RESEARCHERS

CAGAYAN STATE UNIVERSITY MAEd
PERCEIVED LANGUAGE COMPETENCIES AND PRFORMANCES OF

SENIOR HIGH SCHOOL TEACHERS
_____________________
A Thesis Proposal
Presented to the
Faculty of the College of Education
Cagayan State University
____________________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education Major in English
By
CATHERINE JOY J. PASCUAL
June 2019
APPROVAL SHEET
This thesis proposal entitled “TEACHING COMPETENCE OF SENIOR

HIGH SCHOOL TEACHERS IN RELATION TO THEIR RPMS
PERFORMANCE RATING”, prepared and submitted by Catherine Joy J. Pascual in
partial fulfillment of the requirements for the degree, Master of Education major in
English, is hereby recommended for Oral Examination.
ROMEO C CLEMENTE, Ph. D., DPA

Adviser
Approved by the Tribunal on Oral Examination with a grade of

_______________________.
ROMEL TAGUMASI, Ph. D.

Chairman
LIAN ABUAN, MA MARLON SINIGUIAN, MA
Member Member
ANTONIO I. TAMAYAO, Ph.D. (Research Professor of CHIM)

Member Member
(English Professor of CHIM)

Reader/Critic
Accepted in partial fulfillment of the requirements for the degree, Bachelor of
Science in Hospitality Management
May 2018 LIAN ABUAN, M.A.

Date University Dean
TABLE OF CONTENTS
Page
Approval Sheet i
Title ii
Table of Contents iii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction/Background
Theoretical/Conceptual Framework
Research Paradigm
Statement of the Problem/Objectives of the Study
Hypothesis/Assumption of the Study
Significance of the Study
Scope and Limitation of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE
(List down the major titles and sub-titles in topical or thematic

format)
3 RESEARCH METHODOLOGY
Research Design
Respondents and Sampling Procedures
Locale of the Study

Research Instrument
Data Gathering Procedures
Statistical Tools and Treatment

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction/Background of the Problem
Teaching competencies are considered one of the major components in assessing
good quality of instruction facilitated by the teachers in a certain school of any
community. There are lots of processes in order to attain the most effective and efficient
practices as they conduct classroom management and curriculum enhancement. With this,
the Department of Education established and executed various tools for more globally
competent educational system such as the K to 12.
From the previous Individual Performance Commitment and Review Form, the
teachers will craft their own objectives related to the Key Results Area (KRA); but, today
with the advent of the new Results-based Performance Management System (RPMS), the
teachers had set and standard objectives based on the Professional Standards for Teachers
(PPST). Through this, the DepEd ensures that work efforts focus towards achieving its
vision, mission, values and strategic priorities toward the delivery of quality educational
services to Filipino learners. The alignment of the RPMS with the Philippine Professional
Standards for Teachers has led to the development of new results-based assessment tools;
hence, the manuals are downloadable and have been the basis for the checking of school
head in every teacher’s performance rating at the end of the school year.
Under the given standards, five KRA’s are being set such as content knowledge
and pedagogy, learning environment and diversity of learners, curriculum and planning,
assessment and reporting, and plus factor. These have objectives or specific tasks which
will be used in getting and computing the over-all performance of the ratees through the
indicators outstanding, very satisfactory, satisfactory, unsatisfactory, and poor.
In the perspective of linguistic competence of the teachers and students, there are
still issues that need to be addressed and solved in order to achieve the desired outcome
of the Department of Education; thus, areas such as reading and thinking skills, writing
skill, oral communication, lexical aspects of language and professional competency are
set to be the researcher focused of assessment. Since senior high school subjects are at
par from the learning areas of the junior high school subjects, teachers in grade 11 and 12
must exert effort and flexibility in terms of their teaching styles. Due to several periods
of adjustments in the implementation of the K to 12 curriculum, proper proportions of
subjects are not applied because of lack of teaching staff. School heads have to do
arrangements in order to fill the vacant position of the classroom program. Therefore,
even it is not the field of specialization of a particular teacher; he or she must learn to
apply his or her best for the students’ progress specifically in English language.
With this, the study will be conducted for the school, teachers, and students work
proficiently to gain and accomplish the realization of the educational system in the
Philippines.
Theoretical Framework
This study is guided by the Control Theory of Performance Management System.
The theory helps in sustaining the performance management system by defining forms of
control between the organization and the systems within. According to the control theory,
actions of all systems should be in sync with the overall goals and objectives of an
organization.
Control Theory focuses on control mechanisms imposed at all levels of an
organization. They may be behavioral or organizational, and the goals should be aligned
with organizational goals and objectives.
The Control Theory has three types of control systems: 1) behavior control,
rewarding job well done and penalizing actions contrary to group goals. 2) Output
control, where the outcome is the basis of reward. 3) input control system which focuses
on training and improvement of competence of employees. Out of these three systems,
organizations can use any type of control system or a combination of different models.
Selection of the control depends on the structure, norms, policies and administrative
information in an organization.
There are multiple applications of Control Theory of Performance Management
System at the workplace. To increase the performance of employees, managers must
assign specific and challenging goals to employees that will upgrade their performance.
However, organizations should avoid the ambiguous targets which do not have the
specific standards and direct feedback. Clear feedback and proper standards, provides
employees the chance to correct errors. On the other hand, regular supervision in the
workplace can be analyzed with the control system Similarly, managers can use the
Control Theory in management program “facilitates tracking of performance and
achievement by the continuous flow of feedback.
Based on the research paradigm of this study, the dependent variables for the
teaching competence are reading and thinking skills, writing skills, oral communication,
lexical aspects of language and professional competency; while, the independent
variables are the profiles of the respondents such as age, sex, civil status, educational
attainment, position/rank, years of teaching experience, and English subjects taught and
the RPMS Performance Rating.

Paradigm of the Study
INDEPENDENT VARIABLES DEPENDENT VARIABLES
1. Profile
1.1 age
1.2 sex
TEACHING 1.3 civil status
COMPETENCE 1.4 educational

attainment
A. Reading and Thinking Skills
1.5 position/rank
B. Writing Skills 1.6 years of teaching
C. Oral Communication experience
1.7 years of English
D. Lexical Aspects of
Language teaching experience
1.8 English subjects
E. Professional Competency
taught
2. RPMS Performance
Rating
Feedback
Figure 1. The Research Paradigm

Statement of the Problem
This section attempts to assess the Senior High School teachers’ teaching
competencies in relation to their RPMS Performance Rating.
Specifically, the study will seek to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 age
1.2 gender
1.3 civil status
1.4 educational attainment
1.5 position/rank
1.6 years of teaching experience
1.7 years of English teaching experience
1.8 English subjects taught
2. What is the over-all RPMS performance rating of teachers?
3. How do the raters assess the teachers’ competencies along the following area
variables:
3.1 Reading and Thinking Skills
3.2 Writing skills
3.3 Oral Communication
3.4 Lexical Aspects of Language

3.5 Professional Competency
4. Is there a significant difference between the assessment of teachers, school head
and students along the area variables?
5. Is there a significant relationship among the profiles of the teacher respondents’
vis-a-vis teachers’ competencies along the following area variables?
6. Is there a significant relationship between the teachers’ competencies with their
RPMS Performance Rating?
Hypothesis
1. There is no significant difference between the assessment of teachers, school
head and students along the area variables.
2. There is no significant relationship among the profiles of the teacher respondents’
vis-a-vis teachers’ competencies along the following area variables.
3. There is significant relationship between the teachers’ competencies with their
RPMS Performance Rating.

