of teachers could not only cripple the education system, but also would send "poor performers" to the real world in employment. But some of the teachers unions would argue that "poor performance" should not be judged solely on exam scores by the students but the overall effectiveness of the performance. Lambert (2004) believed that while some factors that influence improving performance are immutable, other factors can be influenced by the performer or by others. The factors that can be varied fall into three categories such as performer’s mindset, immersion in the different environments and reflective practice. Performer’s mindset includes actions that engage positive emotions. Immersion in a physical, social, and intellectual environment can elevate performance and stimulate personal as well as professional development. Elements include social interactions, disciplinary knowledge, active learning, emotions (both positive and negative), and spiritual alignment. Reflective practice involves actions that help people pay attention to and learn from experiences.

Wiske (2008) reported that the amount of education coursework completed by regularly certified teachers explained more than 4 times the variance in teacher performance than did measures of teacher content knowledge. Further it demonstrated consistent, strong, and positive relationships between teacher education coursework completed and teacher performance in the classroom. Finally, in their research of 2,101 high school math teachers and 1,380 high school science teachers, it highlighted also that "teachers who have a standard certification in the subject they teach have a statistically significant positive impact on student test scores relative to teachers who either are not certified or are certified out of the subject."

To Heneman (2009), regularly certified teachers outperform non-certified or provisionally certified teachers in terms of student achievement and observations by administrators and others, this research, should be viewed with some skepticism. First, only a small portion of the studies conducted relate teacher


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certification to student achievement. Second, survey research of teachers shows that few value their training experiences in schools of education.

The Philippine Constitution has a specific provision that requires education to be accorded the highest budgetary priority, such that in 1990 the education sector was allocated funds equivalent to 3.07 percent of GNP. This is high relative to the allocations made for the other sectors, e.g., national defense (1.38 percent), health (0.71 percent) and transportation and communications (2.18 percent). In the same year, the primary level’s current expenditures absorbed over one-third of education sector funds, equivalent to 1.18 percent of GNP or 40.1 percent of total public expenditure on education. According to Tan and Mingat (2007) translated into per pupil basis, the primary level’s share of funds amounted to about 7.01 percent of per capita GNP.

A comparison of Philippine levels of educational expenditures with other Asian countries, it also reveals that towards the end of the 1980s, Malaysia was already spending for education something in the order of 7.3 percent of GNP; Bhutan spent 4.0 percent of GNP and Indonesia 3.7 percent. Actually, the Philippines and Bangladesh (1.5 percent of GNP) were at the low end of the spectrum; Malaysia and Papua New Guinea (6.9 percent of GNP) were at the high end. However, Bangladesh had enrolment ratios very much lower than the Philippines. In sum, then, the Philippines may have under spent in primary education at that time considering its very high gross and net enrolment ratios even if non-current or capital expenditures were added on. This is not to say, however, that low priority was given to primary education. The fact that the sub-sector absorbed 40 percent of total current public expenditure on education indicates its relative size and importance among the other sub-sectors of education. The Philippines’ total education budget supports, in addition the secondary and tertiary education including the very extensive state universities and colleges system, and vocational education and training. Isaacs (2003) posited that in the percentage of teachers who possessed the required academic qualifications was already 100 percent with an urban-rural parity of 1.0. Unfortunately no data was provided by the DECS on the gender distribution of teachers, but it is common knowledge that females greatly outnumber the males in the teaching force. In the public sector, teaching is a civil service post that requires, as a minimum, a relevant 4-year teaching credential such as a Bachelor’s degree in Elementary Education or in Secondary Education, for employment. Private sector hiring standards are higher generally, such that it can be reasonably surmised that the percentage of private school teachers with the proper academic preparation would have been about the same as in the public sector. It would not have been difficult for the Philippines to post such a high level of academic qualification among its teachers even that early, since there had historically been a surfeit of teachers. Annually, the many teacher education institutions turn out vast numbers of teaching graduates who cannot all be absorbed into the system primarily because of their sheer numbers and secondarily because many of them do not pass the teachers’ certification examinations.


