Cb Past
CHAPTER I
INTRODUCTION
Rationale
Teachers are an integral part of the Department of Education, the largest agency in the Philippine government with about half a million teachers and support staff. The department administers and supervises both the public and private elementary/primary and secondary schools which are referred to as the two levels in basic education. It is “a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs” (DECS Service Manual, 2000).
An interesting conceptualization of teaching is something that takes place only when learning does. Regardless what the teacher is doing in his classes; if his students are not learning something significant; he is considered not teaching well and when the students failed, the teacher failed more. As such, a potent evaluation tool and appropriate assessment system is used to reflect this purpose and respect the dignity of the students and how learning take its score (Aquino, 1989).
The purpose of research is to serve man and the goal of research is to make life better. Hence, effective assessment tool is directed to improve the teaching and learning process. The competence of teachers is a factor that is necessary and its effects on students follows through a working feedback mechanism scheme leading to the attainment of learning goals and the objectives of effective learning (Punzalan, 2005).
In this study, “Competency Based-Performance Appraisal System for Teachers (CB-PAST) and their Socio-demographic Factors in Relation to National Achievement Test (NAT) of Second year students in Kidapawan City Division” will be evaluated to determine how the teachers’ CB-PAST affects their respective disposition in relation to the National Achievement Test (NAT) given annually which includes the age, gender, civil status, educational attainment, length of service and appointment. The data to be gathered will be used as basis of reference for improving the students’ achievement with the teachers CB-PAST as an entity for comparison.
The seven public secondary schools of Kidapawan City Division are Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School (KNHS), Spottswood National High School (SNHS), Saniel-Cruz National High School(SCNHS),Mt.Apo National High School (MANHS),Linangkob National High School (LNHS)and Juan L. Gantuangco School of Arts and Trade (JLGSAT). These schools are all under Kidapawan City Division.
These schools are performing well in Regional and Division Achievement Tests given every year as per records compiled in the division office, but the scores have low performance levels in National Achievement Test specifically in Mathematics, Science and English. Hence, the researcher was prompted to undertake the investigation in order to determine the relationship of teachers CB-PAST and students’ performance in NAT and to institute necessary measures to improve the teaching-learning process and to improve assessment results.
Statement of the Problem
This study was focused on the CB-PAST and the teacher’s socio-demographic characteristics in relation to NAT result of second year students in Kidapawan City Division.
Specifically, it sought to answer the following questions:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary School students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
Assumptions
The following statements were the assumptions of the study:
1. The socio-demographic profile of public secondary school teachers in the Division of Kidapawan City affects the students’ NAT result.
2. The performance of the public secondary school teachers based from their CB-PAST affects the students’ performance.
3. The second year high school students for school year 2010-2011 of Kidapawan City Division has high or low level of the NAT result .
4. The socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST.
5. The socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. There exists a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Hypotheses
In this study, the following hypotheses were formulated and tested:
1. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their performance based from their CB-PAST.
2. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
3. There is no significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Theoretical Framework
This study is anchored on two theories. First is the Performance Management Theory of Action which emphasizes the importance of teachers’ educational background (SAT scores, class ranking in college) and performance characteristics (e.g., value-added contributions to student achievement, based on standardized test scores and compensation and evaluation histories) to describe teacher effectiveness. It is also anchored on Capacity Building Theory of Action, a theory that emphasizes on the importance of instructional capacity building and the use of practice-centered criteria grounded in research on teaching and learning to define the characteristics of effective teaching. This research underscores the importance of pedagogical content knowledge; classroom management skills; understanding of students’ social, cultural, and economic backgrounds; understanding of cognitive and human development; ability to collaborate with peers; and ability to cultivate partnerships with parents and the broader community as critical components of effective teaching.
The instructional capacity-building TOA reasons that if schools and school districts provide supports that build the capacity of teachers to address the elements of effective teaching, then student performance will increase and achievement gaps will narrow( http://www.linkedin.com/groups/Theories-Action-Teacher-Effectiveness).
Education is the compilation and product of many and varied resources. Among these, teachers stand out as a key to realizing the high standards that are increasingly emphasized in schools and school systems across the country. Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher. Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attributes really contribute to desired educational outcomes. Policy makers are left with questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education (Rice, 2003).
Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. The importance of teacher quality is noted by the National Academies (2007) in Web information on its Study of Teacher Preparation Programs: “Teacher quality is widely recognized by policymakers, practitioners, and researchers alike to be the most powerful school-related influence on a child’s academic performance.”
There are some considerations before one can tell that a teacher is successful in his/her teaching. They say that successful teachers have a deep understanding of the subjects they teach, use appropriate instructional methods, and apply various classroom assessment strategies. These teachers participate in sustained, intellectually rigorous professional learning regarding the subjects they teach, the strategies they use to teach those subjects, the findings of cognitive scientists regarding human learning, and the means by which they assess student progress in achieving high academic standards.
Brooks (1993) added that teachers depend on other knowledge and skills to facilitate student success. Examples of such additional content include classroom management, fundamental technological skills that increase teacher productivity, as well as mentoring and coaching skills for teacher leaders. Again, teachers must experience appropriate staff development designs to facilitate the desired outcome for students.
In her analysis of teacher preparation and student achievement across states, Darling-Hammond (2000) as cited by Rice (2003) reports that “measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status.” She contends that measures of teacher quality are more strongly related to student achievement than other kinds of educational investments such as reduced class size, overall spending on education, and teacher salaries.
The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students’ access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement.
Review of Related Literature
There is a mismatch in the supply and demand of quality teachers. Hirsch (2000) said that many students preparing to become teachers are not majoring in subject areas that match the needs of schools and districts experiencing shortages. Even in states that produce enough new teachers to meet overall demand, there remain acute shortages in mathematics, science, bilingual, and special education. Moreover, many teaching candidates prefer suburban districts. They are unwilling to teach in many urban and rural schools. Hammond (2000) claimed that quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. However, Rice (2003) as cited by Goe (2007) found out that teacher certification seems to matter for high school mathematics, but there is little indication of its relationship to student achievement in lower grades. There was no indication of a difference in student outcomes for teachers who gained certification through an alternate route. Betts et al. as cited by Goe (2007) found out that the correlations among teachers’ qualifications and student achievement varied substantially across subjects. Teachers with master’s degrees contributed marginally more to increase mathematics scores than teachers with only bachelor’s degrees. In middle school, gains in reading were correlated with teachers holding Ph. D.s in any subject (for English teachers). Students’ scores in middle school and high school were negatively impacted by having a teacher who held only an emergency credential. In middle and high school mathematics, a teacher’s mathematics authorization (a proxy for subject-area knowledge) was the best teacher level predictor of student achievement.
Recent research however indicated either insignificant or in some cases even negative association between possession of graduate degrees by a teacher and their students’ achievement in either math or reading Nye et al. (2004).
Monthly Income
No one has better influence in learning than teacher. In fact “the quality of the school is almost directly proportionate to the quality of classroom instruction given in that school and the quality of classroom instruction is very much dependent upon the quality of teachers who teach the subject.”
In order to attract and retain highly effective teachers and principals, it also needs to make targeted investments to incentivize change in the public education system. The need to begin by acknowledging that job structure and financial rewards are important motivators for employees no matter what their profession. Currently, too little attention is paid to creating the financial incentives necessary to recruit and retain an effective teacher workforce.
It is said that job level and salary are tangible reflection of the organization’s assessment of individual merit (Demaco and Lister, 1999). Satisfactory pay enhances the works to perform well, whereas, if paid lesser than they think they should be paid, absenteeism often occurs and thus, leading to a reduced output.
Many college students and teachers view low teacher salaries as a prime deterrent to entering and staying in the profession. State and local leaders complain that salaries that are below those offered in neighboring districts and states make it difficult to find and keep good teachers (National State Conference of Legislatures, 2009).
Job dissatisfaction, primarily due to poor salary, poor administrative support, and student discipline problems, is also among the most frequent reasons teachers give for leaving the profession Tye and O’Brien (2002); Ingersol and Macdonald (1999). Relatively low wages (especially considering the number of years of higher education that the average, state-certified teachers has completed) are frequently cited as a cause of teacher attrition.
Ferguson and Gilpin (2009) found evidence to support the hypothesis that when schools are faced with rigid wage structures that limit their ability to optimally choose teacher quality and quantity, they are more likely to make adjustments in the quality dimension than the quantity dimension.The use of incentive pay and its associated increased wage flexibility results in 1% higher average ability teachers. In addition, the study found out that the effect of salary schedules on teachers in math and science subjects has the strongest negative impact on ability for teachers at the high end of the ability distribution, where it was an additional 3.5% reduction in scholastic ability.
To elaborate how meager the salaries of teachers are, Doblon (2003) said that debt has already become a teacher’s part of life. Today, because of economic woes and inadequate salaries, most teachers resort to borrowing to survive. They borrow from usurers, apply for salary loans, mortgage their properties, use credit cards, and try to increase earnings through side businesses which affect teaching classroom performance.
The Ibon Facts and Figures (2000) showed that perhaps it is only in the Philippines where teachings as a profession also connotes delayed salaries, unpaid benefits, long working hours, overcrowded classroom, lack of facilities and sexual harassment. As a result, instead of teaching Filipino children, Filipino teachers are forced to teach foreigners (Johnson, 2003).
Halopi (2001) described what teachers are doing to make both ends meet. Others engage in small business like food and drink stalls or work as motorcycle /taxi drivers. With inadequate earnings, teachers are not expected to perform professionally.
Gender
Hendrickson (2008) pushed his students to find out how they feel their male teachers differed from their female teachers. The results: Male teachers tend to use sports analogies, such as "Standardized tests are the Super Bowl of knowledge." They are more tolerant of chitchat and are more likely to integrate active learning methods, including competitions and games, into the curriculum. They also tend to be funnier, the informal poll suggested.
Boys with difficulty reading actually respond better to female teachers, according to a new Canadian study (Science Daily Aug. 27, 2007). Research shows that boys develop higher positive self-perceptions as readers when they worked with female research assistants compared to working with male research assistants.
Age
Woessmann (2001) stated that age and experience affect student performance. If teacher’s age is held constant, then more years of experience are positively related to student performance. But if teacher’s experience is held constant, teacher’s age is negatively related to student performance. This may reflect the positive effects of having more experienced teachers combine with negative effects of large age differences between teachers and students. Aging teachers may not understand a younger generation as well as younger teachers, and their motivation levels may be in decline as well.
Length of Service
Strong motivation and high quality educational experience appear to be among the primary determinants of scientific achievements (Gordon, 1996). In like manner, the experience of an individual is of great importance in determining how he responds to any situations.
Noell (2004) pointed out in his preliminary findings that children taught by new teachers from teacher preparation program did not demonstrate as much growth in English/language arts as children being taught by experienced teachers. However, greater growth was demonstrated by children taught by teachers from different institutions. The preliminary analyses also identified one teacher preparation program whose new teacher taught children whose growth in learning in mathematics surpassed the growth of learning in mathematics of children taught by experienced teachers.
Maddahian (2004) also found out that there is strong evidence that both teacher experience and stability contribute significantly to reduce the achievement gap. A clear policy option is to assign more experienced teachers to schools where pronounced differences exist between the performances of diverse group of students.
An important consideration in the case of experience is the possibility of a highly nonlinear relationship between the quality of instruction and experience. Murnane and Phillips (1981) investigate the impact of experience with functions and find nonlinearities, although the actual estimates differ sharply across data samples. Rivkin, Hanushek and Kain (2005) also pursue a nonparametric investigation of experience and find that experience effects are concentrated in the first few years of teaching. Specifically, teachers in their first and, to a somewhat lesser extent, their second year tend to perform significantly worse in the classroom. Using a different estimation methodology, Hanushek et al. (2005) pinpoint the experience gains as arising during the first year of teaching, with essentially flat impacts of experience subsequently. Consequently, misspecification of the relationship between outcomes and experience likely contributed to the failure to find a systematic link between quality and experience.
Teacher’s experience has a more positive relationship with student achievement, but still the overall picture is not that strong. While a majority of the studies finds a positive effect, only a minority of all estimates provides statistically significant results. Even the subset of studies that use a value added approach and information from a single state produces a highly variable set of results.
Conceptual Framework
The schematic diagram of the study is shown in Figure 1.In the figure, the arrow pointing from left to right means that the students’ NAT performance in English,Science and Mathematics,Filipino,Araling Panlipunan and Overall result which is contained in the right box can be affected by the socio-demographic characteristics and CB-PAST of public secondary school teachers. The independent variables of the study are the age, sex, civil status, educational attainment, length of service and appointment and the CB-PAST of the Public School Teachers. The dependent variable is the Students’ NAT result in English ,Science and Mathematics, Filipino, Araling Panlipunan and Overall result.
Independent Variables Dependent Variables
Figure 1. Conceptual Framework showing the Relationship between the Independent and Dependent Variables. Kidapawan City. 2012.
Scope and Limitation of the Study
This study is limited only on the relationship of socio-demographic characteristics and CB-PAST of public secondary school teachers and the NAT result in Public second year students in Kidapawan City Division. The socio-demographic characteristics included in the study were age, gender, civil status, educational attainment, length of service and appointment. The students’ NAT result for second year was also included.
Seven public secondary schools of Kidapawan City Division namely Juan P. Jalipa Memorial National High School (JPJMNHS ), Kalaisan National High School ( KNHS ), Spottswood National High School ( SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ) were included in the study. All secondary teachers teaching in Year II Math, English and Science, Filipino and Araling Panlipunan last school year 2010-2011 in seven identified schools were the respondents of the study. This study was conducted from November 2011 to February 2012.
Significance of the Study
Findings of this study will be beneficial to the following:
To the Students They will have the benefit of instruction at high level of proficiency from the teachers.
To the Teachers
This study will serve as point of reflection for teachers to be responsible to enhance their level of performance. It can also be a good source of information for them to identify their strengths and weaknesses which will help them improve as better teachers in the future.
Administrators
They will be able to evaluate teachers’ performance and identify their strengths and weaknesses, so they can program alternative ways of sustaining their strengths and improve their weaknesses.
Other researchers Future researches will benefit from this result since findings and conclusions will give vital information and broaden understanding on teaching performance of the public secondary school teachers.
Definition of Terms
The relevant terminologies used in this study are explicitly explained, lexically and operationally defined for clarity and better understanding of the contents. They are as follows:
Achievement. In this study, it refers to the annual test given by the National Education Testing and Research Center (NETRC) to administer the NAT to all second year public high school students in the country. Age. This refers to the number of years of existence of the respondents since birth. Appointment.This refers to permanent and locally paid teachers. CB-PAST. This refers to the appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155. The first purpose is formative-developmental in natures which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners. The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. Civil Status. This refers to single, married, widow/er or separated state of the respondents. In the study, it is categorized as follows: single; married; widow/er; and, separated. Division of Kidapawan City. This means the City Division of Kidapawan as a separate division from the mother division – Cotabato Division after the approval of the cityhood in 1998. Educational Attainment. It refers to the highest academic degree attained by a school head as respondents. In the study, it is categorized as follows: bachelor’s degree; BS with MA/MS units, Master’s degree; Master’s degree with Ed. D/ Ph. D. units; Ed. D./ Ph. D. Length of Service. This refers to the number of years of experience in the teaching profession, regardless of status or position. National Achievement Test .This refers to the annual assessment given by the National Educational Testing Research Center (NETRC) to determine what the students know, understand and are capable of doing at their level. NAT for second year comprises five basic subjects, namely, Mathematics, English, Science, Filipino and Araling Panlipunan. 60 items are allotted for each subject, with a total of 300 items for the entire test. Sex. In this study, it is categorized as follows: male; and female. Socio-demographic Characteristics.In this study, this refers to age, sex, civil status, educational attainment, teaching experience and appointment. Teacher. This means all persons engaged in classroom teaching in any level of instruction, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors. Teachers’ Performance – This refers to the assessment of the performance of teachers basing on his/her instructional competence, professional and personal characteristics and quality/attendance. The Performance Appraisal System for Teachers is the instrument used in assessing the teachers’ performance. Secondary Public school teachers-It refers to permanent and locally funded second year English, Science, Mathematics, Filipino and Araling Panlipunan teachers.
CHAPTER II
METHODS
This chapter discusses the research design, setting, respondents of the study, measures and data gathering procedures.
Research Design The correlational descriptive or survey research design was used in this study to find out the influence of teachers’ socio-demographic characteristics and their CB-PAST and the students’ NAT performance in English, Science, Mathematics, Filipino and Araling Panlipunan and in overall result. It was correlational research design since it examines the relationship between two or more existing (non-manipulated) variables identified in the study.
Setting
This study included 7 public secondary schools in Zone III of Kidapawan City Division namely: Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School ( KNHS ), Spottswood National High School (SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ).
Respondents The respondents of this study were thirty four 34 public second year English, Science and Mathematics, Filipino and Araling Panlipunan teachers of school year 2010-2011.Total enumeration of the population was used.
Measures
The researcher made use of a questionnaire as the tool in gathering data.
There were three instruments used.
A. Instrument I
This was a Teacher Respondent Questionnaires (TRQ). This would gather data on the socio-demographic profile of the public secondary teachers.
B. Instrument II
The second instrument used was CB-PAST rating to gather the necessary information on the teachers’ performance as rated by teacher themselves, the school heads and their peers using the Performance Appraisal System (PAST).
C. Instrument III The third instrument was the gathered data on the students’ NAT performance.
Collection of data was done by distributing the questionnaires to teacher- respondents. When the questionnaires were retrieved, the responses were collated and tabulated. A subsequent and thorough study of all the data was done for an easy and orderly presentation by means of descriptive statistics. The Regression Analysis was employed to test the hypotheses. Frequency counts, percentages and means were used to describe the socio-demographic characteristics of the teachers.
Data Gathering Procedure
The researcher secured permission from the Schools Division Superintendent to undertake the study, upon its approval the researcher wrote a letter to the seven school heads and enclosed a copy of the Superintendent’s approval. After seeking the permission of the Schools Division Superintendent and School Heads to conduct the study, the researcher gathered data of the teachers’ socio-demographic profile.
The researcher also gathered the copy of the respondents’ Competency-Based Performance Appraisal system for Teachers (CB-PAST) ratings in the data bank from Division office and gathered the copy of the National Achievement Test ( NAT ) result of School Year 2010-2011 with the assistance of the personnel in-charge.
