1. TEACHERS’ PERFORMANCE AND THE RELATED
FACTORS OF DIFFERENT COLLEGES AT
LAGUNA STATE POLYTECHNIC UNIVERSITY
SAN PABLO CITY CAMPUS
ACADEMIC YEAR, 2010-2011
A Research Paper
Presented to the
Faculty of the College of Teacher Education
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
In Partial Of Fulfillment
Of the Requirements in
Methods of Research for the Degree
Bachelor of Secondary Education
Major in Mathematics
Riza M. Umali
October 2010
2. Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City
COLLEGE OF TEACHER EDUCATION
Approval Sheet
The Thesis entitled, “TEACHERS‟ PERFORMANCE AND THE RELATED
FACTORS OF DIFFERENT COLLEGES AT LAGUNA STATE POLYTECHNIC
UNIVERSITY SAN PABLO CITY CAMPUS ACADEMIC YEAR, 2010-2011” is prepared
and submitted by Riza M. Umali in partial of fulfillment of the requirements for the degree of
Bachelor of Secondary Education, Major in Mathematics, has been examined and is
recommended for acceptance and approval for oral examination.
NELIA T. SALVADOR, Ed.D.
Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a rating of ______.
NELIA T. SALVADOR, Ed.D.
Chairman
EVA F. PUYO, Ed.D. PROF. MARILYN P. SANTOS
Subject Specialist Statistician
MRS. JULIETA A. SUMAGUE
Technical Editor & English Critic
PROF. MAURO D. LUCIDO JR.
Dean, College of Teacher Education
Date:___________
Research Contribution no.__________
3. Chapter I
The Problem and Its Background
Introduction
Teachers has always been taught as one of the noblest human beings. S/he
considered as the central figure in the school and a second parent to the students.
Because of the task a teacher must perform in order to achieve the school‟s vision and
mission. S/he has a number of roles teaching, facilitating, and most important task is to
inspire all of his/her students (Cebrel, 2005).
Teachers are often viewed as the most important variable in learner‟s educational
environment. Many professor‟s in different universities and colleges says that a teacher
never knew where his/her influence stops. Without the help of the teachers we don‟t
have enough knowledge. Yes we all know that knowledge is everywhere but we need a
guidance a good motivators and will direct the learner‟s quest of knowledge. Upon their
shoulders lie the future of our youth.
The task of a teacher is virtually a variety of human traits and competencies. The
teachers job is not only to teach but to influence in promoting the development of basic
skills, desirable work habits and attitudes, values, judgment and adjustments to the
individual learner‟s environment.
In many instances teachers spend more time with their students than their parents
do, school schedules are demanding so it is important for teachers to be effective in
their methods, instead of simply being the figure head of the classroom. They are
4. attributed to two major categories which are personal and professional qualities. Personal
qualities refers to the teachers personality including the teachers beliefs, interest, attitudes
and his/her interrelation with his/her students, co-teachers, school administrations and non-
teaching personnel. On the other hand, professional qualities pertains to the teachers
mastery of the subject matter.
Generally teachers are observed and rated by their supervisors. In some colleges and
universities teachers in the tertiary level are rated by the students by evaluation sheet the
teachers performance was rated. The items in evaluation instrument are generally similar
across all levels of education. The areas usually include teaching competencies,
management and evaluation skills, professional ethics and personal qualities. Through
evaluation the teachers performance are being measured for improved.
Background of the Study
Laguna State Polytechnic University San Pablo City Campus (LSPU-SPCC) has its
own vision and mission. The university that accept and gives qualified and talented
students access to quality education.
Based on the data I gathered in the administration office, the Laguna State
Polytechnic University San Pablo City Campus (LSPU-SPCC) employs 169 full time and
part time faculty members with a few of full time faculty holding administrative
positions. The faculty members commitment to quality education in the line with the
universities vision and mission are evidence by the kind of class of graduates it produce.
5. Statement of the Problem
This study aims to know the teachers‟ performance and the related factors of
different colleges in Laguna State Polytechnic University San Pablo City Campus A.Y.
2010-2011.
Specifically it sought to answer the following questions:
1. What is the profile of respondents in terms of the following:
1.1. Age;
1.2. Gender;
1.3. Civil status;
1.4. Educational attainment;
1.5. Length of service;
1.6. Status of Occupation;
1.7. Department or college; and
1.8. Monthly salary?
2. What is the level of perception of the following variables as perceive by the respondents:
2.1. Commitment;
2.2. Knowledge of the subject;
2.3. Teaching Strategies and methodologies; and
2.4. Management of learning?
3. What is the level of performance of the respondents?
4. Are the following variables significantly related to teachers‟ performance:
4.1. Commitment;
4.2. Knowledge of the subject;
4.3. Teaching strategies and methodologies; and
4.4. Management of learning?
5.Is there a significant relationship between the profile of the respondents and the teachers
performance?
6. Significance of the Study
This study is significant to the school, to the teacher and to the students.
It‟s significance to the school is to provide them concrete and reasonable basis regarding
teachers performance and could help them analyze and do possible actions to improved
the teachers performance.
The result of the study could give encouragement for the teachers to enhance
more their capacity and effectiveness in performing their duties and obligations.
For the students, the findings of the study could enhance students awareness
regarding teachers performance and could lead them to better understanding of how
important the efficiency and effectivity of a teacher in performing his duties and
obligations.
Scope and Limitation
This study was rendered to evaluate the effectiveness and efficiency of the
teachers performance in selected institution of different colleges of the Laguna State
Polytechnic University San Pablo City Campus. Presently employed as a full time or part
time faculty members of the university.
Due to the large number of teachers employed by the university, the researcher
have limit the number of participants by selecting few respondents in different
institutions/colleges as the focus of the study namely CED, CAS, CCST, CET, and
CHMT. The researcher will get eight (8) teacher as a respondents from each colleges.