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On the other hand, Laniojan (2004) said that the percentage of public primary school teachers who were certified to teach according to national standards was 93.6 percent with an urban-rural parity index of 0.98. The total number of public primary school teachers was approximately 310,000 in 1990. Certification for public school teachers meant that the teacher had passed the required tests administered by the Teacher Examination Board of the Professional Regulations Commission. This requirement was and still is, not imposed on private school teachers. Roughly only 35 percent of teaching graduates who sit for the exams pass every year. The 6.4 percent of teachers who were not certified would have been composed mostly of substitute or temporary teachers assigned in far-flung areas where qualified teachers were difficult to obtain and where properly certified teachers would have had second thoughts about being assigned. Therefore, the Philippines at the start of EFA was handicapped with having had about 20,000 teachers who were not duly certified. These teachers may have been less effective in imparting knowledge and in using instructional materials; and being mainly situated in the difficult-to-reach areas, they would not have been able to contribute much to closing the gap in student achievement between the advantaged and the disadvantaged localities.

This is supported by Pellegrino (2011), who said that an effective teacher uses a variety of media in their lessons. Like it or not in the 21st century and this generation of students was born in the digital age. These students have been bombarded by technological advances unlike any other generation. They have embraced it and if teachers do not, then they are falling behind. This is not to say that one should eliminate textbooks and worksheets completely, but effective teachers are not afraid to implement other forms of media within their lessons.

According to Lardizabal (2003) an effective teacher challenges their students. The most effective teachers are often the ones that many students consider to be their most difficult. This is because they challenge their students and push them harder than the average teacher does. Lapuz (2010) emphasized that to be an effective teacher, one should understand the content that they teach and knows how to explain that content in a manner that their students understand. There are teachers who do not know the content well enough to effectively teach it. There are teachers who are truly experts on the content, but struggle to effectively explain it to their students. The highly effective teacher both understands the content and explains it on level.

In a study conducted by Olsen (2006) the problem raised on how differ the education majors compare with non-education students, comparing 107 recent education graduates of the University of Wisconsin-Parkside with 1420 non-education graduates on eleven variables. Education graduates were found to be equal to, and in some cases better than, non-education graduates on all variables. Olsen discusses the importance of the findings to the teachers’ performance, and he describes reasons such as preparation of education may be done not in random unlike that of non-education graduates. While the study cited compare


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the performance of education graduate and non-education graduate, the present study determined the level of performance of non-education graduates as teachers. Harris and Sass (2006) disclosed in their study that there is some evidence that teachers who possess a teaching credential in the subject area they teach have better performing students and are rated higher in teaching by administrators and peers. Their report used data from Texas’ 250,000 public school teachers to determine the achievement effect that certified versus non certified elementary instructors had on the state’s third-grade student population. Using Texas’ third-grade performance tests, the data showed that 75 percent of third graders taught by teachers with a teaching credential passed all sections of the tests. The figure dropped to 64 percent when fewer than 85 percent of third grade teachers were certified. Review of the research compared regularly certified teachers to provisionally or emergency certified teachers, 11 of the 13 studies showed that regularly certified teachers were ranked higher in effectiveness in terms of both student achievement and teaching performance judged by administrators. The study of Harris and Sass (2006) is related to the present study since it dealt with the performance evaluation of teachers who are non-education graduates but who possesses appropriate credentials in their disciplines.

Gitomer (2006) conducted a study entitled “Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool.” In summary, the following can be said about overall licensure patterns and academic quality during the last decade, at least for the states included in this study: such as passing rates have decreased substantially; The academic profile of the entire candidate; Pool has improved; The academic profile of those passing the Praxis tests has improved; These improvements are consistent across gender, race/ethnicity, and licensure area; Profiles are markedly different for secondary subject teachers in contrast to elementary, special education, and physical education teachers; The decrease in passing rates is likely attributable to increasingly demanding testing requirements put in place during these intervening years. Taken together, these findings suggest that recent policy initiatives have helped improve teacher quality as measured by SAT scores and reported college grades. In most cases however, it is difficult to assign particular changes to specific policies because the initiatives have been implemented at so many points in the system. The observed changes are large for the world of education policy and have occurred over a relatively brief time span. This confluence of policy changes at the institutional, state, and federal levels is associated with a changing profile of prospective teachers. The cited study on changing policy landscape in the US and how teachers adopt while the present study deals with performance of teachers who are non-education graduates.

