Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Social distancing and following safety protocols have been implemented in

many countries for some time in the face of a COVID-19 pandemic. The new

policy that has been adopted by many countries is "New Normal". New Normal is

a scenario to accelerate the handling of COVID-19 in health and socio-economic

aspects. Nowadays, seminars, webinars, and different forms of training are vital

tools for teachers to adapt to the drastic changes caused by the C0VID-19

pandemic. The teaching profession is a challenging vocation that calls for highly

skilled and performing individuals. The intricacies of the work coupled with the

demanding needs of the times have posed challenges to the teachers. The new

teaching paradigm of DepEd on international, national, and local competitiveness

is the implementation of the K to 12 Basic Education Program to all public

elementary and secondary schools in the Philippines by President Aquino III.

This curricular reform has developed a framework which aims for the holistic

development of the learners and opened the way to the mandated 21st Century

Skills (K- 12 Basic Education Program, 2012). These include teachers’ minimum

level of competencies in Learning and Innovation Skills; Information, Media, and

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Technology Skills; and Life and Career Skills. This is a breakthrough in the field

of
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education which is tantamount to redirection of skills and competencies of

teachers. Such competencies will take a pivotal role in gauging job performance

which is one of the indicators if education has met certain level of standards.

Performance is equated with quality and excellence. In-service trainings for

teachers offer one of the most promising roads for enhancing the teaching and

learning process. In-service training is the totality of educational and personal

experiences that contribute toward an individual being more competent and

satisfied in an assigned professional role. The primary purpose of In-service

training is to enable teachers to acquire new understanding and instructional

skills that focus on creating learning environments that allow teachers to develop

their effectiveness.

In-service trainings are planned process whereby the effectiveness of

teachers collectively or individually is enhanced in response to new knowledge,

new ideas, and changing circumstances to improve, directly or indirectly the

quality of learner’s education. In this aspect, In-service training for teachers is the

driving force behind much change that has occurred in teaching and learning. It

is vital that teachers keep up to date on the most current concepts, thinking, and

research in their field and promote professional growth among teachers to

promote excellent and effective teaching and learning environment for learners.

The need for training in education particularly for teachers are important to

improve the quality of education. As such, the need for In-service training for
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teachers plays an essential role in successful education. According to Osborn

(2010), In many developed countries, teachers have found themselves under

pressure from a drive to increase the quality of education and improve outcomes

for learners in order to create a more skilled and educated workforce. Therefore,

facilitating professional training and learning opportunities is one of the roles of

the Department of Education. If learning is shared from one teacher to another,

teachers can directly focus on the development and improvement of different

teaching strategies. As in any other profession, it is vital that teachers keep up to

date on the most current concepts, thinking, and research in their field. This, in

turn, supports their ‘lifelong learning’ as educators, as professionals, and as

individuals who are responsible for the education of the next generation.

According to Mustafa Kemal Atatürk, “A good teacher is like a candle – it

consumes itself to light the way for others”. The words of Mustafa Kemal Atatürk

support the assumption that teaching is one of the noblest professions in the

world. Being a teacher is not easy. There are responsibilities that correspond

with not only becoming a teacher but also maintaining the job as a teacher. One

responsibility for being a teacher includes preparing long-term lessons and

grading papers for learners. When you are a teacher, you cannot teach a class

without having your plans organized. Also, when the learners are assessed,

there will need to be someone who will need to critique what the students ¨glow¨

in and what the students will need to ¨grow¨ in. Before the pandemic, Teachers

also need to remain at school sometimes before school doors open to students,
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during school hours, and after school hours but today teachers need to be online

almost all the time to give guidance for those learners who are in need.

Lockdown and social distancing measures due to the COVID-19 pandemic have

led to closures of schools, training institutes, and higher education facilities in

most countries.