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the statistical presentation of the quantitative and qualitative data, narrative or textual explanation of the tabulated data, analysis and interpretation of the data.
Table 1.
Socio-demographic profile of the public secondary school teachers in the Division of Kidapawan City. CHARACTERISTICS FREQUENCY PERCENTAGE ( n = 34 )
Age
23 - 29 yrs 9 26.5 30 – 36 17 50.0 37 – 43 5 14.7 44 – 50 1 2.9 51 – 57 1 2.9 58 – 64 1 2.9 Sex Male 4 11.8 Female 30 88.2 Civil Status Single 4 11.8 Married 30 88.2 Educational Attainment BS Degree 15 44.1 BS Degree with MA/MS Units 16 47.1 MA/MS Degree 2 5.9
Table 1 continued….
MA/MS with Doctoral Units
1
2.9 Ed.D./Ph.D. 0 0 Length of Service 2 - 8 yr 27 79.4 9 – 15 3 8.8 16 – 22 3 8.8 23 – 29 0 0.0 30 – 36 1 2.9 Appointment Permanent 31 91.2 Contractual 3 8.8
Age
As shown in Table 1, majority (50%) of the respondents belong to the age bracket of 30 – 36 years old. Nine (26.5%) of the respondents are under the age bracket of 23 – 29 years old, 5 (14.7%) are within the age bracket of 37 – 43 years old. About 1 percent of them belong to ages 44-50 years old, 51-57 years old, and 58-64 years old, respectively.
This result implies that majority of the teacher -respondents were teaching towards late 30’s and can be considered young. Pauya as cited by Isla (2004) further disclosed as similar finding that age is one of the factors labeled as high in initiating structure and consideration.
Sex
Table 1 also shows that there are more female teachers with the frequency of 30 or 88.2 percent and only four males or 11.8 percent. The result implies that there are more female teachers in the division. This matches the findings of the study conducted by Crisvell and Betz (1995) that the greater percentage of the teaching forces is females. This supports the claim of Mclane (1980) as cited by Peralta (2008) that more organizations are opening their doors for female executives.
Civil Status
Most of the respondents were married with a frequency of 30 or 88.2 percent whereas single respondents have the frequency of 4 or 11.8 percent. The result indicates that married teachers dominated the population during the study.
Highest Educational Attainment
There were fifteen (15) or 44.1 percent BSED/BTE graduate whereas there were sixteen (16) or 47.1 percent BSED/BTE with MA units among respondents. This result implies that teachers are starting to develop themselves professionally.
Length of Service
In terms of the length of service of the respondents, most of the respondents have served in teaching from 2-8 years having the frequency of twenty seven (27) or 79.4 percent. It was followed by 9-15 years and 16-22 years having the frequency of 3 or 8.8 percent and 30-36 years of service having the frequency of 1 or 2.9 percent .This implies that most of the teacher respondents are still new in the teaching profession.
Appointment In terms of appointment, there are 31 or 91.2 percent of the teacher-respondents are having permanent appointment and only 3 or 8.8 percent are with contractual appointment. This implies that most of the respondents are having security of tenure in their teaching.
Table 2.
Level of performance of the public secondary school teachers based on the CB - PAST, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION A= Diversity of Learners 3.23 Very Satisfactory
B=Curriculum Content and pedagogy 3.09 Very Satisfactory
C=Planning, Assessing and Reporting 3.15 Very Satisfactory
D=Learning Environment 3.32 Very Satisfactory
E=Community Linkages 3.23 Very Satisfactory
F=Social Regard for Learning 3.25 Very Satisfactory
G=Personal, Social Growth and Professional Development 3.15 Very Satisfactory
Overall 3.20 Very Satisfactory
Note:
1.00 - 1.50 = Below Basic 1.51 - 2.50 = Satisfactory 2.51 - 3.50 = Very Satisfactory 3.51 - 4.00 = Outstanding
As indicated in Table 2, there are 7 domains found in CB-PAST. All seven (7) domains have very close mean ranging from 3.09 to 3.32 with a verbal description of very satisfactory. This implies that the teachers are performing the above standard expected of them.
Table 3.
Level of performance of the public second year students based on the National Achievement Test Result, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION English 49.89 Average Mastery Science 43.48 Average Mastery Mathematics 49.71 Average Mastery Filipino 62.21 Average Mastery Araling Panlipunan 60.21 Average Mastery Overall 53.10 Average Mastery
Note:
96%-100% = Mastered 86%-95% = Closely Approximately Mastered 66%-85% = Moving Towards Mastery 35%-65% = Average Mastery 15%-34% = Low Mastery 5%-14% = Very Low Mastery 0 - 4% = Absolutely No Mastery
As indicated in Table 3, there are 5 subjects having the NAT result. All five (5) subjects have very close mean ranging from 43.48 to 62.21 with a verbal description of average mastery. This implies that the students level of performance in the National Achievement Test ( NAT ) are below the standard mark of 75% as prescribed by DepEd memo no.79,s.2003.
Table 4.
Influence of socio-demographic characteristics of public secondary school teachers on their performance based from CB-PAST. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 3.3781 0.2687 12.5718 0.0000
Age -0.0170 0.0092 -1.8523 0.0749
Sex 0.2403 0.1087 2.2098* 0.0358
Civil Status 0.0017 0.1171 0.0149 0.9882
Educational Attainment 0.0985 0.0514 1.9157 0.0661
Length of Service 0.0087 0.0098 0.8883 0.3822
Appointment -0.0396 0.1300 -0.3046 0.7630
Multiple R-square = 0.3203
F-Value = 2.1207 ns
Probability = 0.0837 * = significant at 5% level ns = not significant at 5% level
As shown in Table 4, the combined contribution of the socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service, and appointment of the public secondary school teachers do not significantly influence their performance based from CB – PAST (F-value = 2.1207, p-value= 0.837). Taken singly, the teachers’ gender is found as significant predictor of such performance (t- value=2.2098, p=0.0358). The result further indicates that female teachers have higher performance than males. Furthermore, the result also leads to the acceptance of the null hypothesis that the socio-demographic characteristics of the public school teachers do not significantly influence their performance based from the CB-PAST.
Table 5.1.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in English. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 55.2354 7.8631 7.0246 0.0000
Age -0.1135 0.2693 -0.4213 0.6769
Sex 0.2208 3.1818 0.0694 0.9452
Civil Status 1.2136 3.4267 0.3541 0.7260
Educational Attainment 0.0337 1.5039 0.0224 0.9823
Length of Service 0.1895 0.2881 0.6576 0.5164
Appointment -4.4782 3.8029 -1.1776 0.2492
Multiple R-square = 0.0674
F-Value = 0.3252 ns
Probability = 0.9179 ns = not significant at 5% level
As indicated in table 5.1, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in English (F-value =0.3252, p – value=0.9179). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in English.
Table 5.2.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Science.
.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 52.8026 8.4235 6.2685 0.0000
Age -0.1182 0.2885 -0.4096 0.6853
Sex -0.6397 3.4086 -0.1877 0.8525
Civil Status -5.1695 3.6709 -1.4082 0.1705
Educational Attainment 0.5291 1.6111 0.3284 0.7451
Table 5.2 continued…
Length of Service 0.3381 0.3087 1.0953 0.2831
Appointment -3.6795 4.0740 -0.9032 0.3744
Multiple R-square = 0.1715
F-Value = 0.9318 ns
Probability = 0.4884 ns = not significant at 5% level As indicated in table 5.2, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Science (F-Value =0.9318, p– value=0.4884). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in Science.
Table 5.3.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Mathematics. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 47.5606 12.4167 3.8304 0.0007
Age -0.0031 0.4253 -0.0073 0.9943
Sex 0.3753 5.0244 0.0747 0.9410
Civil Status -1.0098 5.4111 -0.1866 0.8534
Educational Attainment 0.8120 2.3748 0.3419 0.7351
Length of Service 0.0931 0.4550 0.2046 0.8395
Appointment 0.8882 6.0052 0.1479 0.8835
Multiple R-square = 0.0179
F-Value = 0.0819 ns
Probability = 0.9976 ns = not significant at 5% level
As indicated in table 5.3, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Mathematics (F-Value =0.0819, p–value =0.9976). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Math performance.
Table 5.4.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Filipino. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 62.7489 6.1759 10.1602 0.0000
Age 0.0102 0.2115 0.0481 0.9620
Sex -1.3477 2.4991 -0.5393 0.5941
Civil Status 1.5835 2.6914 0.5883 0.5612
Educational Attainment -0.6092 1.1812 -0.5158 0.6102
Length of Service 0.0786 0.2263 0.3472 0.7311
Appointment -0.6807 2.9869 -0.2279 0.8215
Multiple R-square = 0.0506
F-Value = 0.2400 ns
Probability = 0.9592 ns = not significant at 5% level
As indicated in table 5.4, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Filipino (F-Value =0.2400, p – value =0.9592). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Filipino performance.
Table 5.5.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Araling Panlipunan. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 71.3892 5.8158 12.2750 0.0000
Age -0.1107 0.1992 -0.5556 0.5831
Sex -2.9753 2.3534 -1.2643 0.2169
Civil Status -1.1759 2.5345 -0.4640 0.6464
Educational Attainment -0.4744 1.1123 -0.4265 0.6731
Length of Service 0.3667 0.2131 1.7208 0.0967
Appointment -5.9741 2.8128 -2.1239* 0.0430
Multiple R-square = 0.2785
F-Value = 1.7371 ns
Probability = 0.1506 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.5, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Araling Panlipunan (F-Value =1.7371, p – value =0.1506). Taken singly, the appointment (β=-5.9741, t-Value = -2.1239, p = 0.0430) of the teacher-respondents is found as the significant predictor of students’ Araling Panlipunan performance in NAT. The result further indicates that students who are with teachers on temporary status perform better than those under the teachers who are in permanent status. This statement was supported by the results revealed large differences among teachers in their impacts on achievement and show that high quality instruction throughout primary school could substantially offset disadvantages associated with low socioeconomic background which is contributed to the trainings of neophyte teachers in terms of modern teaching strategies based on technology and new techniques (http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf).
Table 5.6.
Influence of socio-demographic characteristics of public secondary school teachers on their students' overall NAT performance. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 58.3762 5.2567 11.1051 0.0000
Age -0.0695 0.1800 -0.3860 0.7025
Sex -0.9267 2.1271 -0.4356 0.6666
Civil Status -0.9098 2.2908 -0.3971 0.6944
Educational Attainment 0.0267 1.0054 0.0266 0.9790
Length of Service 0.2181 0.1926 1.1323 0.2675
Appointment -2.9347 2.5424 -1.1543 0.2585
Multiple R-square = 0.1177
F-Value = 0.6004 ns
Probability = 0.7275 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.6, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ overall NAT performance (F-Value =0.6004, p – value =0.7275). Taken singly, none of the socio-demographic factors is considered as significant predictor of the overall NAT performance. The result leads to the acceptance of the null hypothesis that the socio-demographic characteristics of public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Table 6.1.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' NAT performance in English.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 30.2917 13.7130 2.2090 0.0345
Teachers' Performance 6.1309 4.2811 1.4321 0.1618
Multiple R-square = 0.0602
F-Value = 2.0509 ns
Probability = 0.1618 ns = not significant at 5% level
Table 6.1 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in English (F-Value = 2.0509, p – value = 0.1618).
Table 6.2.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Science.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 22.9907 15.6630 1.4678 0.1519
Teachers' Performance 6.4114 4.8899 1.3111 0.1991
Multiple R-square = 0.0510
F-Value = 1.7191 ns
Probability = 0.1991 ns = not significant at 5% level
Table 6.2 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in Science (F-Value = 1.7191, p – value = 0.1991).
Table 6.3.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Mathematics.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant -9.2425 19.0982 -0.4839 0.6317
Teachers' Performance 18.4432 5.9623 3.0933* 0.0041
Multiple R-square = 0.2302
F-Value = 9.5685*
Probability = 0.0041 * = significant at 5% set level
Table 6.3 shows that public secondary school teachers' performance is a significant predictor of the students’ NAT performance in Math (β=18.4432, t-value=3.0333, p – value = 0.004). The result implies that the higher the performance of the teachers, the higher is their students’ NAT performance in Mathematics. It was further reflected that teachers’ classroom performance, as measured by TES scores, does predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicate that improving a teacher’s Overall Classroom Performance results as stipulated (http://educationnext.org/evaluating-teacher-effectiveness).
Table 6.4.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Filipino.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 55.5570 10.9488 5.0743 0.0000
Teachers' Performance 2.0799 3.4181 0.6085 0.5472
Multiple R-square = 0.0114
F-Value = 0.3703 ns
Probability = 0.5472 ns = not significant at 5% level
As indicated in Table 6.4, the public secondary school teachers' performance does not significantly influence their students’ NAT performance in Filipino (F-Value = 10.3703, p – value = 0.5472).
Table 6.5.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Araling Panlipunan.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 63.2557 11.8830 5.3232 0.0000
Teachers' Performance -0.9521 3.7098 -0.2566 0.7991
Multiple R-square = 0.0021
F-Value = 0.0659 ns
Probability = 0.7991 ns = not significant at 5% level
As indicated in Table 6.5, the public secondary school teachers' performance does not significantly influence the students’ NAT performance in Araling Panlipunan (F-Value = 0.0659, p – value = 0.7991).
Table 6.6.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' overall NAT performance.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 34.3198 9.1265 3.7605 0.0007
Teachers' Performance 5.9203 2.8492 2.0779* 0.0458
Multiple R-square = 0.345
F-Value = 4.3175*
Probability = 0.0458 * = significant at 5% level
As indicated in Table 6.6, the public secondary school teachers' performance is a significant predictor of the students’ overall NAT performance (F-Value = 4.3175, p – value = 0.0458). This implies that the higher the teachers’ performance as refelected in the CB-PAST, the higher is their students’ performance in NAT. In the same vein, it was found out that teachers’ classroom practices, as measured by TES scores, do predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicated that improving a student’s Overall Classroom Performance is dependent on teacher’s performance (http://educationnext.org/evaluating-teacher-effectiveness). The result also leads to the rejection of the null hypothesis that there is no significant relationship between the public school teachers’ performance based from the CB-PAST and their students’ overall NAT result .
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the statement of the main problem and sub-problems, hypotheses, summary of findings, conclusions and recommendations. This study aimed to ascertain socio-demographic characteristics of public school teachers and their CB-PAST in relation to the national achievement test (NAT) of second year students of Kidapawan City . Specifically, it sought to answer the following sub-problems:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary Schools’ students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
SUMMARY OF FINDINGS The following were the major findings of the study.
1. Majority of the public school teachers were from 30-36 years of age, female, married and have BS Degree. Most of them have been teaching for 2-8 years and permanent.
2. The level of performance of the public school teachers based on the CB-PAST in Kidapawan City Division was very satisfactory.
3. The NAT performance of public secondary students was in average mastery.
4. The combined contribution of the socio-demographic characteristics of public school teachers was found no significant influence on their performance based from their CB-PAST. The result also showed that sex as one of socio-demographic characteristics was a significant predictor of the performance of the school teachers.
5. The combined contribution of the socio-demographic characteristics of public school teachers had no significant influence on the students’ NAT’ performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.The result also showed that appointment as one of socio-demographic characteristics was a significant predictor of the performance of Araling Panlipunan teachers .
6. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
CONCLUSIONS Based on the given findings, the following are the drawn conclusions:
1. The school teachers’ socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service and appointment do not have significant influence on the school teachers’ performance based from the CB-PAST.
2. The socio-demographic characteristics of public school teachers were found no significant influence on the students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.
3. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
RECOMMENDATIONS Based on the aforementioned summary and conclusions, the following recommendations are made:
1. The findings of this study could be a guide to DepED officials especially the ranking committee by giving more importance to the factors in appointing and promoting qualified applicant in school teacher position.
2. Teachers should also be encouraged to pursue higher education by sending them to seminars or trainings and allowing them to enroll in graduate and post-graduate programs to enhance their competence in instruction and personal characteristics.
3. Teachers must follow in detail the instruction reflected in the CB-PAST for further study and comparison.
4. CB-PAST must be filled-up by the teachers in the most appropriate time for them to be guided in relation to NAT preparation.
5. Teachers should be oriented properly about CB-PAST and how it will help them grow professionally while teaching.
SUGGESTIONS FOR FURTHER STUDY The following are the suggested topics for further research:
1. A study that will determine the factors that contribute to the low performance of the second year students in Mathematics, English and Science.
2. A study that will determine other factors that may influence teachers' performance.
CHAPTER I
INTRODUCTION
Rationale
Teachers are an integral part of the Department of Education, the largest agency in the Philippine government with about half a million teachers and support staff. The department administers and supervises both the public and private elementary/primary and secondary schools which are referred to as the two levels in basic education. It is “a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs” (DECS Service Manual, 2000).
An interesting conceptualization of teaching is something that takes place only when learning does. Regardless what the teacher is doing in his classes; if his students are not learning something significant; he is considered not teaching well and when the students failed, the teacher failed more. As such, a potent evaluation tool and appropriate assessment system is used to reflect this purpose and respect the dignity of the students and how learning take its score (Aquino, 1989).
The purpose of research is to serve man and the goal of research is to make life better. Hence, effective assessment tool is directed to improve the teaching and learning process. The competence of teachers is a factor that is necessary and its effects on students follows through a working feedback mechanism scheme leading to the attainment of learning goals and the objectives of effective learning (Punzalan, 2005).
In this study, “Competency Based-Performance Appraisal System for Teachers (CB-PAST) and their Socio-demographic Factors in Relation to National Achievement Test (NAT) of Second year students in Kidapawan City Division” will be evaluated to determine how the teachers’ CB-PAST affects their respective disposition in relation to the National Achievement Test (NAT) given annually which includes the age, gender, civil status, educational attainment, length of service and appointment. The data to be gathered will be used as basis of reference for improving the students’ achievement with the teachers CB-PAST as an entity for comparison.
The seven public secondary schools of Kidapawan City Division are Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School (KNHS), Spottswood National High School (SNHS), Saniel-Cruz National High School(SCNHS),Mt.Apo National High School (MANHS),Linangkob National High School (LNHS)and Juan L. Gantuangco School of Arts and Trade (JLGSAT). These schools are all under Kidapawan City Division.
