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THE TEACHING PERFORMANCE OF TEACHERS IN KADINGILAN ELEMENTATRY

SCHOOL, MIDSAYAP WEST DISTRICT

PART I

INTRODUCTION

Background of the Study

Kadingilan Elementary School is located at barangay Kadingilan,


Midsayap,Cotabato.It is the place where one hundred percent are dominated of
Maguindanaon tribe. The school is located at the hillside and is accessible to four
wheeled and other type of vehicles. The school is managed by the school head Mr.
Abusama M. Pagao,there are eleven teachers including the school head who help in
planning,implementation, and monitoring and evaluation of DepEd order and policies.

Kadingilan Elementary School seeks to enhance the academic performance of


the pupils in every learning areas of the elementary curriculum. It also seeks to
strengthen the capability of the Department of Education to deliver elementary
performance and to eliminate the factors that pose a hindrance to these objectives.

Furthermore, stakeholders are all enjoined to be committed and determined in


order that the pupils will excel academically. It is also hope that all of the foregoing
statements will be realized in due time through the joint efforts of all concerned.

In the field of human endeavor, there could be no greater work than that of a
teacher. The teacher plays an important role in the desired transformation and
improvement of the Filipino people. As such, he is expected to transmit knowledge and
thus produce a literate citizenry, he must also develop critical thinking, serve as
custodian of the young. and more importantly ,build character.

Teachers are the key agents through which educational plans are achieved.
Their responsibility is as heavy as the entire educational goals and societys ideals and
aspirations. The teachers role is so significant that many studies have been conducted
exploring his behavior and work style preferences in his work.
It becomes an inspiration, therefore ,to maintain a system of motivation to ensure
the teachers commitment to carry out with zealous devotion their responsibility of
educating the youth. They are directly responsible for quality education, dissemination
of knowledge and development of behavior of school clientele.

The recent issues about teachers strike, protest and turnovers are strong
indicators that dissatisfaction had invaded the world of pedagogy. It would be well to
remember that most people work predominantly, not in the pursuit of personal glory, but
in order to live at least with some degree of responsibility and dignity. People have
joined the teaching force because they believed that aside from contributing to the
realization of fundamental aims of education, they also have to satisfy their personal
needs.

Teaching can be both rewarding and frustrating. It is rewarding in a sense that


teachers have the greatest opportunity of touching the lives of the people, engaging in a
variety of activities, and contributing to the well-being of society .It is frustrating because
on the top of heavy work load in school, teachers are expected to perform other duties
which take most of their time which should be devoted for lesson planning and for the
improvement of their instructional materials. Moreover, society expects teachers to live
a life that is dignified and beyond reproach. But ,in return society has done very little to
promote the well-being of teachers.

Researchers suggest that the quality of work of teachers in school is a product of


the interaction of several factors such as traits, attitudes, competencies, skills and
satisfaction of workers.

Statement of the Problem

In all organizations, the employees are characterized by their work styles


preferences which are their perception toward, their work in general that is-the
employees themselves, management practices, outside facets and even state of
communication. It is considered as an influential factor in job performance. It is the goal,
vision which motivates man to action. The level of success of certain productivity and
motivation technique, therefore, depends upon the work style preferences and behavior
of individual.

Inherent to this problem, the researcher seek to determine the significant of


teaching performance of elementary teachers in Kadingilan Elementary School,
Midsayap West District.
Objectives

This study aim to determine the teaching performance of teachers in Kadingilan


Elementary School, Midsayap West District.

Specifically .it seek to:

1. Determine the level of the teaching performance of elementary teachers when


analyzed according to:
1.1 Motivational teachers behavior
1.2 Knowledge of subject matter
1.3 Principle and method of teaching
1.4 Personal teacher characteristics

Significance

This research would bring into focus the teaching performance of elementary
teachers of Kadingilan Elementary School, Midsayap West District which might
discover his/her teaching performance and consequently, increase pupils learning.