Transitioning from traditional face-to-face learning to online learning can

be an entirely different experience for the learners and the educators. This

pandemic has utterly disrupted the education system. Because of these changes

and additional jobs, the allotted time of the teachers in preparing the instructional

materials and other things with regards to improving the level of teaching

strategies are limited and it can cause a negative impact on the performance of

the teachers as well learners. In-service training can enhance the

professionalism of teachers who can contribute to the organization to achieve its

goals. In-service training is a professional and personal educational activity for

teachers to improve their efficiency, ability, knowledge, strategies, and motivation

in their professional work. The training is cooperative in which participants share

the responsibilities of helping one another in dealing with the day-to-day crises or

problems they encounter in the performance of their work in the teaching field. It

is also classroom management wherein the teachers learn best from

collaboration and the application of newly acquired strategies. That’s the reason

why collaboration and sharing of information and teaching strategies among

teachers are very vital.

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Background of the Study

Completing four years in college doesn’t guarantee that you have learned

everything to become competent professionals. For instance, in teaching, all

teachers are required to attend various professional developments such as

graduate studies, seminars, training, workshops, and even conferences—

additional training necessary to become competent and efficient teachers.

However, there is no specific formula on how to become quality teachers, but the

performances of students in different assessments are the gauge by the

department.

In the Department of Education (DepEd), twice a year of professional

development activity called In-Service Training for Teachers or INSET are

planned by the department and organized per district. Every district in the entire

archipelago held this training every May and October of each school year. These

five days annual and semestral break training approved by the DepEd, talks

about current trends and issues in the Philippine education system. They invited

experts and practitioners to help them bridge the gap in the perennial problem in

the primary education curriculum. INSET is to orient teachers about national and

regional programs tailored to the needs of the whole system. Also, this is to

improve the professional growth of teaching force abreast of current trends and
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knowledge. This made all the teachers more competitive in terms of their

teaching styles and strategies to equal the needs of learners in modern days.

Teachers have different learning needs that require communication to

achieve effective learning. According to Santiago (2016), one characteristic of a

teacher is being generous. They want to share or contribute their knowledge and

skills to a group. One program that provides an opportunity for connection is the

In-Service Training, wherein teachers meet, interact, and treat each other with

respect and value for their respective contributions. These attributes help the

teachers to improve the level of teaching performance and boost their skills in

preparing their instructional materials despite the limited time and resources

brought by additional works given to the teachers.

According to Çimer, Çakır & Çimer, (2010); Sokel, (2019), it is essential

that teachers participate in continuing professional development (CPD) activities

during their career not only to obtain certain professional standards with an

informed approach based on their needs, but also to keep up to date with recent

advances in their field through active involvement. INSET programs play a critical

role in ensuring quality instruction in classrooms through the development of

teachers. It also brings about long-term educational and institutional benefits

through positive change in teacher behavior. This crucial function that INSET

serves has led researchers investigate the effectiveness of such programs,

during which numerous studies have produced contradictory results. Whereas,

according to Grieve & McGinley (2010), both teachers and students benefit from
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INSET programs while Hamid (2010) and Kennedy (2016) stated that some other

studies have reported that INSET courses may show a certain degree of

inefficiency in producing the desired outcomes. These conflicting results put the

effectiveness of INSET programs in different contexts under scrutiny. In the

Philippines, numerous studies on teacher’s performance were conducted. A 2015

study of Punongbayan, & Bauyon (2015) as an example, assessed the

instructional performance of one State University in the Philippines. Findings

showed that teachers performed very good as perceived by themselves but only

satisfactory according to their students. If noticed, according to James and

McCormick (2010, p. 973), our today’s situation presents a challenge for

teachers and schools who will need to focus on two things simultaneously:

teaching the substance of the subject and helping pupils to learn the ideas and

practices associated with the process of learning itself. Because of that, teaching

strategies require utilizing new trends and knowledge throughout the training that

leads to continuous professional development. To provide quality education,

awareness about the role of a teacher is critical and is likely to be measured

through different techniques and strategies.

. The teacher must recognize every student’s unique learning styles.

