Research

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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
In the light of accelerated changes and situations that impact the young,
elementary school learners’ needs, interests, and capabilities are being
prioritized in child development programs, while teachers are being prepared to
adapt to these changes. Current trends show changes on acquiring new
knowledge and information through technology; heightened awareness and
active participation in addressing political, economic, social, ecological, and
spiritual issues and problems; the need for teachers with strong academic
preparation, values formation, and commitment; and the great concern for
education to expand the basics to include problem-solving, creativity, and
capability of the individual for lifelong learning (Salandanan, 2001).
Developing lifelong learners is anchored on the philosophy that
education is life and continues with life. Developing an enterprising culture
refers to enterprising teachers who are ready to innovate strategies and
approaches. An enterprising caring teacher is marked for her attentive concern
for others, fair in dealing with others, and committed to others.
The educational development of learners today is greatly influenced by
the learner and family, teacher, school, community or environment, and school
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factors. Significant among the home factors cited by Barsaga and his co-
authors (1996) are learner’s ability and readiness, language used at home and
in school, family’s financial status, distance between home and school, and the
parents’ attitudes towards education. Unqualified or untrained teachers, low
teacher motivation, teacher attitude towards learner and teaching, inability to
adapt the curricula to leaner needs, and the lack of understanding of learner
needs are the observed teacher-related factors. School variables that have
some bearing on learner training include poor or inadequate resources, school
location (distance), relevance of curriculum, school schedule, and lack of
learning aids. Community-related factors stem from the community’s attitude
toward education, seasonal activities, topography, climatic conditions, socio-
economic level, and migration and mobility. Management-related factors
include poor teacher supervision and examination and evaluation processes.
Generally, the learners find themselves sharing the difficulties experienced
in the home, in school, and with the teacher. Community influences make the
learners busy with television shows, movies, and helping parents in
occupational tasks.
The Education for All project explained by Barsaga and others (1996)
has been optimizing the many channels of learning recommending the use of a
variety of learning delivery modes responsive and tailor-fit to the learners’
needs and specific life situations. The challenges for elementary teachers
include creating family, school and community partnerships; teaching all

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students with emphasis on the inclusion; and reasserting the importance of
education. Paradigm shifts have emerged to take care of learners’ functional
education developing more effective learners along social, cultural, economic,
political, technological, and environmental dimensions (Pagalilawan, 1999). In
the traditional context, learners exposed to content in isolated cells with skills
mastery as outcomes, shifted to learners exposed to integrated content
developing higher order competencies. The transformation contributes to the
total development of the learners.
The consistent low performance of students, the very fast pace and
exponential increase in information and knowledge, the need for better
information and processing skills, the deterioration in people’s values, and
the need to prepare students for global and future competition saw the need
for the adoption of a new curriculum, the 2002 Basic Education Curriculum
per Republic Act 9155. The curriculum was envisioned to promote the holistic
growth of Filipino learners and enable them to acquire core competencies
and proper values. It is flexible to meet learning needs of a diverse studentry,
which is relevant to their immediate environment and social and cultural
realities.
The seemingly unprepared elementary school teachers resulted in poor
achievement of elementary students in reading and communication skills, and
in understanding basic mathematics and scientific concepts based on the report
of the Presidential Commission in Educational Reform (PCER). Ordoñez (2001)

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initiated to redefine and recreate teacher training institutions for the twenty-first
century within the key result areas of critical analysis and creative thinking, the
fostering of reading and comprehension, familiarity with instructional
technology, and solid grounding in values education.
Lawal (2003) asserts that to enhance instruction, education programs
should focus on understanding both teaching and learning student perceptions
that are valuable to teaching practices because they are authentic first-hand
classroom experiences. Teachers find it difficult to seek students’ voices and
listen to them for some clues to learning and teaching (Poetter, 1997).
Teachers think of teacher education as requiring them to know the
content of what they teach, teaching pedagogy in the context of academic
content, and offering prospective teachers many and varied school-based
experiences (Rigden, 1997). Classroom teachers work as full-fledged partners
with college or university faculty in training them on instruction and assessment,
classroom management, and effective relationship.
The laudable, meaningful, and timely objectives of Education for All
focused on internal efficiency and effectiveness, expanded the vision of
education for teacher retraining on holistic approaches. Paradigm shifts and the
PCER findings which led to organizing the 2002 BEC, seriously considered
teacher re-education and student achievement. These academic highlights
served as challenges which merit a critical analysis of changing educational

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trends. The researcher was motivated to conduct this study to ascertain
teachers’ professional preparation in relation to teaching effectiveness, as well
as the relationship between their professional practices and teaching
effectiveness.
Theoretical Framework
This study which focused on relating teachers’ professional preparation
and practices with their teaching effectiveness was anchored on Teacher
Education as a coursework and fieldwork. Coursework imparts knowledge
about teaching although teachers claimed that what they learned during
professional preparation, was learned through their field experiences (Lanier,
1986).
Teachers require a body of professional knowledge that encompasses
both knowledge of general pedagogical principles and skills and knowledge of
the subject matter to be taught. General pedagogical knowledge includes
knowledge of theories of learning and general principles of instruction, an
understanding of the various philosophies of education, general knowledge
about learners, and knowledge of the principles and techniques of classroom
management. In addition to content knowledge, subject matter knowledge
encompasses an understanding of the various ways a discipline can be
organized or understood. Elements of pedagogical content knowledge i9nclude
conceptualizing the subject matter for teaching, understanding its major

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concepts, a study of student understanding of the subject matter, and
curriculum knowledge, its materials and resources (Grossman & Richert,
2001).
Teacher Education is a synergetic self-organizing process. It may shift
from the conventional focus on teaching to a new structure of deep learning. If
teachers restrain from pretending to know, from excessively planning and
controlling, and start respecting the unknown, then a new culture of teacher
education will be developed and move on towards a learning-oriented delivery
of Teacher Education (Wesseler, 2001).
Effective Teaching
Effective Teaching reflects a combination of sound teaching techniques,
knowledge of the subject, enthusiasm for teaching, and sensitivity to one’s own
personal characteristics.
Preparation for teaching. Being prepared to teach involves knowing
what to teach and knowing how to teach it. In general, knowing what to teach
will come from a combination of one’s expertise in the subject, content outline
or syllabus, and careful pre-class preparations. Knowing how to teach will come
from a study of effective teaching methods.
Dimensions of effective teaching. These include knowledge of the
subject to be taught, organization and preparation for teaching, instructional

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delivery skills, evaluation skills, and enthusiasm for teaching. The first four
dimensions are learned through formal study. Enthusiasm for teaching is very
sensitive as personal attitude. It can be enhanced through the study of teaching
theory and methodology.
Knowledge of the subject. Three subjects related prerequisites for
effective teaching are breadth of knowledge, being up-to-date in the subject
field, and the ability to analyze and present concepts.
Organization and preparation. The ability to organize information in a
course syllabus considers constraints of time, place, student expectancies,
available resources, and/or teacher limitations. To provide for flexibility, class
preparation should focus on most important topics, enrich the topic with
materials and activities, and allow reasonable time for student questions. Class
morale is generally highly sensitive to teacher preparation and punctuality.
Instructional delivery skills. Adequate knowledge of the subject and
sufficient class preparation are critical factors to effective teaching. The
attentiveness of the students, the accessibility of the teacher for giving
individual assistance, the physical comfort of the learning environment, the
creative classroom participation of the students through questioning skills, and
the sophisticated instructional aids increase the effectiveness instruction.
(http://www.twice.edu/o-grad/gtamanual/teaching.html#other).
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Parkay (1998) added that some characteristics of effective teaching are
that it focuses on outcomes which are the results or consequences of teaching.
Outcomes include clear goals, objectives, and performance tasks that students
are to master. Teachers modify their instruction based on assessments of
students’ understanding. In addition to traditional tests, teachers use authentic,
portfolio, and performance assessments.
Teacher Preparation and Development
In the 1998 Survey on the Professional Development of Teachers by the
National Center for Education Statistics (NCES) of the US Education
Department, two broad dimensions of teacher effectiveness were categorized
first along the level of knowledge and skills that teachers bring to the classroom
as measured by teacher preparation and qualifications; and second, along the
category of classroom practices. The trend data during the subsequent 2000
survey, covered teacher participation in professional development and
collaborative activities, and teachers’ feelings of preparedness.
Apparently, teachers underwent formal professional development and
collaborative with other teachers. Teacher education and teacher professional
development and collaboration were key factors that established teacher
effectiveness. Continuity and relevance of professional development as well as
school administration support had to be monitored to assure that teachers had
learned. If follow-up sessions are needed, then additional training followed by

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school activities in which a teacher helped other teachers put the new ideas to
use.
Perceived impact of professional development was related to time spent
in professional development activities and linkages and follow-up activities to
which the teachers had participated.
Collaboration with other teachers revolved around joint work, which are
team teaching and monitoring. Teacher networks, either school-to-school or
school-to university partnerships are powerful learning mechanisms for
teachers.
Teacher preparedness incorporates what the teacher brings to the
classroom from preservice training and on-the-job learning. Teachers
unanimously revealed that they were not well-prepared to integrating
educational technology in the grade or subject taught.
Teacher Effectiveness
Significant findings highlighting teacher effectiveness were gathered by
Kemp and Hall (1992) from different research studies. Effective teachers are
productive when they
• employ systematic teaching,

• begin a lesson with a review,
• use systematic feedback,
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• adjust the difficulty level of the material,

• clearly articulate rules and include the students in the discussion,
• provide a variety of opportunities for students to apply and use
knowledge and skills in different learning situations, and are able to
pace the amount of information presented to the class
http://www.ncrel.org/sdrs/areas/issues/catereas/reading/1171k15.htm
With these teachers, students achieve more and have high levels of
cooperation.
Conceptual Framework
The input-process-output model was adopted when this study was
conceived as shown in Figure 1. The input variables in three clusters.
Professional preparation of the first set of input variables is made up of the
teachers’ highest educational attainment, their relevant inservice training, and
their relevant teaching experiences. These three indices marked the teachers’
input personal qualifications, the tri-factor of school, on-the-job training, and
appropriate work background.
These factors were correlated with the teachers’ teaching effectiveness
in five categories, namely, planning and preparation, classroom environment,
instruction, professional responsibilities, and the use of student assessment.
Planning and preparation is designing the lesson based on the objectives and
preparing the lesson procedure. Classroom environment is structuring the room
for teaching as well as establishing love and harmony among the students and
teacher. Instruction covers the teaching process carried out in the classroom.
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Input Process Output
• Descriptive An
Research
< Professional Preparation A
Highest Educational Attainment
• Gathering of C
Relevant Inservice Training Data T
Relevant Teaching Experience
I
• Questionnai O
RELATIONSHIP re N
< Teaching Effectiveness • Observation

Planning and Preparation s
Classroom Environment
Instruction P
Professional Responsibility • Interviews L
Use of Student Assessment
A
• Statistical N
Tools
• Means for
RELATIONSHIP
• Percentages
< Professional Practices Elementary
Instructional Planning • Coefficient of
Instructional Delivery Correlation
Teachers
Classroom Management
• chi-square’s
Teacher-Learner Interaction
Subject Content • Graphs
Evaluation
Professional Responsibilities
Professional Relationship
Figure 1
The Conceptual Framework of the Study

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Professional responsibilities refer to the teachers’ duties which include keeping
students’ records, communicating with the parents, and assuming leadership
roles in school. The use of student assessment refers to the internal and
external assessment data reflecting student achievement which should be fairly
handled and managed by the teacher. Students should be aware of the
progress of their school performances through assessment. Professional
preparation was correlated with teaching effectiveness to specify the
relationship between the two sets of variables to determine areas for
improvement.
The last input group of variables refers to the eight professional practices
of teachers which were likewise correlated with teaching effectiveness. The
teaching practices encompassed instructional planning which refers to planning
the lesson congruent to its specific objectives; instructional delivery which
simply referred to implementing the planned lesson in accordance with the
students’ needs; and classroom management which refers to the control of
student behavior in the classroom and managing learning including discipline.
Teacher-learner interaction is the result of engaging students in instruction
using communication, motivation, reinforcement, retention, transfer, and
questioning skills and principles. Subject content is the lesson proper or subject
matter for the day’s lesson. Evaluation is assessment or appraisal. It consists of
rating student performance, the result of which could be a basis for further
teaching.
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Professional responsibilities refer to the teachers’ duties concerning
professional growth, adaptability on assigned tasks, and working cooperatively
with school staff, students, parents, and superiors. Professional relationships
refer to positive working relations with co-workers, students, personnel, parents,
and the community.
Using research methods and statistical treatment of data constitute the
research process. The research findings, conclusions, and recommendations
formed the bases of an Action Plan for Elementary Teachers: An Action Plan is
an Action Research. It is a classroom-based study focused on a classroom
problem encountered by the teacher.
THE PROBLEM
Statement of the Problem
The study was designed to determine into the grade school teachers’
professional preparation and practices in relation to their teaching effectiveness
as a basis for an Action Plan for Elementary Teachers at the University of
Cebu, Cebu City, SY 2007 – 2008.
It addressed the following specific questions:
1. What was the professional preparation profile of the grade school
teachers with reference to their:

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1.1 highest educational attainment,
1.2 relevant inservice training, and
1.3 relevant teaching experience?
2. What was the professional practices profile of grade school teachers
in terms of:
2.1 instructional planning,
2.2 instructional delivery,
2.3 classroom management,
2.4 teacher-learner interaction,
2.5 subject content,
2.6 evaluation,
2.7 professional responsibilities, and
2.8 professional relationships?
3. What level of performance on teaching effectiveness was
demonstrated in each of the following teaching areas:
3.1 Planning and Preparation,
3.2 The Classroom Environment,
3.3 Instruction,
3.4 Professional Responsibilities, and
3.5 Use of Student Assessment?
4. Were there significant relationships between teachers’ teaching
effectiveness and their

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4.1 professional preparation and
4.2 professional practices?
5. Based on the findings, what Action Plan for Elementary Teachers
may be proposed?
Null Hypotheses
The study was postulated on the following null hypotheses:
HO1 : There is no significant relationship between Teaching
Effectiveness and Professional Preparation.
HO2 : There is no significant relationship between Teaching
Effectiveness and Professional Practices
Significance of the Study
The findings of this study will be valuable insights to the following groups
and individuals:
Department of Education (DepEd). The findings of this study will be
useful inputs to policies and guidelines concerning teacher performance and
teacher effectiveness.
School Administrators. They will be aware of the current shifts of the
curriculum indicating directions towards more flexible applications. Paradigms
are shifting from separate subjects to a curriculum in framework, from teaching
to learning, from inputs to outcomes, from schooling to lifelong learning, from
categorized to integrated learning, and from learning or note learning to applied

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learning. They will be motivated to make some revisions to optimize resources,
and streamline teachers’ roles, and teachers’ capabilities.
Teachers. To be effective teachers, this study will encourage teachers
to undertake professional practices using relevant teaching strategies. To be
competent cooperating teachers, this study revealed the professional and
personal qualities expected of teachers which will be the bases for a better
understanding of the teachers and their students. To be excellent mentors to
colleagues or their students, the teachers will be aware of the required teaching
expectations on which they will always work on for expertise.
Researchers. They will be stimulated to make attempts to expand or
replicate this study. Advanced research studies will be pursued on the different
dimensions of teaching effectiveness.
Parents. This study will strengthen the home-school linkage since
parents will become aware of DepEd’s strengthening parent-teacher
relationship. Since the purpose of this study is to improve teachers’ teaching
effectiveness, parents will rally support to help the teachers.
Students. Generally students will show greater achievement gains
when exposed to competent teachers particularly those using multiple learning
strategies. Reading this research work will inspire them to hope for proficient
teachers over time.
RESEARCH METHODOLOGY
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Research Method
This study utilized qualitative-quantitative descriptive research. This
descriptive research sought to find answers to questions through the analysis of
variable relationships. It was specifically a correlational research since
correlational analyses were used (Best & Kahn, 1998).
Research Environment
The Grade School Department of the University of Cebu (UC) is within
the university main campus. It is sprawled at the corner of Sanciangko Street
and Osmeña Boulevard in Cebu City. It is quite a distance from recreational
centers and fairly free from disruptions, thus making the environment conducive
to learning. It is at the heart of Cebu City located near some malls, churches,
and other schools, colleges, and universities.
Commercial and residential homes around the area of the school site are
relatively confined at a safer distance minimizing noise, or exhaust detrimental
to the health of the students and personnel. There is no industrial establishment
operating in the area, thus the site is smoke free and pollutant free.
The elementary students are provided with the state-of-the-art multi-
million building complete with educational, physical, and recreational facilities.
The area is well-fenced and well-guarded to ensure the safety and security of
students. It is also equipped with facilities to enhance learning such as

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computers, imported reading materials, audio-visual aids, and other
instructional resources.
Learning is evident with faculty members who are creative, resourceful,
and knowledgeable on the use of relevant strategies and techniques to
maximize learning.
The services of the Medical Clinic, the Principal’s Office, and the Library
are commendable. The staff accommodate and caters to students’ needs.
The continued success of the school graders enrolled at the University of
Cebu has been followed up through guidance, close monitoring and
supervision.
Research Respondents
This study focused on the 20 grade school teachers handling the
elementary level at the University of Cebu as seen in Table 1. A female
elementary school principal heads the 20 teacher respondents. The teachers
self-rated themselves, while the respondent school principal rated the 20
teachers as she supervised them. She used the teacher checklist questionnaire
prepared for this study.
Table 1 shows that a typical elementary classroom teacher in UC is a
female, single, licensed, tenured, and with a mean age of 28. All of the 21
respondents are licensed having passed the licensure examination for teachers
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(LET) per Republic Act No. 7636 known as the Philippine Teachers
Professionalization Act of 1994.
Table 1
Profile of Respondent Elementary Teachers and School Principal
Category Teacher (20) Percentage Principal (1)
< Gender
* Male 2 10 -
* Female 18 90 1
< Civil Status

* Single 12 60 1
* Married 8 40 -
< Licensure Status

* Licensed 20 100 1
* Unlicensed - - -
< Employment Status

* Tenured 11 55 1
* Probationary 9 45 -
Mean Age in Years 28 40
Eighteen or 90 percent are females, 12 or 60 percent are single in status,
and 11 or 55 percent are tenured. With ages ranging from 22 to 42, these
teachers are comparatively young with a mean age of 28.