Significance of the Study
This study will be beneficial to the following group of people:
Secondary School Principals. This study will be their basis in providing
technical assistance to the teachers’ teaching competencies who are teaching English
subjects in the Senior High School. With this, they can also plan and create necessary
arrangements in the management of teaching-learning process for the students’ linguistic
development.
Senior High School Teachers. It will serve as their guide in increasing their
teaching competence in teaching English, since they will be able to know the relationship
of the RPMS performance rating to it. Also, they can elevate their proficiency level in
terms of facilitating and managing their instructional abilities.
Students. It will give opportunities to the students to assess their teachers’
teaching competence for them to be uplifted in their chosen track/strand. They will also
benefit due to the innovations and enhancement programs of the teachers after they have
determined their lowest teaching competency.
Researcher. It will provide eagerness and passion in order to become a competent
teacher through the guided RPMS tool issued by the DepEd, and to produce quality
services in the field of her chosen career or profession. She will also learn how to craft
necessary adjustment in her strategies and approaches after gathering the pieces of
information regarding the study.

Future Researchers. It will let future researchers to benchmark the same future
studies in order to widen the horizon in knowing the extent of teaching competencies of
teachers in relation to their RPMS performance rating. This can be also one of the sources
in coming up different researches or thesis in the world of teaching.
Scope and Limitations of the Study
This study seeks to determine the teaching competence of the senior high school
teachers who are teaching English subjects in relation to their RPMS over-all rating for
the school year 2018-2019 along (a) reading and thinking skills; (b) writing skill; (c) oral
communication; (d) lexical aspects of language; and (e) professional competency. The
public senior high school teachers’ profiles will also be identified such as age, gender,
civil status, educational attainment, position/rank, years of teaching experience, years of
English teaching experience, and English subjects taught.
The given sets of questionnaire for the respondents will be given to the teachers
who are teaching English subjects of Senior High School in line with their field of
specialization, and teachers who are teaching English subjects of Senior High School not
in line with their field of specialization. They will also be rated by the students and school
head from the three high school public schools in Mallig district. It seeks to answer (1) if
there is significant difference between the assessment of teachers, school head and
students; (2) if there is significant relationship among the profiles of the teacher
respondents’ vis-a-vis teachers’ competencies along the following area variables; and (3)
if there is significant relationship between the teachers’ competencies with their RPMS
Performance Rating.
The results will be used by the teachers and school heads to facilitate and monitor
well in the teaching-learning process of the education sector.

Definition of Terms
To provide the readers of this research a better understanding of content, the
following terms are operationally and conceptually defined:
Teaching Competence- refers to knowledge, skills and values of the teachers in
teaching English subjects of the senior high school students which will focus on reading
and thinking skills, writing skill, oral communication, lexical aspects of language and
professional competency.
Senior High School Teachers- are the appointed and declared public school
teachers in grade 11 and 12 of the school who are teaching English subjects regardless of
their field of specialization.
English Subjects-are the subjects from the core, specialized, and applied of the
Senior High School students in the K to 12 Curriculum which develop the communication
and linguistic skills of the students such as Oral Communication in Context, Reading and
Writing, English for Academic and Professional Purposes, Creative Writing, Creative
Nonfiction and 21st Century Literature from the Philippines and the World
Results-based Performance Management System (RPMS)- refers to an
organization-wide process of ensuring that employees focus work efforts towards
achieving Dep-Ed vision, mission values and strategic priorities. It is also a mechanism
to manage, monitor and measure performance, and identify human resource and
organizational development needs (DepEd Order No.2, s. 2015 p.3).

RPMS Performance Rating- refers to the new and yearly result of the
performance of every teacher in the assessment and evaluation of their teaching
competence along the the five KRAs set by the DepED and written in the RPMS manual
such as: content knowledge and pedagogy, learning environment and diversity of
learners, curriculum and planning, assessment and reporting; and plus factor. This is
usually collected and graded at the end of the school year.
Performance Indicators- are the exact quantification of objectives, which shall
serve as an assessment tool that gauges whether a performance is positive or negative
(DepeEd Order No. 2, s.2015).
Rater- refers to the school head and students who will evaluate and answer the
provided self-assessment sheet of the researcher.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter will present the related literature and studies after the thorough and
in-depth search done by the researchers. This will also present the synthesis of the art.
Teaching Competency
Teaching competencies include the acquisition and demonstration of the
composite skills required for student teaching like introducing a lesson, fluency in
questioning, probing questions, explaining, pace of lesson, reinforcement, understanding
child psychology, recognizing behavior, classroom management and giving assignment.
Competency development must a continuous process in the organization. Encyclopedia
Dictionary of Education (vol.1: 1997) describnes teaching competency as the state of
having demonstrating skills, abilities or aptitudes in the satisfactory execution of a
learning task. Encyclopedia of teacher training and education (vol.ii 1998) defines
teaching competency as suitable or sufficient skill, knowledge and experience for
teaching purpose, properly satisfied. As defined by B.K.Passi and M.S.Lalitha , ―
teaching competency means an effective performance of all observable teacher behavior
that brings about desired pupil outcomes.‖ S.Venkataiah (2000), defines, ―Teaching
Competency as any single knowledge, skill or professional expertise which (1.) a teacher
may be said to posses and (2) the possession of which is believed to be relevant to the
successful practice of teaching.‖ Halls & Jones (1976), defines competencies as
―composite skills, behavior or knowledge that can be demonstrated by the learner and
desired from explicit conceptualization of the desired outcomes of learning competencies
are states so as to make possible the assessment of student learning through direct
observation of student behavior.‖ Walker (1992), developed the following definition of
competence, ―the attributes (knowledge, skills and attitudes) which enable an individual
or group to perform a role or set of tasks to an appropriate level or grade of quality or
achievement (i.e. an appropriate standard) and thus make the individual or group
competent in that role.
The general area competencies of Southeast Asian teachers in the 21st century
identified by a team of Southeast Asian experts through a Modified DACUM Workshop
process are as follows:
1. Facilitating the development of learner’s life and career skills; 2. Creating a conducive
learning environment; 3. Facilitating learning; 4. Preparing appropriate lesson plans in
line with the school vision and mission; 5. Developing higher order thinking skills
(HOTS); 6. Developing and utilizing teaching and learning resources; 7. Enhancing
ethical and moral values; 8. Assessing and evaluating learner performance; 9. Engaging
in professional development; 10. Networking with stakeholders especially with parents;
and 11. Managing students’ welfare and other tasks.
The present Philippine teacher competency standards are a product of the Teacher
Education Council (TEC), the Department of Education (DepEd), the Commission on
Higher Education (CHED), and the Professional Regulation Commission (PRC). The
National Competency-Based Teacher Standards (NCBTS) are anchored on Republic Act