A total of forty (40) respondents were included in the study.
7. Conceptual Framework
The conceptual framework of this study is presented to give view of the work to be done.
The inputs or the independent variables are the ways by which the teacher‟s profile is to be
analyzed, taking into account their personal attributes and insights on teacher‟s personal and
professional qualities.
The process is the strategy to be used such as generating data through the use of
questionnaire. The possible output or the dependent variable is their teacher‟s performance that
will be based on their evaluation.
Independent Variables Dependent Variable
I. Profile of the respondents
age
gender
civil status
educational attainment
length of service
status of occupation
department or college
monthly salary TEACHER‟S PERFORMANCE
II. Teacher - related factors
Commitment
Knowledge of the subject
Teaching strategies
Management of learning
Figure 1. Research Paradigm
Hypotheses
8. There is no significant relationship between the teacher – related factors and the teacher‟s
performance.
There is no significant relationship between the profile of the respondents and the
teachers performance.
Definition of Terms
For a better understanding of this study, the following terms are operationally
defined.
Teacher. Refers to the second parent of the students in the school.
Performance. Refers to the capability of the teacher in performing her lessons.
Age. Define how old or young a particular person was.
Gender. it refers to a particular person whether s/he is a male or a female.
Civil status. Refers if the person is single or married.
Educational attainment. Identifies a particular course/major that a particular person attained.
Status of occupation. whether the teacher is a full time or part time instructor.
Length of service. if the teacher is full time instructor (regular) or part time instructor
(with limit).
Monthly salary. refers to the amount of compensation of the teacher s/he get every month.
9. Academic rank. refers to the grade of the teachers.
Commitment. Refers to the obligation of the teacher regarding his profession.
Knowledge of the subject. Refers to the mastery and presentation of information regarding his
degree of specialization
Teaching Strategies. Refers to the technique(s) use by the respondents in delivering the subject.
Management of Learning. Refers to the respondent‟s managing ability in terms of classroom
setting.
10. Chapter II
Review of Related Literature and Studies
The chapters presents a selection of literature and studies that has a bearing on
present study. Most of the literature gathered comprises the teacher‟s performance.
Related Literature
Columnist Fransisco in one of his columns in Manila Times (2009), talks about
the strengthening of teacher education which are initiated by Commissioner Nenalyn
Defensor of Commission on Higher Education. Commissioner Defensor emphasized her
personal advocacy “Save our Future-Save our Normal Schools”. She identified the nine
original normal schools that started as normal schools and are now either integrated with
other schools and/or converted into universities. She enjoined the administrators and
deans present to do something to save the normal schools. Teacher education program is
now in state of degradation attributed to poor quality of teachers and therefore the
urgent need to strengthen it. Chairman Emmanuel Angeles who delivered the inspirational
message reiterated the importance of teacher education in shaping the country and the
need to do something to improved the quality of teacher education graduates. He assured
all those present of his full support to strengthen the teacher education program in terms
of allocating funds for faculty development, faculty improvement, scholarships, and
optimum use of information and communication technology. He exhorted everyone to do
much, much more the younger generation if only to prove our love country. He enjoined
everyone present to work together and support the effort of Commissioner Defensor.
11. On the studies made by Senajon (1999) regarding mathematical competencies of
secondary Chemistry teachers from selected provinces in Mindanao reveals that great
majority (70.4%) of the respondents are low achievers, thus are not competent to teach
the subject. Only 29.6% are average achievers. They are low achievers in three types of
process skills: measuring, interpretative, and translational. The teachers performance in
interpretative skill shows that they have poor ability to analyze and interpret many
chemistry concepts particularly those that involve graphs and tables, and they are unable
to relate and apply these concepts to daily life situations. Their responses to the
questionnaire reveal that they are too dependent on their textbooks, thus fail to explore
other possibilities to make chemistry concepts more interesting to students. They have
not developed confidence in their teaching instruction. Consequently, they tend to skip or
limit their discussion by repeating what is already found and presented in their texts.
Various studies and researches has been made in order to identify the factors
affecting teacher‟s performance and the effect of these teacher‟s performance to student‟s
learning.
Rivkin, Hanushek, and Kain (1998) identify teachers as a major determinant of
student performance, but do not describe teacher quality in terms of specific
qualifications and characteristics. They show strong, systematic differences in expected
achievement gains related to different teachers using a variance-components model. Their
research identifies teachers quality as the most important school-related factor influencing
student achievement. They conclude from their analysis of 400,000 students in 3,000
schools that, while school quality is an important determinant of student achievement, the
12. most important predictor is teacher quality. In comparison, class size, teacher education,
and teacher experience play a small role.
Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single
most important factor affecting student achievement is teachers, and the effects of
teachers on student achievement are both additive and cumulative. Further, they contend
that the lower achieving students are most likely to benefit from increases in teacher
effectiveness. Taken together, these multiple sources of evidence however different in
nature all conclude that quality teachers are a critical determinant of student achievement.
In the current policy climate of standards-based reform, these findings make a strong
case for gaining a better understanding of what really accounts for these effects.
The resource-intensive nature of teachers coupled with the empirical evidence
documenting the critical role of teacher quality in realizing student achievement implies
that teacher policy is a promising avenue toward better realizing goals of efficiency,
equity, and adequacy in public education. Indeed, recommendations for reforming the
preparation of teachers have become commonplace in reports aimed at improving public
education (Bush 1987). For instance, almost two decades ago in its call for improved
teacher preparation, the National Commission on Excellence in Education (1983) stated
that “teacher preparation programs are too heavily weighted with courses in educational
methods at the expense of courses in subject to be taught”. The Carnegie Foundation for
the Advancement of Teaching recommended that teacher education programs require a
3.0 grade point average for admission, and that teachers complete courses in an
academic-core subject in four years before spending a fifth year learning about education
(Boyer 1983). Likewise, the Holmes Group (1986) advised all major universities with
13. substantial enrollments of pre-service teachers (i.e., those who are preparing to enter the
teaching profession but who are not yet classroom teachers) should adopt the four-year liberal
arts baccalaureate as a prerequisite for acceptance into their teacher education programs.