Next, the teacher must accommodate differences among students, by using

various instructional methods so that every student can learn however they learn
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best. Teachers must understand their students’ developmental stages, including

emotional, physical, social, and cognitive stages. We must be able to recognize

how children develop, and we can use that knowledge to provide appropriate

learning opportunities to support their development. The need for in-service

training in schools is getting more attention for teachers to equip with new

knowledge and skills for them to face new challenges and reformation in

education. In-service training can enhance the professionalism of teachers who

can contribute to the organization to achieve its goals. In-service training is a

professional and personal educational activity for teachers to improve their

efficiency, ability, knowledge, and motivation in their professional work that will

contribute to the teaching performance of the teacher. Through in-service

training, teachers can identify and evaluate critically the culture of the school

which can bring changes to the working culture. Studies by Ekpoh,Oswald &

Victoria (2013) shows that, teachers who attend in-service training perform

effectively in their work concerning knowledge of the subject, classroom

management, teaching method and evaluation of students. Studies by Jahangir,

Saheen & Kazmi (2012) also shows that in-service training plays a major role to

improve the teacher’s performance in school.

In-service training is part of the continuous professional development

(CPD) for teachers, and it plays a crucial role for the success of an educational

system. The main purpose of in-service training is to provide opportunities for

teachers to update their educational knowledge, professional skills, and to adapt

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to changes in the curriculum or educational policies. Therefore, teacher training

is an important activity for schools around the world and this is especially true for

developing countries like Philippines, where there is a higher need to update the

educational system to adapt to societal changes.

This study aims to determine The Utilization of In-Service Trainings and its

effect on the Teaching Performance of Teachers in Catmon Integrated School-

Schools Division Office of Malabon City during their participation in the program

and utilize the findings in enhancing teachers’ skills and knowledge in relation to

the teaching performances. This study aims to offer recommendations to future

researchers and educational policymakers and contribute to the existing

literature.

Conceptual Framework

This study is anchored on The Utilization of In-Service Trainings and its

effects on the Teaching Performance of Teachers in Catmon Integrated School-

Schools Division Office of Malabon City.

In line with the above concept, the research paradigm of this investigative

study is presented through a research paradigm applying the model Input-

Process-Output. The input-process-output model was adopted when this study

was conceived as shown in Figure 1.

The first frame shows the input that includes the demographic profile of

the teacher-respondents in terms of age, gender, length of service, highest

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educational attainment, and position and demographic profile of the school

administrator-respondents in terms of age, gender, length of service, highest

educational attainment, and position. Second, the effectiveness of the utilization

of In-Service trainings in terms of teachers' interest, time and duration of the

training, administration of the training, trainers, and content of the training. Third,

the level of teaching performance of Teachers in Catmon Integrated School in

terms of preparation of lesson plan, development of learning materials, mastery

of the lesson, provision of interactive and engaging activities, and utilization of

technology. The common problems encountered in the utilization of In-service

trainings, and the suggested solutions to the problem encountered in the conduct

In-service trainings.

The second frame shows the process which includes the gathering of data

through survey questionnaires, Statistical treatment of data such as frequency

and percentage, weighted mean, Pearson chi-square test, and Anova: single

factor leading to the analysis and interpretation of data. The third and last frame

indicates the output which is to improve utilization of In-Service Trainings and its

effects on the Teaching Performance of Teachers in Catmon Integrated School-

Schools Division Office of Malabon City.

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INPUT PROCESS OUTPUT

1. Demographic Profile of the

Teachers and School
administrator-respondents:
1.1 age; A. Gathering data
1.2 sex; through survey
1.3 length of service;
1.4 highest educational questionnaire
attainment; and Improved
1.5 position. teaching
B. Statistical
2. Effectiveness of the performance
treatment of data
Utilization of In-service through
trainings in terms of: through the
enhanced
2.1 Teacher’s interest; following statistical
2.2 Time and duration
utilization of In-
tools;
of the training; Service Trainings
2.3 Administration of B.1 Frequency and
the training; Percentage
2.4 Trainers; and
2.5 Content of the B.2 Weighted mean
training.