No. 9155 or the Basic Education Act and the Basic Education Sector Reform Agenda
(BESRA) as well as the law creating the Teacher Education Council (TEC). The NCBTS
defines the desired practice of effective teaching. As such, consultation meetings,
workshops, and a series of forums were held with stakeholders in the articulation of a
singular competency-based framework for teaching and teacher development that would
guide all policies, reforms, and activities related to teaching and teacher development.
The DepED is focusing on using the NCBTS as a tool to identify teachers’
strengths and weaknesses as an input to teacher professional development. NCBTS
defines standards of practice of effective teaching in appropriate domains. The NCBTS
Teacher’s Strengths and Training Needs Assessment (TSNA) is a self-assessment tool
that enables teachers to identify professional strengths and development needs. It is a
formative process that encourages teachers in enhancing their competencies and
professional development. With this tool, the Regional DepED Offices take charge of the
monitoring and evaluation of division level implementation of the NCBTS-TSNA and
the Individual Plan for Professional Development (IPPD) as provided for in DepED Order
No. 32, s. 2009. A competency-based performance appraisal system for teachers (CB-
PAST) has been developed to assess and recognize the quality of a teacher’s
accomplishments over a period of time for maintaining a high standard of work. This
system adheres to standards of competency-based performance as indicated in the
NCBTS domains and enriched by the job-embedded requirements. The teachers and
raters (e.g., school head) use designated tools for assessment, the results of which will be
applied for incentives, awards, and promotions. These performance ratings shall then be
reviewed by the next higher school official in line, for approval by the superintendent.
The Philippines defines a competent teacher as one of the most significant
elements of the country’s education system. The Philippine teaching competency
standards known as the NCBTS comprises seven major strands: social regard for
learning; learning environment; diversity of learners; curriculum; planning, assessing,
and reporting; community linkages; and personal growth and professional development.
Social Regard for Learning
This domain should prompt teachers to ask if their students appreciate the value
of learning through their interactions. It focuses on the ideal that teachers should serve as
positive and powerful role models of promoting the value of pursuing learning and of
exerting an effort to learn. Their actions, statements, and different types of social
interaction with their students should exemplify this ideal
Learning Environment
This domain should prompt teachers to ask if they create physical and social class
environments that allow their students to attain maximum learning. This domain focuses
on the importance of providing a social and physical environment within which all
students, regardless of individual differences in learning, can engage in different learning
activities and work toward attaining high standards of learning.
Diversity of Learners
This domain should prompt teachers to ask if they can help their students learn
whatever their capabilities, learning styles, cultural heritage, socioeconomic
backgrounds, and other differences. This domain emphasizes the ideal that teachers
should facilitate the learning process among diverse types of students by first recognizing
and respecting individual differences and then using their knowledge to design diverse
sets of learning activities to ensure that they can all attain the appropriate learning goals.
Curriculum
This domain should prompt teachers to ask if their students can understand and
attain the goals of the curriculum through the various learning resources and activities
they prepare. They should ask themselves if they appropriately made use of ICT. This
domain refers to all the elements of the teaching-learning process that work in
convergence to help students attain high standards of learning and understanding of
curricular goals and objectives. These elements include their knowledge of their
respective subject matters’ teaching-learning approaches and activities, instructional
materials, and learning resources, including ICT.
Community Linkages
This domain should prompt teachers to ask if the goals and characteristics of the
teaching-learning activities they implement are relevant to the experiences, values, and
aspirations of their students. This focuses on the ideal that school activities are
meaningfully linked to students’ experiences and aspirations at home and in the
community. Thus, it focuses on teachers’ efforts directed particularly at strengthening

links between school and community activities, as these help them attain their curricular
objectives.
Personal Growth and Professional Development
This domain should prompt teachers to ask if their actions and statements indicate
a high regard for the teaching profession and for their continuous development as a
professional. This domain emphasizes the ideal that teachers should have a high personal
regard and concern for professional development and continuously improve themselves.
Results-Based Performance Management System (RPMS)
The purpose of this study was to measure the level of implementation of the
Results-Based Performance Management System (RPMS) as a performance management
tool in the Department of Education. It evaluated the level of implementation of the
RPMS in terms of the four performance management phases namely: a) performance
planning and commitment, b) performance monitoring and coaching, c) performance
review and evaluation, and d) performance rewards and development planning, and the
challenges in the implementation of the RPMS. Based on the findings, the following
conclusions can be drawn from this study: 1) The Results-Based Performance
Management System provides policies, specific mechanisms, criteria and processes for
the performance target setting, monitoring, evaluation and development planning for the
ratees. However, majority of the raters fail to discuss those with the ratees as well as how
the Individual Performance Commitment and Review Form is being prepared. 2) The
RPMS focuses on measures of performance vis-á-vis the targeted milestones, and

provides a credible and verifiable basis for assessing the organizational outcomes and the
collective performance of the government employees. While it is very important to ensure
that organization effectiveness and individual improvement and efficiency are ensured, it
is found out that there are raters who rarely provide feedback to the ratees. 3) The RPMS
is effective when it comes to identifying the ratees’ competencies as they are monitored
to effectively plan the interventions needed for behavioral and professional development.
However, the raters just lack the sufficient knowledge on what proper developmental
intervention to employ for the ratees. 4) The RPMS makes use of performance indicators
which are the exact quantification of objectives expressed through rubrics. The RPMS is
an effective tool which gauges whether a performance is positive or negative. Unlike the
previous performance evaluation forms which are Performance Appraisal System for
Teachers and Performance Appraisal System for the Administrators and Staff, the RPMS
shows effectiveness in assessing the employees’ effectiveness, quality, efficiency and
timeliness. 5) The performance management system promotes the performance
evaluation based on evidences or means of verification. Every accomplishment or
achievement declared by the ratees is counter-checked by the rater to ensure the veracity
of the ratees’ claims. Therefore, the performance management is based on a rational and
factual basis for performance targets and measures. 6) The most serious challenges in the
implementation of the RPMS are the following: "no second review," "high anxiety,"
"infrequent feedback," "inconsistency across raters," and "recency errors."
In the Department of Education (Dep.Ed), a government agency in the Philippines
responsible for ensuring access to, promoting equity in, and improving the quality of basic
education,the Results-Based Performance Management System (RPMS) is being used a
performance management tool for both the teachers and the non-teaching staff.
The RPMS is an organization-wide process of ensuring that employees focus
work efforts towards achieving the DepEd vision, mission, values, and strategic priorities.
It is also a mechanism to manage, monitor and measure performance, and identify human
resource and organizational development needs.
The said performance management system is aligned with the Strategic
Performance Management System (SPMS) of the Civil Service Commission (CSC), a
government agency in the Philippines with responsibility for the civil service. The CSC
Memorandum Circular (MC) No. 06, series of 2012, sets the guidelines for the
implementation of the SPMS in all government agencies. The SPMS emphasizes the
strategic alignment of the agency's thrusts with the day-today operation of the units and
individual personnel within the organization. It focuses on measures of performance vis-
á-vis realized target, employee output and collective performance of the group.
With the the RPMS as its SPMS, DepEd strengthens the culture of performance
and accountability in the agency while upholding its organizational mandate, vision, and
mission, the Department believes that there is a need to link corporate goal and
performance measurement. The system of measurement is important to track individual
performance and its contribution to overall goals. Moreover, by cascading the
accountabilities to the entire agency, units, department, and own employees, creates a
factual basis for performance target. The SPMS is linked with the RPMS to ensure
adherence to the principle of performance-based tenure and incentives.
Analogy in Results-Based Management
In the Results-Based Management Handbook (2017), they metaphorically analyse
that,
“Results-based management can be likened to preparing a meal. You