A decade later the National Commission on Teaching and America‟s Future proposed
major changes in teacher preparation and licensure, recommending that authority over
these matters be shifted from public officials to professional organizations (NCTAF 1996).
The recent federal education legislation, No Child Left Behind (NCLB), further
underlines the importance of having a high-quality teacher in every classroom in every
school. The Bush Administration‟s proposal, which specifies what defines a “highly
qualified” teacher, is based on the premise that teacher excellence is vital to realizing
improved student achievement. This legislation, along with typical hiring and
compensation systems, assumes that years of teaching experience, teacher certification,
engagement in certain types of course work, and performance on standardized
assessments are indicators of highly-quality teachers.
Related Studies
Wilson, Floden, and Ferrini-Mundy (2001) in their review of the research on
teacher preparation conducted for the U.S Department of Education reveals empirical
studies conform to variety of accepted methodological approaches and a use a range of
measures of teacher effectiveness are used to ascertain what existing evidence says bout
the relationship between teacher attributes and their performance. In addition, this
approach pays close attention to a number of contextual factors (e.g., level of education,
subject area, type of student) as a way of drawing conclusions across studies. Clearly, the
14. context of teaching is important and may affect the impact of the teacher attributes
considered in this analysis. In fact, when existing studies are considered as a whole
(without breaking them down by contextual factors such as subject area or grade level),
findings tend to be existent across studies; context variable may help to explain the
apparent inconsistency of the existing research. In other words, a particular teacher
attribute (e.g., a subject-specific master‟s degree) may be an important predictor of a
teacher effectiveness in some contexts (e.g., high school math), but may not matter at all
or may even have a negative effect in other contexts ( e.g., first grade reading .). this
careful attention to the contexts of teaching, wherever possible, helps tease outcome
effects that that would otherwise go undetected in reviews that neglect to consider this
factors. The goal off this study is to sort through the available evidence to draw
conclusion about what matters, what has been studied but has not been shown to matter,
and what has not been adequately studied
Marsh and others, 1979 express that student evaluation of teachers performance, or
student ratings, is one of the most of controversial techniques used to identified teachers
effectiveness. Few faculty members question the usefulness of ratings in providing
feedback about teaching that can result in improved instruction, but many continue to
challenge student rating use in making personnel decisions
Aleamoni (1981) offers the following arguments to support the use of student
rating of teacher performance :
15. a. Students are the main source of information about the learning
environment, including teachers ability to motivate student for continued learning,
rapport or degree of communication between instructors and students.
b. Student are the most logical evaluators of the quality, the
effectiveness of, and satisfaction with course content, method of instruction,
textbook, homework, and student interest.
c. Student ratings encourage communication between students and their
instructor. This communication may lead to the kind of the student and instructor
and involvement in the teaching learning process that can raise the level of
instruction.
d. Student ratings of particular instructor and courses can be use by
other student to select courses and instructors, and may increase the chances that
excellence in instruction will be recognized and rewarded.
Based on the literature and other studies reviewed there is a significant difference
between the teachers performance and their profile.
It is a popular belief that age matters. Man‟s physical, psychological and cognitive
usually weaken and retrogress as a age progresses. It is determinant in the world of work which
affects the perception of an individual as considered it as a length of time of life. People age
differently because they have different heredity endowments, different socio economical and
educational backgrounds and different patterns of living. Normally, as person grows in age, his
physical health deteriorates. But as a person grows older, his experiences also increase.
(Calaramo, 2002)
16. Newstrom and Davis (1993) claimed that as a workers grows older, they tend to be
slightly more satisfied with their jobs. There are numbers of reason for this. To their work
situation, younger workers tend to be less satisfied with their jobs because of higher
expectations, less adjustment and other causes.
Authorities, like George (1992) Kuhler (1995) and Weber (1995) had said that an age is a
factor that affects the performance of an individual. As an individual grows older he tends to
become complacent. He is not motivated to venture into new jobs or try to cater new skills
related to his job assignments. Older people have attitudes which are more highly crystallized
and have not readily changed and that tend to reject new ideas and changes. Younger people
seemed to be more affective in utilizing group for decision making than older people. Age seems
to weaken ability to work jointly with others.
De Villa (2007) found out in his study that most of the teacher-In-Charge belongs to the
old age; it is perceived that they are well experienced in creating plans for the school and they
have seen steps in achieving the school‟s goals.
Capistrano (2003) mentions in her unpublished work that the older employees are often
considered being inflexible, resistant to change, less creative and unable to deal with crisis
situations. However, she also said that in some researches, older and younger employees, when
given equal opportunity, will give the same quality of performance.
The above mentioned studies of Calaramo, De Villa, Malvar and Capistrano found out to
be related to the present study since they all discussed the age as a variable that have significant
relationship with their performance.
17. It is a biological fact that categories man into masculine and feminine. Gender roles are
learned patterns of behavior expected in any society. Because the social status of male is superior
to that of female, gender roles both reflect and reinforce a pattern of man dominance and female
domination. The work experienced by men is called “technical” but management and male
workers say that women do require “little technical skills”. The general cross-sectional tendency
has been for men to to have more domineering and that woman to be more passive and nurturing
than men.
“Female leadership holds special relevance for the 21st century”, asserted Jean Lipman
Bhuman (World Digest Oct.2004). she reported that for companies to survive in the next
millennium, the boss must give way to management styles that is more empowering supportive
and nurturing, sharing relationship and traits that are ascribed by pre-dominantly male
respondents more to women than men.