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Research Instruments
A researcher-made checklist-questionnaire of 60 items is shown in
the specification Grid in Table 2. Appendix A shows the checklist-
questionnaire.
The questionnaire begins with the personal background of the
respondent. Part I covered teachers’ professional preparation in terms of
highest educational attainment, relevant inservice training, and relevant
teaching experience. Part II focused on teachers’ professional practices
constituting eight factors. The practices included instructional planning and
delivery, classroom management, teacher-learner interaction, subject content,
evaluation, and professional responsibilities and relationships. Part II
concentrated on teaching effectiveness which covered. Important teaching
dimensions of planning and preparation, classroom environment, instruction,
professional responsibilities, and use of student assessment. All three parts
with a total of 60 items are broken down to 5 for professional preparation, 30 for
professional practices, and 25 for teaching effectiveness.
Part I was more informative on the personal qualification of teachers.
Parts II and III were composed of evaluative items using rubrics and descriptors
anchored on a rating scale of 1 to 5.

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Table 2
Specification Grid of the Checklist-Questionnaire on Teachers’ Professional

Preparation, Practices, and Teaching Effectiveness
Content Item Numbers Total Items
• Background of the Respondent (5)
Part I. Teachers’ Professional Preparation (5)
A. Highest Educational Attainment 1, 2 2
B. Relevant Inservice Training 3, 4 2
C. Relevant Teaching Experience 5 1
Part II. Teachers’ Professional Practices (30)
A. Instructional Planning 1, 2, 3 3
B. Instructional Delivery 4, 5, 6, 7 4
C. Classroom Management 8, 9, 10, 11, 12 5
D. Teacher-Learner Interaction 13, 14, 15, 16, 17, 18 6
E. Subject Content 19, 20, 21 3
F. Evaluation 22, 23 2
G. Professional Responsibilities 24, 25, 26, 27 4
H. Professional Relationships 28, 29, 30 3
Part III. Teaching Effectiveness (25)
A. Planning and Preparation 1–5 5
B. Classroom Environment 6 – 11 6
C. Instruction 12 – 17 6
D. Professional Responsibilities 18 – 22 5
E. Use of Student Assessment 23 - 25 3
Overall Total 60
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Data Gathering Procedure
Preliminary preparation. After the problems were identified, a survey
of related researches was conducted to identify common teaching practices
relevant to the present study in Philippine setting. The checklist items on
teaching effectiveness were carefully drawn from the ideas in different
researches.
Questionnaire validation. There was a need to pretest the professional
teaching practices and the teaching effectiveness items to validate the tools.
The content specification of the questionnaire supports content validity. Field-
testing the questionnaire with ten teachers from other schools and districts
resulted in removing ambiguous items. Testing the questionnaire registered a
reliability index of .67 indicating that the questionnaire was Moderately reliable
(computation in Appendix B). The questionnaire was administered twice to the
same group in a span of two weeks. The Spearman rank correlation coefficient
or Spearman rho was used to correlate the two sets of scores (Calmorin &
Calmorin, 1997).
Administration of the instrument. After the questionnaires were
validated and finalized, they were reproduced for distribution after approval of
this study was secured.

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Statistical Analysis
In profiling, frequencies, and percentages were used.
Weighted means were used to determine the descri0tors which
described the professional practices. The descriptive ratings 1 to 5 were used
with 1 as the lowest and 5 the highest. Professional practices were described
as follows:
Rating Description
5 Excellent, superior teaching practices, highly skilled using a
variety of teaching strategies, exhibits efficient,
facilitative leadership, applies knowledge in real
situations.
4 Very Satisfactory, achieves results to a very acceptable
level, very capable

3 Satisfactory, manifests good knowledge, efficient, achieves
a high level of performance.

2 Fair, slightly capable, works only to comply with objectives,
can still be improved.

1 Poor, unsatisfactory performance, relies on others, has gaps
in knowledge and skills teacher needs much assistance
to maintain an acceptable level of performance.
The descriptors and their mean ranges are as follows:
Rating Mean Range Descriptor

5 4.20 – 5.00 Excellent
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4 3.40 – 4.19 Very Satisfactory

3 2.60 – 3.39 Satisfactory
2 1.80 – 2.59 Fair
1 1.00 – 1.79 Poor
The same ratings were used for determining the level of performance of
teaching effectiveness, the rubrics of which are presented as follows:
Rating Description
5 Highly Effective, very effective, results-oriented
4 Effective, capable and effective beyond required expectations
3 Moderately Effective, exhibits good knowledge and efficient
2 Slightly Effective, can still improve, works only to comply.
1 Not Effective, lacks professional teaching skills
The descriptors, the mean ranges, and the performance level for
teaching effectiveness are categorized as follows:
Rating Mean Range Descriptor

5 4.20 – 5.00 Highly Effective Performance Level
4 3.40 – 4.19 Effective Performance Level
3 2.60 – 3.39 Moderately Effective Performance Level
2 1.80 – 2.59 Slightly Effective Performance Level
1 1.00 – 1.79 Not Effective Performance Level
The significant relationship between the professional preparation and
teaching effectiveness, used the chi-square test of significance in contingency
tables with the following formula:
λ2 = ∑ (O – E)2
E
where:
O = observed cell frequency
E = expected or theoretical frequency

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λ2 = chi-square
The tabular λ2 value determined the significance of the computed value.
The relationship between professional practices and teaching
effectiveness used Pearson’s product-moment coefficient of correlation or
Pearson r. Appendix F shows Pearson’s formula as used.
∑XY - NXY
rxy = (∑X2 - NX2) (∑Y2 - NY2)
where:
X is the rating of the first group,
X is the mean rating of the first group,
Y is the rating of the second group, and
Y is the mean rating of the second group.
To test the significance of the relationship, the t-test was applied using
the following formula:
N–2
t = r 1 – r2
where:
r is the relationship index and

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N is the number of respondents
Graphs were used to illustrate the findings which clarified the
competency and effectiveness levels of the teachers.
DEFINITION OF TERMS
The terms were operationally defined to place the researcher and the
readers in the same frame of reference.
Action Plan
The action plan proposed in this study is a class-based plan anchored
on a certain aspect of teaching which needs improvement. The teacher and the
students identify class problems pertaining to teaching, learning, students’
behavior, and attitudes as well as teachers’ problems. An action plan could be
undertaken in one or two months with the leadership of the teacher. It involves
planning, doing, and reflecting on class activities that could solve an identified
problem.
Grade School
This refers to an elementary school covering grades one to six. School
graders are the elementary school students.
Professional Preparation
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This refers to the highest educational attainment of teachers, relevant
inservice training or special training, and length of relevant teaching experience
adequate enough to enable them to teach elementary school students. These
factors will help develop the preparedness of the teacher to teach.
Professional Practices
These practices cover instructional competencies which include
indicators such as instructional planning and delivery, classroom management,
teacher-learner interaction, subject content, evaluation, and professional
responsibilities and relationships. Instructional planning simply refers to
planning the lesson conformably with specific objectives. Instructional delivery
refers to methods of teaching. Classroom management refers to organizing
the teaching-learning time using relevant teaching equipment and materials,
and appropriate teaching processes within the time period Teacher-learner
interaction is engaging students in instruction using communication,
motivation, reinforcement, retention, and transfer skills and principles. Subject
content refers to the subject matter and effective communication of the major
concepts of the lesson. Evaluation is assessing student performance and using
the evaluation results in planning the lessons. Professional responsibilities
are teachers’ concerns pertaining to professional growth, adaptability with
assigned duties, working cooperatively with those involved in the school
program. Professional relationship pertains to effective working relationship

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with fellow-teachers and personnel, students, parents, and those linked to
school operations.
Teaching Effectiveness
This refers to the impact of teaching competencies on the students in
terms of intellectual, social, physical, emotional, and moral development.
Effectiveness is based on the four domains of teaching which are planning and
preparation, classroom environment, instruction, professional responsibilities,
and the fifth on the use of student assessment. Planning and preparation
deals with skills in designing instruction, that is organizing the content to be
learned. Classroom environment deals with skills that relate to the creation of
a comfortable and respectful classroom environment that cultivates a culture
for learning in which students feel safe taking risks. Instruction contains the
skills that are at the heart of teaching, the actual engagement of students with
the content. Professional responsibilities encompass the roles teachers
assume outside of the classroom. Teachers committed to student learning use
assessment strategies extensively which provide evidence of success or lack
thereof, for both students and teachers.

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CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter views the elementary teachers as possessing the
knowledge base to guide the art of practice. It covers the teacher’s professional
practices involving the different teaching areas from the planning phase to
evaluation and to application. It entails the teachers’ repertoire of effective
practice encompassing the interactive and organizational functions of
teaching.
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This research work looked into the professional preparation of the grade
school teachers relative to their acquired personal qualifications concerning
education, training, and experience.
TEACHERS’ PROFESSIONAL PREPARATION
Educational Attainment
The educational background of the 20 UC teachers is presented in Table
3. Of the five educational levels, the UC teachers belonged to three areas, one
on the master’s level, 11 or 55 percent with Bachelor of Elementary Education
(BEED) and some master’s units, and 8 or 40 percent having completed the
BEED course.
Table 3
Educational Attainment f P*
1. Ed. D. 0 0
2. MA or MA with Ed. D. units 1 5
3. BEEd with MA units 11 55
4. BEEd 8 40
5. Other course 0 1
Total 20 100
* Percentage
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A closer look at the figures in Table 1 shows that the highest educational
levels attained by the UC elementary teachers were MA by one teacher or 5
percent and BEEd with MA units by 11 teachers or 55 percent, giving a total of
60 percent describing their educational attainment as Adequate. Eight teachers
or 40 percent just finished BEEd, not having pursued advanced courses in MA.
Obtaining Master’s units is an add-on to their attainment and is a plus factor to
their educational qualifications.
Since the average age of the teachers was 28. (Table 1, page 19), it was
expected that there was still time for them to improve their Adequate
institutional training. Furthermore, being single in status and tenured in
employment could signify the likelihood for them to devote their time to advance
in their educational pursuits.
A most important function of professional education for teachers is to
provide the necessary experiences and best practices that will enrich their
knowledge of content, develop their skill in using them at the same time helping
them imbibe a sharing and caring attitude tempered by a futuristic outlook
(Salandanan, 2001). Attaining higher educational levels will in effect motivate
teachers with a strong self-confidence to update their knowledge and skills to
catch up with the demands of changing paradigms. Several research studies
had significantly cited the importance of educational qualification as a potential
factor in developing work competency. Lumapas (2000) in her study with

32
Southern Leyte State College administrations, found out that professional
factors such as educational qualification and administration experience were
significantly related to their performance competencies. The importance of
educational qualification as a performance correlate was confirmed by Chua
(1992).
Blanchard and his co-authors (1985) define competence as a function of
knowledge and skills which can be gained from education, training, and/or
experience. It is something that is learned.
It could therefore be deduced that with the Adequate educational
background of the 20 UC elementary teachers, they were believed to be able
and competent to handle their tasks as grade teachers.
Teachers’ In–service Training
A teacher’s preparation for teaching is never complete as he has to
keep abreast with innovations, and changes, and newer developments. In-
service education of teachers has always been planned and disseminated as
staff development activities. Teachers reported the in-service trainings they
attended within the last three years which were commonly focused on subject
area content and its methods of teaching; and the 2002 Basic Education
Curriculum; how it should be delivered and graded as integrated with other
subject areas.
Table 4 shows t he number of in-service training programs participated in
by the teachers. All the teacher benefited from training. A further scrutiny of
33
their training status indicated that only 2 or 10 percent attended a total training
period of 106 hours and above, and about the same number who could be the
newly-hired teachers, attended 1 to 35 hours, specifically 24 hours. They
claimed that they attended the subject area training schedule sponsored by the
book publishes which was usually conducted once or twice a year. These
programs were focused on new books, instructional methods, and some
instructional aids that went with the new strategies. About 50 percent were
benefited with the total of 36 to 70 hours training period, while 6 teachers or 30
percent obtained insights from trainings covering 71 to 105 hours. The in-
service training status of the UC teachers was Very Adequate. Every teacher
was given the opportunity to attend a training activity.
Table 4
In service Training Profile
Number of hours f P*
1. 106 and above 2 10
2. 71 to 105 6 30
3. 36 to 70 10 50
4. 1 to 35 2 10
5. No training 0 0
Total 20 100
* Percentage
Scale
34
Weight Mean Range Descriptor

5 4.20 – 5.00 Very Much Adequate
4 3.40 – 4.19 Very Adequate
3 2.60 – 3.39 Adequate
2 1.80 – 2.59 Less Adequate
1 1.00 – 1.79 Not Adequate
A feeling of preparedness was manifested in the teachers capability of
handling the new BEC. A feeling of being well prepared had increased their
self-esteem when they revealed that they:
had enough background knowledge on what to do in a self-

contained classroom;
obtained an in-depth input on the subject area;
facilitated student assessment.
The school principal added the information that after some training, the
teachers
became more responsible in managing and monitoring

student learning, and that
they taught and exemplified such traits as openness,

curiosity, and the ability to examine their own performance.
Resultant effects were that students were most likely to work on task and
became more interested in classroom work. Teachers began to hold higher
expectations for all the students. Individualized instruction prevailed. Teachers
tried new practices and noticed better student outcomes. Positive attitudes
towards the teaching-learning activities were developed.

35
Cushman (1992) explains that competencies which include knowledge,
attitudes, and skills are reinforced in teacher training and practices. The trend
towards greater efforts to develop effective teachers through education and
training strengthens the implementation of new frameworks and models
covered in current paradigm shifts.
Likewise, for school leaders, professional preparation for Bastan school
leaders in the elementary schools has been remarkably reinforced by actual
informal job training in different school settings (Asaals, 1999). The present
trend of professional development is towards school-based management,
largely competency-based in terms of parent-principal-parent collaboration.
On the perceived impact of professional development or training
conducted on a US-NCES survey in 2000, findings confirmed parallelism with
Philippine situations that the
• proportion of teachers engaged in professional development

in a specific content area improved their teaching with parent
involvement from 12 percent to 27 percent;
• number of hours teachers engaged in professional

involvement was related to the extent to which they believed
that participation improved their teaching. For every content
area, teachers with more than 1 to 8 hours participation were
more likely to improve their teaching.
• teachers’ assessment of the impact of teacher training was

linked to other program activities in school; and
• teacher development activities improved their teaching

depending on whether various follow-up school based
activities may need additional training. (http||nces.ed.gov.)
36
It could be deduced that teacher training greatly improved teaching
competencies. In-service training of teachers is a great factor that supplements
the preservice education obtained in educational institutions.
Teaching Experience
Teachers on the job are exposed to formal school training on updates on
subject specialization, on classroom skills improvement, and on values
enhancement. Experienced peers in the school may conduct lectures and
demonstrations. Regular meetings are scheduled which may include planning
sessions and holding assemblies with parents who are educators, other
authorities and professionals from the community, and individual or group
counseling sessions. These are teacher training activities by which teachers
in the service learn to grow and empower themselves (Salandanan, 2001).
Teachers’ teaching experience provides them with a wealth of actual
knowledge, and skills in terms of problem-solving, decision-making, planning,
critical thinking, communication, and management; and positive attitudes and
values through professional relationship and responsibilities.
Table 5 shows the teaching experience matrix of the UC elementary
teachers showing that all the teachers has a teaching experience from a low of
1 to 6 years to a high of 15 to 20 years.
Table 5
Teaching Experience Profile

37
Number of Years f P*
1. 21 and above 0 0
2. 15 - 20 3 15
3. 7 - 14 6 30
4. 1 - 6 11 55
5. Less than 1 year 0 0
Total 20 100
* Percentage
Eleven or 55 percent of the 20 teachers registered a teaching experience
of 1 to 6 years, although two teachers just completed a year of service before
entering UC. They were just newly-hired. Six teachers or 30 percent had
already taught for a period within the 7 to 14 bracket, while 3 or 15 percent had
a longer teaching experience within the 15 to 20 year bracket. Forty-five percent
of the teachers described the teachers’ experience as Adequate. All the
teachers were experienced but two newly-hired were practically on the
probationary stage.
They felt that they were prepared to tech with teaching experience. They
remarked as follows:
Our school experiences reinforced our preservice

education in college.
Our collaboration activities with others teachers filled the

knowledge gap we needed most.
We learned from our experienced mentors.