Charles (2009) conducted a study entitled “Effect of Highly Qualified Teacher (HQT) Provisions and Alternate Routes to Teaching on the Teaching Pool”. Findings revealed that it is possible, however, to infer that certain trends in teacher certification are attributable to single policies, particularly the HQT of NCLB. We earlier identified the upsurge in experienced teachers taking licensure tests. HQT mandated that by 2005–2006, teachers could no longer be on emergency licenses that postponed or waived state licensing


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requirements. HQT also mandated that all teachers demonstrate content knowledge in the subject areas in which they teach. In most states, content knowledge can be demonstrated either through substantial college coursework or through successful performance on a rigorous subject matter test (i.e., tests for teacher licensure). The implications are clear — many teachers who did not meet HQT needed to take the Praxis test despite the fact that they were already in the classroom. And, because so many middle-school teachers did not have content area expertise and had only elementary licenses, this group was disproportionately affected by HQT.

The second policy that has had a demonstrable impact on the teaching pool is the rapid expansion of alternative pathways to teacher licensing in states across the country. Although the available data cannot identify alternate route candidates, it can be inferred that many candidates who report that they have never been in teacher education and do not have prior teaching experience are pursuing alternate routes. Although this is an imperfect measure, the same question was asked of individuals in both cohorts. There was a 66 percent increase in this category over the eight years. Given other data regarding the growth of alternate routes, it is reasonable to attribute to this path to teaching the increase in those reporting they have never been part of a teacher education program. The study of Charles is aligned to the present study because the focus of the investigation is high quality teachers to improve the performance of students as mandated in public schools

A case study by Landrum (2004) aimed to examine the effectiveness of a Secondary Teacher Education Graduate Program. He collected qualitative data through interviews with two graduate school directors, five department heads, 58 faculty members and five students at Ege University. A descriptive analysis technique on the data was applied. According to the results, there are many problems concerning the program such as high quotas of students, unsatisfactory selection of students, lack of motivation for the program and the courses both among the students and the faculty members, insufficiency of the faculty members in the areas of knowledge and pedagogy, inefficiencies in the management of the courses (especially of the practical courses), lack of specific institutions and persons responsible for the program. Furthermore, the program does not reflect the innovations in teaching and the changes in secondary education. The participants mainly suggested administrative solutions for the program. The cited study is related to the present study because improvement of performance of teachers in the secondary education is the main goal of Landrum which is the same as the present study.

Hamshek (2009) in his study examines changes in SAT scores and college grades for two cohorts of test takers to determine whether the quality of the teacher pool has improved over an eight-year period. While these are relatively simple and generic measures, each has been associated with teacher quality. The results support the view that the policies are working and have contributed to a stronger cohort of individuals seeking teacher certification. These data are also consistent with the results of recent surveys that asked principals and education school deans to compare current and past prospective teachers.