3.Level of teaching B.3 Pearson chi-square

performance in terms of: test
3.1 preparation of lesson
plan; B.4 Anova: Single factor
3.2 development of
learning materials;
3.3 mastery C. Analysis,
of the lesson; presentation, and
3.4 provision of interpretation of data
interactive and engaging
activities; and
3.5 utilization of
technology.
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Figure I: Research Paradigm

Statement of the Problem

The main purpose of the study is to determine the Utilization of In-Service

Trainings and its effects on the Teaching Performance of Teachers in Catmon

Integrated School- Schools Division Office of Malabon City.

Specifically, it sought to answer the following questions;

1. What is the demographic profile of the teachers and school administrators

in terms of the following:

1.1 age;

1.2 gender;

1.3 length of service;

1.4 highest educational attainment; and

1.5 position?

2. How effective is the utilization of In-Service trainings in terms of:

2.1 Teacher’s interest;

2.2 Time and duration of the training;

2.3 Administration of the training;

2.4 Trainers; and

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2.5 Content of the training?

3. What is the level of teaching performance of Teachers in Catmon

Integrated School in terms of:

3.1 preparation of lesson plan;

3.2 development of learning materials;

3.3 mastery of the lesson;

3.4 provision of interactive and engaging activities; and

3.5 utilization of technology?

4. Is there a significant relationship between the effectiveness of the

utilization of In-Service trainings and the level of teaching performance of

teachers?

5. Is there a significant difference on the level of teaching performance of the

teacher-respondents when grouped according to their prolife?

6. Is there a significant difference between the assessment of school

administrators and teacher-respondents on the level of teaching

performance of teachers?

7. What are the common problems encountered by the respondents in the

utilization of In-Service trainings?

8. What are the suggested solutions to solve the problems encountered by

the respondents in the utilization of In-Service Trainings?

Null Hypotheses
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1. There is no significant relationship between the effectiveness of the

utilization of In-service trainings and the level of teaching performance of

teachers.

2. There is no significant difference on the level of teaching performance of

the teacher-respondents when grouped according to their profile.

3. There is no significant difference between the assessment of school

administrators and teacher-respondents on the level of teaching

performance of teachers.

Scope and Delimitation of the Study

The study focused on The Utilization of In-Service trainings and its effects

on the Teaching Performance of Teachers of Catmon Integrated School. It also

focused on the common problems encountered by the teachers in the utilization

of In-Service trainings.

The teacher-respondents of the study comprise teachers of Catmon

Integrated School involves eighty (80) Elementary and sixty (60) Junior High

School Teachers with a total of one-hundred forty (140) teachers.

Also, in this study, School administrators including one (1) Principal and

five (5) Head teachers from Catmon Integrated School were also given set of

questionnaires to verify the gathered data from the main respondents (teachers)

regarding the level of teaching performance of teachers with a total of one-

hundred forty-six (146) respondents.

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Moreover, this study limits on the demographic profile of the teacher and

school administrator-respondents in terms of age, gender, length of service,

highest educational attainment, and position. Second, the effectiveness of the

utilization of In-Service trainings in terms of teachers' interest, time and duration

of the training, administration of the training, trainers, and content of the training.

Third, the level of teaching performance of Teachers in Catmon Integrated

School in terms of preparation of lesson plan, development of learning materials,

mastery of the lesson, provision of interactive and engaging activities, and

utilization of technology. The common problems encountered in the utilization of

In-service trainings, and the suggested solutions to the problem encountered in

the conduct In-service trainings.

Significance of the Study

The information obtained from the study is significant to the following

individuals:

Teachers. The findings of this study may motivate teachers to

investigate innovativeness, abilities, and appropriate teaching strategies suitable

for the so-called “New normal education” for the upgrade of their teaching styles.

The result of the study can help them identify and assess if they are still effective

teachers. This study may help the teachers to improve their teaching strategies

as they share different knowledge and skills that may tackle in the conduct of In-

Service training. May this study help the teacher to solve different problems they
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encountered in their teaching experience. May they realize the importance of

collaboration within their colleagues and their different teaching styles will be

shared with one another for the benefit of their learners. May this study help them

learn how to manage stress brought by different factors within and outside the

classroom and during online class, through the help of other teachers included in

the In-Service training.