38
We became more tactful with our “senior” teachers. The

instructional relationship was either formal, informal or
nonformal
We learned.
It is clear that teachers on the job learned from experience. As earlier
stated, Lumapas (2000) mentions that administrative on teaching experience is
significantly related to performance competencies. Capapas (1994) likewise
concluded in her study that professional preparation which includes educational
qualification, experience, and in-service training are significantly correlated with
supervisory practices which in this study concerned teaching practices. Length
of teaching service has been influential to school administrators in their
leadership and management roles as revealed by Fernando (1990) in his
dissertation. Experience is a teaching resource material. Through experience,
one becomes a teacher and a learner.
Resume’ on Teachers’ Professional Preparation
On the tri–factor of training, educational attainment, and teaching
experience, the preparedness of the 20 teachers was Very Adequate for in-
service training, Adequate for highest educational attainment, and Adequate
for relevant teaching experience. This is illustrated in Figure 2.
90% Very Adequate

39
Professional
Preparation Education 60% Adequate
Factors
45% Adequate
0 20 40 60 80 100
PERCENTAGE
Figure 2
The Assessment Graph on Professional Preparation
These professional preparation factors for teachers were significantly
cited by authors and researchers. The persistent clamor for teachers and
administrators for professional advancement was motivated by man’s need for
self-fulfillment or self–actualization as brought out in Maslow’s hierarchy of
needs (Cook & Hunsaka, 2001). Lumapas (2000) found out that personal
factors were not related to competency levels, while the professional factors of
educational qualification and administrative experience were significantly
related to performance competencies.
Capapas (1994) and Chua (1992) asserted that educational qualification
gives useful insights to school leaders and teachers. It is reiterated that the
writing groups of Blanchard (1985) pointed to education, training, and

40
experience as having developed work competencies adequate enough for job
preparation.
Because of the relatively small sample size used in this study, it is
difficult to separate the independent effects of these variables
(http://nces.ed,gov.). It is difficult to identify whether college training, practicum,
or experience could have helped developed certain aspects of their professional
competencies.
Generally, the professional preparation of the 20 UC teachers to teach is
Adequate in terms of training, education, and experience.
TEACHERS’ PROFESSIONAL PRACTICES
The urgent adoption of the 2002 BEC in view of the consistent low
performance of students, the very fast pace and exponential increase in
information and knowledge, the need for better information processing skills,
the deterioration in people’s values, and the need to prepare students for global
and future competition, resulted in engaged learners and teachers and
streamlined learning processes. The teachers assumed as facilitators, guides,
and co-learners. Noticeably, students were observed to have become
responsible for learning, collaborative, authentic, interactive, and multi-
disciplinary or integrative.
41
The teachers have to go with changing educational trends by using
student–centered strategies anchored in relevant learning outcome and core
national value. By aligning teaching strategies and instructional materials,
monitoring, and evaluation, teachers best practices of the BEC implementation
at the Holy Angel University in Angeles City was focused on structured lesson
plans with interdisciplinary linkages, and more interactive activities; integrated
values and creative and updated instructional materials; more student-centered
strategies used like cooperative learning, mathematical investigation, and
problem-solving in real life situations; more practical content; more focused
students on fewer subjects; and more topics covered, processed, and studied
in-depth.
This study on professional practices of teachers covered eight
instructional practices designed to strategize, activate, empower, and plan to
impact teaching an learning in elementary education. To evaluate the UC
teachers’ performance on these teaching variables, the elementary school
principal rated all the 20 teachers whom she supervised, and the 20 teachers
self-rated themselves, thereby obtaining the overall mean from the 40 rating
cards. The principal’s rating and the self-rating of each teacher provided at least
the teacher’s external and internal assessment of her performance. Both ratings
were separately presented in the matrix to find out if the resultant weighted
means did not differ much, thus instituting reliability of the assessment indices.
42
Instructional Planning
Planning is a decision- making process when a teachers visualizes what
he teaches, inventories the means and ends of the activities, and designs a
framework for action. It involves selection of appropriate objectives, activities,
and materials. Table 6 covers three aspects on instructional planning: planning
using learner objectives, planning with learning materials, and planning showing
creativity and thinking. Teachers obtained a combined principal-teacher mean
of 3.38 on learner objectives and 3.30 on showing creativity and thought in
planning, which described performance on these items as Satisfactory. In the
use of learning materials, the combined rating was 3.58 which indicated a Very
Satisfactory rating.
Table 6
Principal–Teacher Assessment on Teachers’

Practices on Instructional Planning
Principal (N = 20) Teacher (N = 20) Combined

Teachers’ Planning Frequency Frequency
Practices Rating Rating M D
5 4 3 M D 5 4 3 M D
1. Planned lessons 0 7 13 3.35 S 0 8 12 3.40 VS 3.38 S

with learner
objectives
2. Planned 0 12 8 3.60 VS 0 11 9 3.55 VS 3.58 VS

instructional
activities with
learning materials
43
3. Showed creativity 0 6 14 3.30 S 0 6 14 3.30 S 3.30 S

and thought in
planning
Total / Mean 0 25 35 3.42 VS 0 25 35 3.40 VS 3.42 VS
Scale:
Mean (M) Range Descriptor (D)
4.20 – 5.00 Excellent (E)

3.40 – 4.19 Very Satisfactory (VS)
2.60 – 3.39 Satisfactory (S)
1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
The overall means assessment on the three planning items garnered a
combine mean of 3.42 which was a Very Satisfactory rating. Both principal
and teachers gave the same composite means as shown in Table 6. The school
principal when interviewed about the plans the teachers formulated, responded
as follows:
Some teachers’ plans promote instruction. A few were so

brief which could not give clues whether teaching
transpired during the class period.
Some teachers who organized and planned their lessons

well is used in teachings as objectives matched the subject
content.
44
On instructional planning, some teachers remarked on the lesson
objectives and teaching materials. They opened up as follows.
Sometimes I felt confused whether the teaching materials

were appropriate or not for the planned lesson.
The objective gave me a mental image of what I taught. I

believed that my day with the lesson was successful.
I usually anticipated what would have happened if a

student would raise a question related to the lesson but
was left unexplained.
These critical phases usually occurred while the teachers was in her
class. Instructional planning fosters creativity, linkage, and a broad perspective
of the lesson Manning (1988) views plans as flexible frameworks for action, a
way of starting in the right direction, but also something from which a teacher
might depart or elaborate. This could refer to some lesson gaps in class which
the teacher may have failed to explain, but could tactfully deviate and come up
with the current linkage. However, with the Very Satisfactory rating on
instructional planning practices the teachers could be relied on this task.
Instructional Delivery
How the lesson should be taught after having planned the lesson is
referred to as instructional delivery. During the lesson presentations, teachers
are expected to assume leadership roles in all phases of structural planning and
delivery.
45
A close scrutiny of the rating figures in Table 7 on instructional delivery
practices shows that in all delivery practices assessed by the principal and the
teachers, a Satisfactory rating was obtained with an overall principal–teacher
mean of 3.29.
These practices focused on using teaching methods to fit a class of
varying cognitive levels. Handling a multi–level class requires a special scheme
to provide multi–level materials with appropriate teaching methods. Learning
opportunities should enable students to learn independently through
individualized practice activities. The teachers are also expected to adapt the
planned lessons to unexpected situations so that every student would have the
chance to participate in the class session. Proper sequencing and pacing of the
lessons would clarify the flow of the lesson and instill a better understanding
Table 7

Practices on Instructional Delivery

Teachers’ Frequency Frequency
Instructional Delivery Rating Rating
Practices 5 4 3 M D 5 4 3 M D M D
1. Used teaching 1 4 15 3.30 S 1 5 14 3.35 S 3.32 S

methods to fit
class of varying
cognitive levels
46
2. Provided learning 2 2 16 3.30 S 1 4 15 3.30 S 3.30 S

opportunities for
independent
practice of new
concepts/skills
3. Adapted planned 1 2 17 3.20 S 1 4 15 3.30 S 3.25 S

lessons to
unexpected
situations
4. Observed proper 1 3 16 3.25 S 1 4 15 3.30 S 3.28 S

sequencing and
pacing of lessons
Total / Mean 5 11 64 3.26 S 4 17 59 3.31 S 3.29 S
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
considering individual differences regarding pacing to conform with ability
levels.
Good active teaching features a presentation of lessons that moves at a
brisk pace and provides for high levels of learner success. All these practices
would facilitate instructional delivery. Considering that some teachers were
practically neophytes in the teaching job, they still needed further exposure and
training to be adapt at employing appropriate teaching methods.

47
Instructional delivery could use active learning strategies which is
learning by doing and which commonly uses a wide range of alternative
instructional strategies that engage student in individual work or in collaborative
work with peers (Bonwell & Eison, 1991). This explains learning through
practicum, readiness for unexpected discussions, and achieving through
sequencing and pacing the lesson. The UC elementary teachers need to face
these unlikely situations to build their self-confidence in handling classroom
work successfully. With Satisfactory performance in instructional delivery,
teachers feel prepared to use the different teaching methods through
mentoring, collaboration, or observation.
Classroom Management
Classroom management refers to teacher control over the use of
classroom time, managing student behavior or discipline, the maximum use of a
learning area, the use of engagement and empowerment in handling students,
and the setting of rules and routines to systematize classroom work. It covers a
range of responsibilities at the discretion of the teacher and the cooperative
attitude of the learners. Practices on classroom management touch on class
schedules, adherence to rules and routines, and communicating, monitoring,
and maintaining behavioral expectations (Manning, 1988).

48
As regards the 20 UC elementary teachers, Table 8 registers a
composite principal–teacher mean of 3.68, describing their classroom
management performance as Very Satisfactory. Both external and internal
ratings from principal and teacher raters assessed teacher performance on their
classroom control with the Very Satisfactory level.
On the combined student engagement and empowerment in handling a
class or students, the principal with a mean of 3.25 and the teachers with a
mean of 3.30, garnered a combined mean of 3.38, which described such
practice as Satisfactory. This was more understood when some teachers were
asked about it and they answered readily that
some students felt that they were an authority to decide for

the class which created commotion;
when some students who were seriously engaged in their

sectional, suddenly stopped working before a noisy
confusion would result.
Table 8

Practices on Classroom Management
Teachers’ Principal (N = 20) Teacher (N = 20) Combined

Classroom Frequency Frequency
Management Rating Rating
Practices 5 4 3 M D 5 4 3 M D M D
49
1. Combined 0 5 15 3.25 S 1 4 15 3.30 S 3.28 S

student
engagement and
empowerment in
handling class/
students
2. Confined to 3 10 7 3.80 VS 4 12 4 4.00 VS 3.90 VS

allocate time
period
3. Arranged 4 8 8 3.80 VS 4 8 8 3.80 VS 3.80 VS

materials in
learning area
4. Established 2 10 8 3.70 VS 3 10 7 3.80 VS 3.75 VS

classroom rules
and routines
5. Managed and 2 8 10 3.60 VS 2 10 8 3.70 VS 3.65 VS

monitored
learner behavior
effectively
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
These behavioral situations arose from simple engagement and
empowerment which could incite disruption in school activities. These are
sample situations why teachers gave themselves Satisfactory ratings since
they felt they had lost control over their students.

50
Other class situations were well handled like observing classroom
time schedules, arranging the learning area for the classroom materials to be
used, the establishment of facilitative rules and routines, which at times
where transgressed by naughty students, and monitoring learner behavior
effectively. Good and Brophy (1994) relate that learners in classes in which
teachers maximize the amount of class time used for instruction perform better
than those in classes where less time is spent on instruction. Classroom should
be productively allocated for engaged time or instructional time; allocated time
or subject time schedule; and academic learning time which is part of the
engaged time where the learner is experiencing a high degree of academic
success.
Arranging the materials during the structuring of the classroom had been
remarkably observed when teachers and students worked together. It was
found out that student leaders gathered their peers and planned for the
homeroom arrangement. This was a case of student empowerment which the
teachers tapped to advantage. They worked on a non-school day. The school
principal related that everyone was happy bringing their wares for classroom
exhibit. The teachers disclosed that all plans were done by the children. It was
really a Family Day preparation.
It is therefore perceived that a successful classroom management
prevents problems from occurring. It refers to how teachers structure their

51
learning environment to prevent or minimize behavior problems. Its is
prevention-oriented. Good and Brophy (1994) recognized that good
management involves techniques that elicit student cooperation and
participation in activities that prevent problems from emerging. Monitoring
learner behavior is one such technique.
Among the best practices on classroom management was the research
finding of Blancafler (2000) which came up with peer mediation as an approach
to managing behavior problems in the classroom. She concluded that a
successful implementation of peer mediation depends on teacher leadership,
student capability in mediation roles, and parent concern. Peer mediation is
relationship–oriented: building respectable, credible, and helpful associations
with classmates demonstrating inappropriate behavior; building supportive
associations with parents, teachers, and others aimed at student development
and welfare; and building learning connections with class lesson and activities.
The Very Satisfactory assessment of the teachers on classroom
management apparently made them sensitive and aware that more appropriate
class activities and assignments should be developed for the classroom, that
students need assistance, and that teaching methods should suitably fit their
ability levels. These were the common responses of the teachers when asked
why they rated high on classroom control.

52
Teacher–Learner Interaction
Interactive teaching involves communicating high expectations for
learning, engaging learners in instruction, demonstrating exemplary
communication skills, and using principles of motivation, reinforcement, and
retention and transfer ( Manning, 1988). It is encouraging to note in Table 9,
that all the assessment descriptions for teacher-learner interactions from both
principal and teachers were Very Satisfactory with an overall mean of 3.67.
The teachers supported their ratings with the following remarks:
We created authentic interactions through a variety of

meaningful and challenging questions based on the
lessons.
Some students related real life situations which they

compared to other experiences brought out in TV shows.
As a result, ideas flowed and those who seldom recited
actively joined the discussion speaking in both English and
Filipino.
These sample situations were common and the students capably
connected the ideas. The school principal had this to say:
The students spoke as if they were the government

officials concerned.
I enjoyed the discussion. This is indeed practical learning,

specifically a communication practicum.
Table 9
Principal–Teacher Assessment on Teachers’ Practices

Focused on Teacher–Learner Interaction
Teachers’ Practices Principal (N = 20) Teacher (N = 20) Combined

Focused on Frequency Frequency
Rating Rating
53
Teacher–Learner 5 4 3 M D 5 4 3 M D M D
Interaction
1. Provided learners 1 9 10 3.55 VS 2 8 10 3.60 VS 3.58 VS

with opportunity to
learn
2. Provided activities 3 8 9 3.70 VS 3 9 8 3.75 VS 3.73 VS

to promote
interaction
3. Varied activities 3 10 7 3.80 VS 4 8 8 3.80 VS 3.80 VS

which matched
learners’ interests
4. Gave clear, 2 8 10 3.60 VS 4 6 10 3.70 VS 3.65 VS

concise directions
and explanations
5. Used positive 2 7 11 3.55 VS 3 8 9 3.70 VS 3.63 VS

reinforcement
6. Related meaning 2 7 11 3.55 VS 2 10 8 3.70 VS 3.63 VS

to students’ lives
and experiences
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
These teacher-learner interactions were very enlightening. Teachers’
expectations are usually based on their attitudes about learners’ potentials for
academic success. Good and Brophy (1994) state that teachers who are
conscious of the impact of their expectations can monitor and adjust them in
ways that can result in enhanced learner performance.