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Educational policies, such as charter schools, vouchers, and teacher education and quality are often divisive. Strident positions yield simplistic questions that pit intervention against intervention in a politicized rhetorical battle that preempts the systematic study and improvement of the core problems. Complex social and educational dilemmas are seldom solved by any single, independent policy initiative. The current study suggests that when policies target a common objective and employ a variety of strategies, real change can happen. The findings of this study are quite remarkable — seldom have policy changes been associated with such positive impact in so little time. Many institutions can share credit for increasing the quality of prospective teachers. States and teacher education programs have improved the overall academic quality of prospective teachers by establishing minimum GPA requirements and rigorous testing standards. Raising the requirements to pass the test has created a stronger group of future teachers. States have also encouraged alternate route pathways, which are attracting candidates who are both comparable to those currently enrolled in teacher education programs and stronger in academic ability than prospective teachers from the earlier cohort. The study of Hamshek is parallel to the present study because quality performance of teachers was the purpose of their research which is also aimed by the present study. The study of Haslett (2003) on the dimension of teacher effectiveness found that both high school and college students of the University of Delaware judged their teacher on the dimensions of student-teacher rapport, communication style, instructional style, and simulation. Student/teacher rapport was characterized by the qualities of trustworthiness, fairness, cooperativeness and openness. Communicative style was characterized by qualities such as ease or difficulty in understanding the teachers remarks, being comfortable in the classroom, being interesting and available for student consultation. Instructional style reflected teaching skills such as general organization, knowledge of the material, experience and intelligence. Simulation reflected how challenging, strict and difficult teacher was. As to the comparison of rating of students on their teacher and the rating of the teachers themselves, it was found out that a study of the ratings given by the student as well as those given by the teachers alike had the same thought on the kind of personal, moral, emotional, and social qualities, instructional skills, interests and economic conditions imperative to effective teaching. An analysis of Sanchez (2008) on “Effective Teaching and Work Performance in Selected Universities in Visayas Region” underscored that teacher education accreditation institutions have strengthened accreditation standards by highlighting the demonstration of content and pedagogical competence by graduates of teacher education programs. Findings revealed that government and NGOs have helped ensure that all teachers are not only licensed, but licensed in the areas in which they actually teach. Public accountability has increased as a result of mandates that require teacher education programs and states to report licensure test performance. Collectively, these forces have created conditions that are likely to have contributed to a stronger pool of prospective teachers. The requirements of DepEd are most likely responsible for the large increase in test takers on teacher licensure exams who have prior teaching experience. An


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important lesson from these findings is that licensure test performance must be examined in light of teaching experience. Of course, it is important to remember that the experienced teachers taking the licensure test because of high quality teachers are not representative of the entire pool of experienced teachers. These are individuals who have either had emergency licenses or licenses that are not appropriate for the content they teach. Including these experienced teachers changes the profile of the testing pool. It is impossible to make sense of local and national trends of LET test takers without taking this into account. While the cited study underscored the support of accrediting institutions to improve the standards of teaching, the present study aimed to determine the level of performance of teachers in the secondary schools.

Tabales (2006) made similar analysis on teacher performance when he recommended that: It is also important to consider that more people are taking LET tests. While more individuals are taking tests to attain licenses in specific content areas, it is also clear that not all content based assessments are equally demanding. Individuals taking the LET from time to time have far less academic preparation in specific content areas than those seeking secondary subject licensure once a year. The profile of test takers for LET more closely resembles that of elementary generalists than of secondary subject teachers.It is noteworthy that teachers in the public schools are hired only if they passed the LET examinations.

Vergara (2006) found out that if there are poor performers in the classroom, one would think that it may be because of the student's slower inability to grasp certain topics other than the classmates. Recommendations posed that there are many reforms on education being implemented one by one: Classroom environment, academic curriculum, and lately the evaluation of teacher performance. Many of the advocates of education reform in the Philippines says that salaries of teachers should be based on performance that can be reflected during test scores of the students in examinations.

Bad performance teachers could not only cripple the education system, but also would send "poor performers" to the real world in employment. But some of the teachers unions would argue that "poor performance" should not be judged solely on exam scores by the students but the overall effectiveness of the performance. Although, salary was found to be the reason for teacher’s inability to perform well, the present study does not look into teacher’s pay.

Uson (2006) made an investigation entitled “Setting the Standards in Teaching Performance” and found out that improving teaching quality has been a concern not only in first-world countries but also the developing countries like the Philippines. In these countries where teachers are scarce while the students are so abundant, maintaining the quality of education depends mostly on the few teachers to perform well and teach effectively on class.