get the relevant people involved (stakeholder participation). You agree on
what kind of meal you want to make (your vision of change or expected
result). You get a recipe to work from (your theory of change). You obtain
the ingredients you need (your inputs). You mix them all together in suitable
proportions and sequence (implementation). As you cook the meal, you
might need to adjust the temperature and duration to the altitude in which
you find yourself (response to local context, culture and conditions).
Throughout the process, you try to prevent or respond to unforeseen events
like people being cut or burned in the kitchen, or getting indigestion (risk
management). Then you regularly check how your meal is coming along
(monitoring). At the end of the process, if you’ve succeeded, the result will
be positive and measurable (evaluation) and you will be able to tell the story
of the change that’s occurred (reporting). You will have: people who’ve
improved their cooking know-how (your output), a tasty meal (your
outcome), and a nourished, happy family (your impact).”
RPMS in other Countries
Finland. In the handbook of Result-Based Management in Finland’s Develpment
Cooperation - Concepts and Guiding Principle (2015) Finland has paid increasing
importance to this topic in order to strengthen the quality and impact of its development
cooperation. In 2012, the ministry for foreign affairs (MFA) adopted its first
comprehensive action plan (2013-2014) on strengthening result-based development
cooperation. The present government also emphasizes the importance of results and
effectiveness. The 2015 evaluation of Finland’s development policy program
(2004,2007,2012) concluded that RBM measures taken during 2012-2014 have improved
MFA’s management system from a results based management point of view, but also
notes that a lot of challenges exist.
Thailand. In the handbook Implementing Results Based Management in Thailand
(2011) Thailand has been pursuing the implementation of results based management
techniques in the public sector for over a decade. Leading this task is the Office of the
Public Sector Development Commission (OPDC) which has been supporting various
agencies and departments in undertaking a wide variety of results based management
reforms, including key performance indicators, balanced scorecards, and individual
performance bonuses, among others.
Australia. According to Madhekeni (2012), Australia is regarded as one of the early
pioneers of RBM. According to Mackay (2002:29) the country had a number of intrinsic
advantages conducive to building a strong results-based system. These include a strong
human, institutional and management capacity in the public sector, a public service
known for integrity, honesty and professionalism, well developed budgetary and
accounting systems, a tradition of accountability and transparency and credible legitimate
political leaders.
Republic of Korea. The concept of RBM in Korea is widely believed to be a product
of the Asian economic crisis of the late 1990s which brought about new changes in
management practices.Madhekeni (2012)/

Lee (2002) outlines that the new Korean government asserted that the national
economic crisis resulted from lack of efficiency in public sector management. This
assessment became an opportunity for reinventing government. M&E systems included
surveys of public satisfaction with major government policies, programs and projects.
RPMS for evaluation
Results-Based Management is a continuous process of collecting and analyzing data
on indicators and using these data to assess progress on or towards the expected outcomes.
It provides information on, and evidence of, a project’s status at any given time (and over
any given time) relative to targets for outputs and expected outcomes at all levels:
immediate, intermediate and ultimate. It is descriptive in intent, in that it assesses whether
change is happening. (Results-Based Management for International Assistance
Programming at Global Affairs Canada: A How-to Guide, 2016).
Evaluation is a core component of the RBM cycle. It helps determine the extent to
which planned or unexpected results have been achieved; it also provides credible
evidence-based information, recommendations and lessons to improve future
programming and decision-making. Solid RBM systems are the foundation for useful
evaluations (Results-Based Management Handbook: working together for children,
2017). Evaluation may be conducted at the project, program, or policy level. (Kusek &,
Rist, 2004) “Evaluation” is usually taken to refer to a more in-depth and longer-term
assessment of the achievement of more strategic, long-term targets associated with sector
outcome indicators and societal goal indicators (Results-based management framework
in the Philippines: A guidebook, 2013).
According to OECD (2002), evaluation is the systematic and objective assessment
of an ongoing or completed project, program, or policy, including its design,
implementation, and results. The aim is to determine the relevance and fulfillment of
objectives, development efficiency, effectiveness, impact, and sustainability (p. 21). We
stress the need for good evaluative information throughout the life cycle of an initiative—
not just at the end—to try and determine causality (Kusek &, Rist, 2004).
Furthermore, the United Nations Evaluation Group (UNEG) has defined evaluation
as “An assessment, conducted as systematically and impartially as possible, of an activity,
project, programme, strategy, policy, topic, theme, sector, operational area or institutional
performance. It analyses the level of achievement of both expected and unexpected results
by examining the results chain, processes, contextual factors and causality using
appropriate criteria such as relevance, effectiveness, efficiency, impact and
sustainability.“An evaluation should provide credible, useful evidence-based information
that enables the timely incorporation of its findings, recommendations and lessons into
the decision-making processes of organizations and stakeholders.”(United Nations
Evaluation Group, Updated Norms and Standards for Evaluation,June 2016, p. 10) The
aim is to determine the relevance of objectives, efficiency, effectiveness, impact, and
sustainability so as to incorporate lessons learned into the decision making process. Same
with, “Evaluation is the systematic and objective assessment of an on-going or completed

project [or part of], programme or policy, its design, implementation and results”
(Organisation for Economic Co-operation and Development, Glossary of Key Terms in
Evaluation and Results Based Management, 2010). Specifically, this kind of evaluation
addresses: “why” questions, that is, what caused the changes being monitored; “how”
questions, or what was the sequence or process that led to successful (or unsuccessful)
outcomes; and “compliance and accountability” questions, that is, did the promised
activities actually take place and as planned? (Kusek & Rist, 2004)
History of RPMS in the Philippines
In February 2015, Bro Armin Luistro, the DepEd Secretary during that time approved
a national validation in the professional standards for teachers. It is where the NCBTS is
shifted to D-NCBTS (Development-National Competency-Based Teachers Standard). D-
NCBTS is a continuum of teaching practice defined in terms of distinct career stages
(Gonong, 2015). the focus of D-NCBTS is teachers’ professional growth. Through career
stages, it creates a sign post in order to identify teachers’ progress. Moreover, the focus
of D-NCBT is more on the the function of being a teacher not in leadership such as the
function of a Principal.
Teacher evaluation should be based on professional teaching standards and should
be sophisticated enough to assess teaching quality across the continuum of development
from novice to expert teacher (Darling-Hammond in Strauss, 2012).
In the same year, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the
Establishment and Implementation of the Results-based Performance Management