Furthermore, the findings would be beneficial to the following, namely:

School Administrator

It could provide ideas concerning the teachers development training program


that is well organized and flexible towards creating optimal learning conditions. With this
view, the training program would have its essence the transformation position, the aim
of which is self- actualization and recognition of the work style preferences of the
teachers.

The Teachers

They would become aware of the diversity of teaching needs and preferences,
thus providing them the chance to develop these different aspects of work style
preferences empowering their strength and maximizing their own weaknesses. With
this, the teachers would be more effective in classroom teaching.

The Students

Once teachers learn about their work style that raise the comfort level of
teaching, they begin to include techniques and strategies in teaching, fashion new ideas
and even utilize a combination of learning styles. With this view, all students learn more
easily. Students who learn more than one learning modality of the teacher develop
richer understanding of new concepts and acquire a larger repertoire of academic and
social skills.
PART II

REVIEW OF RELATED LITERATURE

The exigency for teachers to upgrade themselves is so great today, that


researcher particularly in the field of education have ascertained the factors which may
specifically motivate teachers to continuously grow in their job.

Teaching Performance

Awa (2000) as cited by Esparagoza (2013) stressed that the teacher is a key
person in the teaching-learning situation. Hence, he must be a model to all his students
in all aspects in life. Students are good imitators; especially the young ones and they
usually make their teachers there role models.

According to Lardizabal (1996) as cited by Balili and Tancio (2002), teachers to


be competent must possess certain qualities and skills to be able to facilitate learning.
Lardizabal qualified these qualities as follows: professional qualities, management skills
and evaluation skills.

Professional Qualities. Among the professional qualities that a teacher possess


include the following:

1. Mastery of the subject matter. A teacher must have a thorough grasp of the
subject, possess solid knowledge of the subject matter and has depth of
specialized knowledge and like
2. Understanding the learner. A teacher must have knowledge of the children, know
their interest, knows the adjustments children have to make and like them.
3. Understanding of teaching principles, skills and techniques. These are the
following: discussion, questioning, group dynamics.
4. General understanding of other branches of knowledge such as: arts, language,
philosophy, mathematics and others.
5. Understanding and appreciation of the teaching of the teaching profession. The
teacher must have a positive attitude toward his job: he works effectively with
peers, administration and community officials and people in general.

Personal Qualities. According to Lardizabal and associates as (cited by Balili and


Tancio 2002); The personal qualities of teachers which strongly influence their
responsibilities are those aspects of personality as intellectual, social, physical,
emotional and moral. Among the desirable traits include the following:

1. Pleasing Personality Appearance, Pleasant Voice or Courteous


2. Intelligence, emotional stability and self-control
3. Sympathy, kindness, helpfulness and patience
4. Integrity trustworthiness, honesty and loyalty
5. Flexibility, creativity ,resourcefulness and cooperation
6. Sociability, friendliness and reliability
7. Fairness, impartiality and tolerance
8. Sense of humor, cheerfulness. And enthusiasm

Management Skills. Among those skills required of teachers which have something to
do with the evaluation of the learning process, manifested by the following; uses
scientific evaluative techniques selects, evolves and utilizes referred text, analyzes and
interprets evaluation results skillfully and utilizes evaluation results as a bases for
improving instruction.

Instructional Competences. The instructional competencies of teachers are the


following:

1. Teaching Skill among the teaching skills required of teachers are as follows:
a.) Identify specific needs, interest and capacities of learners
b.) Analyzes and identifies specific learning tasks
c.) Shows evidence of mastery of the subject
d.) Provides varied learning experience for the learners
e.) Select, prefers and utilizes instructional material effectively
f.) Motivates learners and task questions effectively
g.) Creates and tries out appropriate strategies that meet the needs of the
learners
h.) Communicates ideas effectively in English and Filipino

2. Guidance Skills- The guidance skills of a teacher must include the following:
a.) Shows interest learners problem and needs
b.) Provides maximum involvement in the learning activities
c.) Stimulates and complements learners to elicit positive and active
interactive
d.) Functions effectively as a member of the learning group
e.) Helps students develop self-discipline.