Although there are not many teachers that has been fired because of poor performance, this is more of a wake-up call to sharpen up the skills of the teachers by consistent evaluations by students, school administration, and co-teachers, to see the overall effectiveness of the personality, teaching style and approach. Teachers should be able to adjust depending on the needs and abilities of students. Flexible styles


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and approaches to different lessons make it tailor-made to different students. It can be concluded based on the cited studies that various ways, various standards and measures are being set to increase the teachers’ level of performance. It also underscores the roles of the government, the school administrators and the teachers’ roles themselves in order to improve teachers’ performance. De Ungria (2013) conducted a study on teaching competencies of public elementary school teachers. The study found out that most of the teacher-respondents have ages 30 years old and above, only few are pursuing graduate education and majority have been in the service for 11 years and more. Teachers of Mambugan have very satisfactory performance as revealed by the overall weighted mean of 4.24. Age and length of service of the teachers are significant on their teaching competencies while educational attainment is not significant. The pupils of Mambugan Elementary School have mastery level of the competencies given in the Division Achievement Test with an overall mean percentage score of 84.03. Teaching competencies with respect to knowledge of the subject matter, quality of instructions and teaching methods and techniques is significantly related to the pupils’ academic performance while teaching competencies with respect to remedial measures and classroom management is not significantly related to pupils’ academic performance. The study concluded that competencies of teachers differ significantly when they are grouped according to age and length of service while educational attainment is not significant on their teaching competencies. Pupils’ academic performance is significantly related to competencies of teachers with respect to knowledge of the subject matter, quality of instructions and teaching methods and techniques. De Ungria’s study and the present study are parallel since teaching competencies and teaching performance are the focus of the study. However, the reviewed study considered public elementary school teachers while the present study dealt with public secondary school teachers. Methodology and Sources of Data

The study utilized the descriptive survey research design utilizing a questionnaire in gathering the needed data. According to Calmorin (2004), descriptive survey research is used to obtain information concerning the current status of the phenomena to describe "what exists" with respect to variables or conditions in a situation. Further, it assesses the characteristics of whole populations of people or situations. School descriptive surveys are used to gather data concerned with internal or external characteristics of a school system.

The respondents of the study were all public secondary school teachers in Tanay, Rizal who are non-education graduates. They were described in terms of age, sex, educational attainment, length of service and non-education bachelor’s course. An instrument was devised in order to determine the level of performance of teachers who are non-education graduates in public secondary schools in Tanay, Rizal. This instrument is a combination of a questionnaire-checklist developed by the researchers. The instrument was developed to clearly describe the problem as perceived by the respondents.


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There are two parts that divide the questionnaire-checklist. Part I shows description of the respondents profile wherein personal variables such as age, sex, highest educational attainment, length of service and bachelor’s degree course are included. Part II, on the other hand, focused on discussion about the main problem of the study. This portion includes variables such instructional skills, guidance skills, management skills, interpersonal skills, and leadership skills. These variables were considered as these are believed to have a direct bearing on the problem investigated. To quantify the responses of the subjects, Likert-type of questionnaire-checklist was prepared where respondents can freely choose their responses. Based on the following scale:

Scale Range Verbal Interpretation 5 4.50-5.00 Outstanding 4 3.50-4.49 Very Satisfactory 3 2.50-3.49 Satisfactory 2 1.50-2.49 Fair 1 1.00-1.49 Poor

To determine the profile of the respondents in terms of the selected variables, frequency and percentage distribution was used. To establish the level of performance of the respondents with respect to the different aspects, weighted mean was applied. One way analysis of variance (ANOVA) was applied to know if there is significant difference on the performance of teachers with respect to the difference aspects in terms of their profile. Presentation, Analysis and Interpretation Of Data The Profile of the Teacher-Respondents Table 1 presents the frequency and percentage distributions of the teacher-respondents in terms of their profile. Table 1

Age f % 40 years old and above 20 48 31-39 years old 12 28 21-30 years old 10 24 Total 42 100 Sex f % Female 32 76 Male 10 24 Total 42 100 Educational Attainment f %