These schools are performing well in Regional and Division Achievement Tests given every year as per records compiled in the division office, but the scores have low performance levels in National Achievement Test specifically in Mathematics, Science and English. Hence, the researcher was prompted to undertake the investigation in order to determine the relationship of teachers CB-PAST and students’ performance in NAT and to institute necessary measures to improve the teaching-learning process and to improve assessment results.
Statement of the Problem
This study was focused on the CB-PAST and the teacher’s socio-demographic characteristics in relation to NAT result of second year students in Kidapawan City Division.
Specifically, it sought to answer the following questions:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary School students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
Assumptions
The following statements were the assumptions of the study:
1. The socio-demographic profile of public secondary school teachers in the Division of Kidapawan City affects the students’ NAT result.
2. The performance of the public secondary school teachers based from their CB-PAST affects the students’ performance.
3. The second year high school students for school year 2010-2011 of Kidapawan City Division has high or low level of the NAT result .
4. The socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST.
5. The socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. There exists a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Hypotheses
In this study, the following hypotheses were formulated and tested:
1. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their performance based from their CB-PAST.
2. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
3. There is no significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Theoretical Framework
This study is anchored on two theories. First is the Performance Management Theory of Action which emphasizes the importance of teachers’ educational background (SAT scores, class ranking in college) and performance characteristics (e.g., value-added contributions to student achievement, based on standardized test scores and compensation and evaluation histories) to describe teacher effectiveness. It is also anchored on Capacity Building Theory of Action, a theory that emphasizes on the importance of instructional capacity building and the use of practice-centered criteria grounded in research on teaching and learning to define the characteristics of effective teaching. This research underscores the importance of pedagogical content knowledge; classroom management skills; understanding of students’ social, cultural, and economic backgrounds; understanding of cognitive and human development; ability to collaborate with peers; and ability to cultivate partnerships with parents and the broader community as critical components of effective teaching.
The instructional capacity-building TOA reasons that if schools and school districts provide supports that build the capacity of teachers to address the elements of effective teaching, then student performance will increase and achievement gaps will narrow( http://www.linkedin.com/groups/Theories-Action-Teacher-Effectiveness).
Education is the compilation and product of many and varied resources. Among these, teachers stand out as a key to realizing the high standards that are increasingly emphasized in schools and school systems across the country. Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher. Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attributes really contribute to desired educational outcomes. Policy makers are left with questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education (Rice, 2003).
Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. The importance of teacher quality is noted by the National Academies (2007) in Web information on its Study of Teacher Preparation Programs: “Teacher quality is widely recognized by policymakers, practitioners, and researchers alike to be the most powerful school-related influence on a child’s academic performance.”
There are some considerations before one can tell that a teacher is successful in his/her teaching. They say that successful teachers have a deep understanding of the subjects they teach, use appropriate instructional methods, and apply various classroom assessment strategies. These teachers participate in sustained, intellectually rigorous professional learning regarding the subjects they teach, the strategies they use to teach those subjects, the findings of cognitive scientists regarding human learning, and the means by which they assess student progress in achieving high academic standards.
Brooks (1993) added that teachers depend on other knowledge and skills to facilitate student success. Examples of such additional content include classroom management, fundamental technological skills that increase teacher productivity, as well as mentoring and coaching skills for teacher leaders. Again, teachers must experience appropriate staff development designs to facilitate the desired outcome for students.
In her analysis of teacher preparation and student achievement across states, Darling-Hammond (2000) as cited by Rice (2003) reports that “measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status.” She contends that measures of teacher quality are more strongly related to student achievement than other kinds of educational investments such as reduced class size, overall spending on education, and teacher salaries.
The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students’ access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement.
Review of Related Literature
There is a mismatch in the supply and demand of quality teachers. Hirsch (2000) said that many students preparing to become teachers are not majoring in subject areas that match the needs of schools and districts experiencing shortages. Even in states that produce enough new teachers to meet overall demand, there remain acute shortages in mathematics, science, bilingual, and special education. Moreover, many teaching candidates prefer suburban districts. They are unwilling to teach in many urban and rural schools. Hammond (2000) claimed that quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. However, Rice (2003) as cited by Goe (2007) found out that teacher certification seems to matter for high school mathematics, but there is little indication of its relationship to student achievement in lower grades. There was no indication of a difference in student outcomes for teachers who gained certification through an alternate route. Betts et al. as cited by Goe (2007) found out that the correlations among teachers’ qualifications and student achievement varied substantially across subjects. Teachers with master’s degrees contributed marginally more to increase mathematics scores than teachers with only bachelor’s degrees. In middle school, gains in reading were correlated with teachers holding Ph. D.s in any subject (for English teachers). Students’ scores in middle school and high school were negatively impacted by having a teacher who held only an emergency credential. In middle and high school mathematics, a teacher’s mathematics authorization (a proxy for subject-area knowledge) was the best teacher level predictor of student achievement.
Recent research however indicated either insignificant or in some cases even negative association between possession of graduate degrees by a teacher and their students’ achievement in either math or reading Nye et al. (2004).
Monthly Income
No one has better influence in learning than teacher. In fact “the quality of the school is almost directly proportionate to the quality of classroom instruction given in that school and the quality of classroom instruction is very much dependent upon the quality of teachers who teach the subject.”
In order to attract and retain highly effective teachers and principals, it also needs to make targeted investments to incentivize change in the public education system. The need to begin by acknowledging that job structure and financial rewards are important motivators for employees no matter what their profession. Currently, too little attention is paid to creating the financial incentives necessary to recruit and retain an effective teacher workforce.
It is said that job level and salary are tangible reflection of the organization’s assessment of individual merit (Demaco and Lister, 1999). Satisfactory pay enhances the works to perform well, whereas, if paid lesser than they think they should be paid, absenteeism often occurs and thus, leading to a reduced output.
Many college students and teachers view low teacher salaries as a prime deterrent to entering and staying in the profession. State and local leaders complain that salaries that are below those offered in neighboring districts and states make it difficult to find and keep good teachers (National State Conference of Legislatures, 2009).
Job dissatisfaction, primarily due to poor salary, poor administrative support, and student discipline problems, is also among the most frequent reasons teachers give for leaving the profession Tye and O’Brien (2002); Ingersol and Macdonald (1999). Relatively low wages (especially considering the number of years of higher education that the average, state-certified teachers has completed) are frequently cited as a cause of teacher attrition.
Ferguson and Gilpin (2009) found evidence to support the hypothesis that when schools are faced with rigid wage structures that limit their ability to optimally choose teacher quality and quantity, they are more likely to make adjustments in the quality dimension than the quantity dimension.The use of incentive pay and its associated increased wage flexibility results in 1% higher average ability teachers. In addition, the study found out that the effect of salary schedules on teachers in math and science subjects has the strongest negative impact on ability for teachers at the high end of the ability distribution, where it was an additional 3.5% reduction in scholastic ability.
To elaborate how meager the salaries of teachers are, Doblon (2003) said that debt has already become a teacher’s part of life. Today, because of economic woes and inadequate salaries, most teachers resort to borrowing to survive. They borrow from usurers, apply for salary loans, mortgage their properties, use credit cards, and try to increase earnings through side businesses which affect teaching classroom performance.
The Ibon Facts and Figures (2000) showed that perhaps it is only in the Philippines where teachings as a profession also connotes delayed salaries, unpaid benefits, long working hours, overcrowded classroom, lack of facilities and sexual harassment. As a result, instead of teaching Filipino children, Filipino teachers are forced to teach foreigners (Johnson, 2003).
Halopi (2001) described what teachers are doing to make both ends meet. Others engage in small business like food and drink stalls or work as motorcycle /taxi drivers. With inadequate earnings, teachers are not expected to perform professionally.
Gender
Hendrickson (2008) pushed his students to find out how they feel their male teachers differed from their female teachers. The results: Male teachers tend to use sports analogies, such as "Standardized tests are the Super Bowl of knowledge." They are more tolerant of chitchat and are more likely to integrate active learning methods, including competitions and games, into the curriculum. They also tend to be funnier, the informal poll suggested.
Boys with difficulty reading actually respond better to female teachers, according to a new Canadian study (Science Daily Aug. 27, 2007). Research shows that boys develop higher positive self-perceptions as readers when they worked with female research assistants compared to working with male research assistants.
Age
Woessmann (2001) stated that age and experience affect student performance. If teacher’s age is held constant, then more years of experience are positively related to student performance. But if teacher’s experience is held constant, teacher’s age is negatively related to student performance. This may reflect the positive effects of having more experienced teachers combine with negative effects of large age differences between teachers and students. Aging teachers may not understand a younger generation as well as younger teachers, and their motivation levels may be in decline as well.
Length of Service
Strong motivation and high quality educational experience appear to be among the primary determinants of scientific achievements (Gordon, 1996). In like manner, the experience of an individual is of great importance in determining how he responds to any situations.
Noell (2004) pointed out in his preliminary findings that children taught by new teachers from teacher preparation program did not demonstrate as much growth in English/language arts as children being taught by experienced teachers. However, greater growth was demonstrated by children taught by teachers from different institutions. The preliminary analyses also identified one teacher preparation program whose new teacher taught children whose growth in learning in mathematics surpassed the growth of learning in mathematics of children taught by experienced teachers.
Maddahian (2004) also found out that there is strong evidence that both teacher experience and stability contribute significantly to reduce the achievement gap. A clear policy option is to assign more experienced teachers to schools where pronounced differences exist between the performances of diverse group of students.
An important consideration in the case of experience is the possibility of a highly nonlinear relationship between the quality of instruction and experience. Murnane and Phillips (1981) investigate the impact of experience with functions and find nonlinearities, although the actual estimates differ sharply across data samples. Rivkin, Hanushek and Kain (2005) also pursue a nonparametric investigation of experience and find that experience effects are concentrated in the first few years of teaching. Specifically, teachers in their first and, to a somewhat lesser extent, their second year tend to perform significantly worse in the classroom. Using a different estimation methodology, Hanushek et al. (2005) pinpoint the experience gains as arising during the first year of teaching, with essentially flat impacts of experience subsequently. Consequently, misspecification of the relationship between outcomes and experience likely contributed to the failure to find a systematic link between quality and experience.
Teacher’s experience has a more positive relationship with student achievement, but still the overall picture is not that strong. While a majority of the studies finds a positive effect, only a minority of all estimates provides statistically significant results. Even the subset of studies that use a value added approach and information from a single state produces a highly variable set of results.
Conceptual Framework
The schematic diagram of the study is shown in Figure 1.In the figure, the arrow pointing from left to right means that the students’ NAT performance in English,Science and Mathematics,Filipino,Araling Panlipunan and Overall result which is contained in the right box can be affected by the socio-demographic characteristics and CB-PAST of public secondary school teachers. The independent variables of the study are the age, sex, civil status, educational attainment, length of service and appointment and the CB-PAST of the Public School Teachers. The dependent variable is the Students’ NAT result in English ,Science and Mathematics, Filipino, Araling Panlipunan and Overall result.
Independent Variables Dependent Variables
Figure 1. Conceptual Framework showing the Relationship between the Independent and Dependent Variables. Kidapawan City. 2012.
Scope and Limitation of the Study
This study is limited only on the relationship of socio-demographic characteristics and CB-PAST of public secondary school teachers and the NAT result in Public second year students in Kidapawan City Division. The socio-demographic characteristics included in the study were age, gender, civil status, educational attainment, length of service and appointment. The students’ NAT result for second year was also included.
Seven public secondary schools of Kidapawan City Division namely Juan P. Jalipa Memorial National High School (JPJMNHS ), Kalaisan National High School ( KNHS ), Spottswood National High School ( SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ) were included in the study. All secondary teachers teaching in Year II Math, English and Science, Filipino and Araling Panlipunan last school year 2010-2011 in seven identified schools were the respondents of the study. This study was conducted from November 2011 to February 2012.
Significance of the Study
Findings of this study will be beneficial to the following:
To the Students They will have the benefit of instruction at high level of proficiency from the teachers.
To the Teachers
This study will serve as point of reflection for teachers to be responsible to enhance their level of performance. It can also be a good source of information for them to identify their strengths and weaknesses which will help them improve as better teachers in the future.
Administrators
They will be able to evaluate teachers’ performance and identify their strengths and weaknesses, so they can program alternative ways of sustaining their strengths and improve their weaknesses.
Other researchers Future researches will benefit from this result since findings and conclusions will give vital information and broaden understanding on teaching performance of the public secondary school teachers.
Definition of Terms
The relevant terminologies used in this study are explicitly explained, lexically and operationally defined for clarity and better understanding of the contents. They are as follows:
Achievement. In this study, it refers to the annual test given by the National Education Testing and Research Center (NETRC) to administer the NAT to all second year public high school students in the country. Age. This refers to the number of years of existence of the respondents since birth. Appointment.This refers to permanent and locally paid teachers. CB-PAST. This refers to the appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155. The first purpose is formative-developmental in natures which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners. The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. Civil Status. This refers to single, married, widow/er or separated state of the respondents. In the study, it is categorized as follows: single; married; widow/er; and, separated. Division of Kidapawan City. This means the City Division of Kidapawan as a separate division from the mother division – Cotabato Division after the approval of the cityhood in 1998. Educational Attainment. It refers to the highest academic degree attained by a school head as respondents. In the study, it is categorized as follows: bachelor’s degree; BS with MA/MS units, Master’s degree; Master’s degree with Ed. D/ Ph. D. units; Ed. D./ Ph. D. Length of Service. This refers to the number of years of experience in the teaching profession, regardless of status or position. National Achievement Test .This refers to the annual assessment given by the National Educational Testing Research Center (NETRC) to determine what the students know, understand and are capable of doing at their level. NAT for second year comprises five basic subjects, namely, Mathematics, English, Science, Filipino and Araling Panlipunan. 60 items are allotted for each subject, with a total of 300 items for the entire test. Sex. In this study, it is categorized as follows: male; and female. Socio-demographic Characteristics.In this study, this refers to age, sex, civil status, educational attainment, teaching experience and appointment. Teacher. This means all persons engaged in classroom teaching in any level of instruction, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors. Teachers’ Performance – This refers to the assessment of the performance of teachers basing on his/her instructional competence, professional and personal characteristics and quality/attendance. The Performance Appraisal System for Teachers is the instrument used in assessing the teachers’ performance. Secondary Public school teachers-It refers to permanent and locally funded second year English, Science, Mathematics, Filipino and Araling Panlipunan teachers.
CHAPTER II
METHODS
This chapter discusses the research design, setting, respondents of the study, measures and data gathering procedures.
Research Design The correlational descriptive or survey research design was used in this study to find out the influence of teachers’ socio-demographic characteristics and their CB-PAST and the students’ NAT performance in English, Science, Mathematics, Filipino and Araling Panlipunan and in overall result. It was correlational research design since it examines the relationship between two or more existing (non-manipulated) variables identified in the study.
Setting
This study included 7 public secondary schools in Zone III of Kidapawan City Division namely: Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School ( KNHS ), Spottswood National High School (SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ).
Respondents The respondents of this study were thirty four 34 public second year English, Science and Mathematics, Filipino and Araling Panlipunan teachers of school year 2010-2011.Total enumeration of the population was used.
Measures
The researcher made use of a questionnaire as the tool in gathering data.
There were three instruments used.
A. Instrument I
This was a Teacher Respondent Questionnaires (TRQ). This would gather data on the socio-demographic profile of the public secondary teachers.
B. Instrument II
The second instrument used was CB-PAST rating to gather the necessary information on the teachers’ performance as rated by teacher themselves, the school heads and their peers using the Performance Appraisal System (PAST).
C. Instrument III The third instrument was the gathered data on the students’ NAT performance.
Collection of data was done by distributing the questionnaires to teacher- respondents. When the questionnaires were retrieved, the responses were collated and tabulated. A subsequent and thorough study of all the data was done for an easy and orderly presentation by means of descriptive statistics. The Regression Analysis was employed to test the hypotheses. Frequency counts, percentages and means were used to describe the socio-demographic characteristics of the teachers.
Data Gathering Procedure
The researcher secured permission from the Schools Division Superintendent to undertake the study, upon its approval the researcher wrote a letter to the seven school heads and enclosed a copy of the Superintendent’s approval. After seeking the permission of the Schools Division Superintendent and School Heads to conduct the study, the researcher gathered data of the teachers’ socio-demographic profile.
The researcher also gathered the copy of the respondents’ Competency-Based Performance Appraisal system for Teachers (CB-PAST) ratings in the data bank from Division office and gathered the copy of the National Achievement Test ( NAT ) result of School Year 2010-2011 with the assistance of the personnel in-charge.
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the statistical presentation of the quantitative and qualitative data, narrative or textual explanation of the tabulated data, analysis and interpretation of the data.
Table 1.
Socio-demographic profile of the public secondary school teachers in the Division of Kidapawan City. CHARACTERISTICS FREQUENCY PERCENTAGE ( n = 34 )
Age
23 - 29 yrs 9 26.5 30 – 36 17 50.0 37 – 43 5 14.7 44 – 50 1 2.9 51 – 57 1 2.9 58 – 64 1 2.9 Sex Male 4 11.8 Female 30 88.2 Civil Status Single 4 11.8 Married 30 88.2 Educational Attainment BS Degree 15 44.1 BS Degree with MA/MS Units 16 47.1 MA/MS Degree 2 5.9
Table 1 continued….
MA/MS with Doctoral Units
1
2.9 Ed.D./Ph.D. 0 0 Length of Service 2 - 8 yr 27 79.4 9 – 15 3 8.8 16 – 22 3 8.8 23 – 29 0 0.0 30 – 36 1 2.9 Appointment Permanent 31 91.2 Contractual 3 8.8
Age
As shown in Table 1, majority (50%) of the respondents belong to the age bracket of 30 – 36 years old. Nine (26.5%) of the respondents are under the age bracket of 23 – 29 years old, 5 (14.7%) are within the age bracket of 37 – 43 years old. About 1 percent of them belong to ages 44-50 years old, 51-57 years old, and 58-64 years old, respectively.
This result implies that majority of the teacher -respondents were teaching towards late 30’s and can be considered young. Pauya as cited by Isla (2004) further disclosed as similar finding that age is one of the factors labeled as high in initiating structure and consideration.