This is state of being married and unmarried. Marriage can make or unmake an executive,
more especially a Filipino executive. A happily married executive is more stable as a leader than
a separated or unhappily married executive. There is accumulating body of data that there are
some women who became successful in male dominated profession tend to be married and have
children. (Napiza, 2003). Although conventional wisdom that marriage and children are
impediments to women‟s career, the seemingly paradox is explained. First, their martial and
motherhood statues showed a normal women‟s life. This made them more acceptable working
partner to men who regarded women as interested in the social opportunities that worked offered.
18. Chapter III
Research Methodology
This chapter describes how the study was conducted and the researcher used in gathering the
necessary data for the completion of the study. This includes the research design, the population and
sampling, sampling procedure, data gathering procedure, research instrument and the statistical treatment
of data.
Research Design
The researcher used a survey questionnaire and evaluation form to gather information of
the teachers‟ related factors such as age, gender, civil status, educational attainment, status of
occupation, length of service, monthly salary and academic rank A.Y. 2010-2011. This is used to
acquire the desired information.
Population and Sampling
This study conducted at Laguna State Polytechnic University, San Pablo City Campus
Academic Year 2010-2011. The researcher gets a representative for every department to suit the
forty (40) respondents needed for the study.
A random sampling as a sampling technique was utilized.
Sampling Procedure
To determine the sample size needed for the study, the researcher used random sampling
technique. This sampling technique is unbiased since the respondent will have the same chance
of being chosen and the selection of respondent has no influence of the selection of other
respondents.
Data Gathering Procedures
19. A request letter noted by the research adviser was given to the Dean of the College of
Education to distribute the questionnaire to the teachers of different colleges in LSPU- SPCC
A.Y. 2010- 2011. After being approved, the researcher distributed the questionnaire to the
teachers.
Research Instrument
The main instrument used in the study was a questionnaire which was used to know
teachers' person related factors such as age, gender, and civil status, educational attainment, and
status of occupation, length of service, monthly salary and academic rank during second
semester A.Y. 2010- 2011.
Statistical Treatment of Data
The data will be gathered from the respondents will be treated and interpreted using the
statistical tools. The following statistical analysis will be used in the study:
Survey Questionnaire
Gender
Legend:
Male – 1
Female – 2
Civil Status
Legend:
Single – 1
Married – 2
Widowed – 3
20. Educational Attainment
Legend:
Vocational – 1
Bachelor‟s Degree – 2
Master‟s Degree – 3
Doctorate Degree – 4
BS with MA/MS units
MS with Doctoral units
Status occupation
Legend:
Regular – 1
Part time – 2
Percentage distribution will be utilized to describe the teacher variables in terms of,
educational attainment, status of occupation, length of service, monthly salary and academic
rank.
For the teacher – related factors. The researcher will utilized the mean and standard
deviation using a Likert scale, 5 being the highest, denotes „outstanding‟ and 1 being the lowest,
denotes „poor‟.
To find that if there is a relationship existing between the independent and dependent
variables, Pearson Product Moment of Correlation Coefficient was used to tell how well two sets
of continuous data correlate to each other at 0.05 level of significance.
21. Chapter IV
Presentation, Analysis, and Interpretation of Data
This chapter presents the findings of the study in illustrative tables and analysis as well as
the interpretation based from the treatment of the data.
Table 1
Distribution of Respondents According to Age
Age Frequency Percent
20 – 25 6 15
26 – 30 8 20
31 – 35 13 33
36 – 40 3 8
45 and above 10 25
TOTAL 40 100
As shown in Table 1 it is clearly that ages ranges from 31 – 35 got the highest frequency
with 13 or 33%; followed by 45 and above with 10 or 25%; third is 26 – 28 with 8 or 20%;20 –
25 with 6 or 15% and the least ranges from 36 - 40 which has 3 or 8% with a total of 40
respondents.
This tells us that most teachers who are employed in LSPU – SPCC has an age ranges
from 31 – 45. Supported by Mift (2003) Teaching field is mostly dynamic for teachers ages from
20 – 40 and particularly doing the utmost level of performance of teachers.
Table 2
Distribution of Respondents According to Gender
Gender Frequency Percent
Male 13 33
Female 27 67
TOTAL 40 100
22. Table 2 shows the distribution of respondents according to their gender, and we can see
that most respondents are female with 27 or 67% of the total respondents and followed by male
comprises of 13 or 33%. This implies that woman – for their sense of parenthood (Anderson,
2001) commonly engage in teaching profession than that of males who are dominant for manual
dexrterity.
Table 3
Distribution of Respondents According to Civil Status
Civil Status Frequency Percent
Single 16 40
Married 23 58
Widowed 1 3
TOTAL 40 100
Table 3 shows that most of the respondents are married with 23 or 58%;followed by
single teachers with 16 or 40%; and lastly over 40 respondents only one teacher is widowed.
This tells that most teachers who are employed in teaching profession in LSPU – SPCC are
mostly married.
Table 4
Distribution of Respondents According to Their Educational Attainment
Educational Attainment Frequency Percent
Bachelor‟ degree 19 48
Master‟s degree 14 35
Doctor‟s degree 7 18
TOTAL 40 100
Table 4 tell us the educational attainment of teachers in LSPU – SPCC. Bachelor‟s
degree outnumbered other degrees with 19 or 48%; next is Master‟s degree with 14 or 35%; and
least is Doctor‟s degree with only 7 or 18%.
23. Kylie (2004) mentioned that few teachers can attain a higher degree due to lack of
financial aid and personal problems like time for family and recreations and the like. As reflected
by Aguzar (2005) Filipino teachers render their time in upholstering their profession that will
satisfy their career in life like taking master‟s program then making advantage in higher ranking
example is salary as a motivation.