System (RPMS) in the Department of Education” following Civil Service Commission
Memorandum Circular No. 06, s. 2012 or the Strategic Performance Management System
(SPMS) to ensure efficient, timely and quality performance among personnel. The
guidelines explain mechanisms, criteria and processes for performance target setting,
monitoring, evaluation and development planning. (RPMS MANUAL FOR TEACHERS
AND SCHOOL HEADS, 2018).
Filipino teachers are directed in quality education through well-defined domains,
strands and indicators that provide measures of professional learning, competent practice
and effective engagement across teachers’ career stages. The PPST helps teachers reflect
on and assess their own practices as they aspire for personal growth and professional
development. Through the RPMS, the DepEd ensures that work efforts focus towards
achieving its vision, mission, values and strategic priorities toward the delivery of quality
educational services to Filipino learners. The alignment of the RPMS with the Philippine
Professional Standards for Teachers has led to the development of new results-based
assessment tools (RPMS Manual for Teachers and School Heads, 2018).
As cited in Results-based management framework in the Philippines: A guidebook
(2013) as interest in public policy grew and more information became available, pressure
grew for more decisions to be based on supporting evidence, which is now known as
“evidence-based policy development.”
In the Philippines, a number of developments supported the change to an evidence-based
approach to policy needs analysis, which have led to the gradual evolution of the RBMF.
Guidelines in the establishment and implementation of agency strategic
performance management system
The subject of this memorandum is, “Guidelines in the establishment and
implementation of agency strategic performance management system” known as
Memorandum Circular No. 06, s. 2012. It addresses to All heads of Constitutional Bodies;
Departments, Bureaus and Agencies of the National Government; Local Government
Units; Government-Owned And/Or Controlled Corporations with Original Charters; and
State Universities and Colleges. In which, Department of Education is part of this
Memorandum Circular.
Further, in the memorandum, through the support of Administrative Order No. 25
dated December 21, 2011, was issued with the end in view of developing a collaborative
mechanism to “establish a unified and integrated Results-based Performance
Management System(RBPMS) across all departments and agencies within the Executive
Branch of Government incorporating a common set performance scorecard, and creating
an accurate, accessible, and up-to-date government-wide, sectoral and organizational
performance information system. ”
Through the guidelines in Memorandum Circular No. 06, 2012, in Item 17 © of joint
resolution No. 4 likewise states that “the CSC, in developing the performance
management system, shall ensure that personnel performance shall be linked with
organizational performance in order to enhance the performance orientation of the
compensation system.” Moreover, the memorandum circular RESOLVES to direct

agencies to establish and implement a strategic performance management system
(SPMS). Through the SPMS it helps the personnel performance connect to their agencies
vision, mission and strategic goal. The main purpose is creating a better method and tools
to guarantee the main operative in the offices and the personnel also assess their
accomplishments. One of the basic elements in SPMS is the Outcomes-based. This
system focuses on the final outputs that has a create contribution in the mission/vision
and objectives of the organization.
Guidelines on the Establishment and Implementation of the Results-Based
Performance Management System (RPMS) in the Department of Education.
The DepEd Order No. 2, s. 2015 known as, “Guidelines on the Establishment and
Implementation of the Results-Based Performance Management System (RPMS) in the
Department of Education,” aims to provide comprehensive guidelines for the adoption of
the Civil Service Commission’s (CSC) Strategic Performance Management System
(SPMS) in DepEd.
Based on the guidelines, it is stipulated that the specific mechanisms, criteria and
processes for the performance target setting, monitoring, evaluation and development
planning for schools and offices, covering all officials and employees, school-based and
non-school-based, in the Department holding regular plantilla positions. Personnel under
contracts of service/job order and LGU-funded employees shall likewise be covered, but
for purposes of performance evaluation only. Through RPMS, DepEd came up with an
effective and contextualized management tool for all employess. That is in the standard
of Civil Service Commission’s Strategic Performance Management System.
In the rationale of the guidelines, it is stated that, as a learner-centered institution, the
Department of Education (DepEd) is committed to continuously improve itself to better
serve the Filipino learners and the community. The adoption of the SPMS in DepEd
strengthens the culture of performance and accountability in the agency, with the DepEd’s
mandate, vision and mission at its core. And the link between the SPMS and the system
of DepEd relating with human resource. The order aims to adopt SPMS as the Result-
Based Performance management system. DepEd is obediently following the CSC’s
standard in implementing the Strategic Performance Management System.
Philippine Professional Standards for Teachers and Its Relevance to RPMS
“National Adoption and Implementation of the Philippine Professional Standards
for Teachers” or known as DepEd Order No. 42, s. 2017. the orders states that, the DepEd
recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning.
Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.
The changes brought about by various national and global frameworks such as the
K to 12 Reform, ASEAN Integration, globalization, and the changing character of the
21st century learners necessitate the improvements and call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS).