Sex
Table 1 also shows that there are more female teachers with the frequency of 30 or 88.2 percent and only four males or 11.8 percent. The result implies that there are more female teachers in the division. This matches the findings of the study conducted by Crisvell and Betz (1995) that the greater percentage of the teaching forces is females. This supports the claim of Mclane (1980) as cited by Peralta (2008) that more organizations are opening their doors for female executives.
Civil Status
Most of the respondents were married with a frequency of 30 or 88.2 percent whereas single respondents have the frequency of 4 or 11.8 percent. The result indicates that married teachers dominated the population during the study.
Highest Educational Attainment
There were fifteen (15) or 44.1 percent BSED/BTE graduate whereas there were sixteen (16) or 47.1 percent BSED/BTE with MA units among respondents. This result implies that teachers are starting to develop themselves professionally.
Length of Service
In terms of the length of service of the respondents, most of the respondents have served in teaching from 2-8 years having the frequency of twenty seven (27) or 79.4 percent. It was followed by 9-15 years and 16-22 years having the frequency of 3 or 8.8 percent and 30-36 years of service having the frequency of 1 or 2.9 percent .This implies that most of the teacher respondents are still new in the teaching profession.
Appointment In terms of appointment, there are 31 or 91.2 percent of the teacher-respondents are having permanent appointment and only 3 or 8.8 percent are with contractual appointment. This implies that most of the respondents are having security of tenure in their teaching.
Table 2.
Level of performance of the public secondary school teachers based on the CB - PAST, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION A= Diversity of Learners 3.23 Very Satisfactory
B=Curriculum Content and pedagogy 3.09 Very Satisfactory
C=Planning, Assessing and Reporting 3.15 Very Satisfactory
D=Learning Environment 3.32 Very Satisfactory
E=Community Linkages 3.23 Very Satisfactory
F=Social Regard for Learning 3.25 Very Satisfactory
G=Personal, Social Growth and Professional Development 3.15 Very Satisfactory
Overall 3.20 Very Satisfactory
Note:
1.00 - 1.50 = Below Basic 1.51 - 2.50 = Satisfactory 2.51 - 3.50 = Very Satisfactory 3.51 - 4.00 = Outstanding
As indicated in Table 2, there are 7 domains found in CB-PAST. All seven (7) domains have very close mean ranging from 3.09 to 3.32 with a verbal description of very satisfactory. This implies that the teachers are performing the above standard expected of them.
Table 3.
Level of performance of the public second year students based on the National Achievement Test Result, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION English 49.89 Average Mastery Science 43.48 Average Mastery Mathematics 49.71 Average Mastery Filipino 62.21 Average Mastery Araling Panlipunan 60.21 Average Mastery Overall 53.10 Average Mastery
Note:
96%-100% = Mastered 86%-95% = Closely Approximately Mastered 66%-85% = Moving Towards Mastery 35%-65% = Average Mastery 15%-34% = Low Mastery 5%-14% = Very Low Mastery 0 - 4% = Absolutely No Mastery
As indicated in Table 3, there are 5 subjects having the NAT result. All five (5) subjects have very close mean ranging from 43.48 to 62.21 with a verbal description of average mastery. This implies that the students level of performance in the National Achievement Test ( NAT ) are below the standard mark of 75% as prescribed by DepEd memo no.79,s.2003.
Table 4.
Influence of socio-demographic characteristics of public secondary school teachers on their performance based from CB-PAST. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 3.3781 0.2687 12.5718 0.0000
Age -0.0170 0.0092 -1.8523 0.0749
Sex 0.2403 0.1087 2.2098* 0.0358
Civil Status 0.0017 0.1171 0.0149 0.9882
Educational Attainment 0.0985 0.0514 1.9157 0.0661
Length of Service 0.0087 0.0098 0.8883 0.3822
Appointment -0.0396 0.1300 -0.3046 0.7630
Multiple R-square = 0.3203
F-Value = 2.1207 ns
Probability = 0.0837 * = significant at 5% level ns = not significant at 5% level
As shown in Table 4, the combined contribution of the socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service, and appointment of the public secondary school teachers do not significantly influence their performance based from CB – PAST (F-value = 2.1207, p-value= 0.837). Taken singly, the teachers’ gender is found as significant predictor of such performance (t- value=2.2098, p=0.0358). The result further indicates that female teachers have higher performance than males. Furthermore, the result also leads to the acceptance of the null hypothesis that the socio-demographic characteristics of the public school teachers do not significantly influence their performance based from the CB-PAST.
Table 5.1.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in English. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 55.2354 7.8631 7.0246 0.0000
Age -0.1135 0.2693 -0.4213 0.6769
Sex 0.2208 3.1818 0.0694 0.9452
Civil Status 1.2136 3.4267 0.3541 0.7260
Educational Attainment 0.0337 1.5039 0.0224 0.9823
Length of Service 0.1895 0.2881 0.6576 0.5164
Appointment -4.4782 3.8029 -1.1776 0.2492
Multiple R-square = 0.0674
F-Value = 0.3252 ns
Probability = 0.9179 ns = not significant at 5% level
As indicated in table 5.1, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in English (F-value =0.3252, p – value=0.9179). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in English.
Table 5.2.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Science.
.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 52.8026 8.4235 6.2685 0.0000
Age -0.1182 0.2885 -0.4096 0.6853
Sex -0.6397 3.4086 -0.1877 0.8525
Civil Status -5.1695 3.6709 -1.4082 0.1705
Educational Attainment 0.5291 1.6111 0.3284 0.7451
Table 5.2 continued…
Length of Service 0.3381 0.3087 1.0953 0.2831
Appointment -3.6795 4.0740 -0.9032 0.3744
Multiple R-square = 0.1715
F-Value = 0.9318 ns
Probability = 0.4884 ns = not significant at 5% level As indicated in table 5.2, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Science (F-Value =0.9318, p– value=0.4884). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in Science.
Table 5.3.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Mathematics. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 47.5606 12.4167 3.8304 0.0007
Age -0.0031 0.4253 -0.0073 0.9943
Sex 0.3753 5.0244 0.0747 0.9410
Civil Status -1.0098 5.4111 -0.1866 0.8534
Educational Attainment 0.8120 2.3748 0.3419 0.7351
Length of Service 0.0931 0.4550 0.2046 0.8395
Appointment 0.8882 6.0052 0.1479 0.8835
Multiple R-square = 0.0179
F-Value = 0.0819 ns
Probability = 0.9976 ns = not significant at 5% level
As indicated in table 5.3, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Mathematics (F-Value =0.0819, p–value =0.9976). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Math performance.
Table 5.4.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Filipino. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 62.7489 6.1759 10.1602 0.0000
Age 0.0102 0.2115 0.0481 0.9620
Sex -1.3477 2.4991 -0.5393 0.5941
Civil Status 1.5835 2.6914 0.5883 0.5612
Educational Attainment -0.6092 1.1812 -0.5158 0.6102
Length of Service 0.0786 0.2263 0.3472 0.7311
Appointment -0.6807 2.9869 -0.2279 0.8215
Multiple R-square = 0.0506
F-Value = 0.2400 ns
Probability = 0.9592 ns = not significant at 5% level
As indicated in table 5.4, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Filipino (F-Value =0.2400, p – value =0.9592). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Filipino performance.
Table 5.5.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Araling Panlipunan. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 71.3892 5.8158 12.2750 0.0000
Age -0.1107 0.1992 -0.5556 0.5831
Sex -2.9753 2.3534 -1.2643 0.2169
Civil Status -1.1759 2.5345 -0.4640 0.6464
Educational Attainment -0.4744 1.1123 -0.4265 0.6731
Length of Service 0.3667 0.2131 1.7208 0.0967
Appointment -5.9741 2.8128 -2.1239* 0.0430
Multiple R-square = 0.2785
F-Value = 1.7371 ns
Probability = 0.1506 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.5, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Araling Panlipunan (F-Value =1.7371, p – value =0.1506). Taken singly, the appointment (β=-5.9741, t-Value = -2.1239, p = 0.0430) of the teacher-respondents is found as the significant predictor of students’ Araling Panlipunan performance in NAT. The result further indicates that students who are with teachers on temporary status perform better than those under the teachers who are in permanent status. This statement was supported by the results revealed large differences among teachers in their impacts on achievement and show that high quality instruction throughout primary school could substantially offset disadvantages associated with low socioeconomic background which is contributed to the trainings of neophyte teachers in terms of modern teaching strategies based on technology and new techniques (http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf).
Table 5.6.
Influence of socio-demographic characteristics of public secondary school teachers on their students' overall NAT performance. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 58.3762 5.2567 11.1051 0.0000
Age -0.0695 0.1800 -0.3860 0.7025
Sex -0.9267 2.1271 -0.4356 0.6666
Civil Status -0.9098 2.2908 -0.3971 0.6944
Educational Attainment 0.0267 1.0054 0.0266 0.9790
Length of Service 0.2181 0.1926 1.1323 0.2675
Appointment -2.9347 2.5424 -1.1543 0.2585
Multiple R-square = 0.1177
F-Value = 0.6004 ns
Probability = 0.7275 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.6, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ overall NAT performance (F-Value =0.6004, p – value =0.7275). Taken singly, none of the socio-demographic factors is considered as significant predictor of the overall NAT performance. The result leads to the acceptance of the null hypothesis that the socio-demographic characteristics of public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Table 6.1.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' NAT performance in English.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 30.2917 13.7130 2.2090 0.0345
Teachers' Performance 6.1309 4.2811 1.4321 0.1618
Multiple R-square = 0.0602
F-Value = 2.0509 ns
Probability = 0.1618 ns = not significant at 5% level
Table 6.1 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in English (F-Value = 2.0509, p – value = 0.1618).
Table 6.2.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Science.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 22.9907 15.6630 1.4678 0.1519
Teachers' Performance 6.4114 4.8899 1.3111 0.1991
Multiple R-square = 0.0510
F-Value = 1.7191 ns
Probability = 0.1991 ns = not significant at 5% level
Table 6.2 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in Science (F-Value = 1.7191, p – value = 0.1991).
Table 6.3.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Mathematics.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant -9.2425 19.0982 -0.4839 0.6317
Teachers' Performance 18.4432 5.9623 3.0933* 0.0041
Multiple R-square = 0.2302
F-Value = 9.5685*
Probability = 0.0041 * = significant at 5% set level
Table 6.3 shows that public secondary school teachers' performance is a significant predictor of the students’ NAT performance in Math (β=18.4432, t-value=3.0333, p – value = 0.004). The result implies that the higher the performance of the teachers, the higher is their students’ NAT performance in Mathematics. It was further reflected that teachers’ classroom performance, as measured by TES scores, does predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicate that improving a teacher’s Overall Classroom Performance results as stipulated (http://educationnext.org/evaluating-teacher-effectiveness).
Table 6.4.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Filipino.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 55.5570 10.9488 5.0743 0.0000
Teachers' Performance 2.0799 3.4181 0.6085 0.5472
Multiple R-square = 0.0114
F-Value = 0.3703 ns
Probability = 0.5472 ns = not significant at 5% level
As indicated in Table 6.4, the public secondary school teachers' performance does not significantly influence their students’ NAT performance in Filipino (F-Value = 10.3703, p – value = 0.5472).
Table 6.5.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Araling Panlipunan.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 63.2557 11.8830 5.3232 0.0000
Teachers' Performance -0.9521 3.7098 -0.2566 0.7991
Multiple R-square = 0.0021
F-Value = 0.0659 ns
Probability = 0.7991 ns = not significant at 5% level
As indicated in Table 6.5, the public secondary school teachers' performance does not significantly influence the students’ NAT performance in Araling Panlipunan (F-Value = 0.0659, p – value = 0.7991).
Table 6.6.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' overall NAT performance.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 34.3198 9.1265 3.7605 0.0007
Teachers' Performance 5.9203 2.8492 2.0779* 0.0458
Multiple R-square = 0.345
F-Value = 4.3175*
Probability = 0.0458 * = significant at 5% level
As indicated in Table 6.6, the public secondary school teachers' performance is a significant predictor of the students’ overall NAT performance (F-Value = 4.3175, p – value = 0.0458). This implies that the higher the teachers’ performance as refelected in the CB-PAST, the higher is their students’ performance in NAT. In the same vein, it was found out that teachers’ classroom practices, as measured by TES scores, do predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicated that improving a student’s Overall Classroom Performance is dependent on teacher’s performance (http://educationnext.org/evaluating-teacher-effectiveness). The result also leads to the rejection of the null hypothesis that there is no significant relationship between the public school teachers’ performance based from the CB-PAST and their students’ overall NAT result .
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the statement of the main problem and sub-problems, hypotheses, summary of findings, conclusions and recommendations. This study aimed to ascertain socio-demographic characteristics of public school teachers and their CB-PAST in relation to the national achievement test (NAT) of second year students of Kidapawan City . Specifically, it sought to answer the following sub-problems:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary Schools’ students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
SUMMARY OF FINDINGS The following were the major findings of the study.
1. Majority of the public school teachers were from 30-36 years of age, female, married and have BS Degree. Most of them have been teaching for 2-8 years and permanent.
2. The level of performance of the public school teachers based on the CB-PAST in Kidapawan City Division was very satisfactory.
3. The NAT performance of public secondary students was in average mastery.
4. The combined contribution of the socio-demographic characteristics of public school teachers was found no significant influence on their performance based from their CB-PAST. The result also showed that sex as one of socio-demographic characteristics was a significant predictor of the performance of the school teachers.
5. The combined contribution of the socio-demographic characteristics of public school teachers had no significant influence on the students’ NAT’ performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.The result also showed that appointment as one of socio-demographic characteristics was a significant predictor of the performance of Araling Panlipunan teachers .
6. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
CONCLUSIONS Based on the given findings, the following are the drawn conclusions:
1. The school teachers’ socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service and appointment do not have significant influence on the school teachers’ performance based from the CB-PAST.
2. The socio-demographic characteristics of public school teachers were found no significant influence on the students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.
3. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
RECOMMENDATIONS Based on the aforementioned summary and conclusions, the following recommendations are made:
1. The findings of this study could be a guide to DepED officials especially the ranking committee by giving more importance to the factors in appointing and promoting qualified applicant in school teacher position.
2. Teachers should also be encouraged to pursue higher education by sending them to seminars or trainings and allowing them to enroll in graduate and post-graduate programs to enhance their competence in instruction and personal characteristics.
3. Teachers must follow in detail the instruction reflected in the CB-PAST for further study and comparison.
4. CB-PAST must be filled-up by the teachers in the most appropriate time for them to be guided in relation to NAT preparation.
5. Teachers should be oriented properly about CB-PAST and how it will help them grow professionally while teaching.
SUGGESTIONS FOR FURTHER STUDY The following are the suggested topics for further research:
1. A study that will determine the factors that contribute to the low performance of the second year students in Mathematics, English and Science.
2. A study that will determine other factors that may influence teachers' performance.
INTRODUCTION
Rationale
Teachers are an integral part of the Department of Education, the largest agency in the Philippine government with about half a million teachers and support staff. The department administers and supervises both the public and private elementary/primary and secondary schools which are referred to as the two levels in basic education. It is “a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs” (DECS Service Manual, 2000).
An interesting conceptualization of teaching is something that takes place only when learning does. Regardless what the teacher is doing in his classes; if his students are not learning something significant; he is considered not teaching well and when the students failed, the teacher failed more. As such, a potent evaluation tool and appropriate assessment system is used to reflect this purpose and respect the dignity of the students and how learning take its score (Aquino, 1989).
The purpose of research is to serve man and the goal of research is to make life better. Hence, effective assessment tool is directed to improve the teaching and learning process. The competence of teachers is a factor that is necessary and its effects on students follows through a working feedback mechanism scheme leading to the attainment of learning goals and the objectives of effective learning (Punzalan, 2005).
In this study, “Competency Based-Performance Appraisal System for Teachers (CB-PAST) and their Socio-demographic Factors in Relation to National Achievement Test (NAT) of Second year students in Kidapawan City Division” will be evaluated to determine how the teachers’ CB-PAST affects their respective disposition in relation to the National Achievement Test (NAT) given annually which includes the age, gender, civil status, educational attainment, length of service and appointment. The data to be gathered will be used as basis of reference for improving the students’ achievement with the teachers CB-PAST as an entity for comparison.
The seven public secondary schools of Kidapawan City Division are Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School (KNHS), Spottswood National High School (SNHS), Saniel-Cruz National High School(SCNHS),Mt.Apo National High School (MANHS),Linangkob National High School (LNHS)and Juan L. Gantuangco School of Arts and Trade (JLGSAT). These schools are all under Kidapawan City Division.
These schools are performing well in Regional and Division Achievement Tests given every year as per records compiled in the division office, but the scores have low performance levels in National Achievement Test specifically in Mathematics, Science and English. Hence, the researcher was prompted to undertake the investigation in order to determine the relationship of teachers CB-PAST and students’ performance in NAT and to institute necessary measures to improve the teaching-learning process and to improve assessment results.
Statement of the Problem
This study was focused on the CB-PAST and the teacher’s socio-demographic characteristics in relation to NAT result of second year students in Kidapawan City Division.
Specifically, it sought to answer the following questions:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary School students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
Assumptions
The following statements were the assumptions of the study:
1. The socio-demographic profile of public secondary school teachers in the Division of Kidapawan City affects the students’ NAT result.
2. The performance of the public secondary school teachers based from their CB-PAST affects the students’ performance.
3. The second year high school students for school year 2010-2011 of Kidapawan City Division has high or low level of the NAT result .
4. The socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST.
5. The socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. There exists a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Hypotheses
In this study, the following hypotheses were formulated and tested:
1. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their performance based from their CB-PAST.
2. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
3. There is no significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Theoretical Framework
This study is anchored on two theories. First is the Performance Management Theory of Action which emphasizes the importance of teachers’ educational background (SAT scores, class ranking in college) and performance characteristics (e.g., value-added contributions to student achievement, based on standardized test scores and compensation and evaluation histories) to describe teacher effectiveness. It is also anchored on Capacity Building Theory of Action, a theory that emphasizes on the importance of instructional capacity building and the use of practice-centered criteria grounded in research on teaching and learning to define the characteristics of effective teaching. This research underscores the importance of pedagogical content knowledge; classroom management skills; understanding of students’ social, cultural, and economic backgrounds; understanding of cognitive and human development; ability to collaborate with peers; and ability to cultivate partnerships with parents and the broader community as critical components of effective teaching.