Table 5
Distribution of Respondents According to Their Length of Service
Length of service (years) Frequency Percent
1–5 24 60
6 – 12 8 20
13 – 20 4 10
21 and above 4 10
TOTAL 40 100
Table 5 shows the length of service of teachers in LSPU – SPCC. Most teachers are
belong to 1 – 5 years which is quite amateur for the institution with 24 or 60%; followed by 6 –
12 years with 8 or 20% and lastly 13 – 20 and 21 and above which has the same frequency and
percentage with 4 or 10%.
Table 6
Distribution of Respondents According to Their Status of Occupation
Status of occupation Frequency Percent
Regular 19 48
Part – time 21 52
TOTAL 40 100
This table explains the status of occupation of teachers. As we can see there is a small
interval between the regulars and the part- timers but the part – timers outnumbered the regulars
with 21 or 52% and the regulars have 19 or 48%.
24. Table 7
Distribution of Respondents According to Department
Department Frequency Percent
CHMT 8 20
CTE 8 20
CCST 8 20
CAS 8 20
CET 8 20
TOTAL 40 100
Clearly table 7 shows that teachers has an equal denomination when pertains to the
different departments they assigned with 8 or 20% and a total of 40 or 100%.
Table 8
Distribution of Respondents According to Their Monthly Salary
Monthly Salary (Php) Frequency Percent
Below 9,999 11 28
10,000 – 14,000 14 35
15,000 – 19,000 5 13
20,000 and above 2 5
No response 8 20
TOTAL 40 100
Table 10 shows the amount of teachers‟ compensation and most of them has an average
of Php10,000 – 14,000 with 14 or 35%; followed by below 9,999 with 11 or 28%; and a „no
response‟ has 8 or 20% in which the researcher respects their welfare; 15,000 – 19,000 with 5 or
13%; and the least 20,000 and above comprises of 2 or 5%.
25. Table 9
Perception of Respondents According to Their Commitment
Standard
Indicators Mean Remarks
Deviation
1. Teacher should always demonstrate sensitivity to
Strongly
the students‟ ability to attend and absorb content 4.9 0.37
Agree
information.
2. Teacher must be sensitive to his/her learning Strongly
4.83 0.38
objectives. Agree
3. Teacher must make self available to students Strongly
4.87 0.40
beyond official time. Agree
4. Teacher should come to class on time, well
Strongly
groomed and well – prepared to complete 4.88 0.33
Agree
assigned responsibilities.
5. Teachers must always keep precise records of
Strongly
students‟ performance and prompt submission of 4.88 0.39
Agree
the same.
Strongly
TOTAL 4.87 1.87
Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree
Table 9 shows the indicator that „Teacher should always demonstrate sensitivity to the
students‟ ability to attend and absorb content information‟ having a mean of 4.9 and interpreted
as „Strongly Agree‟; „Teacher must be sensitive to his/her learning objectives‟ having a mean of
4.83 and interpreted as „Strongly Agree‟; „Teacher must make self available to students beyond
official time‟ having a mean of 4.87 and interpreted as „Strongly Agree‟; „Teacher should come
to class on time, well groomed and well – prepared to complete assigned responsibilities‟
information‟ having a mean of 4.88 and interpreted as „Strongly Agree‟ „Teachers must always
keep precise records of students‟ performance and prompt submission of the same‟ information‟
having a mean of 4.88 and interpreted as „Strongly Agree‟. With an average mean of 4.87 and
interpreted as „Strongly Agree‟. This implies that teachers of LSPU – SPCC are strongly
26. committed to their profession. Ry, (2007) “teachers are not to compel to have a profession but to
instil that they must be responsible towards what they had committed”.
Table 10
Perception of Respondents According to Their Knowledge of the Subject Matter
Standard
Indicators Mean Remarks
Deviation
1. Teachers should demonstrates mastery of the
subject – matter (explain the subject matter Strongly
4.88 0.33
without relying solely on the prescribed Agree
textbook).
2. Teachers should draw and share information on
Strongly
the state of the art theory and practice in his/her 4.9 0.37
Agree
discipline.
3. Integrates subject to practical circumstances and Strongly
4.93 0.35
learning intents/purposes of students. Agree
4. Teachers should explain the relevance of present
topics to the precious lessons, and relates the Strongly
4.93 0.35
subject matter to relevant current issues and/or Agree
daily life activities.
5. Teachers should demonstrate up – to date
Strongly
knowledge and/or awareness on current trends 4.88 0.40
Agree
and issues of the subject.
Strongly
TOTAL 4.90 0.36
Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree
Table 10 shows that the indicator „Teachers should demonstrates mastery of the subject –
matter (explain the subject matter without relying solely on the prescribed textbook)‟ having a
mean of 4.88 and interpreted as „Strongly Agree‟; „Teachers should draw and share information
on the state of the art theory and practice in his/her discipline‟ having a mean of 4.9 and
interpreted as „Strongly Agree‟ „Integrates subject to practical circumstances and learning
intents/purposes of students‟ having a mean of 4.93 and interpreted as „Strongly Agree‟
27. „Teachers should explain the relevance of present topics to the precious lessons, and relates the
subject matter to relevant current issues and/or daily life activities‟ having a mean of 4.93 and
interpreted as „Strongly Agree‟ „Teachers should demonstrate up – to date knowledge and/or
awareness on current trends and issues of the subject‟ having a mean of 4.88 and interpreted as
„Strongly Agree‟. This implies that teachers have a knowledge towards the subject matter they
where teaching.
As Mamen (2001) describes “teachers are benevolent materials of fact and reality that
shares their knowledge to their students and mastery is among the important functions of
teachers.