54
Teacher-learner interact when they are expected to succeed and when
they are given the opportunity to learn. Feedback from teacher interview
disclosed that teachers interacted with the students when
questions and activities were challenging,

various activities were within their interests,
explanations were clear,
rewards or additional points were given as positive
reinforces,
and when meaning was linked to their experiences.
The teachers were aware of these critical situations which made them of
pursuing the interactive strategy. Angelo (1993) supports the fort that interaction
between teachers and learners is one of the most powerful factors in promoting
learning. Interaction among learners is another. Teachers are used to
interactive teaching which is characterized by face-to-face interactions between
teachers and students in contrast to proactive teaching. This explains the
principal’s Very Satisfactory ratings teachers obtained on intensifying
interactions between teachers and students.
Subject Content
Subject content is curriculum content. It is what should be taught. It is
covered in an academic discipline. It is learned based on specific instructional

55
goals. Teachers are expected to show command of the subject content as well
as communicate major concepts and principles of the subject matter.
Table 10 shows teachers’ practices related to subject content as
assessed by the principal and the teachers themselves. External ratings by the
principal and self-ratings by the teachers assessed teachers’ performance
focused on subject content using subject knowledge in practical or real-life
situations. Assessment was Very Satisfactory. They also performed well in
providing learning opportunities for multiple intelligences. On the three subject
content indicators manifested in their teaching practices, the overall mean of
3.78 got a very encouraging assessment of Very Satisfactory.
The teachers shared the following information when they were
interviewed about the subject matter they organized:
As regards the subject matter, we used up-to-date information

gathered from varied resources (Teacher A).
When students could follow up the lesson discussion, they could
relate the lesson to major topics which they took up in another
subject area (Teacher B).
We had an activity on making a circle graph or pie chart using a
paper plate. The students made the graph or chart showing the
degree of aptitude they had for every intelligence based on the
Multiple Theory of Gardner. The students were excited looking
into themselves and made a graph as realistically as possible.
They posted their plate charts on one wall of the classroom
(Teacher C).
Table 10

Practices Relating to Subject Content
56

Teachers’ Practices Frequency Frequency
Focused on Rating Rating
Subject Content 5 4 3 M D 5 4 3 M D M D
1. Related subject 9 2 9 4.00 VS 8 4 8 4.00 VS 4.00 VS

knowledge and
skills to practical
applications
2. Organized 7 4 9 3.90 VS 8 2 10 3.90 VS 3.90 VS

subject matter
into meaningful
lessons
3. Provided learning 2 3 15 3.35 S 1 9 10 3.55 VS 3.45 VS

opportunities for
multiple
intelligence’s
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
The principal confirmed the comments of the teachers as she observed
them. Teacher A emphasized the interdisciplinary approach. Teacher B
showed an elaboration of a concept into a major topic or simply stated,
reorganized the lesson into a broader scope. Teacher C focused on an activity

57
involving theory and hands-on which made the lesson more interesting and the
MI project became a memory aide which facilitated students recall of the eight
multiple intelligences. Lessons on subject content could be great motivators in
associating a lesson with prior learning or experiences.
Other researches highlighted teachers, teaching practices pertaining to
subject content not only with an actively, but also with a pictorial on the word
wall approach involving vocabulary development by Arcipe (September,2001),
and the use of games and varied activities in math based on the Spence-
Helmreich Model ( Pogoy,2000).
It could be deduced in this study that organizing subject content for
student learning involved planning and decision making skills. It further involved
action system knowledge concerning teaching activities such as diagnosing,
grouping, managing, and evaluating students and supplementing instructional
activities and learning experiences (Solas, 1992).
Evaluation
Evaluation simply denotes assessing learner performance and using
evaluation results. It involves assessing prior learning, monitoring ongoing
performance of learners, and encouraging learners to evaluate their own
performance, and evaluating learner achievement of stated objective. It uses
evaluation results to diagnose learning difficulties and to plan and adopt
instruction.
58
Table 11 presents two teachers’ practices on evaluation. Item 1 on the
practice of using a variety of evaluation techniques registered Very
Satisfactory ratings (3.40) from both principal and teacher evaluators.
Evaluation techniques included tests, projects, and performance. Structured
performance referred to responses to assignments. Spontaneous student
performance is independent of structured assignments.
Chief tools used by the teachers are tests and quizzes. Useful objective
questions like the true or false statements, matching questions, short answer
questions, and the multiple choice questions were used depending on the
subject matter. These objective questions preclude biases. Essay questions
allow assessment of higher level thinking skills. They focus on bigger issues,
and enable the students to comment and give positive feedback. Some genuine
concerns however are difficulty in asking the right questions and the length of
time it takes to grade the tests (Thompson, 2002).
Some teachers revealed that they used alternative assessments like
Open-ended questions,
Open book /open notebooks tests,
Table 11

Practices Relating to Evaluation
Teachers’ Principal (N = 20) Teacher (N = 20) Combined

Evaluation Frequency Frequency
59
Practices Rating Rating

5 4 3 M D 5 4 3 M D M D
1. Used a variety 3 2 15 3.40 VS 3 2 15 3.40 VS 3.40 VS

of evaluation
techniques
2. Used 3 2 15 3.40 VS 3 2 15 3.40 VS 3.40 VS

evaluation to
give learners
timely feedback
on performance
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
Grays tests,
Take-home test and performance test like
Science experiments, oral reports,
Skits, demonstrations, and projects.
60
Item 2 in Table 11 referred to using evaluation to give learners timely
feedback on performance which likewise obtained a Very Satisfactory rating
from both principal and teacher raters. The overall assessment on evaluation
practices was a mean of 3.40 which was indeed Very Satisfactory.
Teachers clarified that they better use performance assessment since
the learners would immediately know how they performed. Some performance
assessment is authentic and is also identified as non-traditional assessment. It
engages students to apply knowledge and skills learned in the same way they
are used in the real world. Presently authentic assessment practices are rubrics
and portfolios. Traditional assessment practices involve a specific time period,
lower level skills, drill and practice, narrow perspective and facts, group
standards, memorization one correct solution, skills, and teach to test (Frazee &
Rudnitski, 1995).
Authentic assessment training handouts were included in the research
work of Galide (May, 2004) which dwelt on organizing, instructing, and
assessing skills of grade six teachers in the Division of Davao del Norte. Such
handouts were graphic organizers, performance assessment, rubrics, portfolios
and work samples checklists, and observation records.
Ubod (1999) focused on portfolio assessment in her master’s thesis. She
conducted the study with her grade 2 students in mathematics as an alternative
assessment strategy. The use of portfolios improved students attitudes and

61
feelings towards mathematics. The ways in which learners are assessed and
evaluated, powerfully affect the ways they study and learn (Angelo,1993).
With these evaluation strategies the 20 UC teachers were exposed to
seminar workshops on subject area and teaching methods. This could have
helped them perform Very Satisfactorily on evaluation practices.
Professional Responsibilities
Responsible teachers are professionally concerned with their teaching
duties, flexible, prompt, cooperative, resource-oriented, and open to the
community about the school’s objectives. They are expected to participate in
professional development activities in school management and share
responsibility for the total school program, complete reports accurately and
submit them on time, show interest in improving skills, observe school policies
and procedures, and seek information to become better informed about
educational changes ( Manning, 1988).
To evaluate the teachers’ professional practices anchored on
professional responsibilities, Table 12, categorizes four practices depicting
professional responsibilities. In the combined principal-teacher ratings,
Table 12

Focused on Professional Responsibilities
62

on Professional Frequency Frequency
Responsibilities Rating Rating
5 4 3 M D 5 4 3 M D M D
1. Engaged in 3 3 14 3.45 VS 4 3 13 3.55 VS 3.50 VS

professional
growth activities
2. Felt dependable 4 2 14 3.50 VS 4 2 14 3.50 VS 3.50 VS

on assigned
tasks/duties
3. Worked 4 3 13 3.55 VS 4 3 13 3.55 VS 3.55 VS

cooperatively for
a successful
school program
4. Encouraged 2 3 15 3.35 S 2 6 12 3.50 VS 3.42 VS

students to be
responsible for
their own
learning.
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
engaging in professional growth activities was rated a mean of 3.50, Very
Satisfactory. Young as most of the teachers are with an average age of 28 and
single in status, they are capable of advancing their educational status and
63
attending seminars, workshops, and training programs as attested in their
having prepared themselves adequately for the teaching job.
They felt dependable to handle assigned tasks when they assumed as
leaders, chairpersons, advisers, and coordinators. On this aspect, a Very
Satisfactory performance rating was earned.
Working cooperatively for a successful school program described the
teachers to be valuable team players when they were rated again as Very
Satisfactory.
On encouraging students to be responsible for their own learning, the
principal rated the teachers with a Satisfactory mean of 3.35, while self-ratings
reached a mean of 3.50, Very Satisfactory. The combined mean however, was
3.42 still Very Satisfactory for informing the student to be accountable for their
own learning. The grand mean on the teachers’ Professional Responsibilities
was a resounding 3.49, Very Satisfactory.
A science teacher cum administrator who was much concerned with the
low literacy in Elementary Science and Mathematics conducted a study to
explore the status of science and math education especially in the rural areas.
She discovered some gaps in teaching and advised and led the teachers to use
constructionist strategies on reconceptualization, reconstruction, and
construction of science concepts. Manugas (2002) noted a high achievement

64
level attained by the students. She deemed it her professional responsibility to
help the students and the teachers in the highlands improve their school
achievement in science. The great concern demonstrated by Manugas to help
not just her cluster of schools but also extended to as many schools in the
district. The professional responsibilities complied by the 20 UC elementary
teachers gave an outstanding identity to the UC laboratory school in terms of
good behavior and discipline. It reflected an efficient classroom management.
No single instructional strategy or teaching behavior can ensure success
in implementing the written curriculum. The nature of the material to be taught,
the nature of the learners themselves, and the teachers’ own desired and
professional characteristics while engaging in teaching the elementary
classroom have to be considered. The teachers can make the difference
(Reinhartz & Bench, 1997).
Professional Relationship
Professional relationship with the school staff, students, parents, and the
community should be kept positive, supportive, and effectively open.
Professional practices believed to be critical for excellent teaching are
combined to demonstrate certain competencies and work for the desired
teaching practices.
65
A careful analysis of Table 13 shows the Very Satisfactory mean
assessments from principal and teacher evaluators of the teachers’ teaching
practices concerning professional relationships in three categories. An effective
working relationship with colleagues was drawn from the following sample
situations.
Teacher A come late.

Teacher B was free and took oVER after she informed the
principal.
Lesson plans were to be checked. It was Monday.

Teacher C and D forgot their plans at home.
Teacher B advised Teacher C to call her mother and send

for the plan.
Teacher D requested Teacher C to let her mother pass by
her house to get her plan.
The plans came on time.
Teacher E did not finish her report as she did not know
what next. She has been sick. She sought the help of
Teacher M.
Teacher A and M guided Teacher E.
These sample cases depicted a working teamwork among the teachers
showing how professional relationship bonded them. They also maintained
supportive and positive relationship with students. A research conducted by
Table 13

Focused on Professional Relationship
66

Showing Frequency Frequency
Professional Rating Rating
Relationship 5 4 3 M D 5 4 3 M D M D
1. Maintained an 2 8 10 3.60 VS 5 2 13 3.60 VS 3.60 VS

effective working
relationship with
colleagues
2. Maintained a 4 2 14 3.50 VS 2 8 10 3.60 VS 3.55 VS

supportive and
positive
relationship with
students
3. Maintained 4 2 14 3.50 VS 3 4 13 3.50 VS 3.50 VS

rapport and a
helping
relationship with
parents
Total/Mean 10 12 38 3.53 VS 10 14 36 3.57 VS 3.55 VS
Scale:

1.80 – 2.59 Fair (F)
1.00 - 179 Poor (P)
Perez (2002) on disciplinary problems show how teachers and students worked
cooperatively together and developed self-discipline among the students
through intervention techniques by the teachers, parents, students, and

67
significant others. Students involved in disciplinary problems showed personal
reforms which built self-confidence, positive self-feelings, and optimistic outlook
on their self-regulatory practices and established their psychological well-being.
This took time but the relationship among the students and others resulted in an
organized classroom management and the mixed feeling of satisfaction that
education must transcend academics and comply with personal challenges
encompassed in the development of attitudes and dispositions worth nurturing.
Maintaining rapport and a helping relationship with parents got a Very
Satisfactory rating from the principal-teacher evaluations. A strong
professional relationship between the teachers and the parents could be
illustrated using the targeted homework approach which Areopagita (2000), a
school principal disseminated to her teachers. Homework stressed
differentiates activities, allocated adequate time, and used different task
assessment strategies. Homework was targeted for practice, preparation,
extension, and creative activities which eventually improved student
achievement. The closer ties between the teacher and the parents as well as
the students become much stronger.
This professional relationship with the parents could be observed during
university affairs, department programs, and PTA conferences. Overall
however, teachers professional relationship with colleagues, students, and
parents and others was Very Satisfactory.

68
Resume’ or Teachers Professional Practices
Reviewing the assessments of teachers’ performance on the eight
professional practices came up with Instructional Delivery as Satisfactorily
Performed with a mean of 3.29 as presented in Figure 3.
The best practices were actualized in Subject Content with a mean of
3.78 described as Very Satisfactory. Other professional practices with Very
Satisfactory performance were on Classroom Management and Teacher-
Learner Interaction.
The teachers needed much improvement in delivery strategies or
teaching methods, evaluation, and instructional planning.
TEACHERS’ TEACHING EFFECTIVENESS
Teachers greatly influence students’ education. The major research
finding according to Kemp and Hall (1992) is that student achievement is
related to teacher competence in teaching. Teacher-effectiveness studies
indicate that student engagement in learning is to be valued above curriculum
plans and materials. They yield a wealth of understanding about the impact that
3.78
3.80 3.67 3.68
3.55
3.70
3.49
69
M 3.42
3.60
3.40
E 3.50
3.29
3.40
A
3.30
N
3.20
3.10
0
ID E IP PRp PRe TL CM SC
PROFESSIONAL PRACTICES
Figure 3
Teachers’ Performance on Professional Practices
Legend:
ID – Instructional Delivery Pre – Professional Relationship
IP – Instructional Planning TL – Teacher – Learner Interaction
E – Evaluation CM – Classroom Management
PRs – Professional Responsibilities SC – Subject Matter
Mean Descriptor
4.20 – 5.00 Excellent
3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
1.00 – 1.79 Poor
teacher ability has on student growth (http://www.ncrel.org/sdrs/areas/issues/
content/intareas/readings/li71k.htm).
70
There is no “best” or “most effective” teaching style which works well for
all teachers. Most successful teaching styles develop as naturally as possible
from a teacher’s own personal characteristics. The most effective teaching style
is one that reflects a combination of sound teaching techniques, knowledge of
the subject, enthusiasm for teaching, and sensitivity to one’s own personal
characteristics (http://www.twu.edu/0-grad/gtamanual/teaching.html#other)
students appreciate caring teachers. A teacher performs best in a more relaxed
manner if his/her best personality traits are maximized.
The effectiveness level of one’s teaching indicates the teacher’s
performance level in a certain dimension of teaching. An evaluation mean
obtained in a performance appraisal worksheet indicates a teacher’s
effectiveness or performance level.
Planning and Preparation
Teaching is a highly individualized activity, and the student-teacher
interaction involves an intense human relationship that encompasses a broad
range of personalities and behaviors. An important dimension of effective
teaching is preparation for teaching. Table 14 presents the teachers’
Effectiveness Levels on planning and preparation tasks. It was obvious that
Table 14
Teachers’ Teaching Effectiveness Level on Planning and

71
Preparation as Assessed by Principal and Teachers
Frequency
Effectiveness Indicators of Rating Mean Effectiveness
Planning and Preparation 5 4 3 Level
1. Mastery of lesson clarified in 5 20 15 3.75 E

formative and summative
evaluation
2. Interconnectedness of goals- 6 17 17 3.73 E

resources-materials-lesson
design facilitated teaching-
learning activities
3. Teaching strategies adapted to 5 20 15 3.75 E

students’ needs instilled
student understanding through
interactions
4. Coherent instruction on difficult 4 7 29 3.38 M

lessons
5. Alternative strategies 4 7 29 3.38 M

organized with scarce
references improved student
achievement
Total / Mean 24 71 105 3.60 E
Scale:
4.20 – 5.00 High Effective (H)

3.40 – 4.19 Effective (E)
2.60 – 3.39 Moderately Effective (M)
1.80 – 2.59 Slightly Effective (S)
1.00 - 179 Not Effective (N)
72
teachers recorded a 3.75 mean described to have reached the Effective
competency level arising from the principal-teacher appraisal pertaining to
students’ mastery of the lesson as evidenced by the students’ formative and
summative evaluation results. The 3.73 mean was obtained on teaching
strategies aligned with the Effective performance level. The goals-resources-
materials lesson design was interconnected enabling the students to
understand the lesson as revealed in their active learning participation in class.
The school principal was amazed at the students’ interactions on issues taken
up for discussion. She asked the teachers who were observed if the students
were that proficient. One teacher countered that it was that way in other classes
too. The principal confirmed that the teachers had planned and prepared for
their lessons which apparently resulted in better student understanding of the
lesson having been exposed to interactive activities that inculcated high
cognitive levels.
However, in other aspects on coherent instruction and alternative
teaching strategies, the teachers were rated as Moderately Effective with a
mean of 3.38 Restraints were encountered with these strategies such as the
difficulty of the subject matter for coherence, and the scarce references for the
alternate teaching strategies. These difficulties were problems encountered by
teachers in planning and preparation.
Overall however, the teachers’ performance level on planning and
preparation was marked Effective with a performance mean of 3.60. Some

73
studies revealed that effectiveness in planning and preparation is directly
related to knowledge of the subject to be taught, competency in organization
and preparation for teaching, instructional delivery skills, evaluation skills, and
enthusiasm for teaching (Dimensions, http://www.twu.edu/0).
When UC teachers were interviewed how they perceived a teacher
prepared to teach, they casually replied as follows:
Knows what to teach

Knows how to teach it
It is clear that teachers could answer the “what” aspect if they are equipped with
the content outline, and the ”how” by careful planning and selection of the
appropriate teaching methods. The teachers further explained.
We could be more effective if we could activate student

energy for learning.
Arends (1994) identified effective teachers as having the following facilitation
skills:
knowledge bases on teaching and learning, and use them

as guide in the act of their teaching process;
command of the best teaching processes and use them in

the classroom with students, and work with adults in a
school setting;
dispositions and skills to approach all aspects of their work

in reflective, collegial, and problem-solving manner; and
the
concern in viewing learning to teach as a lifelong process,

and the dispositions to improve teaching and the school.
74
It is therefore deduced that with the many expectations of teachers for
the great job of planning and preparation, they should be well-equipped with the
important personal and professional requirements and competencies. Their
effective performance levels in teaching could provide insights that they could
ably handle the planning job which integrates the many teaching factors. The
interwoven teaching variables are carefully embedded to strengthen teaching
effectiveness.
The Classroom Environment
The classroom environment refers to a learning venue conducive to
learning considering student behaviors and motivations, respectful interactions,
student’s high expectations of learning, and use of organized physical space.
The classroom is a social context in which everyone benefits if each
member feels responsible for accomplishing shared goals. A positive learning
environment is associated with student motivation, behavior, and achievements.
A close look at Table 15 shows the teachers’ Effectiveness Levels
related to the classroom environment being created and used by the teachers.
The interactive exchanges in the classes were appropriately and respectfully
conducted garnering a principal-teacher or Effective mean of 4.15. Teachers
commented that
75
Table 15
Teachers’ Teaching Effectiveness Level on Classroom