Trainers. The findings of this study may assist trainers in monitoring

and analyzing how in-service training and teaching styles affect student

performance. They may strongly support the idea, realizing that its success

depends on this critical assistance. May this study assist trainers in identifying

teachers' limitations in terms of teaching tactics so that they may give alternative

programs or training to help teachers improve their shortcomings.

Curriculum Planner. The outcomes of this study will reconfigure

prior Curriculum Planner findings. A good curriculum also brings together

teachers from all grade levels and topic areas to examine the big picture of

student learning. Teachers can collaborate to develop a succession of subjects

that build on previous ones and connect across disciplines.

Division Officials and Supervisors. The outcome of this study may

serve as a basis for possible innovations that may strengthen and enrich the In-

service training suited for the teachers. May this study become a springboard in
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conducting different and helpful training for the teachers to improve their teaching

strategies that will benefit the learners.

School Administrator. The discoveries of this study may help the

administrators to assess and make observations of how In-service training and

teaching strategies affect the students' performance. They may firmly bolster the

plan realizing that its prosperity depends upon this vital help. May this study help

the administrators to identify the weakness of the teachers in terms of teaching

strategies for them to provide different programs or training that will help teachers

to improve their weaknesses.

Parents. Through this study, guardians might be motivated to have

further interest in understanding the endeavors of teachers and learners in the

teaching and learning process. The parents will benefit from the effectiveness of

In-Service training by supporting the different school activities that are planned

by the teachers and school staff.

Students. The result of the study may inspire learners to learn more

and work harder to demonstrate their gratefulness and willingness to learn.

Students may collaborate to achieve the objectives for redesigning the scholastic

limits through effective teaching. May the students benefit from the results of this

study through improving their academic performance and appreciate the efforts
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of their teachers in providing various teaching strategies to comply with their

needs to make the teaching-learning process more effective.

Researchers. The findings of this study will support previous

researchers concerning the utilization of In-Service training and its effects on the

teaching performance of teachers. The researchers may use this study as their

reference in doing their research. All related literature and studies in this study

can be a great help in pursuing and writing a study. It can be utilized by present

and future researchers by identifying several factors that impact the efficacy of

the Utilization of In-Service Trainings.

Policy Makers. They may implement laws and orders that are

appropriate for the improvement and betterment of the school, teachers, and

learners. May this study be the basis to help them implement more beneficial

programs for the schools, teachers, and learners around the country. Policy

makers would be able to audit and evaluate existing policies as a result of this

study, allowing them to examine more significant issues to address.

Definition of Terms

The following terms used in the study are defined conceptually and/or

operationally to ensure clarity and better understanding.

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Assessment. The evaluation or estimation of the nature, quality, or

ability of someone or something. It is being used to evaluate effectiveness of the

study using the survey questionnaires distributed to the teacher-respondents.

Content of the training. It refers to the topic or information presented to

the teachers during In-Service training. The main purpose of delivering the

content is for the teachers to be well-equipped in the specific skills and

knowledge that can be used during the teaching and learning process.

Continuing Professional Development (CPD). Continuing

Professional Development enables individuals to adapt positively to changes,

self-development and professionalism. CPD provides an opportunity for teachers

to identify knowledge gaps and to resolve these in a recognizable approach to

improvement. This could mean honing current skills, it could mean developing

them to a new level, or it could mean learning new ones that will allow an

employee’s job role to expand or prepare them for potential promotion.

COVID 19 Pandemic. It also known as the coronavirus pandemic. It

is an ongoing global pandemic of coronavirus disease 2019 (COVID-19) caused

by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).

Development of learning materials. Development of learning

materials is one of the significant factors in the teaching and learning process.

The development of teaching-learning materials is considered one of the most

important factors in educational institutions. It is used to enhance classroom

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instruction. It is one of the aids used for the attainment of academic goals and

objectives through Innovations, localization, and contextualization. Learning

resources can help learners achieve greater success by assisting the learners

during the process. It facilitates learning by enabling the student to explore the

knowledge on their own also offering reinforcement.

Effectiveness. The power to bring about or cause positive things to

happen to people and situations. The degree to which objectives are achieved

and the extent to which targeted problems are solved. In contrast to efficiency,

effectiveness is determined without reference to costs and, whereas efficiency

means "doing the thing right," effectiveness means "doing the right thing."