28. Table 11
Perception of Respondents According to Their Teaching Strategies and Methodologies
Standard
Indicators Mean Remarks
Deviation
1. Teachers should create teaching strategies that
Strongly
allow students to practice using concepts they 4.85 0.48
Agree
need to understand (interactive discussion)
2. Teachers should enhance student self – esteem
Strongly
and/or gives due recognition to students‟ 4.8 0.46
Agree
performance/potentials.
3. Teachers should allow students to create their
own course with objectives and realistically Strongly
4.85 0.42
defined student – professor rules and make them Agree
accountable for their performance.
4. Teachers should allow students to think
independently and make their own decisions and
Strongly
holding them accountable for their performance 4.9 0.37
Agree
based largely on their success in executing
decisions.
5. Teachers should encourage students to learn
Strongly
beyond what is required and help/guide the 4.76 0.52
Agree
students how to apply the concepts learned.
Strongly
TOTAL 4.83 0.45
Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree
In this table, the majority of the weighted means shows an indication of teachers who
teaches and allowing students to be independent; followed by the indicator 1 and 3 with a mean
of 4.85 this reflects that teachers are student – centred and interpreted as „strongly agree‟.
Meanwhile the last statement is also interpreted as strongly agree that clearly seen that
teachers used to encourage the learners to be existential in knowledge and skills. It is important
to note that a student – centred should accumulate the learners‟ surroundings and that will
determine the goal of teachers in teaching.
29. Table 12
Perception of Respondents According Their Management of Learning
Standard
Indicators Mean Remarks
Deviation
1. Teachers should create opportunities for intensive
Strongly
and/or contribution of students in the class 4.9 0.37
Agree
activities.
2. Teachers should assume roles as facilitator,
resource person, coach, inquisitor, referee in Strongly
4.83 0.44
drawing students to contribute to knowledge and Agree
understanding of the concepts at hands.
3. Teachers should design and implement learning
Strongly
conditions and experience that promotes healthy 4.85 0.35
Agree
exchange ad/or confrontations.
4. Teachers should structure/re – structures learning
Strongly
and teaching – learning context to enhance 4.93 0.35
Agree
attainment of collective learning objectives.
5. Teacher should use of instructional materials
(audio/video materials: fieldtrips, film showing, Strongly
4.8 0.51
computer aided instruction and etc.) to reinforces Agree
learning processes.
Strongly
TOTAL 4.86 0.40
Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree
Teachers‟ structure/re – structures learning and teaching – learning context to enhance
attainment of collective learning objectives play an important role of teachers in LSPU – SPCC.
Attaining the second weighted mean teachers used to design based on the learning needs.
Meanwhile, it is clearly seen teachers act also as facilitator and provide adequate
materials which is stated from the three least indicators.
And the total correspondence is that the assessment for teachers‟ performance is
dominantly strong and positive.
30. Table 13
Perception of Respondents According Their Level of Performance
Standard
Indicators Mean Remarks
Deviation
1. Perform the principles of instructional materials
5 0 Outstanding
preparation for different types of learners
2. Perform different teaching methods, approaches
4.95 0.22 Outstanding
and strategies.
3. Apply social realities in the community to make
4.98 0.16 Outstanding
learning relevant.
4. Exhibit vividness and clarity in delivering the
4.98 0.16 Outstanding
lesson.
5. Demonstrates the subject matter accurately. 4.93 0.27 Outstanding
6. Make the room comfortable for the students. 4.90 0.38 Outstanding
7. Explains the topic in accordance for student‟s
5 0 Outstanding
level.
8. Know the different characteristics of students. 4.98 0.16 Outstanding
9. Value every students‟ concrete performance (e.g.
4.95 0.22 Outstanding
project).
10. Apply knowledge on social learning in dealing
4.93 0.27 Outstanding
with students.
TOTAL 4.96 0.18 Outstanding
Legend:
4.21 – 5.0 : Outstanding
3.41 – 4.20 : Very Satisfactory
2.61 – 3.40 : Satisfactory
1.81 – 2.60 : Fair
1.0 – 1.80 : Poor
Table 13 shows clearly that the teachers‟ performance as they evaluate themselves were
interpreted as „outstanding‟ due also to their level of self – reflection. As we can see both mark
the perfect assessment number one and seven partly explains that they perform in accordance to
the principle and explains the topic in accordance also for students‟ level. This implies that
teachers of LSPU – SPCC are consistently adhere to allow students to create their own course
with objectives and realistically defined student – professor rules and make them accountable for
their performance as basically Copico (2004) supported that teachers believe to be enhancing
performance in adherence to the attainment of students‟ level of maturity.
31. Table 14
Correlation between Person – Related Factors and their Level of Performance
Indicators r - value p - value Interpretation
Age 0.089 0.807 Not Significant
Gender -0.032 0.084 Not Significant
Civil status -0.307 0.388 Not Significant
Educational
-0.046 0.900 Not Significant
attainment
Length of Service 0.180 0.618 Not Significant
Status of Occupation -0.145 0.690 Not Significant
Salary -0.127 0.377 Not Significant
p > 0.05 : Not Significant
p < 0.05 : Significant
This table represents the correlation of person – related factors which is the teacher as a
respondents and their performance in teaching profession. It is vividly shows that all the
variables for person – related factors has no significance in relation to their performance. This
means that teachers perform their profession with regards to their standards and not the persons –
factors.
Strengthen by Garote (2009) teacher himself is a teacher in the classroom and a teacher to
his learners regardless of his physical, psychological disturbance, status, and community roles
yet still he will only be affected by the pupils.
Anjay (2009) confirms that teachers in modernize days prefer to be realistic and on –
doing to their profession which likely to disseminate their personal part.