The instructional capacity-building TOA reasons that if schools and school districts provide supports that build the capacity of teachers to address the elements of effective teaching, then student performance will increase and achievement gaps will narrow( http://www.linkedin.com/groups/Theories-Action-Teacher-Effectiveness).
Education is the compilation and product of many and varied resources. Among these, teachers stand out as a key to realizing the high standards that are increasingly emphasized in schools and school systems across the country. Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher. Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attributes really contribute to desired educational outcomes. Policy makers are left with questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education (Rice, 2003).
Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. The importance of teacher quality is noted by the National Academies (2007) in Web information on its Study of Teacher Preparation Programs: “Teacher quality is widely recognized by policymakers, practitioners, and researchers alike to be the most powerful school-related influence on a child’s academic performance.”
There are some considerations before one can tell that a teacher is successful in his/her teaching. They say that successful teachers have a deep understanding of the subjects they teach, use appropriate instructional methods, and apply various classroom assessment strategies. These teachers participate in sustained, intellectually rigorous professional learning regarding the subjects they teach, the strategies they use to teach those subjects, the findings of cognitive scientists regarding human learning, and the means by which they assess student progress in achieving high academic standards.
Brooks (1993) added that teachers depend on other knowledge and skills to facilitate student success. Examples of such additional content include classroom management, fundamental technological skills that increase teacher productivity, as well as mentoring and coaching skills for teacher leaders. Again, teachers must experience appropriate staff development designs to facilitate the desired outcome for students.
In her analysis of teacher preparation and student achievement across states, Darling-Hammond (2000) as cited by Rice (2003) reports that “measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status.” She contends that measures of teacher quality are more strongly related to student achievement than other kinds of educational investments such as reduced class size, overall spending on education, and teacher salaries.
The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students’ access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement.
Review of Related Literature
There is a mismatch in the supply and demand of quality teachers. Hirsch (2000) said that many students preparing to become teachers are not majoring in subject areas that match the needs of schools and districts experiencing shortages. Even in states that produce enough new teachers to meet overall demand, there remain acute shortages in mathematics, science, bilingual, and special education. Moreover, many teaching candidates prefer suburban districts. They are unwilling to teach in many urban and rural schools. Hammond (2000) claimed that quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. However, Rice (2003) as cited by Goe (2007) found out that teacher certification seems to matter for high school mathematics, but there is little indication of its relationship to student achievement in lower grades. There was no indication of a difference in student outcomes for teachers who gained certification through an alternate route. Betts et al. as cited by Goe (2007) found out that the correlations among teachers’ qualifications and student achievement varied substantially across subjects. Teachers with master’s degrees contributed marginally more to increase mathematics scores than teachers with only bachelor’s degrees. In middle school, gains in reading were correlated with teachers holding Ph. D.s in any subject (for English teachers). Students’ scores in middle school and high school were negatively impacted by having a teacher who held only an emergency credential. In middle and high school mathematics, a teacher’s mathematics authorization (a proxy for subject-area knowledge) was the best teacher level predictor of student achievement.
Recent research however indicated either insignificant or in some cases even negative association between possession of graduate degrees by a teacher and their students’ achievement in either math or reading Nye et al. (2004).
Monthly Income
No one has better influence in learning than teacher. In fact “the quality of the school is almost directly proportionate to the quality of classroom instruction given in that school and the quality of classroom instruction is very much dependent upon the quality of teachers who teach the subject.”
In order to attract and retain highly effective teachers and principals, it also needs to make targeted investments to incentivize change in the public education system. The need to begin by acknowledging that job structure and financial rewards are important motivators for employees no matter what their profession. Currently, too little attention is paid to creating the financial incentives necessary to recruit and retain an effective teacher workforce.
It is said that job level and salary are tangible reflection of the organization’s assessment of individual merit (Demaco and Lister, 1999). Satisfactory pay enhances the works to perform well, whereas, if paid lesser than they think they should be paid, absenteeism often occurs and thus, leading to a reduced output.
Many college students and teachers view low teacher salaries as a prime deterrent to entering and staying in the profession. State and local leaders complain that salaries that are below those offered in neighboring districts and states make it difficult to find and keep good teachers (National State Conference of Legislatures, 2009).
Job dissatisfaction, primarily due to poor salary, poor administrative support, and student discipline problems, is also among the most frequent reasons teachers give for leaving the profession Tye and O’Brien (2002); Ingersol and Macdonald (1999). Relatively low wages (especially considering the number of years of higher education that the average, state-certified teachers has completed) are frequently cited as a cause of teacher attrition.
Ferguson and Gilpin (2009) found evidence to support the hypothesis that when schools are faced with rigid wage structures that limit their ability to optimally choose teacher quality and quantity, they are more likely to make adjustments in the quality dimension than the quantity dimension.The use of incentive pay and its associated increased wage flexibility results in 1% higher average ability teachers. In addition, the study found out that the effect of salary schedules on teachers in math and science subjects has the strongest negative impact on ability for teachers at the high end of the ability distribution, where it was an additional 3.5% reduction in scholastic ability.
To elaborate how meager the salaries of teachers are, Doblon (2003) said that debt has already become a teacher’s part of life. Today, because of economic woes and inadequate salaries, most teachers resort to borrowing to survive. They borrow from usurers, apply for salary loans, mortgage their properties, use credit cards, and try to increase earnings through side businesses which affect teaching classroom performance.
The Ibon Facts and Figures (2000) showed that perhaps it is only in the Philippines where teachings as a profession also connotes delayed salaries, unpaid benefits, long working hours, overcrowded classroom, lack of facilities and sexual harassment. As a result, instead of teaching Filipino children, Filipino teachers are forced to teach foreigners (Johnson, 2003).
Halopi (2001) described what teachers are doing to make both ends meet. Others engage in small business like food and drink stalls or work as motorcycle /taxi drivers. With inadequate earnings, teachers are not expected to perform professionally.
Gender
Hendrickson (2008) pushed his students to find out how they feel their male teachers differed from their female teachers. The results: Male teachers tend to use sports analogies, such as "Standardized tests are the Super Bowl of knowledge." They are more tolerant of chitchat and are more likely to integrate active learning methods, including competitions and games, into the curriculum. They also tend to be funnier, the informal poll suggested.
Boys with difficulty reading actually respond better to female teachers, according to a new Canadian study (Science Daily Aug. 27, 2007). Research shows that boys develop higher positive self-perceptions as readers when they worked with female research assistants compared to working with male research assistants.
Age
Woessmann (2001) stated that age and experience affect student performance. If teacher’s age is held constant, then more years of experience are positively related to student performance. But if teacher’s experience is held constant, teacher’s age is negatively related to student performance. This may reflect the positive effects of having more experienced teachers combine with negative effects of large age differences between teachers and students. Aging teachers may not understand a younger generation as well as younger teachers, and their motivation levels may be in decline as well.
Length of Service
Strong motivation and high quality educational experience appear to be among the primary determinants of scientific achievements (Gordon, 1996). In like manner, the experience of an individual is of great importance in determining how he responds to any situations.
Noell (2004) pointed out in his preliminary findings that children taught by new teachers from teacher preparation program did not demonstrate as much growth in English/language arts as children being taught by experienced teachers. However, greater growth was demonstrated by children taught by teachers from different institutions. The preliminary analyses also identified one teacher preparation program whose new teacher taught children whose growth in learning in mathematics surpassed the growth of learning in mathematics of children taught by experienced teachers.
Maddahian (2004) also found out that there is strong evidence that both teacher experience and stability contribute significantly to reduce the achievement gap. A clear policy option is to assign more experienced teachers to schools where pronounced differences exist between the performances of diverse group of students.
An important consideration in the case of experience is the possibility of a highly nonlinear relationship between the quality of instruction and experience. Murnane and Phillips (1981) investigate the impact of experience with functions and find nonlinearities, although the actual estimates differ sharply across data samples. Rivkin, Hanushek and Kain (2005) also pursue a nonparametric investigation of experience and find that experience effects are concentrated in the first few years of teaching. Specifically, teachers in their first and, to a somewhat lesser extent, their second year tend to perform significantly worse in the classroom. Using a different estimation methodology, Hanushek et al. (2005) pinpoint the experience gains as arising during the first year of teaching, with essentially flat impacts of experience subsequently. Consequently, misspecification of the relationship between outcomes and experience likely contributed to the failure to find a systematic link between quality and experience.
Teacher’s experience has a more positive relationship with student achievement, but still the overall picture is not that strong. While a majority of the studies finds a positive effect, only a minority of all estimates provides statistically significant results. Even the subset of studies that use a value added approach and information from a single state produces a highly variable set of results.
Conceptual Framework
The schematic diagram of the study is shown in Figure 1.In the figure, the arrow pointing from left to right means that the students’ NAT performance in English,Science and Mathematics,Filipino,Araling Panlipunan and Overall result which is contained in the right box can be affected by the socio-demographic characteristics and CB-PAST of public secondary school teachers. The independent variables of the study are the age, sex, civil status, educational attainment, length of service and appointment and the CB-PAST of the Public School Teachers. The dependent variable is the Students’ NAT result in English ,Science and Mathematics, Filipino, Araling Panlipunan and Overall result.
Independent Variables Dependent Variables
Figure 1. Conceptual Framework showing the Relationship between the Independent and Dependent Variables. Kidapawan City. 2012.
Scope and Limitation of the Study
This study is limited only on the relationship of socio-demographic characteristics and CB-PAST of public secondary school teachers and the NAT result in Public second year students in Kidapawan City Division. The socio-demographic characteristics included in the study were age, gender, civil status, educational attainment, length of service and appointment. The students’ NAT result for second year was also included.
Seven public secondary schools of Kidapawan City Division namely Juan P. Jalipa Memorial National High School (JPJMNHS ), Kalaisan National High School ( KNHS ), Spottswood National High School ( SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ) were included in the study. All secondary teachers teaching in Year II Math, English and Science, Filipino and Araling Panlipunan last school year 2010-2011 in seven identified schools were the respondents of the study. This study was conducted from November 2011 to February 2012.
Significance of the Study
Findings of this study will be beneficial to the following:
To the Students They will have the benefit of instruction at high level of proficiency from the teachers.
To the Teachers
This study will serve as point of reflection for teachers to be responsible to enhance their level of performance. It can also be a good source of information for them to identify their strengths and weaknesses which will help them improve as better teachers in the future.
Administrators
They will be able to evaluate teachers’ performance and identify their strengths and weaknesses, so they can program alternative ways of sustaining their strengths and improve their weaknesses.
Other researchers Future researches will benefit from this result since findings and conclusions will give vital information and broaden understanding on teaching performance of the public secondary school teachers.
Definition of Terms
The relevant terminologies used in this study are explicitly explained, lexically and operationally defined for clarity and better understanding of the contents. They are as follows:
Achievement. In this study, it refers to the annual test given by the National Education Testing and Research Center (NETRC) to administer the NAT to all second year public high school students in the country. Age. This refers to the number of years of existence of the respondents since birth. Appointment.This refers to permanent and locally paid teachers. CB-PAST. This refers to the appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155. The first purpose is formative-developmental in natures which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners. The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. Civil Status. This refers to single, married, widow/er or separated state of the respondents. In the study, it is categorized as follows: single; married; widow/er; and, separated. Division of Kidapawan City. This means the City Division of Kidapawan as a separate division from the mother division – Cotabato Division after the approval of the cityhood in 1998. Educational Attainment. It refers to the highest academic degree attained by a school head as respondents. In the study, it is categorized as follows: bachelor’s degree; BS with MA/MS units, Master’s degree; Master’s degree with Ed. D/ Ph. D. units; Ed. D./ Ph. D. Length of Service. This refers to the number of years of experience in the teaching profession, regardless of status or position. National Achievement Test .This refers to the annual assessment given by the National Educational Testing Research Center (NETRC) to determine what the students know, understand and are capable of doing at their level. NAT for second year comprises five basic subjects, namely, Mathematics, English, Science, Filipino and Araling Panlipunan. 60 items are allotted for each subject, with a total of 300 items for the entire test. Sex. In this study, it is categorized as follows: male; and female. Socio-demographic Characteristics.In this study, this refers to age, sex, civil status, educational attainment, teaching experience and appointment. Teacher. This means all persons engaged in classroom teaching in any level of instruction, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors. Teachers’ Performance – This refers to the assessment of the performance of teachers basing on his/her instructional competence, professional and personal characteristics and quality/attendance. The Performance Appraisal System for Teachers is the instrument used in assessing the teachers’ performance. Secondary Public school teachers-It refers to permanent and locally funded second year English, Science, Mathematics, Filipino and Araling Panlipunan teachers.
CHAPTER II
METHODS
This chapter discusses the research design, setting, respondents of the study, measures and data gathering procedures.
Research Design The correlational descriptive or survey research design was used in this study to find out the influence of teachers’ socio-demographic characteristics and their CB-PAST and the students’ NAT performance in English, Science, Mathematics, Filipino and Araling Panlipunan and in overall result. It was correlational research design since it examines the relationship between two or more existing (non-manipulated) variables identified in the study.
Setting
This study included 7 public secondary schools in Zone III of Kidapawan City Division namely: Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School ( KNHS ), Spottswood National High School (SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ).
Respondents The respondents of this study were thirty four 34 public second year English, Science and Mathematics, Filipino and Araling Panlipunan teachers of school year 2010-2011.Total enumeration of the population was used.
Measures
The researcher made use of a questionnaire as the tool in gathering data.
There were three instruments used.
A. Instrument I
This was a Teacher Respondent Questionnaires (TRQ). This would gather data on the socio-demographic profile of the public secondary teachers.
B. Instrument II
The second instrument used was CB-PAST rating to gather the necessary information on the teachers’ performance as rated by teacher themselves, the school heads and their peers using the Performance Appraisal System (PAST).
C. Instrument III The third instrument was the gathered data on the students’ NAT performance.
Collection of data was done by distributing the questionnaires to teacher- respondents. When the questionnaires were retrieved, the responses were collated and tabulated. A subsequent and thorough study of all the data was done for an easy and orderly presentation by means of descriptive statistics. The Regression Analysis was employed to test the hypotheses. Frequency counts, percentages and means were used to describe the socio-demographic characteristics of the teachers.
Data Gathering Procedure
The researcher secured permission from the Schools Division Superintendent to undertake the study, upon its approval the researcher wrote a letter to the seven school heads and enclosed a copy of the Superintendent’s approval. After seeking the permission of the Schools Division Superintendent and School Heads to conduct the study, the researcher gathered data of the teachers’ socio-demographic profile.
The researcher also gathered the copy of the respondents’ Competency-Based Performance Appraisal system for Teachers (CB-PAST) ratings in the data bank from Division office and gathered the copy of the National Achievement Test ( NAT ) result of School Year 2010-2011 with the assistance of the personnel in-charge.
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the statistical presentation of the quantitative and qualitative data, narrative or textual explanation of the tabulated data, analysis and interpretation of the data.
Table 1.
Socio-demographic profile of the public secondary school teachers in the Division of Kidapawan City. CHARACTERISTICS FREQUENCY PERCENTAGE ( n = 34 )
Age
23 - 29 yrs 9 26.5 30 – 36 17 50.0 37 – 43 5 14.7 44 – 50 1 2.9 51 – 57 1 2.9 58 – 64 1 2.9 Sex Male 4 11.8 Female 30 88.2 Civil Status Single 4 11.8 Married 30 88.2 Educational Attainment BS Degree 15 44.1 BS Degree with MA/MS Units 16 47.1 MA/MS Degree 2 5.9
Table 1 continued….
MA/MS with Doctoral Units
1
2.9 Ed.D./Ph.D. 0 0 Length of Service 2 - 8 yr 27 79.4 9 – 15 3 8.8 16 – 22 3 8.8 23 – 29 0 0.0 30 – 36 1 2.9 Appointment Permanent 31 91.2 Contractual 3 8.8
Age
As shown in Table 1, majority (50%) of the respondents belong to the age bracket of 30 – 36 years old. Nine (26.5%) of the respondents are under the age bracket of 23 – 29 years old, 5 (14.7%) are within the age bracket of 37 – 43 years old. About 1 percent of them belong to ages 44-50 years old, 51-57 years old, and 58-64 years old, respectively.
This result implies that majority of the teacher -respondents were teaching towards late 30’s and can be considered young. Pauya as cited by Isla (2004) further disclosed as similar finding that age is one of the factors labeled as high in initiating structure and consideration.
Sex
Table 1 also shows that there are more female teachers with the frequency of 30 or 88.2 percent and only four males or 11.8 percent. The result implies that there are more female teachers in the division. This matches the findings of the study conducted by Crisvell and Betz (1995) that the greater percentage of the teaching forces is females. This supports the claim of Mclane (1980) as cited by Peralta (2008) that more organizations are opening their doors for female executives.
Civil Status
Most of the respondents were married with a frequency of 30 or 88.2 percent whereas single respondents have the frequency of 4 or 11.8 percent. The result indicates that married teachers dominated the population during the study.
Highest Educational Attainment
There were fifteen (15) or 44.1 percent BSED/BTE graduate whereas there were sixteen (16) or 47.1 percent BSED/BTE with MA units among respondents. This result implies that teachers are starting to develop themselves professionally.
Length of Service
In terms of the length of service of the respondents, most of the respondents have served in teaching from 2-8 years having the frequency of twenty seven (27) or 79.4 percent. It was followed by 9-15 years and 16-22 years having the frequency of 3 or 8.8 percent and 30-36 years of service having the frequency of 1 or 2.9 percent .This implies that most of the teacher respondents are still new in the teaching profession.
Appointment In terms of appointment, there are 31 or 91.2 percent of the teacher-respondents are having permanent appointment and only 3 or 8.8 percent are with contractual appointment. This implies that most of the respondents are having security of tenure in their teaching.
Table 2.