Environment as Assessed by Principal
and Teachers
Frequency
Classroom Environment 5 4 3 Level
1. Appropriate and respectful 14 18 8 4.15 E

class interactions
2. High expectations of student 4 7 29 3.38 M

learning
3. Classroom procedures 11 24 5 4.15 E

challenge dynamic class
environment
4. Physical space organized, safe, 11 24 5 4.15 E

and supportive to student
learning
5. Motivated students participate 14 19 7 4.18 E

in smooth school operation
6. Student behaviors well- 14 18 8 4.15 E

managed and controlled
Total/Mean 68 110 62 4.03 E
Scale:

76
students were happy discussing, not quarreling. They

touched a mix of issues in science, politics, leadership, and
peace and order; and that
students related in Filipino the themes of the different

telenovelas they see on TV screens. What was interesting
to note was how they described each character in the
show.
Classroom strategies challenged the class environment especially those
conducted off-campus. They had activity cards to work out during the class
session in an out-of-class setting. Teacher Effectiveness reached the
Effective Level of 4.15.
Other items in Table 15 referred to the orderliness of the classroom
featuring seating arrangements, bulletin board displays, and placements of the
instructional aids which likewise registered a principal-teacher combined mean
of 4.15, an Effective Level index. The students themselves manifested great
interest and motivation as they participated in the school operations. Teacher
leadership on this aspect obtained an Effective performance level of 4.18.
Controlled student behaviors was an encouraging sign of a positive learning
environment. Competent classroom management ascertained student learning-
which again marked a mean of 4.15, an Effective Performance Level.
The item on high expectations of student learning in a pleasant learning
environment obtained a Moderately Effective Level with a mean of 3.38. It
appeared that the classroom environment did not actually challenge some
students to perform their best. It could be possible that some students believed
77
that the classroom be further restructured to challenge them enough to aspire
for higher achievement. Achievement is a confluence of the student, teacher,
peer, classroom, home, resources, and strategies. Motivated students (4.18)
and controlled student behaviors (4.15) contributed much to a successful school
operation.
The overall Performance Level pertaining to classroom environment
covering the six rubrics in Table 15 recorded a mean of 4.03, an Effective
Level of performance.
In a conversation with teachers, they asserted that they had to improve
the classroom atmosphere to intensify student interaction with the teacher or
with their classmates. They used such strategies as the following:
promoting warm relationships, among the students and

teacher,
respect for each other,
good behavior,
more focused on tasks, and
more opportunities to listen to students.
Kemp and Hall (1992) add that effective teachers clearly articulate
rules and include students in discussions about rules and procedures. They
further stress a more orderly classroom. Classroom is a factor in teacher-
effectiveness.
(http://www.ncrel.org.sdrs/areas/issues/content/cntareas/reading/et7lk/5.htm).
78
Instruction
The instruction domain includes instructional delivery, teacher-learner
interaction, and subject content. Research findings highlighted simple and easy
to undertake instructional strategies which resulted in students’ better
achievement. These strategies pertained to systematic teaching procedures,
pacing the information shared to the class, checking student progress through
continuous questioning, and relating new learning to prior learning.
Identifying the Effectiveness Level on instruction of the UC elementary
teachers used six indicators to assess their performance level. Table 16
showed that with the students highly engaged in learning, teachers’ teaching
effectiveness obtained an Effectiveness Level of 4.18. Apparently the
students were task-oriented. With the same mean rating of 4.18, the teachers
attained the Effective performance Level, when students were asking
questions and more involved in class activities. Students’ engagement with
content was actualized or demonstrated and clarified, and rated with a principal-
teacher average of 4.18. It shows that teachers catered to students’ questions
and clarified the responses through demonstration.
The classroom environment was linked to student success within the
instruction variable. A positive learning venue is a high level environment. It is
conducive to student success. A mean of 4.15 shows a teacher Effective
Level of performance.
79
Table 16
Teachers’ Teaching Effectiveness Level on Instruction as

Assessed by Principal and Teachers
(N = 4)
Frequency
Effectiveness Indicators on Rating Mean Effectiveness
Instruction 5 4 3 Level
1. Students highly engaged in 14 19 7 4.18 E

learning
2. Students asking questions and 17 13 10 4.18 E

involved in class activities
3. High level environment 11 24 5 4.15 E

contributed to student success
4. Students aware of their 4 7 29 3.38 M

performance
5. Appropriate approaches used 12 24 4 4.20 H

to meet student needs
6. Student engagement with 14 19 7 4.18 E

content actualized and clarified
Total / Mean 72 106 62 4.05 E
Scale:

80
Student awareness of their performance got a mean of 3.38 pointing to
the teachers as Moderately Effective. Providing feedback performance as a
result of instruction should be undertaken. However, teacher effectiveness was
assessed as Highly Effective teachers used appropriate approaches to fit
students’ needs. On this aspect teachers registered a rating of 4.20, describing
them as Highly Effective performers. The overall mean performance indicated
that teachers were adjudged as Effective with a mean of 4.05.
With the present study, the teachers were satisfied with their
performance effectiveness on instructional activities as they believed that it
was the main task of teaching. The teachers divulged that for improved student
achievement, they had to
work in small groups,

being the class with a review,
communicate with parents for follow-up monitoring,
adjust the difficulty level of the learning material to student
ability engage their students on learning tasks, and
provide them with a variety of opportunities to apply and
use knowledge and skills in different learning situations.
As a result of the research findings and teachers’ disclosures, the
teacher’s work is one of an executive assuming leadership roles of motivating,
planning, and allocating scarce resources. The interactive role is instruction
which involves methods and processes. The organizational role is the teacher’s
81
work in the school community, including work with colleagues, parents, and
school leadership personnel.
Teaching practices indulged in by teachers include abilities to approach
the classroom situation in reflective and problem-solving ways. The instructional
tasks of teachers encompass a wide scope of teaching variables which
teachers have to comply for the higher achievement of students.
Teachers’ Professional Responsibilities
The teachers’ concerns and duties in school work, their participation in
all school activities, their interests and motivations to help bring about school
success, and their desire to be informed as part of the education staff are the
important responsibilities they assume. Their effectiveness status in these jobs
will help them in their persistent desire to improve as professionals.
Table 17 tabulates the important responsibilities assumed by the
teachers. A flash at the tabulated figures clearly shows that the teachers
reached their Effective Level as assessed by the principal and teachers
within the mean ranges 3.50 to 3.80. In record keeping, they demonstrated
orderliness and accuracy. Teachers expressed that they completed and
submitted reports on time, especially those urgently requested. They
connected with the students’ families tactfully so that the cooperation of the
parents was never a problem. Parents assumed as helpful partners to the

82
Table 17
Teachers’ Teaching Effectiveness Level of Teachers

Professional Responsibilities as Assessed
by Principal and Teachers
(N = 40)
Frequency
Teachers Professional 5 4 3 Level
Responsibilities
1. Accurate record keeping 5 20 15 3.75 E
2. Tactful communication with 4 18 18 3.65 E

students’ families
3. Transformational leadership 8 6 26 3.55 E

demonstrated
4. Participation in professional 7 18 15 3.80 E

development activities
5. Professional development and 7 6 27 3.50 E

continuos growth
Total/Mean 31 68 101 3.65 E
Scale:

83
teachers and principal. There were no conflicts with parents.
Communication gaps were minimized or resolved. Teachers contributed to help
map out supportive strategies which helped attain planned school projects and
programs. They helped in sustaining collaborative and caring relationships.
These transformational manifestations served as the bases of their active
participation in professional development activities, thereby assuring
development and continuous growth as teachers.
Teachers affirmed that they kept students on-task,

identified discipline problems and recorded and reported
classroom attendance;
identified implementation aspects where plans could be

changed;
and reviewed the work of individual students which

determined remediation or enrichment schedules for each
student.
The teachers were faced with problems regarding their responsibilities,
but as caring on transformational teachers they were able to cope. Cespon
(2002) recommended coping measures she proposed in her study such as
providing extensive in–service training focused on the four management
functions of planning, organizing, leading, and controlling; providing logistical
support for training on added responsibility; helping teachers identify students’
needs; tapping parents to help coach their children; motivating students as a
result of assessment; and requesting the support of the school administrator.

84
The grand mean of 3.65 on professional responsibilities was transparent
as all the responsibility indicators obtained high assessment indices maintaining
the Effectiveness Level of performance.
Use of Student Assessment
Assessment should be educative, that is to teach students and teachers
what kinds of performance tasks and standards are most valued. It should
reflect real life situations is focused on problems. It should provide timely,
ongoing, user-friendly feedback to make possible slow but steady mastery of
such tasks (Wiggins, 1990).
Student assessment as used by the teachers is presented in Table 18. In
item one on using the assessment data for self-improvement of the students
with the guidance of the teachers, marked a mean of 3.70 reaching the
Effective Level of performance of using student achievement. The teachers
confirmed that they conducted reteaching activities based on the assessment
figures.
Progress on subject content was carefully monitored encouraging both
teacher and students to pursue the remedial strategy of reteaching and giving
more assignments and practice activities on content monitoring, teacher
effectiveness copped the Effectiveness mean of 3.73. Nevertheless, the
teacher-student tandem working together with the purpose of clarifying lesson

85
Table 18
Teaching Effectiveness Level of Teachers on the

Use of Student Assessment as Assessed by
Principal and Teachers
Frequency
Effectiveness Indicators on Use of Rating Mean Effectiveness
Student Assessment 5 4 3 Level
1. Based on assessment data, 6 16 18 3.70 E

students reflected improvement
activities.
2. With assessment results, 6 7 17 3.73 E

progress on content was
monitored.
3. Teacher-student tandem 4 7 29 3.38 M

worked together and clarified
lesson expectations to prepare
for subsequent assessments
Total / Mean 16 40 64 3.60 E
Scale:

86
expectations to prepare for subsequent assessment activities, obtained a mean
of 3.38 attributing performance to the Moderately Effective Level. The main
problem faced by the teacher and students on preparing for succeeding
assessments concerned the lack of time which could not be scheduled during
the simultaneous free time of the teacher and students unless done on a week-
end. Week-end breaks for students meant work at home or help in the
occupational tasks of parents. However, compromises were agreed to possibly
undertake reteaching, review or coaching activities.
The overall assessment on the three indicators using student
assessment data was computed at 3.60 the Effective Level of performance.
The study of Galido (May, 2004) stressed that the purpose of
assessment was to improve teaching practices. To achieve this purpose was to
introduce relevant intervention activities. She concluded that effective teaching
results when the essential skills of organizing, instructing, and assessing are
efficiently well-crafted in an instructional activity. To improve teaching, the focus
should be on the methods and skills that teachers use in the classroom.
Enabling teachers to gather more skills as embedded in teaching practices, and
reflecting on the implementation of these practices, yield greater returns in
terms of quality instruction.

87
Resume’ on Teachers’ Teaching Effectiveness
It can be gleaned from the Effectiveness Performance Levels of the
teachers in Figure 4, the highest effectiveness level went to Instruction, which
also covered such variables as instructional planning and delivery evaluation or
assessment, and classroom management. Subject matter and Instruction are
directly associated with instructional strategies. Classroom Environment
covered Classroom Management and Professional Responsibilities and
Relationship. Many important teaching variables were clustered in Instruction
and Classroom Environment. Professional Relationship and Planning and
Preparation obtained means 3.65 and 3.60, almost on the same mean levels
under the Effective Performance Level. The use of student assessment,
although the lowest in mean level, still reached with the Effective Level of
performance.
Assessment could be perceived as types of assessment which could be
traditional or authentic, although the assessment basis in this study focused on
the use of student assessment with the collective objective of improving
instructional practice.
88
4.05
P 4.10 4.03
E
R 4.00
F
O 3.90
R
M 3.80
A
N 3.70 3.65
C 3.60 3.60
E 3.60
L 3.50
E
V
3.40
E
L
0
USA PP PR CE I
EFFECTIVENESS AREAS
Figure 4
Performance Level of Teachers’ Teaching Effectiveness
Legend
I – Instruction PP – Planning and Preparation
CE – Classroom Enrichment USA – Use of Student Assessment
PR – Professional Responsibilities
Scale:
Mean Range Effectiveness Level
4.20 – 5.00 Highly Effective

3.40 – 4.19 Effective
2.60 – 3.39 Moderately Effective
1.80 – 2.59 Slightly Effective
89
1.00 – 1.79 Not Effective

RELATIONSHIP BETWEEN TEACHERS’ PROFESSIONAL
PREPARATION AND TEACHING EFFECTIVENESS
Preparation covers highest educational attainment, in-service training,
and teaching experience which were individually correlated with teachers’
teaching effectiveness. Relationship was determined using the chi-square test
of independence in contingency tables. This test is appropriate with variables
such as level of education or level of effectiveness (Downie & Heath, 1983).
Educational Attainment. There are three categories for educational
attainment as shown in Appendix C, the MA the BEED with MA units, and BEED.
The two criterion variables of Effective and Moderately Effective were used for
teacher effectiveness. The other attainment and effectiveness categories had zero
entries which were discarded in the contingency table.
Table 19 shows the 2.39 computed chi-square value on the relationship
between educational attainment and teaching effectiveness. As shown in the
computation for chi-square in Appendix C, 2.38 is Not Significant. The tabular
value of 5.39 at 2 degrees of freedom and 5 percent significance level is greater
than the computed chi-square of 2.39. The null hypothesis is accepted. There is
no significant difference between teachers’ educational attainment and their
teaching effectiveness. Whatever was finished or achieved in teacher training
institutions does not affect teaching effectiveness. Multiple factors contribute to

90
teachers’ teaching effectiveness. Teaching effectiveness is not influenced by their
educational attainment. This is expected since the teachers’ educational backyard
Table 19
Relationship between Teachers’ Professional Preparation and
Professional Preparation Effectiveness Variables λ2 Significance
• Planning and 1.37 Not Significant
A. Educational Preparation 4.37 Not Significant
Attainment • Classroom Environment 3.32 Not Significant
• Instruction 4.37 Not Significant
3.49 Not Significant

• Professional
Responsibilities
• Use of Student
Assessment
• Planning and 29.43 Significant
B. In-service Training Preparation 11.40 Significant
• Classroom Environment 18.33 Significant
• Instruction 18.12 Significant
12.47 Significant
• Professional
Responsibilities
• Use of Student
Assessment
91
• Planning and 10.47 Significant
C. Teaching Experience Preparation 15.12 Significant
• Classroom Environment 13.20 Significant
• Instruction 20,35 Significant
9.21 Significant
• Professional
Responsibilities
• Use of Student
Assessment
A. Tabular λ2(2df, .05) = 5.99 - Education (Appendix C)

B. Tabular λ2(3df, .01) = 11.34 - Training (Appendix D)
C. Tabular λ2(2df, .01) = 9.21 - Experience (Appendix E)
provide them with formal training in teacher education, making them capable of
using educational concepts, knowledge, skills, and strategies in actual teaching.
Valdez (December, 2000) arrived at the same finding of no relationship
between educational qualification of college deans and their problem-solving
skills.
In–service training. In Table 19, are the four categories on the number
of hours spent for in–service training of teachers and the two categories on
effectiveness (Appendix D). It obtained a relationship chi–square value of
12.00 which is greater than the tabular value of 11.34 at 3 degrees of freedom
and a significance level of one percent. The Significant relationship rejects the
null hypothesis which means that teacher training greatly influenced teacher
effectiveness. Training provides useful insights to improve teachers teaching

92
effectiveness likewise discovered by Lumapas (2000) in her research work
involving state college administrators.
Appendix D shows the computation on in-service training correlated with
teaching effectiveness.
Teaching experience. The experience background of the teachers has
three categories specifically on length of teaching experience, and two on
effectiveness as clearly tabulated in the computation matrix in Appendix E. As
shown in Table 19, a chi–square value of 14.66 shows the relationship between
teaching experience and teaching effectiveness. With a tabular value of 9.21 at
2 degrees of freedom and .01 level of significance, the Significant relationship
rejects the null hypothesis of no relation between teachers’ experience and their
effectiveness. Learning on the job is definitely learning through experience. It is
learning by doing, the commonly known hands-on experience. Learning
opportunities are immersed in work relations occurring in various situations
Working with others strengthens work effectiveness, managerial, and
organizational concerns.
Professional Preparation λ2 Teaching Effectiveness
PP
93
1.37
Highest 4.37
CE
3.32
Educationa I
4.37
l P.Re
3.49 sp
Attainment USA
PP
29.43
CE
11.40
Relevant
18.33
I
In-service 18.12
P.Re
12.47 sp
Training
USA
PP
10.47
CE
15.12
Relevant
13.20 I
Teaching 20.35
P.Re
9.21 sp
Experience
USA
Figure 5
Relationship Between Professional Preparation and Teaching Effectiveness
Legend:
PP = Planning and Preparation PResp = Professional Responsibilities
CE = Classroom Environment USA = Use of Student AssessmentI
I = Instruction
The variables on teaching effectiveness correlated with education,
training, and experience. It could be noted that the relationship between

94
educational attainment and the five variables on planning and preparation,
classroom environment, instruction, professional responsibilities, and the use of
student assessment indices obtained relationship indices less than the tabular
value of 5.99 at 2 degrees of freedom within the 5 percent significant level. The
null hypothesis of no significant relationship between educational attainment
and teaching effectiveness is accepted. Teachers were able to do their
expected tasks because of their preservice education. They manifested the
required teaching skills irrespective of their educational background.
In-service training helped to a great extent their teaching skills. With chi-
square indices higher than the critical value of 12 at 3df and one percent
significant level, the null hypothesis was rejected.
Teaching experience is on the job training. The hands-on experience of
teachers influenced substantially their teaching effectiveness. Kemp and Hall
(1992) emphasize the many learning opportunities wherein teachers achieve
more.
RELATIONSHIP BETWEEN PROFESSIONAL PRACTICES

AND TEACHING EFFECTIVENESS
Professional Practices Pearson r Teaching Effectiveness
PP
.78
.72
CE
.86
I
Instructional
Planning
95
.81
P.Re
.59 sp
USA
PP
.64
CE
.64
.71
I
Instructional .75
P.Re
.62 sp
Delivery
PP
USA
.66
CE
.82
Classroom .74 I
.88
Manageme P.Re
.63 sp
nt USA
CE
.65
.64 PP
Teacher- .62
I
Learner .66
P.Re
.62 sp
Interaction
USA
PP
.84
96
CE
.82
.89
I
Subject .89
P.Re
.68 sp
Content
USA
PP
.60
CE
.60
.61 I
.75
Evaluation P.Re
.89 sp
USA
PP
.65
.71
CE
Professional
.76
I
Responsibilitie .89
P.Re
.86 sp
s
USA
PP
97
.78
CE
.69
Professiona
.81
I
l .88
P.Re
.69 sp
Relationshi
USA
p
Figure 6
Correlation Indices between Professional Practices and Teaching

Effectiveness Variables
Interpretation of Pearson r (Calmorin & Calmorin, 1997).