Elementary School Teacher. A person trained to educate children

from kindergarten through sixth grade. A career as an elementary school teacher

is a good choice for people who value early childhood education and are

interested in teaching a broad range of academic subjects. This is loosely

defined as the science of teaching using time-tested, research-based methods,

procedures, and processes. It is the teacher-respondents in the study.

Headteachers. A headteacher is a school's most high-ranking

teacher and leader, responsible for all students' education, staff administration,

and policy development. Headteachers are fully responsible for a school's

smooth operation, the academic accomplishment of its students, and staff

management. Although they are experienced teachers, their primary

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responsibility is to give educational vision and direction rather than to teach in the

classroom. Headteachers play an important role in a variety of educational

institutions including primary schools, secondary schools, sixth forms, and

colleges. Unlike most teaching staff, often headteachers do not teach lessons in

classrooms. Instead, they spend their time using their years of experience to

motivate and manage their staff and students. The position entails a wide range

of significant tasks. Headteachers must have a strong and prominent presence

within the school community in giving advice and knowledge. They are held

accountable for the school's overall education and academic results. They must

ensure that staff and students have a constructive learning environment.

Implementation. The process of putting a decision or plan into effect or

execution. It is the realization of an application, or execution of a plan, idea,

model, design, specification, standard, algorithm, or policy.

In-Service Training. It is also known as professional development

day. It is a professional training or staff development effort, where professionals

are trained and discuss their work with others in their peer group. The process by

which teachers engage in further education or training to refresh or upgrade their

professional knowledge, skills and practices in the course of their profession. The

major goal of Inset was to strengthen educators' teaching abilities and enrich

their practices with the most appropriate strategies and improve the quality of

their educational interventions for students.

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Learning materials. Learning materials are tools being used during

the teaching and learning process. It also includes video-recorded lessons,

interactive materials, and visual aids. These learning materials will help teachers

to reinforce the teaching and learning process.

Lesson plan. It is also known as a teacher’s blueprint of their plan

and action. A lesson plan is a teacher's detailed description of the course of

instruction for a lesson. It is developed by a teacher to conduct and apply the

appropriate method and strategies for the class. The content of the detail of the

lesson plan will vary depending on the preference of the teacher, the subject

being covered, availability of the resources, and the needs of the students. It is

also a guide for a teacher to know what students need to learn and how it will be

done effectively during class time. It should be specific, measurable, attainable,

results-oriented, and time-bound.

Mastery of the lesson. It is a conceptual map of how to teach a

subject; knowledge of instructional strategies and representations; knowledge of

learners’ understanding and potential misunderstandings; and knowledge of

curriculum and curricular materials Content knowledge is also known as subject

matter. Teachers should have a deep understanding of the subject they teach

and the corresponding curriculum (subject content knowledge). If the teacher

masters the content of his/her lessons, it allows teachers to ‘know how to

organize and present the content in a way that makes it accessible for

increasingly diverse groups of learners.

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New-normal. It refers to a current situation that we have right now

caused by COVID-19 pandemic. It is different from what has been experienced

or done before but is expected to become usual or typical: We are facing a new

normal situation that includes changes in our routines, follow safety protocols,

and implementing blended learning for the learners.

Preparation of Lesson Plan. The preparation of lesson plans is a

process where teachers started to create an appropriate plan of action to achieve

the target objectives. Lesson Planning includes subject matter, target objectives,

time, and possible learning activities to be done during the class. In preparing a

lesson plan, you should consider the types of activities students will need to

engage in, in order to develop the skills and knowledge required to demonstrate

effective learning in the course. Learning activities should be directly related to

the learning objectives of the course and provide experiences that will enable

students to engage in, practice, and gain feedback on specific progress towards

those objectives.

Professional. A person engaged in a professional or career; in

terms of developments, the growth of the person in the practice of his or her

professional and/or official designation. They exhibit the attributes that associate

with highly trained and talented individuals, such as efficacy, expertise,

organization, and seriousness of demeanor.