32. Table 15
Correlation between Teachers – Related Variables and Their Level of Performance
Indicators r - value p - value Interpretation
Commitment 0.630 0.077 Not Significant
Knowledge of the
0.111 0.397 Not Significant
subject
Teaching for
0.667 0.059 Not Significant
independent learning
Management of
0.815 0.087 Not Significant
learning
p > 0.05 : Not Significant
p < 0.05 : Significant
Table 15 clearly shows that all the variables such as commitment (p = 0.077); knowledge
of the subject matter (p = 0.397); teaching for independent learning (p = 0.050); and management
of learning (p = 0.087) are not significantly related to their level of performance since p is greater
than 0.05 level of acceptance.
As cited by Greg (2003) The task of a teacher is virtually a variety of human traits
and competencies. The teachers job is not only to teach but to influence in promoting
the development of basic skills, desirable work habits and attitudes, values, judgment and
adjustments to the individual learner‟s environment.
In many instances teachers spend more time with their students than their parents
do, school schedules are demanding so it is important for teachers to be effective in
their methods, instead of simply being the figure head of the classroom. They are
attributed to two major categories which are personal and professional qualities. Personal
qualities refers to the teachers personality including the teachers beliefs, interest, attitudes
and his/her interrelation with his/her students, co-teachers, school administrations and non-
33. teaching personnel. On the other hand, professional qualities pertains to the teachers
mastery of the subject matter.
Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single
most important factor affecting student achievement is teachers, and the effects of
teachers on student achievement are both additive and cumulative. Further, they contend
that the lower achieving students are most likely to benefit from increases in teacher
effectiveness. Taken together, these multiple sources of evidence however different in
nature all conclude that quality teachers are a critical determinant of student achievement.
In the current policy climate of standards-based reform, these findings make a strong
case for gaining a better understanding of what really accounts for these effects.
34. Chapter V
Summary of Findings, Conclusion and Recommendations
This chapter presents the summary of findings, conclusions, and recommendations
related to the fraternity involvement.
Summary
Specifically it sought to answer the following questions:
1. What is the profile of respondents in terms of the following:
1.1. Age;
1.2. Gender;
1.3. Civil status;
1.4. Educational attainment;
1.5. Length of service;
1.6. Status of Occupation;
1.7. Department or college; and
1.8. Monthly salary?
2. What is the level of perception of the following variables as perceive by the respondents:
2.1. Commitment;
2.2. Knowledge of the subject;
2.3. Teaching Strategies and methodologies; and
2.4. Management of learning?
3. What is the level of performance of the respondents?
4. Are the following variables significantly related to teachers‟ performance:
4.1. Commitment;
4.2. Knowledge of the subject;
4.3. Teaching strategies and methodologies; and
4.4. Management of learning?
5.Is there a significant relationship between the profile of the respondents and the teachers
performance?
35. Findings
Majority of the respondents are in the age of 31 – 35 having a frequency of thirteen (13)
or 33%; twenty – two (27) or 67% are female; twenty - three (23) or 58% are already married;
nineteen (19) or 48% are holder of Bachelor‟s Degree; twenty - four (24) or 60%; twenty – one
(21) or 52% are part – timers; eleven (11) or 28% compensate an amount below Php9,999.
The teacher – related variables such as commitment (mean = 4.87); knowledge of the
subject matter (mean = 4.90); teachers‟ strategies and methodologies (mean = 4.83); and
management of learning (mean = 4.86).
The level of performance of the respondents has a weighted mean of 4.96 and interpreted
as „outstanding‟.
The person – related factors resulted as „not significant‟ to the level of performance of
respondents
The results reveal that the all of the teacher – related variables are „not significant‟ to the
level of performance of the respondents.
Conclusion
There is no significant relationship between the teacher – related factors and the teacher‟s
performance is „Accepted‟.
There is no significant relationship between the profile of the respondents and the
teachers performance is „Accepted‟.
36. Recommendations
Based on the findings and conclusions made in the study, the following recommendations
are hereby presented:
1. Professors and Teachers should maintain in fulfilling their duties and responsibilities;
2. Institutions must provide training program for teachers designed to integrate knowledge,
social, skills, and values development so that it creates a stress – free environment.
3. Teachers of LSPU – SPCC should have an active involvement in creating a healthy
psychological climate for learning, like knowing the concepts and principles of
democratic expression of ideas.
4. Teacher should always demonstrate sensitivity to the students‟ ability to attend and
absorb content information;
5. Extend the scope of the study to provide further analysis on teachers‟ performance.
37. BIBLIOGRAPHY
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39. Appendix A
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
LETTER TO THE DEAN OF COLLEGE OF EDUCATION
Date:
A/Prof. Mauro D. Lucido Jr.
Dean, College of Education
Laguna State Polytechnic University
San Pablo City Campus, San Pablo City
Sir,
Greetings of the day!
I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled
40. “Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.
I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.
It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.
Truly yours,
RIZA M. UMALI
Researcher
Approved by:
A/Prof. Mauro D. Lucido
Dean, College of Education
41. Appendix B
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
LETTER TO THE DEAN OF COLLEGE ARTS AND SCIENCES
Date:
Prof. Lorna C. Daniel
Dean, College of Arts and Sciences
Laguna State Polytechnic University
San Pablo City Campus, San Pablo City
Sir,
Greetings of the day!
I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled
42. “Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.
I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.
It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.
Truly yours,
RIZA M. UMALI
Researcher
Appendix C
Laguna State Polytechnic University
43. San Pablo City Campus
San Pablo City
LETTER TO THE DEAN OF COLLEGE OF COMPUTER STUDIES AND TECHNOLOGY
Date:
Prof. Mario Briones
Dean, CCST
Laguna State Polytechnic University
San Pablo City Campus, San Pablo City
Sir,
Greetings of the day!
I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled
“Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.