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with units in Ed.D/Ph.D. 1 2 MA/MS Degree 5 12 with units in MA/MS 16 38 Bachelor’s Degree 20 48 Total 42 100 Length of Service f % 21 years and above 5 12 16-20 years 8 19 11-15 years 9 21 6-10 years 7 17 5 years and below 13 31 Total 42 100 Bachelor’s Course f % AB/BS Accounting, Commerce, Finance, Management 7 17 AB/BS Language (English, Filipino), Mass Communication 5 12 AB/BS Mathematics 12 28 AB/BS Science, Information Technology Management 10 24 AB/BS Social Science, Economics, Humanities 8 19 Total 42 100

The Level of Performance of Teacher-Respondents Table 2 presents the computed weighted mean on the level of performance of teacher-respondents in terms of instructional skills. Table 2

In terms of instructional skills, as a non-education graduate teacher, I...

W�̅� VI Rank

consider students’ strengths and weaknesses in class 4.52 S 2 cover all lessons indicated in the curriculum 4.04 VS 8 create an inviting atmosphere for students to participate 4.53 O 1 develop the different abilities of students 4.15 VS 4 encourage student participation during discussion 4.08 VS 7 formulate innovative teaching approaches to make learning

Interesting 4.18 VS 3

makes sure that students gain mastery of the lesson 4.01 VS 9 performs tasks aligned to the desired learning competencies 4.00 VS 10


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W�̅� VI Rank

prepare lessons and grades on time 4.09 VS 6 show mastery of the subject matter 4.12 VS 5

Overall W�̅� 4.17 VS Legend: O-Outstanding VS-Very Satisfactory

The findings reveal that the respondents believe that they possess the necessary competencies as a

teacher. This implies that the respondents although non education graduates are doing their best to deliver quality instruction to their pupils. This is in consonance with the statements of Lapuz (2010) that to be an effective teacher, one should understand the content that they teach and knows how to explain that content in a manner that their students understand. Table 3 presents the computed weighted mean on the level of performance of teacher-respondents in terms of guidance skills. The results indicate that the teachers perform their guidance skills to their students. This implies that teachers also act as guidance counsellors to their students to ensure their good behaviour inside and outside the classroom the study of Glewwe that the teachers should be able to adjust depending on the needs and abilities of students finds consonance in the result. Table 3

In terms of guidance skills, as a non-education graduate teacher, I... W�̅� VI Rank

captivate the mood of the students through motherly/ fatherly approach

4.10 VS 3

challenge students to share with one another and make them feel at home

4.08 VS 5

create a feeling of security between and among class members 4.13 VS 2 develop sense of belongingness to members of the class 4.04 VS 6 discuss topics that promotes good behavior 4.24 VS 1 give positive advice to students with problems 4.00 VS 7 perform tasks not only as teacher but also as guidance counsellor 3.92 VS 8 prepare all students mood before starting the lesson 4.11 VS 4 promote harmony among students with different interest 3.82 VS 9 share personal experiences to make the students feel at ease 3.61 VS 10

Overall W�̅� 4.01 VS


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Table 4 presents the computed weighted mean on the level of performance of teacher-respondents in terms of management skills. The findings reveal that teachers have very satisfactory performance in terms of their management skills. It could mean that teachers employ varied classroom management strategies for effective teaching-learning process. As stated by Lardizabal (2003) an effective teacher challenges their students. The most effective teachers are often the ones that many students consider to be their most difficult. Table 4

In terms of management skills, as a non-education graduate teacher, I... W�̅� VI Rank

administer school policies consistent with its vision and mission 4.53 O 2 supervise student activities 4.04 VS 7 consider classroom behaviour as the basis of good performance 3.81 VS 10 create a very quiet but performing classroom atmosphere 3.98 VS 9 display authority in and out of the classroom 4.06 VS 6 encourage students participation after his /her talk 4.01 VS 8 impose discipline during classroom discussion 4.78 O 1 organize the classroom according to students activities 4.11 VS 5 plan class activities according to school polices 4.52 O 3 produce positive achievement through strict compliance with

policies 4.26 VS 4


Table 5 presents the computed weighted mean on the level of performance of teacher-respondents in terms of interpersonal skills. Table 5