Personal and Social Competencies. A teacher who possesses personal and social
competencies is one who manifests the following behavior and conduct:

1. Observe the teachers code of ethics and other rules and regulation.
2. Sets the example of moral and ethical behavior.
3. Shows honesty and integrity
4. Accepts fellowships roles
5. Shows evidence of professional and cultural growth
6. Accepts and performs leadership roles competently
7. Gets along well with learners, staff and the community
8. Shows evidence of emotional stability
9. Possess mental health and physical fitness
10. Observes proper grooming and attire and
11. Shows creativity and resourcefulness
12. Participates actively in cultural, professional and community
organization activities
13. Observes official time
Evaluation of teaching performance is vital as it enables teachers to
determine how they can contribute to the success of accomplishing
educational goals. Education does not only furnish teaching with
means of appraising instructional program but also reveals progress
the school is making. Evaluation also is a basis for continous
improvement of curriculum and determines the strength and
weaknesses of the teachers(Darling- Hammond, 1990) as cted by
Niedo (2012).

Domains of knowledge for teaching. Teaching is a complex act, requiring many


kinds of knowledge of subject matter content or of general pedagogical principles;
some is more specific and transient such as knowledge of the particular students
being taught and what has taken place in a particular class. Various systems for
describing the knowledge needed for teaching have been developed with varying
emphasis and purposes. With any set of categories or domains of knowledge, it is
important to keep in mind that these systems are used to bring conceptual order to
knowledge that is reality complex and interrelated.
PART III

METHODOLOGY

The questionnaire of will be used to provide answers to the research. This


framework includes major organizing themes related to work style of elementary
teachers in relation to their teaching performance. The method of plan for this study will
be discussed in terms of research design, population, data gathering, research
instrument and statistical treatment.

Research Design

The present study will be used the descriptive- correlational method of research.
It seek to investigate the teaching performance of teachers in Kadingilan Elementary
School, Midsayap West District .

Respondents

The respondents of this research study were the elementary teachers of


Kadingilan Elementary School, Midsayap West District, Cotabato Division for the School
Year 2015-2016.

Research Procedure

The School Head of this school will be explained the purpose and significance
of this study and he will conduct this study among their teachers.
Research Instruments

The higher average mean in every category tells the generally most favored work
style. The instrument will be used to determine the level of the teaching performance of
elementary teachers of Kadingilan Elementary School will be classified based on the
ratings use in their latest performance. Below are the numerical weights and descriptive
interpretations of the instrument.

Numerical Weights Descriptive Interpretations

1. outstanding
2. very satisfactory
3. satisfactory
4. unsatisfactory
5. poor

Data Analysis

Appropriate statistical tools will be used in the data analyses. In particular, the
descriptive statistics will be used to summarize information and multiple regression
analyses will be used to test the hypothesis.
Department of Education
Region XII
Division of Cotabato
West Pikit District
KOLAMBOG ELEMENTARY SCHOOL
Kolambog, Pikit, Cotabato

Name of Teacher Proposed Title


1. Singco, Annie B. Misbehavior of Grade V Pupils in
Kolambog Elementary School
2. Bebero, Rhea Q. Cognitive Skills of Mathematical Problem
Solving of Grade III Pupils in Kolambog
Elementary School
3. Pasigan, Intanilya G. Improving Pupils Comprehension and
Attitude Through Literature-Based
Reading Program of Grade IV Pupils of
Kolambog Elementary School
4. Samplidan, Abdulnasser A. The Role of Home Condition for
Absenteeism of Grade II Pupils in
Kolambog Elementary School
5. Guiamal, Baidido S. Low Level of Academic Performance of
Grade I Pupils of Kolambog Elementary
School
6. Musa, Bae G. Assessment Using Mother-Tongue as a
Medium of Instruction in Kindergarten
Pupils of Kolambog Elementary School
7. Molig, Rio E. Study Habits Towards Their Academic
Performance of Grade II Pupils
8. Ali, Mohamad G. Reading Performance of Grade VI Pupils
of Kolambog Elementary School in
Relation to their Academic Achievement in
Araling Panlipunan
9. Abon, Tilak K. The Teaching Performance of Teachers In
Kolambog Elementary School