I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.
44. It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.
Truly yours,
RIZA M. UMALI
Researcher
Approved by:
A/Prof. Mauro D. Lucido
Dean, College of Education
Appendix D
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
45. LETTER TO THE DEAN OF COLLEGE OF ENGINEERING AND TECHNOLOGY
Date:
Prof. Edilberto Z. Andal
Dean, College of Engineering and Technology
Laguna State Polytechnic University
San Pablo City Campus, San Pablo City
Sir,
Greetings of the day!
I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled
“Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.
I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.
It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.
46. Truly yours,
RIZA M. UMALI
Researcher
Approved by:
A/Prof. Mauro D. Lucido
Dean, College of Education
47. Appendix E
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
LETTER TO THE DEAN OF COLLEGE OF HOSPITALITY MANAGEMENT AND TOURISM
Date:
Prof.Conchita C. Espinueva
Dean, College of Education
Laguna State Polytechnic University
San Pablo City Campus, San Pablo City
Madame,
Greetings of the day!
I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled
48. “Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.
I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.
It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.
Truly yours,
RIZA M. UMALI
Researcher
Approved by:
A/Prof. Mauro D. Lucido
Dean, College of Education
Appendix F
Laguna State Polytechnic University
49. San Pablo City Campus
San Pablo City
LETTER TO THE RESPONDENT
Dear Respondent,
I am taking a research study entitled, “Teacher’s Performance and the Related Factors
of Selected Colleges in Laguna State Polytechnic University San Pablo City Campus A.Y. 2010-
2011”, as a course requirement for the degree of Bachelor of Secondary Education Major in
Mathematics. In view of this, I respectfully choose you as one of my respondents to answer the
attached questions for the completion of the study.
Please provide your honest response and rest assured that your answer will ne treated
with utmost confidentiality.
Thank you very much for your cooperation.
Respectfully yours,
50. RIZA M. UMALI
Researcher
Appendix G
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
RESEARCH SURVEY QUESTIONNAIRE
Part I. Please fill in your personal information and put a check on the blank to the
corresponding options that gives the profile of your personal characteristics.
Name(optional): _______________
Age: ______
Gender:
___ Male
___ Female
Civil Status:
___ Single
___ Married
___ Widowed
Educational Attainment:
___ Vocational
___ Bachelor‟s Degree ___BS with MA/MS units
___ Master‟s Degree ___MS with Doctoral units
___ Doctor‟s Degree
51. Status of Occupation:
___ Regular
___ Part time
Length of Service:_____________
Department:___________________
Monthly Salary: _______________
II. Perception of the Respondents
Please indicate your perception of these indicators using the values below and put a check on the space
provided.
5 – Strongly Agree
4 – Agree
3 – Uncertain
2 – Disagree
1 – Strongly Disagree
A. Commitment 5 4 3 2 1
1. Teacher should always demonstrate sensitivity to the students‟ ability
to attend and absorb content information.
2. Teacher must be sensitive to his/her learning objectives.
3. Teacher must make self available to students beyond official time.
52. 4. Teacher should come to class on time, well groomed and well –
prepared to complete assigned responsibilities.
5. Teachers must always keep precise records of students‟ performance
and prompt submission of the same.
B. Knowledge of the Subject 5 4 3 2 1
1. Teachers should demonstrates mastery of the subject – matter
(explain the subject matter without relying solely on the prescribed
textbook).
2. Teachers should draw and share information on the state of the art
theory and practice in his/her discipline.
3. Integrates subject to practical circumstances and learning
intents/purposes of students.
4. Teachers should explain the relevance of present topics to the
precious lessons, and relates the subject matter to relevant current
issues and/or daily life activities.
5. Teachers should demonstrate up – to date knowledge and/or
awareness on current trends and issues of the subject.
C. Teaching for Independent Learning 5 4 3 2 1
1. Teachers should create teaching strategies that allow students to
practice using concepts they need to understand (interactive
discussion)
2. Teachers should enhance student self – esteem and/or gives due
recognition to students‟ performance/potentials.
3. Teachers should allow students to create their own course with
objectives and realistically defined student – professor rules and
make them accountable for their performance.
53. 4. Teachers should allow students to think independently and make
their own decisions and holding them accountable for their
performance based largely on their success in executing decisions.
5. Teachers should encourage students to learn beyond what is
required and help/guide the students how to apply the concepts
learned.
D. Management of Learning 5 4 3 2 1
1. Teachers should create opportunities for intensive and/or
contribution of students in the class activities.
2. Teachers should assume roles as facilitator, resource person, coach,
inquisitor, referee in drawing students to contribute to knowledge
and understanding of the concepts at hands.
3. Teachers should design and implement learning conditions and
experience that promotes healthy exchange ad/or confrontations.
4. Teachers should structure/re – structures learning and teaching –
learning context to enhance attainment of collective learning
objectives.
5. Teacher should use of instructional materials (audio/video
materials: fieldtrips, film showing, computer aided instruction and
etc.) to reinforces learning processes.
Direction: Please indicate your perception of these indicators using the values below and put a check on
the space provided.
5 – Outstanding
4 – Very Satisfactory
3 – Satisfactory
2 – Fair
1 – Poor
54. E. Teacher‟s Performance 5 4 3 2 1
1.Perform the principles of instructional materials preparation for
different types of learners
2. Perform different teaching methods, approaches and strategies.
3. Apply social realities in the community to make learning relevant.
4. Exhibit vividness and clarity in delivering the lesson.
5. Demonstrates the subject matter accurately.
6. Make the room comfortable for the students.
7.Explains the topic in accordance for students level.
8.Know the different characteristics of students.
9.Value every students‟ concrete performance (e.g. project).
10.Apply knowledge on social learning in dealing with students.
…THANK YOU FOR COOPERATION…