In terms of interpersonal skills, as a non-education graduate teacher, I... W�̅� VI Rank

adjust to varying personal attitudes in the school 3.84 VS 9 communicate pleasantly with all sectors in the school 4.01 VS 7 consider others’ feelings when talking of his/her opinion 4.28 VS 1 consider sharing of knowledge with co-workers important in

teaching 4.26 VS 3

display equal authority inside school premises 4.08 VS 5 encourage others’ opinion during discussion 4.16 VS 4 give constructive criticisms when necessary 3.98 VS 8


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W�̅� VI Rank

help create a very friendly environment in school 4.27 VS 2 interact with students in and out of the school 3.52 VS 10 mingle with co-employees during free time 4.05 VS 6


The findings reveal that teachers’ relationship with their peers, students and administrator is very satisfactory. This implies that teachers have good relationship with the people in the school. Furthermore, teachers are able to adjust themselves in their chosen profession. This is in consonance with the statements of Ladd (2006) that the single most important quality that every teacher should possess to make education work is love and passion for teaching. The best teachers go out of their way to find ways to relate to each of their students. Table 6 presents the computed weighted mean on the level of performance of teacher-respondents in terms of leadership skills. Table 6

In terms of leadership skills, as a non-education graduate teacher, I... W�̅� VI Rank

ask suggestions from peers when doing group activities 3.84 VS 10 consider new policies challenging 4.04 VS 9 cooperate with superiors and peers 4.64 O 2 demonstrate creativity when doing assigned tasks 4.16 VS 7 display positive attitude at all times 4.81 O 1 exhibit professionalism in dealing with others 4.38 VS 6 perform assigned tasks by own initiative 4.43 VS 5 perform tasks to the maximum standards 4.51 O 4 respect others’ opinion during brainstorming 4.53 O 3 show active participation in group work 4.09 VS 8



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The results indicate that teachers as public servants have very satisfactory leadership skills. Findings imply that teachers as good followers from their superiors are also good leaders. This is similar to the findings of Haslett (2003) that one of the dimensions of teacher effectiveness is good leadership skills. Table 7 presents the composite weighted mean on the teaching performance of non-education graduates. Table 7

ASPECTS Overall W�̅� VI Rank

Instructional Skills 4.17 VS 3 Guidance Skills 4.01 VS 5 Management Skills 4.21 VS 2 Interpersonal Skills 4.04 VS 4 Leadership Skills 4.34 VS 1

Composite W�̅� 4.15 VS

This means that although non graduate of teacher-education course, they are striving their best to be good teachers. Findings imply that the respondents have find their profession motivating, challenging and fulfilling. This is in line with the statements of Uson (2006) that principles should ensure the quality of teachers both in public and private schools.

The Significant Difference on the Performance of the Teacher-Respondents in Terms of their Profile Table 8 presents the computed F-values on the performance of the teacher-respondents in terms of their profile.


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Table 8 VARIABLES

Fcomp p-values HO VI Age Instructional Skills 4.12 .003 Rejected Significant Guidance Skills 3.98 .016 Rejected Significant Management Skills 4.71 .024 Rejected Significant Interpersonal Skills 4.38 .001 Rejected Significant Leadership Skills 2.98 .043 Rejected Significant Sex Fcomp p-values HO VI Instructional Skills 1.81 .678 Accepted Not Significant Guidance Skills 1.04 .386 Accepted Not Significant Management Skills .96 .312 Accepted Not Significant Interpersonal Skills 1.13 .096 Accepted Not Significant Leadership Skills .84 .146 Accepted Not Significant Educational Attainment Fcomp p-values HO VI Instructional Skills 1.04 .908 Accepted Not Significant Guidance Skills 1.16 .086 Accepted Not Significant Management Skills 1.04 .632 Accepted Not Significant Interpersonal Skills .83 .126 Accepted Not Significant Leadership Skills .73 .374 Accepted Not Significant Length of Service Fcomp p-values HO VI Instructional Skills 3.84 .049 Rejected Significant Guidance Skills 3.04 .003 Rejected Significant Management Skills 4.08 .006 Rejected Significant Interpersonal Skills 3.76 .051 Rejected Significant Leadership Skills 3.88 .034 Rejected Significant Bachelor’s Course Fcomp p-values HO VI Instructional Skills 3.41 .013 Rejected Significant Guidance Skills 2.97 .004 Rejected Significant Management Skills 2.89 .045 Rejected Significant Interpersonal Skills 3.09 .006 Rejected Significant Leadership Skills 4.15 .000 Rejected Significant