Level of performance of the public secondary school teachers based on the CB - PAST, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION A= Diversity of Learners 3.23 Very Satisfactory
B=Curriculum Content and pedagogy 3.09 Very Satisfactory
C=Planning, Assessing and Reporting 3.15 Very Satisfactory
D=Learning Environment 3.32 Very Satisfactory
E=Community Linkages 3.23 Very Satisfactory
F=Social Regard for Learning 3.25 Very Satisfactory
G=Personal, Social Growth and Professional Development 3.15 Very Satisfactory
Overall 3.20 Very Satisfactory
Note:
1.00 - 1.50 = Below Basic 1.51 - 2.50 = Satisfactory 2.51 - 3.50 = Very Satisfactory 3.51 - 4.00 = Outstanding
As indicated in Table 2, there are 7 domains found in CB-PAST. All seven (7) domains have very close mean ranging from 3.09 to 3.32 with a verbal description of very satisfactory. This implies that the teachers are performing the above standard expected of them.
Table 3.
Level of performance of the public second year students based on the National Achievement Test Result, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION English 49.89 Average Mastery Science 43.48 Average Mastery Mathematics 49.71 Average Mastery Filipino 62.21 Average Mastery Araling Panlipunan 60.21 Average Mastery Overall 53.10 Average Mastery
Note:
96%-100% = Mastered 86%-95% = Closely Approximately Mastered 66%-85% = Moving Towards Mastery 35%-65% = Average Mastery 15%-34% = Low Mastery 5%-14% = Very Low Mastery 0 - 4% = Absolutely No Mastery
As indicated in Table 3, there are 5 subjects having the NAT result. All five (5) subjects have very close mean ranging from 43.48 to 62.21 with a verbal description of average mastery. This implies that the students level of performance in the National Achievement Test ( NAT ) are below the standard mark of 75% as prescribed by DepEd memo no.79,s.2003.
Table 4.
Influence of socio-demographic characteristics of public secondary school teachers on their performance based from CB-PAST. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 3.3781 0.2687 12.5718 0.0000
Age -0.0170 0.0092 -1.8523 0.0749
Sex 0.2403 0.1087 2.2098* 0.0358
Civil Status 0.0017 0.1171 0.0149 0.9882
Educational Attainment 0.0985 0.0514 1.9157 0.0661
Length of Service 0.0087 0.0098 0.8883 0.3822
Appointment -0.0396 0.1300 -0.3046 0.7630
Multiple R-square = 0.3203
F-Value = 2.1207 ns
Probability = 0.0837 * = significant at 5% level ns = not significant at 5% level
As shown in Table 4, the combined contribution of the socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service, and appointment of the public secondary school teachers do not significantly influence their performance based from CB – PAST (F-value = 2.1207, p-value= 0.837). Taken singly, the teachers’ gender is found as significant predictor of such performance (t- value=2.2098, p=0.0358). The result further indicates that female teachers have higher performance than males. Furthermore, the result also leads to the acceptance of the null hypothesis that the socio-demographic characteristics of the public school teachers do not significantly influence their performance based from the CB-PAST.
Table 5.1.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in English. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 55.2354 7.8631 7.0246 0.0000
Age -0.1135 0.2693 -0.4213 0.6769
Sex 0.2208 3.1818 0.0694 0.9452
Civil Status 1.2136 3.4267 0.3541 0.7260
Educational Attainment 0.0337 1.5039 0.0224 0.9823
Length of Service 0.1895 0.2881 0.6576 0.5164
Appointment -4.4782 3.8029 -1.1776 0.2492
Multiple R-square = 0.0674
F-Value = 0.3252 ns
Probability = 0.9179 ns = not significant at 5% level
As indicated in table 5.1, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in English (F-value =0.3252, p – value=0.9179). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in English.
Table 5.2.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Science.
.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 52.8026 8.4235 6.2685 0.0000
Age -0.1182 0.2885 -0.4096 0.6853
Sex -0.6397 3.4086 -0.1877 0.8525
Civil Status -5.1695 3.6709 -1.4082 0.1705
Educational Attainment 0.5291 1.6111 0.3284 0.7451
Table 5.2 continued…
Length of Service 0.3381 0.3087 1.0953 0.2831
Appointment -3.6795 4.0740 -0.9032 0.3744
Multiple R-square = 0.1715
F-Value = 0.9318 ns
Probability = 0.4884 ns = not significant at 5% level As indicated in table 5.2, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Science (F-Value =0.9318, p– value=0.4884). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in Science.
Table 5.3.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Mathematics. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 47.5606 12.4167 3.8304 0.0007
Age -0.0031 0.4253 -0.0073 0.9943
Sex 0.3753 5.0244 0.0747 0.9410
Civil Status -1.0098 5.4111 -0.1866 0.8534
Educational Attainment 0.8120 2.3748 0.3419 0.7351
Length of Service 0.0931 0.4550 0.2046 0.8395
Appointment 0.8882 6.0052 0.1479 0.8835
Multiple R-square = 0.0179
F-Value = 0.0819 ns
Probability = 0.9976 ns = not significant at 5% level
As indicated in table 5.3, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Mathematics (F-Value =0.0819, p–value =0.9976). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Math performance.
Table 5.4.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Filipino. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 62.7489 6.1759 10.1602 0.0000
Age 0.0102 0.2115 0.0481 0.9620
Sex -1.3477 2.4991 -0.5393 0.5941
Civil Status 1.5835 2.6914 0.5883 0.5612
Educational Attainment -0.6092 1.1812 -0.5158 0.6102
Length of Service 0.0786 0.2263 0.3472 0.7311
Appointment -0.6807 2.9869 -0.2279 0.8215
Multiple R-square = 0.0506
F-Value = 0.2400 ns
Probability = 0.9592 ns = not significant at 5% level
As indicated in table 5.4, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Filipino (F-Value =0.2400, p – value =0.9592). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Filipino performance.
Table 5.5.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Araling Panlipunan. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 71.3892 5.8158 12.2750 0.0000
Age -0.1107 0.1992 -0.5556 0.5831
Sex -2.9753 2.3534 -1.2643 0.2169
Civil Status -1.1759 2.5345 -0.4640 0.6464
Educational Attainment -0.4744 1.1123 -0.4265 0.6731
Length of Service 0.3667 0.2131 1.7208 0.0967
Appointment -5.9741 2.8128 -2.1239* 0.0430
Multiple R-square = 0.2785
F-Value = 1.7371 ns
Probability = 0.1506 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.5, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Araling Panlipunan (F-Value =1.7371, p – value =0.1506). Taken singly, the appointment (β=-5.9741, t-Value = -2.1239, p = 0.0430) of the teacher-respondents is found as the significant predictor of students’ Araling Panlipunan performance in NAT. The result further indicates that students who are with teachers on temporary status perform better than those under the teachers who are in permanent status. This statement was supported by the results revealed large differences among teachers in their impacts on achievement and show that high quality instruction throughout primary school could substantially offset disadvantages associated with low socioeconomic background which is contributed to the trainings of neophyte teachers in terms of modern teaching strategies based on technology and new techniques (http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf).
Table 5.6.
Influence of socio-demographic characteristics of public secondary school teachers on their students' overall NAT performance. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 58.3762 5.2567 11.1051 0.0000
Age -0.0695 0.1800 -0.3860 0.7025
Sex -0.9267 2.1271 -0.4356 0.6666
Civil Status -0.9098 2.2908 -0.3971 0.6944
Educational Attainment 0.0267 1.0054 0.0266 0.9790
Length of Service 0.2181 0.1926 1.1323 0.2675
Appointment -2.9347 2.5424 -1.1543 0.2585
Multiple R-square = 0.1177
F-Value = 0.6004 ns
Probability = 0.7275 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.6, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ overall NAT performance (F-Value =0.6004, p – value =0.7275). Taken singly, none of the socio-demographic factors is considered as significant predictor of the overall NAT performance. The result leads to the acceptance of the null hypothesis that the socio-demographic characteristics of public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Table 6.1.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' NAT performance in English.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 30.2917 13.7130 2.2090 0.0345
Teachers' Performance 6.1309 4.2811 1.4321 0.1618
Multiple R-square = 0.0602
F-Value = 2.0509 ns
Probability = 0.1618 ns = not significant at 5% level
Table 6.1 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in English (F-Value = 2.0509, p – value = 0.1618).
Table 6.2.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Science.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 22.9907 15.6630 1.4678 0.1519
Teachers' Performance 6.4114 4.8899 1.3111 0.1991
Multiple R-square = 0.0510
F-Value = 1.7191 ns
Probability = 0.1991 ns = not significant at 5% level
Table 6.2 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in Science (F-Value = 1.7191, p – value = 0.1991).
Table 6.3.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Mathematics.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant -9.2425 19.0982 -0.4839 0.6317
Teachers' Performance 18.4432 5.9623 3.0933* 0.0041
Multiple R-square = 0.2302
F-Value = 9.5685*
Probability = 0.0041 * = significant at 5% set level
Table 6.3 shows that public secondary school teachers' performance is a significant predictor of the students’ NAT performance in Math (β=18.4432, t-value=3.0333, p – value = 0.004). The result implies that the higher the performance of the teachers, the higher is their students’ NAT performance in Mathematics. It was further reflected that teachers’ classroom performance, as measured by TES scores, does predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicate that improving a teacher’s Overall Classroom Performance results as stipulated (http://educationnext.org/evaluating-teacher-effectiveness).
Table 6.4.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Filipino.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 55.5570 10.9488 5.0743 0.0000
Teachers' Performance 2.0799 3.4181 0.6085 0.5472
Multiple R-square = 0.0114
F-Value = 0.3703 ns
Probability = 0.5472 ns = not significant at 5% level
As indicated in Table 6.4, the public secondary school teachers' performance does not significantly influence their students’ NAT performance in Filipino (F-Value = 10.3703, p – value = 0.5472).
Table 6.5.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Araling Panlipunan.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 63.2557 11.8830 5.3232 0.0000
Teachers' Performance -0.9521 3.7098 -0.2566 0.7991
Multiple R-square = 0.0021
F-Value = 0.0659 ns
Probability = 0.7991 ns = not significant at 5% level
As indicated in Table 6.5, the public secondary school teachers' performance does not significantly influence the students’ NAT performance in Araling Panlipunan (F-Value = 0.0659, p – value = 0.7991).
Table 6.6.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' overall NAT performance.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 34.3198 9.1265 3.7605 0.0007
Teachers' Performance 5.9203 2.8492 2.0779* 0.0458
Multiple R-square = 0.345
F-Value = 4.3175*
Probability = 0.0458 * = significant at 5% level
As indicated in Table 6.6, the public secondary school teachers' performance is a significant predictor of the students’ overall NAT performance (F-Value = 4.3175, p – value = 0.0458). This implies that the higher the teachers’ performance as refelected in the CB-PAST, the higher is their students’ performance in NAT. In the same vein, it was found out that teachers’ classroom practices, as measured by TES scores, do predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicated that improving a student’s Overall Classroom Performance is dependent on teacher’s performance (http://educationnext.org/evaluating-teacher-effectiveness). The result also leads to the rejection of the null hypothesis that there is no significant relationship between the public school teachers’ performance based from the CB-PAST and their students’ overall NAT result .
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the statement of the main problem and sub-problems, hypotheses, summary of findings, conclusions and recommendations. This study aimed to ascertain socio-demographic characteristics of public school teachers and their CB-PAST in relation to the national achievement test (NAT) of second year students of Kidapawan City . Specifically, it sought to answer the following sub-problems:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary Schools’ students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
SUMMARY OF FINDINGS The following were the major findings of the study.
1. Majority of the public school teachers were from 30-36 years of age, female, married and have BS Degree. Most of them have been teaching for 2-8 years and permanent.
2. The level of performance of the public school teachers based on the CB-PAST in Kidapawan City Division was very satisfactory.
3. The NAT performance of public secondary students was in average mastery.
4. The combined contribution of the socio-demographic characteristics of public school teachers was found no significant influence on their performance based from their CB-PAST. The result also showed that sex as one of socio-demographic characteristics was a significant predictor of the performance of the school teachers.
5. The combined contribution of the socio-demographic characteristics of public school teachers had no significant influence on the students’ NAT’ performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.The result also showed that appointment as one of socio-demographic characteristics was a significant predictor of the performance of Araling Panlipunan teachers .
6. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
CONCLUSIONS Based on the given findings, the following are the drawn conclusions:
1. The school teachers’ socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service and appointment do not have significant influence on the school teachers’ performance based from the CB-PAST.
2. The socio-demographic characteristics of public school teachers were found no significant influence on the students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.
3. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
RECOMMENDATIONS Based on the aforementioned summary and conclusions, the following recommendations are made:
1. The findings of this study could be a guide to DepED officials especially the ranking committee by giving more importance to the factors in appointing and promoting qualified applicant in school teacher position.
2. Teachers should also be encouraged to pursue higher education by sending them to seminars or trainings and allowing them to enroll in graduate and post-graduate programs to enhance their competence in instruction and personal characteristics.
3. Teachers must follow in detail the instruction reflected in the CB-PAST for further study and comparison.
4. CB-PAST must be filled-up by the teachers in the most appropriate time for them to be guided in relation to NAT preparation.
5. Teachers should be oriented properly about CB-PAST and how it will help them grow professionally while teaching.
SUGGESTIONS FOR FURTHER STUDY The following are the suggested topics for further research:
1. A study that will determine the factors that contribute to the low performance of the second year students in Mathematics, English and Science.
2. A study that will determine other factors that may influence teachers' performance.
CHAPTER I
INTRODUCTION
Rationale
Teachers are an integral part of the Department of Education, the largest agency in the Philippine government with about half a million teachers and support staff. The department administers and supervises both the public and private elementary/primary and secondary schools which are referred to as the two levels in basic education. It is “a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs” (DECS Service Manual, 2000).
An interesting conceptualization of teaching is something that takes place only when learning does. Regardless what the teacher is doing in his classes; if his students are not learning something significant; he is considered not teaching well and when the students failed, the teacher failed more. As such, a potent evaluation tool and appropriate assessment system is used to reflect this purpose and respect the dignity of the students and how learning take its score (Aquino, 1989).
The purpose of research is to serve man and the goal of research is to make life better. Hence, effective assessment tool is directed to improve the teaching and learning process. The competence of teachers is a factor that is necessary and its effects on students follows through a working feedback mechanism scheme leading to the attainment of learning goals and the objectives of effective learning (Punzalan, 2005).
In this study, “Competency Based-Performance Appraisal System for Teachers (CB-PAST) and their Socio-demographic Factors in Relation to National Achievement Test (NAT) of Second year students in Kidapawan City Division” will be evaluated to determine how the teachers’ CB-PAST affects their respective disposition in relation to the National Achievement Test (NAT) given annually which includes the age, gender, civil status, educational attainment, length of service and appointment. The data to be gathered will be used as basis of reference for improving the students’ achievement with the teachers CB-PAST as an entity for comparison.
The seven public secondary schools of Kidapawan City Division are Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School (KNHS), Spottswood National High School (SNHS), Saniel-Cruz National High School(SCNHS),Mt.Apo National High School (MANHS),Linangkob National High School (LNHS)and Juan L. Gantuangco School of Arts and Trade (JLGSAT). These schools are all under Kidapawan City Division.
These schools are performing well in Regional and Division Achievement Tests given every year as per records compiled in the division office, but the scores have low performance levels in National Achievement Test specifically in Mathematics, Science and English. Hence, the researcher was prompted to undertake the investigation in order to determine the relationship of teachers CB-PAST and students’ performance in NAT and to institute necessary measures to improve the teaching-learning process and to improve assessment results.
Statement of the Problem
This study was focused on the CB-PAST and the teacher’s socio-demographic characteristics in relation to NAT result of second year students in Kidapawan City Division.
Specifically, it sought to answer the following questions:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary School students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result?
Assumptions
The following statements were the assumptions of the study:
1. The socio-demographic profile of public secondary school teachers in the Division of Kidapawan City affects the students’ NAT result.
2. The performance of the public secondary school teachers based from their CB-PAST affects the students’ performance.
3. The second year high school students for school year 2010-2011 of Kidapawan City Division has high or low level of the NAT result .
4. The socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST.
5. The socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. There exists a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Hypotheses
In this study, the following hypotheses were formulated and tested:
1. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their performance based from their CB-PAST.
2. The socio-demographic characteristics of the public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
3. There is no significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Theoretical Framework
This study is anchored on two theories. First is the Performance Management Theory of Action which emphasizes the importance of teachers’ educational background (SAT scores, class ranking in college) and performance characteristics (e.g., value-added contributions to student achievement, based on standardized test scores and compensation and evaluation histories) to describe teacher effectiveness. It is also anchored on Capacity Building Theory of Action, a theory that emphasizes on the importance of instructional capacity building and the use of practice-centered criteria grounded in research on teaching and learning to define the characteristics of effective teaching. This research underscores the importance of pedagogical content knowledge; classroom management skills; understanding of students’ social, cultural, and economic backgrounds; understanding of cognitive and human development; ability to collaborate with peers; and ability to cultivate partnerships with parents and the broader community as critical components of effective teaching.
The instructional capacity-building TOA reasons that if schools and school districts provide supports that build the capacity of teachers to address the elements of effective teaching, then student performance will increase and achievement gaps will narrow( http://www.linkedin.com/groups/Theories-Action-Teacher-Effectiveness).
Education is the compilation and product of many and varied resources. Among these, teachers stand out as a key to realizing the high standards that are increasingly emphasized in schools and school systems across the country. Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher. Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attributes really contribute to desired educational outcomes. Policy makers are left with questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education (Rice, 2003).
Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. The importance of teacher quality is noted by the National Academies (2007) in Web information on its Study of Teacher Preparation Programs: “Teacher quality is widely recognized by policymakers, practitioners, and researchers alike to be the most powerful school-related influence on a child’s academic performance.”
There are some considerations before one can tell that a teacher is successful in his/her teaching. They say that successful teachers have a deep understanding of the subjects they teach, use appropriate instructional methods, and apply various classroom assessment strategies. These teachers participate in sustained, intellectually rigorous professional learning regarding the subjects they teach, the strategies they use to teach those subjects, the findings of cognitive scientists regarding human learning, and the means by which they assess student progress in achieving high academic standards.
Brooks (1993) added that teachers depend on other knowledge and skills to facilitate student success. Examples of such additional content include classroom management, fundamental technological skills that increase teacher productivity, as well as mentoring and coaching skills for teacher leaders. Again, teachers must experience appropriate staff development designs to facilitate the desired outcome for students.
In her analysis of teacher preparation and student achievement across states, Darling-Hammond (2000) as cited by Rice (2003) reports that “measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status.” She contends that measures of teacher quality are more strongly related to student achievement than other kinds of educational investments such as reduced class size, overall spending on education, and teacher salaries.