The PPST aims to: (1). set out clear expectations of teachers along well-defined
career stages of professional development from beginning to distinguished practice; (2).
engage teachers to actively embrace a continuing effort in attaining proficiency; and (3).
apply a uniform measure to assess teacher performance, identify needs, and provide
support for professional development.
The order stated that, The PPST shall be used as a basis for all learning and
development programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program. All performance appraisals for teachers shall
be based on this set of standards.
As stated in PPST, The K to 12 Reform (R.A. 10533) in 2013 has changed the
landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly
equipped and prepared to assume the roles and functions of K to 12 teachers. Thats why,
Teachers play a crucial role in nation building. Through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st century skills,
and able to propel the country to development and progress. This is in consonance with
the Department of Education vision of producing: “Filipinos who passionately love their
country and whose values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Moreover, the Philippine Professional Standards for Teachers defines teacher quality in
the Philippines.
Results-Based Performance Management System (RPMS) for Teachers
The alignment of the RPMS with the Philippine Professional Standards for
Teachers has led to the development of new results-based assessment tools; hence, this
Manual on RPMS Tools for Teachers (RPMS,2018).The formation of RPMS is an
attempt to reinforce the Strategic Performance Management System, which was adopted
in 2012, by strengthening its linkage to organizational goals and by cascading individual
accountabilities to all levels (Read and Atinc, 2017).
This manual provides information and guidance to Teachers and School Heads in
the performance assessment process. For teachers, the manual guides them through the
basics in preparing and completing RPMS documents. It describes the appropriate tools
to assess performance and explains the different assessment phases for teachers. It also
introduces the concept of annotations to guide teachers through critical reflection of their
practices for their continuous improvement.
Through the RPMS, the DepEd ensures that work efforts focus towards achieving
its vision, mission, values and strategic priorities toward the delivery of quality
educational services to Filipino learners (RPMS,2018). In the study by Dizon et al.,
(2018) about the level of implementation of the Results-Based Performance Management
(RPMS) as a performance management tool which focused on the teachers as well as the
non-teaching employees of the Department of Education Division of Gapan City, Gapan
City, Philippines, it was found out that: the Results-Based Performance Management
System provides policies, specific mechanisms, criteria and processes for the
performance target setting, monitoring, evaluation and development planning for the
ratees. However, majority of the raters fail to discuss those with the ratees as well as how
the Individual Performance Commitment and Review Form is being prepared; the RPMS
focuses on measures of performance vis-á-vis the targeted milestones, and provides a
credible and verifiable basis for assessing the organizational outcomes and the collective
performance of the government employees; and, the RPMS is effective when it comes to
identifying the ratees’ competencies as they are monitored to effectively plan the
interventions needed for behavioral and professional development. However, the raters
just lack the sufficient knowledge on what proper developmental intervention to employ
for the ratees. It was found out that the most serious challenges in the implementation of
the RPMS are the following: "no second review," "high anxiety," "infrequent feedback,"
"inconsistency across raters," and "recency errors
Having this sole study yet conducted regarding RPMS in Philippines, the present
study will serve as part of the continuum. The cited study can be of baseline data to more
related studies on the subject.
Foreign studies about RPMS in school context
A study by Gutuza (2016) investigated on the way how schools are executing the
Result Based Management (RBM) system in Mutasa District of Zimbabwe’s Manicaland
Province. The study revealed that teachers as one of the key stakeholders in the education
system were not involved during the policy formulation of RBM. The study also reveals
that heads of schools lacked the experience and expertise to guide teachers on this
management system. There were very inadequate resources to implement the system. The
study recommends that adequate resources should be provided in order to effectively
implement RBM in schools. Heads of schools should be thoroughly trained so that they
may better understand the system in order for them to effectively facilitate its full
implementation (Gutuza, 2016).
Meanwhile, Pazvakavambwa (2014) focused on developing a sustainable and
effective RBM model. The objectives of the study were to identify the obstacles
encountered in implementing RBM in primary and secondary schools in the Goromonzi
District, identify and describe the steps taken in developing and sustaining an effective
RBM model, and to develop a sustainable and effective RBM model suitable for both
Zimbabwean primary and secondary schools (Pazvakavambwa, 2014). According to the
findings, RBM was viewed as too complicated and regarded as an additional burden.
Other obstacles cited included a serious lack of resources caused by the prevailing
unfriendly socio-economic-political environment, lack of demand for RBM, lack of
legislative support, lack of training, lack of leadership support and commitment and more
importantly the lack of incentives to motivate teachers and school heads
(Pazvakavambwa, 2014).
Moreover, Pazvakavambwa (2014) cites some challenges in the implementation of
RPMS such as: (a)Lack of training and support. Another obstacle in implementing RBM,
especially in developing countries, is the lack of appropriate training and support (Muir
2010). This has negative implications for practitioner knowledge of RBM, which could
adversely affect information systems (Muir 2010). Moreover, the lack of trainers and
quality coaches in developing countries explains the overreliance on external consultants.
Furthermore, resource constraints in Zimbabwe, for example, are hindering training
initiatives for the majority of Zimbabwean employees to become acquainted with the
concepts of RBM (Madhekani 2012). (b) Lack of resources dedicated to RBM. There is
often a lack of sufficient funds for employing RBM programmes (Muir 2010). This is the
case in Zimbabwe where financial constraints imply that the training of RBM training in
government departments has been largely limited to top officials and heads of such
departments (Madhekani 2012).
Tichakunda (2016) determined the effects of RBM result on teacher performance in
Goromonzi District in Mashonaland East. From the study, it is evident that supervision
of personnel through RBM, attitude towards the RBM and the implementation of RBM
have effect on teacher performance. Teachers who were trained and had some knowledge
on the RBM appreciate the RBM better than those who first met the RBM when
supervision was done to them. If all teachers were taught about the RBM they would have
appreciated the RBM better. Teachers need much motivation in the use of the RBM
(Tichakunda, 2016).
Difficulties and challenges of RBM in agencies
According to Nigel Simister (2015) some critics argue that RBM is often applied in
a very rigid way with a focus on the achievement of hard, measurable results. There may
be a bias towards doing what is measurable. The risk is that targets and performance
indicators over-simply development efforts, because of an assumption that only verifiable
and measurable facts are important and other types of knowledge have no value (Eyben,
2013).
A book titled, Review: Result-Based Management in Development Cooperation by
Molander et. Al (2011) discussed the challenges of RBM in the implementation that they
encountered in evaluation and reviews. These are the following: (1) Probably the most
cited challenge related to the method/model RBM is the difficulty in selecting
appropriate, objective indicators that measure relevant results rather than activities. Some
reviews bring up time‐aspect difficulties, e.g. the unrealistic goal of actually tracking
Outcomes on an annual basis. Setting unrealistic expectations may impact negatively on
the implementation of RBM. The United Nations Development Programme (2010) states
that some indicators are not measurable or logically and appropriately linked to results.
(2) results frameworks tend to become overly complex with an excessive numbers of
indicators, and despite adherence to the notion of using a Results framework as a “living
management tool” that it is difficult to keep the framework Sufficiently lightweight. (3)
Many of the evaluations and reviews report on difficulties where results information is
Not being used for improved decision‐making, budgeting and prioritization purposes,
and/or strategic and policy debate.Knowing which information needs to be collected and
how it should be used, is problematic. A lot of information is generated in RBM which
can easily flood the ability of users to use the information effectively (Williamson
2003:63) (4) Several of the documents discuss why results information is not used.
Reasons relate to the Original design, difficulties with tracking causal linkages, and also
difficulties in measurement and data-collection. (5) Many of the challenges expressed in
the evaluations relate to a lack of human capacity, knowledge, or incentives to fulfil the
complex requirements demanded by an RBM - approach. Many reports seem to raise the
issue that officials within the agencies no longer have time for implementing programs,
and that a lot of time and efforts is wasted on data collection, reporting, and control.
Difficulties and Challenges Encountered by Administrators and Teachers in RPMS
In one of the reports by Rappler, it was reported that the DepEd was responding to
calls from Teachers' Dignity Coalition, composed of around 30,000 teachers, who were
camped outside the DepEd headquarters. One of their agenda is to top the implementation
of the Results-Based Performance Management System (RPMS). They are, according to
the news, sentimental in saying , “Guro tayo, kaya pagtuturo ang ating pangunahing trabaho
at hindi ang mag-ipon ng mga dokumento, mag-accomplish ng forms, magpa-picture sa bawat
kilos, i-please ang observers sa demo, magsulat ng sangkaterbang lesson plan at magreport sa
school kahit Sabado,” (As teachers, our first duty is to teach – not gather documents,
accomplish forms, photograph every move, please observers in demos, complete
excessive lesson plans, and report to school on Saturdays.) the group said in a post. Hence
on Tuesday, September 25, Education Secretary Leonor Briones said that DepEd "does
not exist" for teachers to suffer and that issues raised were not caused by the department.
Mayne (2007, cited in Pazvakavambwa, 2016) identifies two types of challenges,
namely, organisational and technical. Organizational challenges pertain to areas where
schools and teachers need to change the latter are those where skills are required in
measurement and reporting (Mayne 2007, Uusikyla & Valovirta 2004).