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As reflected from the table, in terms of age, length of service, with respect to all aspects, the computed F-values obtained probability values not exceeding .05. This rejects the null hypothesis stating that there is no significant difference on the performance of the teacher-respondents in terms of age and length of service. Similarly, in terms of bachelor’s course, the computed F-values in all aspects obtained p-values not exceeding .05, thus this also rejects the null hypothesis. On the other hand, in terms of sex and educational attainment, the null hypothesis is accepted since the computed F-values in all aspects obtained p-values exceeding .05. This means that sex and educational attainment of teachers are not significant on their performance. Findings imply that age, length of service and Bachelor’s degree course are significant on teachers’ performance. The results is similar with the findings of De Ungria (2013) that competencies of teachers differ significantly when they are group according to age and length of service while educational attainment is not significant on their teaching competencies. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS Based on the analysis and interpretation of data, the findings are hereby summarized: 1. Majority of the respondents are females having ages 31 years old and above and pursuing graduate education. Most of them have been in the service for more than 10 years and graduates of non-education courses. 2. Teachers who are graduates of non-education courses have very satisfactory teaching performance. 3. Age, length of service and Bachelor’s degree course are significant on the teaching performance of selected teachers while sex and educational attainment are not significant. The study concluded that teaching performance of non-education graduates is very satisfactory regardless of their sex and educational attainment. On the other hand, their teaching performance is associated with their age, length of service and bachelor’s course. The following recommendations are made: 1. Teachers should be sent to more seminars and trainings to update themselves in the innovative trends and techniques especially in the advent of K-12 program. 2. Teachers should pursue graduate education program for their professional growth. 3. The proposed plan of action is recommended for implementation. 4. Parallel studies may be conducted considering other variables.


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Harris, D. & Sass, T.R., “The Effects of Teacher Training on Teacher ValueAdded”.UnpublishedManuscript, 2006. Haslett, Williams, “Dimensions of Teacher Effectiveness”, University of Delaware, 2003. Isaacs, J.S., “A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling”, Unpublished Doctoral Dissertation, Virginia Polytechnic Institute and State University, 2003. Laniojan, Elizabeth, “Post Graduate Status of Faculty Members and its Relationship to Productivity of Students”.Universityof the Philippines, 2004. Sanchez, V., “Effective Teaching and Work Performance in Selected Universities in Visayas Region”. Unpublished Dissertation. Leyte Normal University, 2008. Tabales, Joselito, “Advancement in Higher Education: Impact to Productivity”, the National Library, 2006. Uson, Melodia, “Setting the Standards in Teaching Performance”, Leyte Normal University, 2006. D. Internet Sources Kenny, L., “Individual Teacher Incentives and Student Performance”. Journal of Public Economics, Institute of Economics, University of DOI: 10.1016/j.jpubeco 2006.10.001, 2006. Landrum, R.E., “Effectiveness of Secondary Teachers Graduate School Program.”The Journal of Classroom Interaction, 39(2), 5.Retrieved from ProQuest Academic ResearchLibrary.Mallory, A.L. (2004, August 10). Teacher evaluationlaw criticized, 2004. http://www.minnetonkateachers.org/docs/news05-06/The%20Professional%202005-09.htm http://en.wikipedia.org/wiki/Frederick_Winslow_Taylor#The_development_of_scientific_managementGalves, R.E. (198

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