The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students’ access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement.
Review of Related Literature
There is a mismatch in the supply and demand of quality teachers. Hirsch (2000) said that many students preparing to become teachers are not majoring in subject areas that match the needs of schools and districts experiencing shortages. Even in states that produce enough new teachers to meet overall demand, there remain acute shortages in mathematics, science, bilingual, and special education. Moreover, many teaching candidates prefer suburban districts. They are unwilling to teach in many urban and rural schools. Hammond (2000) claimed that quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. However, Rice (2003) as cited by Goe (2007) found out that teacher certification seems to matter for high school mathematics, but there is little indication of its relationship to student achievement in lower grades. There was no indication of a difference in student outcomes for teachers who gained certification through an alternate route. Betts et al. as cited by Goe (2007) found out that the correlations among teachers’ qualifications and student achievement varied substantially across subjects. Teachers with master’s degrees contributed marginally more to increase mathematics scores than teachers with only bachelor’s degrees. In middle school, gains in reading were correlated with teachers holding Ph. D.s in any subject (for English teachers). Students’ scores in middle school and high school were negatively impacted by having a teacher who held only an emergency credential. In middle and high school mathematics, a teacher’s mathematics authorization (a proxy for subject-area knowledge) was the best teacher level predictor of student achievement.
Recent research however indicated either insignificant or in some cases even negative association between possession of graduate degrees by a teacher and their students’ achievement in either math or reading Nye et al. (2004).
Monthly Income
No one has better influence in learning than teacher. In fact “the quality of the school is almost directly proportionate to the quality of classroom instruction given in that school and the quality of classroom instruction is very much dependent upon the quality of teachers who teach the subject.”
In order to attract and retain highly effective teachers and principals, it also needs to make targeted investments to incentivize change in the public education system. The need to begin by acknowledging that job structure and financial rewards are important motivators for employees no matter what their profession. Currently, too little attention is paid to creating the financial incentives necessary to recruit and retain an effective teacher workforce.
It is said that job level and salary are tangible reflection of the organization’s assessment of individual merit (Demaco and Lister, 1999). Satisfactory pay enhances the works to perform well, whereas, if paid lesser than they think they should be paid, absenteeism often occurs and thus, leading to a reduced output.
Many college students and teachers view low teacher salaries as a prime deterrent to entering and staying in the profession. State and local leaders complain that salaries that are below those offered in neighboring districts and states make it difficult to find and keep good teachers (National State Conference of Legislatures, 2009).
Job dissatisfaction, primarily due to poor salary, poor administrative support, and student discipline problems, is also among the most frequent reasons teachers give for leaving the profession Tye and O’Brien (2002); Ingersol and Macdonald (1999). Relatively low wages (especially considering the number of years of higher education that the average, state-certified teachers has completed) are frequently cited as a cause of teacher attrition.
Ferguson and Gilpin (2009) found evidence to support the hypothesis that when schools are faced with rigid wage structures that limit their ability to optimally choose teacher quality and quantity, they are more likely to make adjustments in the quality dimension than the quantity dimension.The use of incentive pay and its associated increased wage flexibility results in 1% higher average ability teachers. In addition, the study found out that the effect of salary schedules on teachers in math and science subjects has the strongest negative impact on ability for teachers at the high end of the ability distribution, where it was an additional 3.5% reduction in scholastic ability.
To elaborate how meager the salaries of teachers are, Doblon (2003) said that debt has already become a teacher’s part of life. Today, because of economic woes and inadequate salaries, most teachers resort to borrowing to survive. They borrow from usurers, apply for salary loans, mortgage their properties, use credit cards, and try to increase earnings through side businesses which affect teaching classroom performance.
The Ibon Facts and Figures (2000) showed that perhaps it is only in the Philippines where teachings as a profession also connotes delayed salaries, unpaid benefits, long working hours, overcrowded classroom, lack of facilities and sexual harassment. As a result, instead of teaching Filipino children, Filipino teachers are forced to teach foreigners (Johnson, 2003).
Halopi (2001) described what teachers are doing to make both ends meet. Others engage in small business like food and drink stalls or work as motorcycle /taxi drivers. With inadequate earnings, teachers are not expected to perform professionally.
Gender
Hendrickson (2008) pushed his students to find out how they feel their male teachers differed from their female teachers. The results: Male teachers tend to use sports analogies, such as "Standardized tests are the Super Bowl of knowledge." They are more tolerant of chitchat and are more likely to integrate active learning methods, including competitions and games, into the curriculum. They also tend to be funnier, the informal poll suggested.
Boys with difficulty reading actually respond better to female teachers, according to a new Canadian study (Science Daily Aug. 27, 2007). Research shows that boys develop higher positive self-perceptions as readers when they worked with female research assistants compared to working with male research assistants.
Age
Woessmann (2001) stated that age and experience affect student performance. If teacher’s age is held constant, then more years of experience are positively related to student performance. But if teacher’s experience is held constant, teacher’s age is negatively related to student performance. This may reflect the positive effects of having more experienced teachers combine with negative effects of large age differences between teachers and students. Aging teachers may not understand a younger generation as well as younger teachers, and their motivation levels may be in decline as well.
Length of Service
Strong motivation and high quality educational experience appear to be among the primary determinants of scientific achievements (Gordon, 1996). In like manner, the experience of an individual is of great importance in determining how he responds to any situations.
Noell (2004) pointed out in his preliminary findings that children taught by new teachers from teacher preparation program did not demonstrate as much growth in English/language arts as children being taught by experienced teachers. However, greater growth was demonstrated by children taught by teachers from different institutions. The preliminary analyses also identified one teacher preparation program whose new teacher taught children whose growth in learning in mathematics surpassed the growth of learning in mathematics of children taught by experienced teachers.
Maddahian (2004) also found out that there is strong evidence that both teacher experience and stability contribute significantly to reduce the achievement gap. A clear policy option is to assign more experienced teachers to schools where pronounced differences exist between the performances of diverse group of students.
An important consideration in the case of experience is the possibility of a highly nonlinear relationship between the quality of instruction and experience. Murnane and Phillips (1981) investigate the impact of experience with functions and find nonlinearities, although the actual estimates differ sharply across data samples. Rivkin, Hanushek and Kain (2005) also pursue a nonparametric investigation of experience and find that experience effects are concentrated in the first few years of teaching. Specifically, teachers in their first and, to a somewhat lesser extent, their second year tend to perform significantly worse in the classroom. Using a different estimation methodology, Hanushek et al. (2005) pinpoint the experience gains as arising during the first year of teaching, with essentially flat impacts of experience subsequently. Consequently, misspecification of the relationship between outcomes and experience likely contributed to the failure to find a systematic link between quality and experience.
Teacher’s experience has a more positive relationship with student achievement, but still the overall picture is not that strong. While a majority of the studies finds a positive effect, only a minority of all estimates provides statistically significant results. Even the subset of studies that use a value added approach and information from a single state produces a highly variable set of results.
Conceptual Framework
The schematic diagram of the study is shown in Figure 1.In the figure, the arrow pointing from left to right means that the students’ NAT performance in English,Science and Mathematics,Filipino,Araling Panlipunan and Overall result which is contained in the right box can be affected by the socio-demographic characteristics and CB-PAST of public secondary school teachers. The independent variables of the study are the age, sex, civil status, educational attainment, length of service and appointment and the CB-PAST of the Public School Teachers. The dependent variable is the Students’ NAT result in English ,Science and Mathematics, Filipino, Araling Panlipunan and Overall result.
Independent Variables Dependent Variables
Figure 1. Conceptual Framework showing the Relationship between the Independent and Dependent Variables. Kidapawan City. 2012.
Scope and Limitation of the Study
This study is limited only on the relationship of socio-demographic characteristics and CB-PAST of public secondary school teachers and the NAT result in Public second year students in Kidapawan City Division. The socio-demographic characteristics included in the study were age, gender, civil status, educational attainment, length of service and appointment. The students’ NAT result for second year was also included.
Seven public secondary schools of Kidapawan City Division namely Juan P. Jalipa Memorial National High School (JPJMNHS ), Kalaisan National High School ( KNHS ), Spottswood National High School ( SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ) were included in the study. All secondary teachers teaching in Year II Math, English and Science, Filipino and Araling Panlipunan last school year 2010-2011 in seven identified schools were the respondents of the study. This study was conducted from November 2011 to February 2012.
Significance of the Study
Findings of this study will be beneficial to the following:
To the Students They will have the benefit of instruction at high level of proficiency from the teachers.
To the Teachers
This study will serve as point of reflection for teachers to be responsible to enhance their level of performance. It can also be a good source of information for them to identify their strengths and weaknesses which will help them improve as better teachers in the future.
Administrators
They will be able to evaluate teachers’ performance and identify their strengths and weaknesses, so they can program alternative ways of sustaining their strengths and improve their weaknesses.
Other researchers Future researches will benefit from this result since findings and conclusions will give vital information and broaden understanding on teaching performance of the public secondary school teachers.
Definition of Terms
The relevant terminologies used in this study are explicitly explained, lexically and operationally defined for clarity and better understanding of the contents. They are as follows:
Achievement. In this study, it refers to the annual test given by the National Education Testing and Research Center (NETRC) to administer the NAT to all second year public high school students in the country. Age. This refers to the number of years of existence of the respondents since birth. Appointment.This refers to permanent and locally paid teachers. CB-PAST. This refers to the appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155. The first purpose is formative-developmental in natures which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners. The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. Civil Status. This refers to single, married, widow/er or separated state of the respondents. In the study, it is categorized as follows: single; married; widow/er; and, separated. Division of Kidapawan City. This means the City Division of Kidapawan as a separate division from the mother division – Cotabato Division after the approval of the cityhood in 1998. Educational Attainment. It refers to the highest academic degree attained by a school head as respondents. In the study, it is categorized as follows: bachelor’s degree; BS with MA/MS units, Master’s degree; Master’s degree with Ed. D/ Ph. D. units; Ed. D./ Ph. D. Length of Service. This refers to the number of years of experience in the teaching profession, regardless of status or position. National Achievement Test .This refers to the annual assessment given by the National Educational Testing Research Center (NETRC) to determine what the students know, understand and are capable of doing at their level. NAT for second year comprises five basic subjects, namely, Mathematics, English, Science, Filipino and Araling Panlipunan. 60 items are allotted for each subject, with a total of 300 items for the entire test. Sex. In this study, it is categorized as follows: male; and female. Socio-demographic Characteristics.In this study, this refers to age, sex, civil status, educational attainment, teaching experience and appointment. Teacher. This means all persons engaged in classroom teaching in any level of instruction, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors. Teachers’ Performance – This refers to the assessment of the performance of teachers basing on his/her instructional competence, professional and personal characteristics and quality/attendance. The Performance Appraisal System for Teachers is the instrument used in assessing the teachers’ performance. Secondary Public school teachers-It refers to permanent and locally funded second year English, Science, Mathematics, Filipino and Araling Panlipunan teachers.
CHAPTER II
METHODS
This chapter discusses the research design, setting, respondents of the study, measures and data gathering procedures.
Research Design The correlational descriptive or survey research design was used in this study to find out the influence of teachers’ socio-demographic characteristics and their CB-PAST and the students’ NAT performance in English, Science, Mathematics, Filipino and Araling Panlipunan and in overall result. It was correlational research design since it examines the relationship between two or more existing (non-manipulated) variables identified in the study.
Setting
This study included 7 public secondary schools in Zone III of Kidapawan City Division namely: Juan P. Jalipa Memorial National High School (JPJMNHS), Kalaisan National High School ( KNHS ), Spottswood National High School (SPHS ), Saniel-Cruz National High School (SCNHS), Mt.Apo National High School (MANHS), Linangkob National High School (LNHS ) and Juan L. Gantuangco School of Arts and Trade ( JLGSAT ).
Respondents The respondents of this study were thirty four 34 public second year English, Science and Mathematics, Filipino and Araling Panlipunan teachers of school year 2010-2011.Total enumeration of the population was used.
Measures
The researcher made use of a questionnaire as the tool in gathering data.
There were three instruments used.
A. Instrument I
This was a Teacher Respondent Questionnaires (TRQ). This would gather data on the socio-demographic profile of the public secondary teachers.
B. Instrument II
The second instrument used was CB-PAST rating to gather the necessary information on the teachers’ performance as rated by teacher themselves, the school heads and their peers using the Performance Appraisal System (PAST).
C. Instrument III The third instrument was the gathered data on the students’ NAT performance.
Collection of data was done by distributing the questionnaires to teacher- respondents. When the questionnaires were retrieved, the responses were collated and tabulated. A subsequent and thorough study of all the data was done for an easy and orderly presentation by means of descriptive statistics. The Regression Analysis was employed to test the hypotheses. Frequency counts, percentages and means were used to describe the socio-demographic characteristics of the teachers.
Data Gathering Procedure
The researcher secured permission from the Schools Division Superintendent to undertake the study, upon its approval the researcher wrote a letter to the seven school heads and enclosed a copy of the Superintendent’s approval. After seeking the permission of the Schools Division Superintendent and School Heads to conduct the study, the researcher gathered data of the teachers’ socio-demographic profile.
The researcher also gathered the copy of the respondents’ Competency-Based Performance Appraisal system for Teachers (CB-PAST) ratings in the data bank from Division office and gathered the copy of the National Achievement Test ( NAT ) result of School Year 2010-2011 with the assistance of the personnel in-charge.
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the statistical presentation of the quantitative and qualitative data, narrative or textual explanation of the tabulated data, analysis and interpretation of the data.
Table 1.
Socio-demographic profile of the public secondary school teachers in the Division of Kidapawan City. CHARACTERISTICS FREQUENCY PERCENTAGE ( n = 34 )
Age
23 - 29 yrs 9 26.5 30 – 36 17 50.0 37 – 43 5 14.7 44 – 50 1 2.9 51 – 57 1 2.9 58 – 64 1 2.9 Sex Male 4 11.8 Female 30 88.2 Civil Status Single 4 11.8 Married 30 88.2 Educational Attainment BS Degree 15 44.1 BS Degree with MA/MS Units 16 47.1 MA/MS Degree 2 5.9
Table 1 continued….
MA/MS with Doctoral Units
1
2.9 Ed.D./Ph.D. 0 0 Length of Service 2 - 8 yr 27 79.4 9 – 15 3 8.8 16 – 22 3 8.8 23 – 29 0 0.0 30 – 36 1 2.9 Appointment Permanent 31 91.2 Contractual 3 8.8
Age
As shown in Table 1, majority (50%) of the respondents belong to the age bracket of 30 – 36 years old. Nine (26.5%) of the respondents are under the age bracket of 23 – 29 years old, 5 (14.7%) are within the age bracket of 37 – 43 years old. About 1 percent of them belong to ages 44-50 years old, 51-57 years old, and 58-64 years old, respectively.
This result implies that majority of the teacher -respondents were teaching towards late 30’s and can be considered young. Pauya as cited by Isla (2004) further disclosed as similar finding that age is one of the factors labeled as high in initiating structure and consideration.
Sex
Table 1 also shows that there are more female teachers with the frequency of 30 or 88.2 percent and only four males or 11.8 percent. The result implies that there are more female teachers in the division. This matches the findings of the study conducted by Crisvell and Betz (1995) that the greater percentage of the teaching forces is females. This supports the claim of Mclane (1980) as cited by Peralta (2008) that more organizations are opening their doors for female executives.
Civil Status
Most of the respondents were married with a frequency of 30 or 88.2 percent whereas single respondents have the frequency of 4 or 11.8 percent. The result indicates that married teachers dominated the population during the study.
Highest Educational Attainment
There were fifteen (15) or 44.1 percent BSED/BTE graduate whereas there were sixteen (16) or 47.1 percent BSED/BTE with MA units among respondents. This result implies that teachers are starting to develop themselves professionally.
Length of Service
In terms of the length of service of the respondents, most of the respondents have served in teaching from 2-8 years having the frequency of twenty seven (27) or 79.4 percent. It was followed by 9-15 years and 16-22 years having the frequency of 3 or 8.8 percent and 30-36 years of service having the frequency of 1 or 2.9 percent .This implies that most of the teacher respondents are still new in the teaching profession.
Appointment In terms of appointment, there are 31 or 91.2 percent of the teacher-respondents are having permanent appointment and only 3 or 8.8 percent are with contractual appointment. This implies that most of the respondents are having security of tenure in their teaching.
Table 2.
Level of performance of the public secondary school teachers based on the CB - PAST, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION A= Diversity of Learners 3.23 Very Satisfactory
B=Curriculum Content and pedagogy 3.09 Very Satisfactory
C=Planning, Assessing and Reporting 3.15 Very Satisfactory
D=Learning Environment 3.32 Very Satisfactory
E=Community Linkages 3.23 Very Satisfactory
F=Social Regard for Learning 3.25 Very Satisfactory
G=Personal, Social Growth and Professional Development 3.15 Very Satisfactory
Overall 3.20 Very Satisfactory
Note:
1.00 - 1.50 = Below Basic 1.51 - 2.50 = Satisfactory 2.51 - 3.50 = Very Satisfactory 3.51 - 4.00 = Outstanding
As indicated in Table 2, there are 7 domains found in CB-PAST. All seven (7) domains have very close mean ranging from 3.09 to 3.32 with a verbal description of very satisfactory. This implies that the teachers are performing the above standard expected of them.
Table 3.
Level of performance of the public second year students based on the National Achievement Test Result, Kidapawan City Division.
AREAS MEAN VERBAL DESCRIPTION English 49.89 Average Mastery Science 43.48 Average Mastery Mathematics 49.71 Average Mastery Filipino 62.21 Average Mastery Araling Panlipunan 60.21 Average Mastery Overall 53.10 Average Mastery
Note:
96%-100% = Mastered 86%-95% = Closely Approximately Mastered 66%-85% = Moving Towards Mastery 35%-65% = Average Mastery 15%-34% = Low Mastery 5%-14% = Very Low Mastery 0 - 4% = Absolutely No Mastery
As indicated in Table 3, there are 5 subjects having the NAT result. All five (5) subjects have very close mean ranging from 43.48 to 62.21 with a verbal description of average mastery. This implies that the students level of performance in the National Achievement Test ( NAT ) are below the standard mark of 75% as prescribed by DepEd memo no.79,s.2003.