Furthermore, according to Muir (2010) another obstacle in implementing results-
based management especially in developing countries is lack of training and support. If
school heads and teachers are not supported with sustainable capacity development
programmes and reference materials, implementation of RBM is compromised (ADB
2006).
According to Bester (2012) schoo
ls are good at defining at the output level. RBM requires schools to move beyond
outputs. However, establishing reasonable outcome expectations about what level of
performance is expected to be achieved is a challenge in many organisations (Perrin 2002,
Boyne & Law 2005). The main problem in using school performance measures is that by
selecting a few specific indicators with accompanying targets, school heads and teachers
focus on improving those numbers, usually to the detriment of what the total school
programme is trying to realise (Mayne 2007). Systems that only concentrate on outputs
can result in goal displacement (Curristine et al. 2006; Curristine 2005). Thus, the
incentive to maximize school outputs may lead to cheating; where schools manipulate
output levels to portray their work in the best possible light.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, locale of the study and the respondents
of the study, sampling procedure, research instrument, scoring procedure, data gathering
procedures, the treatment of the data and statistical tools. A descriptive method such as
frequency and, percentage computation was used to describe the general findings of the
study. A survey instrument was utilized to gather data.
Research Design
The study uses descriptive assessment method of research to describe the effects
of phone- banning to the academic performancw of Senior Hogh School students
particularly to the Grade-11 STEM students. Descriptive research is devoted to the
gathering of information about prevailing conditions or situations for the purpose of
description and interpretation. This type of research method is not simply gathering and
tabulating facts but includes proper analyses, interpretation, comparisons, identification
of trends, and relationships Salaria (2012). This type of research aimed at casting light on
current issues or problems through a process data collection that enables them to describe
the situation more completely. It attempts to answer questions about the current state of
individual variables for specific group of individuals (Nazario-Romero, 2016). The data
will be gathered with the use of a validated questionnaire, and the data of the study will
also be limited to the availability of the students. Documentary analysis will be utilized
to collect the pieces of information regarding the students academic performance.
Locale of the Study

In the town of Sto. Tomas, Province of Isabela, the Calanigan National High
School, a secondary public school comprises of seven hundred fifty-two (752)
students with nine (9) SHS and twenty-four (24) JHS competent teachers from
different field of expertise will be the setting of the said study.
Map of Santo Tomas, Isabela

Respondents of the Study and Sampling Procedures

The respondents of this study will be the senior high school students,particularly
the Grade-11 STEM students. The respective students for the school year2019-2020 will
serve as respondents to counter assess the evaluation made by the researchers.Stratified
random sampling method will be used in this study so that each individual will have an
equal and independent chance of being selected. The researcher will pick random 20
respondents from the whole population.
Research Instruments
This study will use survey questionnaire based from. These quetionaires are only
for the chosen respondants from Grade-11 STEM.A structured questionnaire will be used Commented [G1]: Inserted: A s
Commented [G2]: Deleted:S
to gather information from the respondents. The questionnaires were designed in 3
sections. Section ‘A’ consist of the respondents’ socio-demography, section ‘B’ contain
questions based on the set objectives and the research hypothesis and section ‘C’ contain
records of student performance accordingly. The questionnaire is a close ended one,
whereby respondents were only allowed to choose their answers from the boxes provided.
Data Gathering Procedures
Before the questionnaire will be floated to the respondents, permission to conduct
the study will be obtained from the Schools District Supervisor which will later be
coordinated with the School heads. The data for this research will be collected using a
survey questionnaire. The survey was created using suitable questions modified from
related research and individual questions formed by the researcher.

Twenty (20) copies of the questionnaires will be produced and administered by the
researcher to the randomly selected students in Anecito Lopez Sr., National High School.
The selected respondents will be asked to fill up or answer the questionnaire given. To
minimize the errors in the completion of the questionnaire, the questions on the
questionnaires particularly the difficult ones will be explained by the researcher to the
respondents.
Statistical Tools and Treatment
To give meaning on the data gathered, the following statistical tool and
instrumentation was employed.
1. To determine the profile of the senior high school students as to age, gender.The
formula for percent is shown below:
N
Formula: P= f
x 100
Where: P = percentage
N = population
f = frequency
2. To assess the over-all academic performance of the students using a questionnaire

along the following area variables:(A)Responsiveness (B)Effectiveness (C)Orderliness
(D)Strictness The formula for weighted mean is shown below:
Ʃ (WiFi + ………WnFi)
Formula: Wx = N
Where: WX = computed weighted mean

W = assigned numerical value for weight
F = frequency
N = total number of respondents
To analyze the weighted mean of over all academic performance of Grade 11
STEM students on their respective instructional competencies the 5-point Likert Scale
and its equivalent mean range below was used.
Rating Scale Equivalent Mean Range Descriptive Scale

5 - 4.50 – 5.00 - Outstanding
4 - 3.50 – 4.49 - Very Satisfactory
3 - 2.50 – 3.49 - Satisfactory
2 - 1.50 – 2.49 - Unsatisfactory
1 - 1.00 – 1.49 - Poor
3.To determine if there is significant difference among the assessment of teachers,
school head and students along the area variables, One-Way Analysis of Variance
(ANOVA) F-test statistics was used. The formula for ANOVA–test is shown below.
MSSb
Formula: F=
MSSw
Where : F = one-way ANOVA F-test

MSSb = mean of the Sum of Square Between
MSSw = mean of the Sum of Square Within
4.To determine if there is significant relationship among the profiles of the teacher
respondents’ vis-a-vis teachers’ competencies along the following area variables,
contingency coefficient was used. The formula for the contingency coefficient is shown
below.
X²
Formula: C= √
N+X²
Where: C = contingency coefficient

X² = chi-square value
N = total number of cases
5.To determine if there is significant relationship between the teachers’
competencies with their RPMS Performance Rating, Pearson r correlation was used. The
formula for the Pearson r correlation is shown below:
N (Ʃ XY)−(ƩX) (ƩY)
Formula: 𝑟=
√[ N (ƩX2 )− (ƩX)2 ] [ N (ƩY2 )− (ƩY)2 ]
Where : r = coefficient of correlation

X = the first variable under study
Y = the second variable under study
N = total number of pairs variables
To analyze the correlation of the teachers’ competencies and RPMS Performance
Rating, the following correlation scale was utilized.
Correlation Scale
Range of value of r Interpretations

± 0.91 – ±1.00 - Very high correlation
± 0.71 – ±0.90 - High correlation
± 0.51 – ±0.70 - Moderate correlation
± 0.31 – ±0.50 - Low correlation
± 0.00 – ±0.30 - Negligible or little correlation
Furthermore, to find the significance of the correlation made, a t-test was utilized.
The formula of the test statistics is shown below:
𝑛−2
Formula: 𝑡 = 𝑟 √1−𝑟 2
Where: t = t-test
r = coefficient of correlation
n = total number of pairs variables
Mallig Plains National High School- 8 teachers, 2 English teachers, 1 teacher who
is not major in English but teaching English
Mallig National High School-
San Jose National High School
Bimonton Integrated School -4 teachers, 1 English teacher, 1 teacher who is not
major in English but teaching English

LITERATURE CITED
A. BOOKS
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford:

Oxford University Press.
B. THESES AND DISSERTATIONS
Pagulayan, Jonas T. (2002). The Levels of English Language Communicative

Competence of Freshmen Students of Cagayan Colleges Tuguegarao.
Unpublished Thesis, Tuguegarao City, Cagayan.
C. JOUNALS, ARTICLES, PAPERS
Butler, Y., (2005). Comparative perspectives towards communicative activities among

elementary school teachers in South Korean, Japan and Taiwan. Language
Teaching Research, 9 (4), p. 423-446.
D. INTERNET RESOURCES
Astrid, Schmidhofer, Saiz de Lobado Garcia, Ester and Strotmann, Birgit. Assessment of
Communicative Competence. IX Jornadas Internacionales de Innovacion
Universitaria. Retrieved from
file:///G://Communicative%20Competence/EVAL06.pfd
APPENDIX - A
SURVEY QUESTIONNAIRE
Dear Respondent,
The undersigned is conducting a study entitled Phone Banning: Its Effect to the Academic
Perfoemance of the Senior High School Students of Calanigan National High School in
partial fulfilment of the requirements for the subject Inquiries, Investigation and
Immersion. Please answer the following questionnaire according to your honest opinion
and perception. Rest assured that your answers will be dealt with most confidentiality.
Your kind effort to accomplish it will surely help in the completion of the study.
Thank you very much!