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Professional development. Professional development is learning to

earn or maintain professional credentials such as academic degrees to formal

coursework, attending conferences, and informal learning opportunities situated

in practice. It has been described as intensive and collaborative, ideally

incorporating an evaluative stage.

Profile. A short article giving a description of person or organization.

It refers to the age, sex, gender, length of service and civil status of the teacher-

respondents in the study.

Provision of Interactive and engaging activities. One of the daily

goals of a teacher is to provide interactive and engaging activities for the class. It

is a powerful education technique that allows learners to explore during the

teaching and learning process. Those activities are very crucial because it helps

the teacher to get the attention and maintain the connection of the learners

during the class. In technology-based aspects, Inknoe Classpoint, Kahoot,

Quizizz, and Wordwall are examples of the different platforms that the teacher

can use in making an interactive activity. Think-Pair-share, collaboration, Ice

breakers, debate, and role-playing is also an example of interactive and

engaging activities. Students learn through their participation and engagement to

attain the knowledge by gathering information and processing it by solving

problems and articulating what they have discovered. Each activity provides

students with opportunities to deepen their learning by applying concepts and

achieving new knowledge.

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Respondents. A person who replies to something, especially one

supplying information for survey or questionnaire or responding to an

advertisement. Are those persons who have been invited to participate in a

particular study and have taken part in the study. This definition applies to both

qualitative and quantitative studies. Respondents are derived from the sample

that is constructed for a qualitative study.

School Administrators. Educational administrators work in

schools, but not as teachers. They are in charge of monitoring administrative

activities at all stages of education, from preschool to post-graduate. An

educational administrator ensures a safe and productive learning environment for

the students and faculty at their institution. School Administrators oversee

administrative tasks in schools, colleges, or other educational institutions. They

ensure that the organization runs smoothly as well as the management of

facilities and personnel. They are competent planners, possess good judgment,

and can manage relationships with different sets of individuals (staff, parents,

students, regulatory bodies, and the public). An excellent school administrator is

also detail-oriented and competent at resolving conflicts.

Secondary Teacher. A person trained to educate children from 7th

grade through 10th grade. Also called middle school teachers, play an integral

role in the academic and personal development of students during the confusing

transition period from elementary to high school. Junior high teachers specialize
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in one subject, which allows for in-depth exploration of specific topics. They are

also part of this study.

Teacher’s Interest. A teacher’s interest refers to an affective

reaction to a certain topic of domains. It is conceptualized as individual interest or

attraction to a particular subject or specific field of knowledge.

Teaching performance. A duty in a particular period in school system

for achieving organizational goals. Teaching performance matters. In fact, it is

the most important school-related factor influencing student achievement. It

includes teaching strategies, methods, and techniques that a teacher will use to

support their pupils or students through the learning process; a teacher will

choose the teaching strategy most suitable to the topic being studied, the level of

expertise of the learner, and the stage in their learning journey.

Trainers. Trainers are the ones who teach and share their knowledge

and expertise about specific field. Teacher trainer set goals, provide guidance,

coaching and assessment before, during and after the training.

Training. It is the act of increasing the knowledge and skills of a

teacher. It refers to the teaching and learning activities carried on for the primary

purpose of helping teachers to acquire and apply the knowledge, skills, abilities,

and attitudes needed in the teaching and learning process.

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Training program. A program designed for training in specific

skills. It is considered an integral part of development for human resources. It is

an organized tool for the development of specific skills to the desired standard

with the help of information, instruction, guidance, and practice.

Utilization of Technology. Utilization of technology refers to the

application of technology resources to meet instructional goals in a specific

teaching-learning setting. Using Information Communication Technology (ICT) in

education is the mode of education that uses information and communication

technology to support, enhance, and optimize the delivery of information.

Worldwide research has shown that Information Communication Technology can

enhance student learning and better teaching methods. Technology enhances

the learning experience and expands chances for learners. If technology is

integrated into lessons, students are found to be more interested in the subjects

they are studying. Teachers can also employ a variety of applications or reliable

internet resources to supplement traditional teaching methods