Table 4.
Influence of socio-demographic characteristics of public secondary school teachers on their performance based from CB-PAST. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 3.3781 0.2687 12.5718 0.0000
Age -0.0170 0.0092 -1.8523 0.0749
Sex 0.2403 0.1087 2.2098* 0.0358
Civil Status 0.0017 0.1171 0.0149 0.9882
Educational Attainment 0.0985 0.0514 1.9157 0.0661
Length of Service 0.0087 0.0098 0.8883 0.3822
Appointment -0.0396 0.1300 -0.3046 0.7630
Multiple R-square = 0.3203
F-Value = 2.1207 ns
Probability = 0.0837 * = significant at 5% level ns = not significant at 5% level
As shown in Table 4, the combined contribution of the socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service, and appointment of the public secondary school teachers do not significantly influence their performance based from CB – PAST (F-value = 2.1207, p-value= 0.837). Taken singly, the teachers’ gender is found as significant predictor of such performance (t- value=2.2098, p=0.0358). The result further indicates that female teachers have higher performance than males. Furthermore, the result also leads to the acceptance of the null hypothesis that the socio-demographic characteristics of the public school teachers do not significantly influence their performance based from the CB-PAST.
Table 5.1.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in English. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 55.2354 7.8631 7.0246 0.0000
Age -0.1135 0.2693 -0.4213 0.6769
Sex 0.2208 3.1818 0.0694 0.9452
Civil Status 1.2136 3.4267 0.3541 0.7260
Educational Attainment 0.0337 1.5039 0.0224 0.9823
Length of Service 0.1895 0.2881 0.6576 0.5164
Appointment -4.4782 3.8029 -1.1776 0.2492
Multiple R-square = 0.0674
F-Value = 0.3252 ns
Probability = 0.9179 ns = not significant at 5% level
As indicated in table 5.1, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in English (F-value =0.3252, p – value=0.9179). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in English.
Table 5.2.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Science.
.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 52.8026 8.4235 6.2685 0.0000
Age -0.1182 0.2885 -0.4096 0.6853
Sex -0.6397 3.4086 -0.1877 0.8525
Civil Status -5.1695 3.6709 -1.4082 0.1705
Educational Attainment 0.5291 1.6111 0.3284 0.7451
Table 5.2 continued…
Length of Service 0.3381 0.3087 1.0953 0.2831
Appointment -3.6795 4.0740 -0.9032 0.3744
Multiple R-square = 0.1715
F-Value = 0.9318 ns
Probability = 0.4884 ns = not significant at 5% level As indicated in table 5.2, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Science (F-Value =0.9318, p– value=0.4884). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT performance in Science.
Table 5.3.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Mathematics. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 47.5606 12.4167 3.8304 0.0007
Age -0.0031 0.4253 -0.0073 0.9943
Sex 0.3753 5.0244 0.0747 0.9410
Civil Status -1.0098 5.4111 -0.1866 0.8534
Educational Attainment 0.8120 2.3748 0.3419 0.7351
Length of Service 0.0931 0.4550 0.2046 0.8395
Appointment 0.8882 6.0052 0.1479 0.8835
Multiple R-square = 0.0179
F-Value = 0.0819 ns
Probability = 0.9976 ns = not significant at 5% level
As indicated in table 5.3, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Mathematics (F-Value =0.0819, p–value =0.9976). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Math performance.
Table 5.4.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Filipino. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS β ERROR VALUE
Constant 62.7489 6.1759 10.1602 0.0000
Age 0.0102 0.2115 0.0481 0.9620
Sex -1.3477 2.4991 -0.5393 0.5941
Civil Status 1.5835 2.6914 0.5883 0.5612
Educational Attainment -0.6092 1.1812 -0.5158 0.6102
Length of Service 0.0786 0.2263 0.3472 0.7311
Appointment -0.6807 2.9869 -0.2279 0.8215
Multiple R-square = 0.0506
F-Value = 0.2400 ns
Probability = 0.9592 ns = not significant at 5% level
As indicated in table 5.4, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Filipino (F-Value =0.2400, p – value =0.9592). Taken singly, none of the socio-demographic factors is considered as significant predictor of NAT in Filipino performance.
Table 5.5.
Influence of socio-demographic characteristics of public secondary school teachers on their students' NAT performance in Araling Panlipunan. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 71.3892 5.8158 12.2750 0.0000
Age -0.1107 0.1992 -0.5556 0.5831
Sex -2.9753 2.3534 -1.2643 0.2169
Civil Status -1.1759 2.5345 -0.4640 0.6464
Educational Attainment -0.4744 1.1123 -0.4265 0.6731
Length of Service 0.3667 0.2131 1.7208 0.0967
Appointment -5.9741 2.8128 -2.1239* 0.0430
Multiple R-square = 0.2785
F-Value = 1.7371 ns
Probability = 0.1506 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.5, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ performance in Araling Panlipunan (F-Value =1.7371, p – value =0.1506). Taken singly, the appointment (β=-5.9741, t-Value = -2.1239, p = 0.0430) of the teacher-respondents is found as the significant predictor of students’ Araling Panlipunan performance in NAT. The result further indicates that students who are with teachers on temporary status perform better than those under the teachers who are in permanent status. This statement was supported by the results revealed large differences among teachers in their impacts on achievement and show that high quality instruction throughout primary school could substantially offset disadvantages associated with low socioeconomic background which is contributed to the trainings of neophyte teachers in terms of modern teaching strategies based on technology and new techniques (http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf).
Table 5.6.
Influence of socio-demographic characteristics of public secondary school teachers on their students' overall NAT performance. SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 58.3762 5.2567 11.1051 0.0000
Age -0.0695 0.1800 -0.3860 0.7025
Sex -0.9267 2.1271 -0.4356 0.6666
Civil Status -0.9098 2.2908 -0.3971 0.6944
Educational Attainment 0.0267 1.0054 0.0266 0.9790
Length of Service 0.2181 0.1926 1.1323 0.2675
Appointment -2.9347 2.5424 -1.1543 0.2585
Multiple R-square = 0.1177
F-Value = 0.6004 ns
Probability = 0.7275 * = significant at 5% level ns = not significant at 5% level
As indicated in table 5.6, the combined contribution of the socio-demographic characteristics of the public secondary teacher-respondents does not significantly influence students’ overall NAT performance (F-Value =0.6004, p – value =0.7275). Taken singly, none of the socio-demographic factors is considered as significant predictor of the overall NAT performance. The result leads to the acceptance of the null hypothesis that the socio-demographic characteristics of public secondary school teachers do not significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
Table 6.1.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' NAT performance in English.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 30.2917 13.7130 2.2090 0.0345
Teachers' Performance 6.1309 4.2811 1.4321 0.1618
Multiple R-square = 0.0602
F-Value = 2.0509 ns
Probability = 0.1618 ns = not significant at 5% level
Table 6.1 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in English (F-Value = 2.0509, p – value = 0.1618).
Table 6.2.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Science.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 22.9907 15.6630 1.4678 0.1519
Teachers' Performance 6.4114 4.8899 1.3111 0.1991
Multiple R-square = 0.0510
F-Value = 1.7191 ns
Probability = 0.1991 ns = not significant at 5% level
Table 6.2 shows that public secondary school teachers' performance does not significantly influence the students’ NAT performance in Science (F-Value = 1.7191, p – value = 0.1991).
Table 6.3.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Mathematics.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant -9.2425 19.0982 -0.4839 0.6317
Teachers' Performance 18.4432 5.9623 3.0933* 0.0041
Multiple R-square = 0.2302
F-Value = 9.5685*
Probability = 0.0041 * = significant at 5% set level
Table 6.3 shows that public secondary school teachers' performance is a significant predictor of the students’ NAT performance in Math (β=18.4432, t-value=3.0333, p – value = 0.004). The result implies that the higher the performance of the teachers, the higher is their students’ NAT performance in Mathematics. It was further reflected that teachers’ classroom performance, as measured by TES scores, does predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicate that improving a teacher’s Overall Classroom Performance results as stipulated (http://educationnext.org/evaluating-teacher-effectiveness).
Table 6.4.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Filipino.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 55.5570 10.9488 5.0743 0.0000
Teachers' Performance 2.0799 3.4181 0.6085 0.5472
Multiple R-square = 0.0114
F-Value = 0.3703 ns
Probability = 0.5472 ns = not significant at 5% level
As indicated in Table 6.4, the public secondary school teachers' performance does not significantly influence their students’ NAT performance in Filipino (F-Value = 10.3703, p – value = 0.5472).
Table 6.5.
Relationship between the public secondary school teachers' performance based on CB-PAST and their students' NAT performance in Araling Panlipunan.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t-VALUE PROBABILITY
CHARACTERISTICS Β ERROR
Constant 63.2557 11.8830 5.3232 0.0000
Teachers' Performance -0.9521 3.7098 -0.2566 0.7991
Multiple R-square = 0.0021
F-Value = 0.0659 ns
Probability = 0.7991 ns = not significant at 5% level
As indicated in Table 6.5, the public secondary school teachers' performance does not significantly influence the students’ NAT performance in Araling Panlipunan (F-Value = 0.0659, p – value = 0.7991).
Table 6.6.
Relationship between the public secondary school teachers' performance based on CB- PAST and their students' overall NAT performance.
SOCIO-DEMOGRAPHIC COEFFICIENT STANDARD t- PROBABILITY
CHARACTERISTICS Β ERROR VALUE
Constant 34.3198 9.1265 3.7605 0.0007
Teachers' Performance 5.9203 2.8492 2.0779* 0.0458
Multiple R-square = 0.345
F-Value = 4.3175*
Probability = 0.0458 * = significant at 5% level
As indicated in Table 6.6, the public secondary school teachers' performance is a significant predictor of the students’ overall NAT performance (F-Value = 4.3175, p – value = 0.0458). This implies that the higher the teachers’ performance as refelected in the CB-PAST, the higher is their students’ performance in NAT. In the same vein, it was found out that teachers’ classroom practices, as measured by TES scores, do predict differences in student achievement growth. The main results, which are based on a sample of 365 teachers in reading and 200 teachers in math, indicated that improving a student’s Overall Classroom Performance is dependent on teacher’s performance (http://educationnext.org/evaluating-teacher-effectiveness). The result also leads to the rejection of the null hypothesis that there is no significant relationship between the public school teachers’ performance based from the CB-PAST and their students’ overall NAT result .
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the statement of the main problem and sub-problems, hypotheses, summary of findings, conclusions and recommendations. This study aimed to ascertain socio-demographic characteristics of public school teachers and their CB-PAST in relation to the national achievement test (NAT) of second year students of Kidapawan City . Specifically, it sought to answer the following sub-problems:
1. What is the socio-demographic profile of public secondary school teachers in the Division of Kidapawan City?
2. What is the level of performance of the public secondary school teachers based from the CB-PAST?
3. What is the NAT performance of Public Secondary Schools’ students?
4. Do the socio-demographic characteristics of public secondary school teachers significantly influence their performance based from their CB-PAST?
5. Do the socio-demographic characteristics of the public secondary school teachers significantly influence their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
6. Is there a significant relationship between the public secondary school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and overall result.
SUMMARY OF FINDINGS The following were the major findings of the study.
1. Majority of the public school teachers were from 30-36 years of age, female, married and have BS Degree. Most of them have been teaching for 2-8 years and permanent.
2. The level of performance of the public school teachers based on the CB-PAST in Kidapawan City Division was very satisfactory.
3. The NAT performance of public secondary students was in average mastery.
4. The combined contribution of the socio-demographic characteristics of public school teachers was found no significant influence on their performance based from their CB-PAST. The result also showed that sex as one of socio-demographic characteristics was a significant predictor of the performance of the school teachers.
5. The combined contribution of the socio-demographic characteristics of public school teachers had no significant influence on the students’ NAT’ performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.The result also showed that appointment as one of socio-demographic characteristics was a significant predictor of the performance of Araling Panlipunan teachers .
6. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
CONCLUSIONS Based on the given findings, the following are the drawn conclusions:
1. The school teachers’ socio-demographic characteristics such as age, sex, civil status, educational attainment, length of service and appointment do not have significant influence on the school teachers’ performance based from the CB-PAST.
2. The socio-demographic characteristics of public school teachers were found no significant influence on the students’ NAT performance in English, Science, Mathematics, Filipino, Araling Panlipunan and OVERALL result.
3. There is a significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in Mathematics and OVERALL result but there is no significant relationship between the public school teachers’ performance based from their CB-PAST and their students’ NAT performance in English, Filipino, Science and Araling Panlipunan.
RECOMMENDATIONS Based on the aforementioned summary and conclusions, the following recommendations are made:
1. The findings of this study could be a guide to DepED officials especially the ranking committee by giving more importance to the factors in appointing and promoting qualified applicant in school teacher position.
2. Teachers should also be encouraged to pursue higher education by sending them to seminars or trainings and allowing them to enroll in graduate and post-graduate programs to enhance their competence in instruction and personal characteristics.
3. Teachers must follow in detail the instruction reflected in the CB-PAST for further study and comparison.
4. CB-PAST must be filled-up by the teachers in the most appropriate time for them to be guided in relation to NAT preparation.
5. Teachers should be oriented properly about CB-PAST and how it will help them grow professionally while teaching.
SUGGESTIONS FOR FURTHER STUDY The following are the suggested topics for further research:
1. A study that will determine the factors that contribute to the low performance of the second year students in Mathematics, English and Science.
2. A study that will determine other factors that may influence teachers' performance.
You May Also Find These Documents Helpful
-
Assessment plays an important role in the education process it keeps track of the work undertaken which will allow for future targets to be set for the learner. It also helps to motivate the learner through feedback and constructive criticism…
- 1489 Words
- 6 Pages
Powerful Essays -
There as been many debates around the benefits of assessment in teaching and how effective the methods are used to bring about a successful learning outcomes. However, what is clear that teachers need to ensure their learners have achieved their learning goals. It would be used to give a concept of what our understanding of assessment.…
- 2456 Words
- 10 Pages
Best Essays -
Assessment as a process of making judgments of learner’s knowledge, skills and competence against set criteria…
- 790 Words
- 4 Pages
Good Essays -
There are various methods of assessment that can be adopted, which will measure the learners understanding and knowledge of a subject being taught. The type of assessments to be used will depend on whether the subject is being internally or externally assessed –…
- 1103 Words
- 5 Pages
Good Essays -
‘Assessment is about several things at once... It is about reporting on students’ achievements and about teaching them better through expressing to them more clearly the goals or our curricula. It is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively. It concerns the quality of the teaching as well as the quality of the learning. Ramsden (2003). Assessment is a regular process that enables both…
- 5290 Words
- 22 Pages
Powerful Essays -
In order to be a high-quality and effective teacher I aim, within this text to identify precisely what assessment is, how to apply it well and to ensure that it fits the required frameworks which further quantify good assessment.…
- 3046 Words
- 13 Pages
Powerful Essays -
Assessment is essential to overall teaching process as assessment helps the learners and the assessors to determine the level of the success of their learning and teaching. It is a way of finding out if learning has taken place or not. Assessment plays a crucial role in the education…
- 3466 Words
- 12 Pages
Better Essays -
Assessment is a vital element in the learning process to aid both the teacher and learner’s understanding of their strengths and weaknesses. It evaluates if learning has taken place and helps to aid teacher’s planning to ensure that the student meets the learning objectives.…
- 2060 Words
- 9 Pages
Better Essays -
In my assignment I will explain what is assessment and how is used, evaluate assessment methods and process that I use in my teaching practise. How will the results of student’s work help me and the student to give and get the right guidance to achieve their goal in the set criteria and standard.…
- 2036 Words
- 9 Pages
Powerful Essays -
According to Pellegrino, Chaudowsky, and Glasler (2001), “educational assessment seeks to determine how well students are learning” and it also “provides feedback to students” about the level of their understanding of learning. Various assessment methods- tests, observations, assignments, presentations – are implemented to measure the students’ educational outcome. Even though standardized assessment which is now mandated by the government is the most widely used type of assessment, comprehensive assessment such as observation, essays, interviews, performance tasks, exhibitions, demonstrations, portfolios, journals, teacher-created tests, rubrics, and self- and peer-evaluation, are more accurate indicators of student’s learning. (Edutopia, 2008). They provide more frequent and immediate feedback that is essential to increase student…
- 1242 Words
- 5 Pages
Better Essays -
Based on this concept, there are many positive attributes of the method of formative assessment. If a teacher uses this type of assessment regularly and effectively in his or her classroom, the impact on student learning would be exceptionally great. By continuously gauging a student or group of students’ knowledge of particular concepts and shaping the approach taken to teach those concepts in order to reach the students’ learning styles and effectively engage students, there would unquestionably be positive results.…
- 1078 Words
- 5 Pages
Good Essays -
This essay will describe the principles of assessment, and some of the theories and methods of assessment, in a mainly contextual environment, related to my own area of work, before concluding with the role of assessment in teaching and learning and it contribution to the quality processes in education. Where possible it will be indexed with appropriate examples.…
- 2217 Words
- 9 Pages
Best Essays -
It is a common perception that better education outcomes are achieved through higher-quality teachers. Teacher evaluation measures in education are different at secondary and post secondary levels. Authors argue that these measures can be influenced impacting actual student learning. At secondary and elementary level, teachers usually teach with the focus on ‘test’ and in postsecondary level, professors can reduce academic curriculum to enhance student evaluation or in some circumstances can even directly inflate the grades. The moot question then remains how the teacher evaluation measures can impact the desired outcomes of students learning.…
- 1145 Words
- 5 Pages
Better Essays -
This article was useful to show the individualism in learning and using alternative assessments to gather this data. It helped me to judge the relationship of effective teaching as it relates to the performance of the students. This article shows many indicators of learning through the data in the standardized assessments.…
- 3290 Words
- 14 Pages
Powerful Essays -
The most significant breakthrough of teaching as a profession was enacted of R.A 7836, “The Teachers’ Professionalization Act of 1994.” The whole education world had causes to rejoice upon promulgation of the law, for now the teaching profession was at par with the other 41 professions of the country. The Professional Regulation Commission listed teaching as the 42nd profession in the Philippines hereon, nobody would engage in the profession without a license (Colinares, 2010)…
- 447 Words
- 2 Pages
Good Essays