Sincerely yours,
Cuyos, Rodelito P.
Martinez, Catherine S.
Paguirigan, Herbie G.
Pascua, Kristine M.
Tabengo, Richelle P.
Viernes, Lovely M.
Villa, Aira Joyce O.
Villa, Justine Rieo A.
Researchers
APPENDIX – B
SELF-ASSESSMENT TOOL FOR ENGLISH TEACHER IN SENIOR

HIGHSCHOOL
General Instruction: Read each item carefully and answer the following questions
provided below. (Please be assured that all of the answers provided herein shall be kept
confidential. Please indicate (✓) mark on the appropriate box.
Note: Please do not leave any item blank.

I. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade/Section
1.4 General Average
1.5 Family Income
1.6 Parents’ Occupation
2. What is the level of implementation for the phone banning protocol to the school?
3. How do the students respond to this phone banning protocol in terms of:
3.1 Responsiveness
3.2 Effectiveness
3.3 Orderliness
3.4 Strictness
4. Is there a significant difference between the profile of the respondents and their res
pond to the phone banning protocol?
5. Is there any significant relationship among the profile of the respondents, respond t
o the protocol, and their academic performance?

6. What is the proposed program in order to fully implement the cell phone banning pr
otocol?
Part 2. Mobile Phone
1. Do you have access to mobile phone? [ ] Yes [ ] No
2. If yes, how do you get access to it? [ ] Own/ Personal [ ] Parents [ ]

Friends
3. Which brand of cell phone do you use?
[ ] Xaomi [ ] Samsung [ ] Oppo [ ] Apple [ ]

Asus
[ ] Sony [ ] Lenovo [ ] LG [ ] Cherry Mobile [ ]

Cloudfone
[ ] MyPhone [ ] Others : ________________
4. What type of network do you use?
[ ] Globe [ ] Touch Mobile [ ] Smart [ ] Talk N Text [ ]

Sun Cellular
5. What types of load do you usually use?
[ ] Prepaid [ ] Postpaid
6. Why do you use a mobile phone?

[ ] Call and Text [ ] Gaming [ ] Browsing [ ] Facebook [ ] Research
7. How frequently do you use your mobile phone daily? Commented [G3]: Inserted: ly
[ ] 1-2 hours [ ] 3-4 hours [ ] Half day [ ] Whole Day [ ] once a week
8. Do you bring your mobile phone at school? [ ] Yes [ ] No
9. Is the use of mobile phones in the school premises prohibited or allowed? [ ] Allowed [ ]
Prohibited
Part 3. Students’ Academic Performance
1. Do you attend your classes every day? [ ] Often [ ] Rarely [ ] Not Often
2. How many absences do you normally have each month? [ ] 1-2 Days [ ] 3-5 Days [ ]5
&more
(Based on past experiences)

3. Do you go to school on time? [ ] Early [ ] On time [ ] Late
4. Do you participate in school activities? [ ] Often [ ] Rarely [ ] Not Often
5. Do you participate in class recitation and discussion? [ ] Often [ ] Rarely [ ]

Not Often
6. Do you submit your assignments and project on time? [ ] Yes [ ] No

Curriculum Vitae
Chapter 4
PRSENTATION, ANALYSIS AND INTERPRETATION OF DATA
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
Competencies are the skills and knowledge that enable a teacher to be successful.
To maximize student learning, teachers must have expertise in a wide-ranging array of
competencies in an especially complex environment where hundreds of critical decisions
are required each day (Jackson, 1990).
Research tells us what can be expected from a teacher employing instructional
strategies and practices that are proven to lead to increased mastery of lessons. Better
learning happens in a dynamic setting in which teachers offer explicit active instruction
than in situations in which teachers do not actively guide instruction and instead turn
control over content and pace of instruction to students (Hattie, 2009).

RESEARCHERS

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

RESEARCHERS

Загружено:

Авторское право:

Доступные форматы

CAGAYAN STATE UNIVERSITY MAEd

PERCEIVED LANGUAGE COMPETENCIES AND PRFORMANCES OF

CATHERINE JOY J. PASCUAL

This thesis proposal entitled “TEACHING COMPETENCE OF SENIOR

ROMEO C CLEMENTE, Ph. D., DPA

Approved by the Tribunal on Oral Examination with a grade of

ROMEL TAGUMASI, Ph. D.

ANTONIO I. TAMAYAO, Ph.D. (Research Professor of CHIM)

(English Professor of CHIM)

May 2018 LIAN ABUAN, M.A.

Table of Contents iii

1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem/Objectives of the Study

Hypothesis/Assumption of the Study

Significance of the Study

Scope and Limitation of the Study

2 REVIEW OF RELATED LITERATURE

(List down the major titles and sub-titles in topical or thematic

Respondents and Sampling Procedures

Locale of the Study

Data Gathering Procedures

Statistical Tools and Treatment

THE PROBLEM AND ITS BACKGROUND

Introduction/Background of the Problem

Teaching competencies are considered one of the major components in assessing

good quality of instruction facilitated by the teachers in a certain school of any

competent educational system such as the K to 12.

indicators outstanding, very satisfactory, satisfactory, unsatisfactory, and poor.

of adjustments in the implementation of the K to 12 curriculum, proper proportions of

This study is guided by the Control Theory of Performance Management System.

Control Theory focuses on control mechanisms imposed at all levels of an

with organizational goals and objectives.

on training and improvement of competence of employees. Out of these three systems,

There are multiple applications of Control Theory of Performance Management

System at the workplace. To increase the performance of employees, managers must

Control Theory in management program “facilitates tracking of performance and

achievement by the continuous flow of feedback.

lexical aspects of language and professional competency; while, the independent

the RPMS Performance Rating.

Paradigm of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

COMPETENCE 1.4 educational

Figure 1. The Research Paradigm

Statement of the Problem

competencies in relation to their RPMS Performance Rating.

Specifically, the study will seek to answer the following questions:

1. What is the profile of the respondents in terms of:

1.3 civil status

1.4 educational attainment

1.6 years of teaching experience

1.7 years of English teaching experience

1.8 English subjects taught

2. What is the over-all RPMS performance rating of teachers?

3.1 Reading and Thinking Skills

3.2 Writing skills

3.3 Oral Communication

3.4 Lexical Aspects of Language

3.5 Professional Competency

4. Is there a significant difference between the assessment of teachers, school head

and students along the area variables?

5. Is there a significant relationship among the profiles of the teacher respondents’

vis-a-vis teachers’ competencies along the following area variables?

6. Is there a significant relationship between the teachers’ competencies with their

RPMS Performance Rating?