.41 to .70 Marked or Moderate Correlation
.71 to .90 High Relationship
Legend:
PP = Planning and Preparation PResp = Professional Responsibilities
CE = Classroom Environment USA = Use of Student Assessment
I = Instruction
Instructional planning. Professional practices pertaining to planning
and preparation, classroom environment, instruction, and professional
responsibilities were highly correlated with the instructional planning having
garnered relationship indices between .72 to .86. The use of student
assessment recorded a .59 index equivalent to moderate correlation. Planning
instruction matched instructional process and subject content in identified
objectives. It reinforced efficient organization of ideas in systematic procedures.
It gave allowance in the choice of space, equipment, and materials to support

98
instruction. These were obvious connections which teachers believed should be
the effect of instructional planning.
Instructional delivery. With the r value at .64, planning and preparation
and classroom environment are moderately correlated with instructional
delivery. Instruction, professional responsibilities, and use of student
assessment are highly correlated with instruction.
Instructional delivery registered a mean performance of Satisfactory
with 3.29 but still Effective with 4.05 in Instruction. This was explained by
some teachers who said that they could have used a better method other than
direct methods or hands-on strategies instead of theoretical discussions.
However, they believed they still delivered the lesson despite of choosing
another teaching technique. With the delivery strategies, the teachers were
open that Student Assessment was most important especially when they
would want to find out of students’ learned after a lesson. This got an Effective
mean of 3.60.
Classroom management. Planning and preparation with an index of .
66 and use of student assessment with an index of .63 are moderately
correlated with classroom management. Structuring the classroom
environment, with r at .82 instruction with .74, and assuming professional
responsibilities with .88 are highly related to classroom management.

99
A well-managed classroom with a mean of 3.68 Very Satisfactorily
resulted in creating a class environment of respect and rapport, with
cooperative and nondisruptive students and a supportive physical environment,
garnering the Effective level of 4.03. Classroom management demonstrated the
teachers concerns of their professional responsibilities capturing an Effective
mean of 3.65. It shows the teachers fulfilling their assigned tasks and their
professional responsibility of the physical and material resources they had to
use in teaching. The positive linkage between performance in classroom
management and classroom environment as well as professional responsibilities
increased the teachers’ awareness of their expected instructional duties.
Teacher-learner interaction. Teacher-learner interaction are moderately
correlated with all the five effectiveness variables of planning and preparation,
classroom environment, instruction, planning responsibilities with indices with .
62 to .66. It appears that teachers have still to use interaction strategies to
achieve higher achievement among the students.
On teacher-learner interaction practices, the resultant appraisal was a
Very Satisfactory mean of 3.67. This interaction procedures in class was
Effective in Instruction specifying a mean of 4.05. Interaction exchanges in
classroom discussion uncovered prior learnings of the students which were
unfolded in the exchange of ideas.

100
Subject content with a Very Satisfactory mean of 3.78 gives the input
to Instruction at an effectiveness level at 4.05. It serves as the entry for
instruction and most importantly is essential in the use of student assessment
with 3.60 as it determines the formative or summative performance status of the
students. Correlation is apparently manifested.
The correlation values pegged at the high relationship levels are clearly
manifested in the correlation between subject content with planning and
preparation (.64), classroom environment (.82), instruction (.89), and
professional responsibilities (.89). Subject content is moderately correlated with
use of student assessment with a mean of .68. Assessment goes with teaching
especially handling the lessons in the different subject areas.
Evaluation. Evaluation (3.40) likewise was performed Very
Satisfactorily in Instruction which recorded an Effective mean of 4.05, more
so with Student Assessment with a mean of 3.60. Evaluating learner
performance and using the results provide useful feedback to both teachers and
students.
Highly related to professional responsibilities with a mean of .75 and use
of student assessment with a mean of .89 is the evaluation. Evaluation is the
main function of assessment which explains the effectiveness of evaluation.

101
Professional responsibilities. Teachers’ professional
responsibilities with a Very Satisfactory mean of 3.49 was Effectively
performed with a mean of 3.65. The teachers remarked that they became
flexible in their approach to teaching,

prompt, and
helpful and friendly
It is deduced that teachers increasingly conscious of their professional
responsibilities. With professional responsibilities moderately related to
planning and preparation (.65), it is highly linked to classroom environment
(.71), instruction (.76), professional responsibilities (.89), and use of student
assessment (.86). Teachers are observed to be aware of their school work
having observed them to do the tasks of lesson planning, checking student
attendance, and preparing grades among others. Other extra assignments are
accomplished as soon as they find time to do it.
Professional relationships are highly related to planning and
preparation (.78), instruction (.81), and professional responsibilities (.88).
Teachers deal with co-workers, students, and parents with whom they have
developed rapport and could seek cooperation and collaboration. With
classroom environment and use of student assessment, the r value at .69
shows that they are moderately related to professional relationship.
This research work brought out important positive relationships between
teaching performance and teaching effectiveness in terms of the domains of

102
teaching and their teaching practices. Teachers would be guided on their more
important tasks which would result in a highly effective and progressive
teaching situation.
RELATIONSHIP BETWEEN PROFESSIONAL PRACTICES

AND TEACHING EFFECTIVENESS
Pearson’s product moment coefficient of correlation (r) was used to
correlate teachers’ professional practices and their teaching effectiveness
Weighted means on practices and teaching effectiveness for each variable
were chosen to match the correlated teaching areas shown in Figure 5. The
weighted means of the component variables on practices were averaged to
relate to each teaching effectiveness variable.
Table 20 shows Pearson r to be .89 which meant high correlation or
marked relationship. Using the t-test, the computed t of 4.78 is greater than the
tabular t of 3.71 indicating a Significant relationship. The teachers’
effectiveness levels pointed to in a positive relationship index which indicated
that the more satisfactory teachers’ practices are undertaken, the higher is the
effectiveness level of the teacher.
Table 20
Relationship between Teachers’ Performance on Professional

Practices and Teaching Effectiveness
103
Pearson r = .89
Significant:
High correlation, marked relationship
Significant relationship
tcomp = 4.78
T(6df, .01) = 3.707 or 3.71

(Computation in Appendix F)
Teaching effectiveness is directly related to competency in each of the
five areas. Teaching effectiveness is greatly improved by learning so much
about each area of teaching expertise (http://www,twu.edu-o). The high
relationship between teachers’ professional practices and teaching
effectiveness revealed in this study parallels the conclusion of Ravelo (March,
2004) in her research work that teachers’ professional preparation was
significantly related to their performance.

104
CHAPTER III
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY
This study aimed to explore into the grade school teachers’ professional
preparation and practices in relation to their teaching effectiveness to be able to
formulate an Action Plan for Elementary Teachers at the University of Cebu in
Cebu City. It focused on the professional preparation profile of the teachers in
terms of highest educational attainment, relevant in-service training, and

105
relevant teaching experience. The professional practices profile touched on
eight variables, namely: instructional planning, instructional delivery, classroom
management, teacher-learner interaction, subject content, evaluation, profess-
sional responsibilities, and professional relationships. The level of performance
on teaching effectiveness was based on planning and preparation, classroom
environment, instruction, professional responsibilities, and use of student
assessment. With the findings on these variables, significant relationships were
determined between teachers’ teaching effectiveness and their professional
preparation and professional practices. An Action Plan for Elementary Teachers
was formulated based on the findings.
The null hypotheses postulated in the study were on the no significant
relationships between teachers’ Teaching Effectiveness and their Professional
Preparation; and between Teaching Effectiveness and their Professional Practices.
This study utilized the qualitative-quantitative descriptive research to
seek answers to questions through the analysis of variable relationships. Self-
ratings of the 20 grade school teacher respondents and 20 principal’s ratings of
the same group of teachers, provided the data using a 60 item researcher-
made checklist-questionnaire. The research tool was validated using
Spearman’s rank correlation coefficient.
Data analysis used frequencies, means, and percentages were used in
profiling. Weighted means used descriptors on a 5-point scale. Chi-square
determined the relationship between professional preparation and teaching

106
effectiveness; while Pearson r determined the correlation between teachers’
professional practices and their teaching effectiveness.
FINDINGS
Teachers’ Professional Preparation
* Educational attainment was Adequate with 60 percent having completed
BEEd with MA units and 40 percent finished BEEd.
* In-service training was Very Adequate with 50 percent having completed
a total of 36 to 70 training hours, 30 percent with 71 to 105 training hours
and 10 percent with 106 and higher training hours, and 10 percent with 106
and higher training hours, a total of 90 percent.
* Teaching experience was Adequate with 55 percent having taught for 1 to
6 years, and 30 percent having an experience of 7 and 14 years, and 15
percent for 15 to 20 years, a total of 45 percent.
Teachers’ Professional Practices
Performance rating on a 5-point continuum using 1 as the lowest and 5
as the highest was used to assess teachers’ professional practices focused on
the following areas and equivalent weighted means:
Subject Content - 3.78, Very Satisfactory
Classroom Management - 3.68, Very Satisfactory
Teacher-Learner Interaction - 3.67, Very Satisfactory
Professional Relationship - 3.55, Very Satisfactory
Professional Responsibilities - 3.49, Very Satisfactory

107
Instructional Planning - 3.42, Very Satisfactory
Evaluation - 3.40, Very Satisfactory
Instructional Delivery - 3.29, Satisfactory
Teachers’ Performance Level on Teaching Effectiveness
Performance level on teaching effectiveness based on five teaching
variables.
Instruction - 4.05 Effective Performance Level
Classroom Environment - 4.03 Effective Performance Level
Professional Responsibilities - 3.65 Effective Performance Level
Planning and Preparation - 3.60 Effective Performance Level
Use of Student Assessment - 3.60 Effective Performance Level
Relationship between Teaching Effectiveness and

* Highest Educational Attainment
X2 = 2.39 Accept null hypothesis
No relation between teaching effectiveness and educational

attainment.
* In-service Training
X2 = 12.00 Reject null hypothesis.
In-service training strengthens teaching effectiveness.
* Teaching Experience
108
X2 = 14.66 Reject null hypothesis
Teaching experience provides useful insights and reinforces

teaching effectiveness.
Relationship between Professional Preparation and

Pearson r = .89 Significant High Correlation/ Marked Relationship

at .01 Significance Level
CONCLUSIONS
Based on the findings, the following conclusions are deemed warranted:
1. The teachers are professionally prepared to perform their work as
elementary grades teachers.
2. The teachers are very competent to handle the different teaching
areas as evidenced by their very satisfactory performance.
3. The teachers have a high performance level as they have attained
the Effective Level of performance.
4. No significant relationship exists between educational attainment and
teaching effectiveness. Formal preservice education equipped the
teachers with their professional training.
5. In-service training provides teachers more insights on new strategies
and skills.
6. Teaching experience is on-the-job training for teachers which
improves instructional practices.

109
7. Teachers’ professional preparation substantially helps improve
teaching practices.
RECOMMENDATIONS
As a result of the study, the following recommendations are suggested:
1. With internal and external incentives, teachers may be stimulated to
pursue further studies.
2. Qualified teachers may help mentor new teachers considering
school-based management strategies.
3. Effective teachers may be trained to conduct in-service training
seminars and workshops with service credit as motivator.
4. All teachers regardless of educational attainment should be given
the opportunity to participate in any professional development plan
for teachers.
5. In-service training programs should focus on
5.1 teaching strategies,
5.2 student behavior management, and
5.3 new procedures and types of assessment, and how they are
used.
6. Teaching experience for new teachers should begin with a relevant
induction strategy.
110
7. Administrators and teachers are enjoined to adopt the Action Plan
for Elementary Teachers recommended as an output of the study.
8. Avenues for Future Researchers as an Expansion or Replication of
the present study.
8.1 Conferencing Skills with Performance Evaluators: A Training
Program
8.2 Administrator-Teacher Proposals for Empowerment.
8.3 Walking-around-Supervision: Impact on Administrators and
Teachers
8.4 Student Evaluation of Teaching: Review for Reliability
8.5 Education, Collaboration, and Feelings of Preparedness of
Teachers: Proposals for Teacher Training
Title: THE PDR ACTION PLAN

(Planning – Doing – Reflecting)
Theme: Each student engaged in self-initiated learning experiences

should be successful
RATIONALE
The Plan-Do-Review (PDR) model has been modified to accommodate
the diverse needs and interests of the students. To keep the similar basic
philosophy while students’ needs change as they progress through the grades,
the Planning-Doing-Reflecting (PDR) describes the PDR process.

111
As students develop skills and interests, Planning-Doing-Reflecting in
many classrooms will differ from the primary Plan-Do-Review. Although the
need for exploration, discovery, and creativity are paramount to the
developmental process, grades 5 and 6 teachers provide student choices in a
variety of ways including individual and group projects and hands-on activities.
The model promotes progress while establishing responsibility for the
transitional years ahead (Rief & Heimburge, 1996).
The PDR Action Plan will empower the students to make their own plans
with the materials and classrom racilities that would challenge them to learn or
produce something through doing or hands-on and reflecting on what they have
accomplished.
THE APPROACH MAP
* Planning
Planning provides students time to select their own learning experiences
in the classroom. Teacher and students discuss what they plan to accomplish
during the work period. The students may also describe materials they will be
using, who they plan to work with and their initial feelings thinking of what they
will learn. Planning may take from five to ten minutes. Teachers choose an
approach to planning that is efficient and practical for their particular classroom.
The teacher should be available to review the plans to assure that they
are realistic and practical. If during the “doing” period, a student is not
112
participating fully in the activity, the teacher may ask the student to review
his/her plan. Redirection, motivation, or resetting of the personal plan may
need to be done at this point.
Teachers may demonstrate the desired behaviors in presenting the
desired plan such as using the overhead projector to show a model plan, role
playing, or using a cooperative group or students to discuss orally the plans
with the class.
* Doing
Students begin to implement plans. Teacher’s goal is actively involve
the students. PDR enables students to make individual and responsible
choices. Activities should be enjoyable and rich in opportunities to explore,
investigate, enrich, and enlighten students. Materials are returned and students
keep their completed work in a folder or in a spot or section in the classroom.
Teacher is an active participant during the “doing” time. He/She
becomes an observer, enabler, and facilitator. Teacher may assist students in
problem-solving techniques, answer questions, find materials, and clarify
confusing questions. It is important for the teacher to observe ad note about a
students’ needs, behaviors, learning styles, cooperative interaction, and ability
to use higher level thinking skills. These moments become the foundation for
understanding students and how they function in a less-structured environment
with minimal teacher direction. Teacher observational notes facilitate

113
communication during parent conferences and an individual interactions with
students.
A period of 30 to 40 minutes is appropriate during the “doing” period
depending on the individual teacher and the students. Students involved in the
activity gain a sense of completion. PDR will look different in every classroom.
If teachers are incorporating all the elements of developmental learning in the
classrooms, PDR may ot need to be done on a daily basis. There are other
strategies to meet the individual needs and interests of the students which
include projects, hands-on activities throughout the curriculum, cooperative
learning, opportunities for “choosing” on daily assignments, and other student-
initiated enrichment activities. A workable PDR program may be scheduled
from one to five days a week based on the teacher’s discretion and teaching
style. One day a week is most comfortable. In team-teaching situations,
scheduling problems may arise that infringe on PDR.
The teacher has opportunities to observe social interaction, peer
cooperation, how students approach learning tasks, students’ abilities to take
risks, students hesitant to participate, and leadership qualities.
The clean-up part of the period teaches students how to be problem-
solvers, how to sort and put order to things, and how to classify items. This
gives students a sense of ownership in their classroom. Noise level is tolerable.
Constructive noise is productive. Music played in the background during the
“doing” time of the day can have a calming effect.