Submitted by:

TILAK K. ABON
Teacher In- Charge
ASSESSMENT OF TEACHERS PERFORMANCE

This instrument aim to evaluate the performance of the teacher. The statements
can be answered by encircling the number: 1= Outstanding, 2 = Very Satisfactory, 3 =
Satisfactory, 4 = Unsatisfactory, 5 = Poor

A. TEACHERS PERFORMANCE IN TERMS OF MOTIVATIONAL BEHAVIOR

1. Maintains student attention.


1 2 3 4 5
2. Uses a variety of assessment techniques when
evaluating learning or skills development. 1 2 3 4 5
3. Calls attention to the needs of students with
learning or behavior problems. 1 2 3 4 5
4. Provides additional time beyond the regular
schedule. 1 2 3 4 5
5. Demonstrates appropriate academic planning.
1 2 3 4 5
6. Delivers directions ,explanation, and
instructional content in a manner understood by 1 2 3 4 5
students.

B. TEACHERS PERFORMANCE IN TERMS OF KNOWLEDGE OF SUBJECT


MATTER

7. Makes use of school-related resources.


1 2 3 4 5
8. Uses assessment information to provide
feedback which is corrective and informative. 1 2 3 4 5
9. Facilities student learning variety of
instructional materials and activities. 1 2 3 4 5
10. Set objectives that are within the experiences
and capabilities of learners. 1 2 3 4 5
11. Paces lessons appropriate to the needs and
difficulties of learners. 1 2 3 4 5
12. Provides appropriate intervention activities for
learners at risks. 1 2 3 4 5
C. Principle and Methods of Teaching

13. Recognizes multi-cultural background of learners


when providing learning opportunities. 1 2 3 4 5
14. Shows fairness and consideration to all learners
regardless of socio-economic background. 1 2 3 4 5
15. Delivered accurate and update content knowledge
using appropriate methods, approaches and 1 2 3 4 5
strategies.
16. Provides appropriate tasks, portfolio and projects
that support development of good study habits. 1 2 3 4 5
17. Manages remediation activities.
1 2 3 4 5
18. Conducts regular meeting with learners and
parents to report learners progress. 1 2 3 4 5

D.TEACHERS PERFORMANCE IN TERMS OF PERSONAL CHARACTERISTICS

19. Creates situation that develops a positive


attitude among learners towards their subject 1 2 3 4 5
and teacher.
20. Demonstrates punctuality in accomplishing
tasks and attendance on all occasions. 1 2 3 4 5
21. Maintains appropriate appearance and
decorum. 1 2 3 4 5
22. Demonstrates appropriate behavior in dealing
with learners, peers and superiors. 1 2 3 4 5
23. Maintains stature and behavior that upholds
the dignity of teaching. 1 2 3 4 5
24. Manifests personal qualities like enthusiasm,
flexibility, caring, attitude, collegiality among 1 2 3 4 5
others.
25. Abide by the Code of Ethics for Professional
Teachers. 1 2 3 4 5
THE QUESTIONNAIRE / CHECKLIST

I.INSTRUCTIONAL MATERIALS, TOOLS AND FACILITIES


Please assess the adequacy of the instructional materials, tools and equipment
in your school. Please encircle the point in a four-point scale, where 1 is considered as
very inadequate and 4 as very adequate.

1. Teaching manuals for a particular area to be taught


Considering the specific kind of pupils.
2. Textbooks and workbooks available for use by both teachers and the pupils.
3. Classrooms materials, such as charts and the like.
4. Tables, chairs and other fixtures in the classroom.
5. Classroom can be used comfortably (as in proper ventilation, lighting, space,
etc.) by the pupils as they practice/ work on projects.
6. Audio-Visual Aid.
7. Visual Aids
8. Chalk and Chalkboard.
9. Books and Articles.
10. Computer equipment