114
Discipline problems are minimal because student self-control is built into
the program. When students are actively participating and enjoying what they
are doing, they tend to behave better. Students who lack self-discipline should
be given more individual assistance for a better direction and clarification of
expectations.
* Reflecting
After students have explained their “doing’ role, they “reflect” what they
learned from each other, their motivations, their learning, and their enthusiasm.
If PDR is done once a week, 20 minutes is appropriate, but with five days a
week, 5 or 10 minutes will be enough.
During the “reflecting” period, the teacher needs to provide a supportive
attitude that makes students feel worthwhile and feel that their projects and
activities are valued.
Self-evaluation develops in each student a skill to review his/her learning
and see how he/she can improve his/her learning.
COMPETENCY STATUS
The findings of the study show that the teachers are qualified,
competent, and effective performers.

115
THE FOCUSED NEEDS
Needs assessment shows that teachers should improve in:
* Instructional Delivery
* Evaluation
* Instructional Planning
OBJECTIVES
* To plan efficiently
* To do or deliver effectively
* To review, replan, reflect, and redo proficiently
THE ACTION PLAN
This Action Plan for Elementary Teachers will help to a great extent
instructional planning to PLAN, instructional delivery to DO or implement, and
evaluation to REFLECT or assess. This is the very reason why the PDR
strategy is chosen to be the most appropriate and encompassing to cover the
focused needs revealed in this study.
IMPLEMENTATION MECHANICS
116
A teacher may adopt the PDR on days and time he/she can allocate in
the class schedule. This Action Plan may be conducted on an identified
problem encountered in the classroom during the teaching-learning process.
There can be as many action plans in one school year depending on the
academic or non-academic problems that may be identified. A sample
prototype Action Plan provides only the strategies and the expected output as
this is a built-in remediation or enrichment design. An action plan may take one
month or two. It is a short-term learning package which earmarks school or
classroom practices which could improve educational strategies and
accomplishments.
EXPECTATIONS OF AN ACTION PLAN
• Students feel EMPOWERED as they take

responsibility for their own learning.
• Students develop a sense of ownership and

pride for the classroom and materials, and build
independence as they structure their environment
to accomplish their chosen activity.
• Students are confident of their choices.

117
• Students are more apt to be willing to share

activities and ideas with peers and other adults.
They know they are accepted and valued.
• In programs that include PDR, students are eager

to come to school and know there will be success
built into each day.
• Teachers must provide a variety of methods and

instructional strategies that engage students’
interests.
• Teachers who use the PDR will capture and hold

the attention of students as they forge ahead in
their developmental growth.
ACTION PLAN GUIDE
To Teachers:
1. Prepare the PDR Guide for an Action Plan
2. Set possible time schedules at your choice
3. Prepare PDR Activity Card for each Action Plan

118
4. Each PDR reflects a classroom problem about the
students and other academic problems.
THE PDR ACTION PLANS

Sample PDR
Action Plan 1.
Developing Social Skills
Action Plan 2.
Targeted Homework Approach
Action Plan 3.
Developing Communication Skills
119
Action Plan 4.
Peer Medication
Action Plan 5.
The Reading Strategy
Action Plan 6.
Math in the Market
Action Plan 7.
Home Reading Activities
Action Plan 8.
I Will Go to School
Sample PDR Activity Card
Time: 30 minutes
Theme: Socialization and Participation Skills
Planning
1. Join a program.
2. Present a dance
3. Invite Linda and Rose, good dancers in the class as
dance mini-teachers.
120
Doing
• Luisa and Rose to teach a dance to a group who seldom

participate in a program.
Reflecting
1. Tell something about the following:

• the group leader
• the dancers
• the dance mini-teachers
• the dance participation
2. Were socialization skills developed?

3. Did other members of the group want also to learn?
MAIN STRATEGIES OF THE PDR ACTION PLAN
PDR Strategy Characteristics / Skills

A. Planning * develop goals/objectives for a well-prepared plans
* develop an action plan with practical decisions
* identify community resources to achieve increased
responsibility
* select/organize learning experience for independent tasks
* prepare/conduct/interpret surveys to leadership skills
manifested
* conceptualizing skills and ability to undertake
B. Doing
* Direct Instruction Academically focused, teacher-directed, sequenced and

structured
* Guided Discussion/ Discussion and higher-level thinking about concept/topic

121
Reciprocal
Questioning
* Cooperative 1. Students in groups or teams that respond to a question,

Learning resolve a dilemma situation, on conduct an experiment
2. Applying real-life situations
3. Sharing experiences
4. Monitoring
5. Evaluating student performance
* Independent Study Students work independently at own rate and level; delivery
of information provided in a variety of formations like
tutoring/mentoring
* Collaborative * Conceptualizing
Learning * Involves cooperative activities using pairs and small
groups
* Problem-solving
* Making provision for discovery
* Research
C. Reflecting * Grouping practices/teamwork

* Brainstorming
* Consensus building
* Role-playing
* Directing/Socratic Seminar/Reciprocal Teaching/Guided
Reading Increased response opportunities
EVALUATION OF ACTION PLAN ACTIVITIES
Evaluation of the action skills covered in the PDR Action Plan
acquired by students with the effective collaboration of the teacher, is
undertaken during actual teaching. Through observations, demonstrations
of interaction activities, hands-on lessons, and feedback from peers and
students provide evaluative data on the plan endeavor. Successful and
happy students are clues to a successful PDR implementation.

122
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123
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130
APPENDICES
131
APPENDIX A
CHECKLIST-QUESTIONNAIRE ON TEACHER’S PROFESSIONAL

PREPARATION, PRACTICES, AND TEACHING
EFFECTIVENESS
132
Appendix A
CHECKLIST-QUESTIONNAIRE ON TEACHERS’ PROFESSIONAL

PREPARATION, PRACTICES, AND TEACHING
EFFECTIVENESS
June 22, 2007
Dear Fellow Teacher,
I am pursuing a research study on “THE PROFESSIONAL PREPARATION

AND PRACTICES OF THE GRADE SCHOOL TEACHERS OF THE
UNIVERSITY OF CEBU, CEBU CITY, IN RELATION TO THEIR TEACHING
EFFECTIVENESS: AN ACTION PLAN” with the objective of formulating and
organizing an Action Plan for Elementary School Teachers.
133
The researcher went over education materials to be able to get a good grasp of
your performance status, your values, and working attitudes as educators. With
this questionnaire, your honest appraisal of yourself as a teacher will come up
with proactive actions for personal and institutional improvement. In many ways,
this study will reveal useful insights that will strengthen Teacher Education for
potential teachers.
In anticipation of your cooperation in this research work, I convey my profound

appreciation and gratitude
Very truly yours,
GLENN R. ANDRIN
The Researcher
Background of the Respondent
Personal Information
1. Name: __________________________________________
2. Designation/Position: Teacher Principal
3. Gender: Male Female
4. Age: _____
5. Civil Status: Single Married
6. Licensure Status: Licensed Unlicensed
7. Employment Status: Probationary Tenured

_______________________________________________________________
134
Part 1. TEACHERS’ PROFESSIONAL PREPARATION
1. What is your highest educational attainment?
Doctoral Education Graduate (Ed.D., Ph.D.)
Number of Doctoral Units Earned
Masters of Arts (MA) Graduate
Number of MA Units Earned
Four Year Education Graduate

(BEEd, BSEd), BSIE, BS AgEd, BSHE)
Others: ____________________________
2. What is your field of specialization?
Doctoral Level: __________________
Master’s Level: __________________
Undergraduate Level: __________________
3. Have you undergone some training as a teacher in the field of Education

after you finished your Education course?
Yes No
4. If your answer is Yes, please list the training programs you have
participated in five years ago up to the present (2002 to 2007). Please use
the following format:
Inclusive Title of Training Number of Venue

Dates Hours
5. How many years have you been teaching in the
Preschool Level: _____________, ___________ , _____________________

(inclusive period) (when) (where)
Elementary Level: _____________, ___________ , _____________________

135
High School Level: _____________, ___________ , _____________________

Part II. TEACHER’S PROFESSIONAL PRACTICES
Direction: As a teacher please assess your teaching practices. Circle only one
rating in each item which you deem fits you. The five ratings are
described as follows:
Rating Description
5 Excellent, superior teaching practices highly skilled using a variety of

teaching strategies, exhibits efficient, facilitative leadership, applies
knowledge in real situations.
4 Very Satisfactory, achieves results to a very acceptable level, very

capable.
3 Satisfactory, manifests good knowledge, efficient, achieves a high level of

performance.
2 Fair, slightly capable, works only to comply with objectives, can still be
improved.
1 Poor, unsatisfactory performance, relies on others, has gaps in knowledge

and skills, teacher needs much assistance to maintain an acceptable
level of performance.
As a teacher, I
1. plan a lesson with objectives intended for the 5 4 3 2 1

learner.
2. plan instructional activities with learning materials 5 4 3 2 1

to carry out stated objectives.
3. demonstrate creativity and thought in planning. 5 4 3 2 1
4. use teaching methods to fit a class of varying 5 4 3 2 1

cognitive levels.
5. provide learners an opportunity for independent 5 4 3 2 1

practice of new concepts or skills.
136
6. adapt planned lessons if an unexpected situation 5 4 3 2 1

occurs.
7. observe proper sequencing and pacing of lessons. 5 4 3 2 1
8. combine student engagement and empowerment 5 4 3 2 1

as I handle the class/students.
9. teach a scheduled class for the allocated time 5 4 3 2 1

period.
10. arrange the learning area and make materials 5 4 3 2 1

readily accessible to achieve planned objectives.
11. establish classroom rules and routines that 5 4 3 2 1

promote instruction and applies them consistently.
12. manage and monitor learner behavior effectively 5 4 3 2 1
13. provide all learners with an opportunity to learn. 5 4 3 2 1
14. provide activities that promote interaction among 5 4 3 2 1

learners.
15. vary instructional activities to match learners’ 5 4 3 2 1

interests.
16. give clear concise directions and explanations. 5 4 3 2 1
17. use positive reinforcement to inculcate the desired 5 4 3 2 1

behavior.
18. promote meaning to relating instruction to 5 4 3 2 1

students’ lives and experiences.
19. relate subject knowledge and skills to practical 5 4 3 2 1

applications.
20. organize subject matter into meaningful lessons. 5 4 3 2 1
21. provide opportunities for learning through multiple 5 4 3 2 1

intelligences.
22. use a variety of evaluation techniques. 5 4 3 2 1
23. use evaluation to give learners timely feedback on 5 4 3 2 1

performance.
137
24. engage in professional growth activities that relate 5 4 3 2 1

to classroom performance.
25. feel that I am dependable in professional duties 5 4 3 2 1

that relate to assigned tasks.
26. work cooperatively in bringing about the success 5 4 3 2 1

of the school program.
27. encourage students to be responsible for their own 5 4 3 2 1

learning.
28. maintain an effective working relationship with 5 4 3 2 1

colleagues.
29. maintain a supportive and positive relationship with 5 4 3 2 1

students.
30. maintain rapport and a helping relationship with 5 4 3 2 1

parents.
PART III. TEACHING EFFECTIVENESS
Direction: As a teacher, please assess your level of performance as an effective

teacher. Circle only one rating in each item which you believe should be your
performance rating. The five ratings are described as follows:
Rating Description
5 Highly Effective, very effective, results-oriented.
4 Effective, capable and effective beyond required expectations.
3 Moderately Effective, exhibits good knowledge and efficient
2 Slightly Effective, can still improve, works only to comply
1 Not Effective, lacks, professional teaching skills.
As a teacher, I was able to

138
1. make my students master the lessons as shown 5 4 3 2 1

in their formative and summative evaluation
results.
2. show the interconnectedness of instructional 5 4 3 2 1

goals, resources, materials, and instructional
design through facilitative leadership which
enabled the class to complete the expected
scope for the grading period.
3. use classroom teaching strategies adapted to the 5 4 3 2 1

students’ needs which eventually inculcated
understanding as revealed by parents who
followed up their children’s assignments.
4. design coherent instruction for a difficult lesson 5 4 3 2 1

and a project.
5. write well-planned lessons and organize teaching 5 4 3 2 1

activities using alternative strategies with-scarce
references.
6. hold teacher-student and student-student 5 4 3 2 1

interactions in my class which were observed to
be appropriate and respectful.
7. set high expectations of student learning which 5 4 3 2 1
were evidently manifested and the lesson
objectives attained.
8. use classroom procedures which set a 5 4 3 2 1

challenging and dynamic environment for
learning.
9. organize the physical space skillfully and safely 5 4 3 2 1

to support learning.
10. motivate students to contribute to smooth school 5 4 3 2 1

operation.
11. manage responsibly student behaviors. 5 4 3 2 1
12. make students highly engaged in learning. 5 4 3 2 1
13. stimulate students to make material 5 4 3 2 1

contribution to successful class discussion
by asking questions and getting involved in
class activities.
139
14. create a high level environment to ensure 5 4 3 2 1

student success.
15. make students aware of the extent of their 5 4 3 2 1

performance.
16. continuously search for approaches to meet 5 4 3 2 1

student needs.
17. actualize actual engagement of students with 5 4 3 2 1

content.
18. reflect professional responsibilities on accurate 5 4 3 2 1

record keeping.
19. effect tactful communications with families of 5 4 3 2 1

students.
20. assume as a transformational leader in 5 4 3 2 1

school.
21. participate in professional development 5 4 3 2 1

activities.
22. grow and develop professionally. 5 4 3 2 1
23. use assessment data with students for 5 4 3 2 1

them to reflect on their own practice for
improvement.
24. monitor progress on content with assessment 5 4 3 2 1

results.
25. clarify expectations with teachers and 5 4 3 2 1

students by working together to prepare for
assessments.
140
Appendix B
VALIDATING THE RESEARCH QUESTIONNAIRE THROUGH TESTING THE

RELIABILITY USING THE SPEARMAN RANK CORRELATION
COEFFICIENT WITH THE TEST-RETEST METHOD
rs = 1 - 6∑D2
N3 - N
rs = Spearman rho
N = total number of respondents in the pilot sample
S1 & S2 = scores of first and second administration of the questionnaire
R1 & R2 = ranks of S1 and S2
∑D2 = sum of the squared differences between ranks of the first and second
administration # of the questionnaire.
Scores Ranks Differences

Respondents
141
S1 R1 S2 R2 D D2
1 56 4 59 7 3 9
2 58 3 66 4 1 1
3 49 9 52 10 1 1
4 53 7.5 64 5.5 2 4
5 48 10 53 9 1 1
6 53 7.5 54 8 .5 .25
7 59 2 64 5.5 3.5 12.25
8 54 6 70 3 3 9
9 60 1 72 2 1 1
10 55 5 78 1 4 16
∑D2 = 54.5
Rs = 1 – 6(54.5)
103 – 10
= 1 - 327
990
= 1 - .33
=. 67 Moderately reliable
Appendix C
CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN HIGHEST

EDUCATIONAL ATTAINMENT AND VARIABLES ON TEACHING EFFECTIVENESS
Highest Educational Attainment and Planning and Preparation
λ2 = Σ(0 - E)2 λ2 = Chi-square

E O = Observed frequency
E = Expected frequency
Planning and MA/MA with BEEd with MA
Preparation Ed. D. units (1) units (11) BEEd (8) Total (20)
Effective 14 17 78 73 59 60 151
Moderately
Effective 39 36 145 150 125 124
309
142
Total 53 223 184 460

2
Computed λ = 1.37 Significant
Reject null hypothesis
2
Tabular λ ( .05, 2df ) = 5.99
B. Highest Educational Attainment and Classroom Environment

Classroom MA/MA with BEEd with MA
Environment Ed. D. units (1) units (11) BEEd (8) Total (20)
Effective 15 17 84 73 52 60 151
Moderately
Effective 38 36 139 150 132 124
309
Total 53 223 184 460

2
2
Tabular λ ( .05, 2df)
= 5.99
C. Highest Educational Attainment and Instruction

Instruction MA/MA with BEEd with MA
Ed. D. units (1) units (11) BEEd (8) Total (20)
Effective 13 17 82 73 56 60 151
Moderately
Effective 40 36 141 150 128 124
309
Total 53 223 184 460

2
2
Tabular λ ( .05, 2df) = 5.99
143
D. Highest Educational Attainment and Professional Responsibilities

Professional MA/MA with BEEd with MA
Responsibilities Ed D units (1) units (11) BEEd (8) Total (20)
Effective 15 17 84 73 52 60 151
Moderately
Effective 38 36 139 150 132 124
309
Total 53 223 184 460

2
2
Tabular λ ( .05, 2df) = 5.99
E. Highest Educational Attainment and Use of Student Assessment
Use of Highest Educational Attainment

Student MA/MA with BEEd with MA Total (20)
Assessment Ed D units (1) units (11) BEEd (8)
Effective 14 17 83 73 55 60 151
Moderately
Effective 39 36 140 150 129 124
309
Total 53 223 184 460

2
2
Tabular λ ( .05, 2df) = 5.99
144
Appendix D
CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN IN-SERVICE

TRAINING AND VARIABLES ON TEACHING EFFECTIVENESS
In-service Training and Planning and Preparation
Total Hours of In-Service Training

Planning and 106 and 71 – 105 36 – 70 Total (20)
Preparation above (2) (6) (10) 1 – 35 (2)
Effective 12 61 60 18 151
15 47 53 36
Moderately 34 81 101 93 309

Effective 31 95 108 75
145
Total 46 142 161 111 460

2
2
Tabular λ (3df, .01) = 11.34
In-service Training and Classroom Environment

Classroom 106 and 71 – 105 36 – 70 Total (20)
Environment above (2) (6) (10) 1 – 35 (2)
Effective 10 55 42 44 151
15 47 53 36
Moderately 36 87 119 67 309

Total 46 142 161 111 460
2
2
Tabular λ (3df, .01) = 11.34
In-service Training and Instruction

Instruction 106 and 71 – 105 36 – 70 Total (20)
above (2) (6) (10) 1 – 35 (2)
Effective 8 54 41 48 151
15 47 53 36
Moderately 38 88 120 63 309

Total 46 142 161 111 460

2
2
Tabular λ (3df, .01) = 11.34
146
In-service Training and Planning and Professional Responsibilities

Professional 106 and 71 – 105 Total
Responsibilities above (2) (6) 36 – 70 (10) 1 – 35 (2) (20)
Effective 15 60 62 22 151
15 47 53 36
Moderately
Effective 31 82 99 89 309
31 95 108 75
Total 46 142 161 111 460
2
2
Tabular λ (3df, .01) = 11.34
In-service Training and Planning and Use of Student Assessment
Use of Total Hours of In-Service Training

Student 106 and 71 – 105 36 – 70 Total (20)
Assessment above (2) (6) (10) 1 – 35 (2)
Effective 10 56 43 46 151
15 47 53 36
Moderately 36 86 118 65 309

Total 46 142 161 111 460

2
2
Tabular λ (3df, .01) = 11.34
147
Appendix E
CHI-SQUARE MATRICES SHOWING RELATIONSHIPS BETWEEN RELEVANT

TEACHING EXPERIENCE AND VARIABLES ON TEACHING EFFECTIVENESS
A. Teaching Experience and Planning and Preparation
Teaching Experience
Planning and 15 – 20 7 – 14 1–6 Total
Preparation (3) (3) (14) (20)
Effective 40 43 68
31 37 83 151
Moderately Effective 54 70 85 309

63 76 170
Total 94 113 253 460
2
148
2
Tabular λ (2df, .01) = 9.21
B. Teaching Experience and Classroom Environment
Teaching Experience
Classroom 15 – 20 7 – 14 1–6 Total
Environment (3) (3) (14) (20)
Effective 42 45 64
31 37 83 151

63 76 170
Total 94 113 253 460
2
2
Tabular λ (2df, .01) = 9.21
C. Teaching Experience and Instruction
Teaching Experience
Instruction 15 – 20 7 – 14 1–6 Total
(3) (3) (14) (20)
Effective 40 46 65
31 37 83 151

63 76 170
Total 94 113 253 460
2
2
Tabular λ (2df, .01) = 9.21
149
D. Teaching Experience and Professional Responsibilities
Teaching Experience
Professional 15 – 20 7 – 14 1–6 Total
Responsibilities (3) (3) (14) (20)
Effective 46 43 62
31 37 83 151

63 76 170
Total 94 113 253 460
2
2
Tabular λ (2df, .01) = 9.21
E. Teaching Experience and Use of Student Assessment
Teaching Experience
Use of Student 15 – 20 7 – 14 1–6 Total
Assessment (3) (3) (14) (20)
Effective 40 42 69
31 37 83 151

63 76 170
Total 94 113 253 460
2
2
Tabular λ (.02df, .01) = 9.21
150
Appendix F
COMPUTATION OF CHI-SQUARE IN A 2 x 3 TABLE BETWEEN TEACHING EXPERIENCE
AND TEACHERS’ TEACHING EFFECTIVENESS
λ2 = Σ (O - E)2
E
λ2 = chi-square
O = Observed frequency
E = Expected frequency
Teaching Experience
Teaching 15 - 20 7 – 14 1–6 Total
Effectiveness (3) (3) (14) (20)
31 37 83
Moderately 56 64 189 309
Effective 63 76 170
Total 94 113 253 460
Expected Frequency Computation
O E O-E (O - E)2 (O - E)2
38E = 151 x 94 = 30.8565
460
460
151
E
38 30.8565 7.1435 51.0296 1.6538
49E = 151 x 113 = 37.0934 49 37.0935 11.9065 141.7671 3.8219
64E = 151 x 253 = 83.0500 64 83.0500 19.0500 362.9025 4.3697

460
56E = 309 x 94 = 63.1435 56 63.1435 7.1435 51.0296 .8082

460
64E = 309 x 113 = 75.9065 64 75.9065 11.9065 141.7647 1.8676

460
]
189E = 309
460x .253 = 169.9500 189 169.9500 19.0500 362.9025 2.1353
Total 460 460 .0000 14.6565
Computed λ2 = 14.6565 or 14.66 Significant

Tabular λ2 (2df, .01) = 9.21
Appendix G
COMPUTATION OF PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENT
BETWEEN TEACHERS’ PROFESSIONAL PRACTICES
AND THEIR TEACHING EFFECTIVENESS
rxy = NΣ XY – (Σ X) (Σ Y)
[NΣ X2 – (Σ X)2] [NΣ Y2 – (Σ Y)2]
where
Σ X = sum of Professional Practices’ mean ratings
Σ Y = sum of Teaching Effectiveness mean ratings
N = Number of Cases
Σ XY = sum of the products of X and Y
Σ X2 = sum of squared X means
Σ Y2 = sum of squared Y means
rxy = Correlation between X and Y
152
X Y X2 Y2 XY
3.42 3.60 11.6964 12.9600 12.3895

3.42 4.03 11.6964 16.2409 12.3120
3.42 4.05 11.6964 16.4025 13.7826
3.68 4.03 13.5424 16.2409 13.8510
3.68 3.65 13.5424 13.3225 14.8304
3.29 4.05 10.8241 16.4025 13.4320
3.29 3.60 10.8241 12.9600 13.3245
3.67 4.05 13.4689 12.4025 11.8440
3.78 4.05 14.2884 12.4025 14.8635
3.78 3.60 14.2884 12.9600 15.3090
3.40 4.05 11.5600 12.4025 13.6080
3.40 3.60 11.5600 12.9600 13.7700
3.49 3.65 12.1801 13.3225 12.2400
3.55 3.65 12.6025 13.3225 12.7575
Σ X Σ Y Σ X2 = Σ Y2 = Σ XY =
49.27 53.66 138.0788 155.0568 151.1045
Appendix G (continued)
rxy = 14(151.1065) – (49.27) (53.66)
[14 (138.0788) - (49.27)2] [14 (155.0568) - (53.66)2 ]
= 528.3652
592.1569
Computed rxy = .89 Significant at .01

High Correlation, Marked Relationship
Tabular r(7df, .01) = .7977

153
Significance of the Coefficient of Correlation
t=r N-2
1 – r2
= .89 8 -2
1 - .892
tc = 4.78 Significant at .01

Tabular t(6df, .01) = 3.707
CURRICULUM VITAE
PERSONAL DATA
Name : GLENN R. ANDRIN
Address : 47 P. Del Rosario Ext. Cebu City
Tel. # : (032) 259-6474
Cell # : 09276855270
Status : Single
Religion : Roman Catholic
Age : 26 years old

154
Height : 5’6”
Weight : 150 lbs.
Birthplace : Cebu City
EDUCATIONAL BACKGROUND
Post Graduate Doctor of Education

Major in Administration (Ed.D.)
University of Southern Philippines
Cebu City
Graduate Studies Master of Science in Elementary School

Management (MSESM)
Major in Classroom Management
University of Cebu
Cebu City
Master in Science Teaching

Major in English (MS English)
Cebu City
2005
Diploma in Professional Education

Ateneo de Manila University
Quezon City
2004
Distance Learning Program

Civil Service Commission
Cebu City
2004
Tertiary Bachelor of Arts in Literature

College of Arts
University of Cebu
Cebu City
2001
Secondary University of Cebu

Cebu City
1996
155
Elementary City Central School

Cebu City
1992
WORK EXPERIENCES
Faculty University of Cebu – Banilad Campus

2004-present
Faculty ABE - International College

Lahug, Cebu City
2003
EDUCATIONAL AWARDS
Tertiary Literary Arts Awardee (2001-2002)

Service Awardee (2000-2001)
Loyalty Awardee (2000-2001)
Outstanding A.B. Student (2000-2001)
Dean’s Lister (1st semester,2000)
Outstanding University Student (1999-2000)
Leadership Awardee (1999-2000)
Writer of the Year (1999-2000)
Secondary Best Debater (1995-1996)
Elementary Best in Social Studies

Grade Six Level
Top Ten Finalist 1999 North America Poetry Writing Contest

New York, United States Of America
SEMINAR-WORKSHOPS ATTENDED
January 29, 2005 “LOVE IN THE CLASSROOM”

156
USP Lahug,Cebu City
January 5,2005 Engaging and Transformative Teaching

Strategies for Student Empowerment
St. Scholastica’s Academy
LaSalle Avenue, Bacolod City
November 20, 2004 “The Teacher: Spearheading the Making
an Excellent School”
Marcelo B. Fernan, Cebu Press Club
Cebu City
November 27,2004 “DYSLEXIA: Discerning and Managing the

Disability”
UP Conference Hall, Lahug, Cebu City
October 16,2004 Reading Problems in the Early Grades:

Detection and Intervention
SM City, Cebu City
March 5,2005 “Clinical Teaching for Professional”

Garwood Hotel, Cebu City
February 28,2004 “Experiencing English”

Ateneo de Manila University Press
Sacred Heart (Boys), Cebu City
February 7-8,2004 “Creative Writing Seminar Workshop”
Graduate School, UNIVERSITY OF CEBU
February 7,2004 “Research Agenda Formulation Workshop”

Southwestern University
Cebu City
January 31, 2004 “The effects of Media o the Values Of Students”

San Carlos Girls High School
Cebu City
January 24,2004 “Dynamic Teaching”

(Best Approach in Teaching Language)
Sacred Heart School-Jesuits
Cebu City
December 13,2003 “The Teaching of Writing and Composition:

An Update”
University of the Philippines- H.S. Dept.
157
Lahug, Cebu City
November 25,2003 “Curriculum Development For Basic Education”

Holiday Inn Galleria Manila
November 22,2003 “Teaching for Relevance”

Colegio del Sto. Nino,
Cebu City
August 30, 2003 “Educating the Filipino Child in Today’s Changing

Times”
Cebu City
June 9,2003 “Seven Habits for Highly Effective Teachers”

Cebu City
May 17,2003 “Strengthening Graduate Education: Research

Priorities and Best Practices”
Cebu City
March 19-21, 2003 “Teacher as Self-Giver”

College of Education
University of Cebu
December 7,2002 “Values Across the Five Learning Areas of the
Restructured Basic Education Curriculum”
University of Cebu
May 11,2002 “Basic Education for the Philippine Educational

System Today”
Graduate School
San Jose Recolletos
September 22,2001 “Teaching Styles”

University of Cebu
September 15,2001 “Cooperative Learning”

University of Cebu
August 17,2001 “The Art of Questioning”

University of Cebu
158
August 10,2001 “Innovate Teaching Strategies”

University of Cebu
July 27-28, 2001 “Seminar in Leadership and Management Skills
Training For School Administrator”
Graduate School
University of San Carlos (Main), Cebu City
January 29,2000 “School of Future”

University of Cebu
March 24,2000 “Professionalism and Work Ethics”

University of Cebu
March 27,2000 “The Teacher as Quality Manager”

University of Cebu
July 29-30, 2000 “1st AB Creative Writing Seminar-Workshop”

College of Arts
Carmen, Cebu
July 11,2000 “Methodologies in the Teaching Literature”

College of Arts
University of Cebu
April 23-25, 1999 “Likhang Diwa Workshop”

Lakandiwa Publication
Dalaguete Agricultural Center
Dalaguete, Cebu
WRITING PUBLICATION ASSIGNMENTS
Editor in Chief A.B. Batch Yearbook

College of Arts
University of Cebu
2000-2001
159
Editor in Chief English Journal

Languages Department
University of Cebu
2000-2001
Editor in Chief Kahayag Publication

College of Arts
University of Cebu
1999-2000
PUBLISHED WORKS (INTERNATIONAL)
Poems The Consuming Flame

UNITED STATES OF AMERICA
ISBN 1-58235-137-6
Sighing(poem) The International Library Of Poetry

www.poetry.com http://www.poetry.com>
1 Poetry Plaza, Owing Mills, MD 21117,
USA
PUBLISHED WORKS (LOCAL)
Poems, Essays PARNASSIAN JOURNAL

And Critical Official Publication of the College of Arts
Analysis University of Cebu
2000-2002
Essay Cebu Daily News
Cebu City
RESOURCE SPEAKER IN SEMINAR-WORKSHOPS AND OTHER

SERVICES
High School Guidance Program

Consolatrix College
Toledo City
March 20,2003
“Creative Writing”
LJB Foundation School
160
Carcar, Cebu
March 17,2003
“Career Days”
Santo Tomas School
Danao City
March 7,2003
“A Lecture-Forum in Literature”
Jollibee Mango Avenue
Cebu City
February , 1999
Judge Poetry Writing Contest
Banilad Campus
Judge Essay Writing Contest

Banilad Campus
Coach Oratorical Contest (2nd winner)

Communication Festival 2004
Main Campus
Adviser The Interlink
Banilad Campus Publication
MEMBERSHIP IN ORGANIZATION
Graduate National Organization of Professional Teachers, Inc.

(NOPT)
Manila
Philippines Association Of Graduate Education

(PAGE)
Manila
Tertiary ERATO CIRCLE (College of Arts and Education)

President (1999-2001)
PARNASSIAN SOCIETY (College of Arts)

President (1998-1999)
University Days 2000

Chairman, Contest Committee
161
AB-Student Body Organization

Chairman, Academic and Research Committee
2000-2001

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1

THE PROBLEM AND ITS SCOPE

elementary school learners’ needs, interests, and capabilities are being

prioritized in child development programs, while teachers are being prepared to

adapt to these changes. Current trends show changes on acquiring new

knowledge and information through technology; heightened awareness and

active participation in addressing political, economic, social, ecological, and

education to expand the basics to include problem-solving, creativity, and

capability of the individual for lifelong learning (Salandanan, 2001).

Developing lifelong learners is anchored on the philosophy that

education is life and continues with life. Developing an enterprising culture

refers to enterprising teachers who are ready to innovate strategies and

approaches. An enterprising caring teacher is marked for her attentive concern

for others, fair in dealing with others, and committed to others.

The educational development of learners today is greatly influenced by

parents’ attitudes towards education. Unqualified or untrained teachers, low

teacher motivation, teacher attitude towards learner and teaching, inability to

some bearing on learner training include poor or inadequate resources, school

location (distance), relevance of curriculum, school schedule, and lack of

learning aids. Community-related factors stem from the community’s attitude

toward education, seasonal activities, topography, climatic conditions, socio-

economic level, and migration and mobility. Management-related factors

include poor teacher supervision and examination and evaluation processes.

Generally, the learners find themselves sharing the difficulties experienced

learners busy with television shows, movies, and helping parents in

variety of learning delivery modes responsive and tailor-fit to the learners’

include creating family, school and community partnerships; teaching all

students with emphasis on the inclusion; and reasserting the importance of

education. Paradigm shifts have emerged to take care of learners’ functional

education developing more effective learners along social, cultural, economic,

political, technological, and environmental dimensions (Pagalilawan, 1999). In

mastery as outcomes, shifted to learners exposed to integrated content

developing higher order competencies. The transformation contributes to the

total development of the learners.

exponential increase in information and knowledge, the need for better

information and processing skills, the deterioration in people’s values, and

growth of Filipino learners and enable them to acquire core competencies

and proper values. It is flexible to meet learning needs of a diverse studentry,

which is relevant to their immediate environment and social and cultural

The seemingly unprepared elementary school teachers resulted in poor

achievement of elementary students in reading and communication skills, and

in understanding basic mathematics and scientific concepts based on the report

of the Presidential Commission in Educational Reform (PCER). Ordoñez (2001)

fostering of reading and comprehension, familiarity with instructional

technology, and solid grounding in values education.

Lawal (2003) asserts that to enhance instruction, education programs

should focus on understanding both teaching and learning student perceptions

classroom experiences. Teachers find it difficult to seek students’ voices and

Teachers think of teacher education as requiring them to know the

content of what they teach, teaching pedagogy in the context of academic

content, and offering prospective teachers many and varied school-based

experiences (Rigden, 1997). Classroom teachers work as full-fledged partners

with college or university faculty in training them on instruction and assessment,

classroom management, and effective relationship.

The laudable, meaningful, and timely objectives of Education for All

focused on internal efficiency and effectiveness, expanded the vision of

teacher re-education and student achievement. These academic highlights

served as challenges which merit a critical analysis of changing educational

trends. The researcher was motivated to conduct this study to ascertain

teachers’ professional preparation in relation to teaching effectiveness, as well