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ICMSIT 2017: 4th International Conference on Management Science, Innovation, and Technology 2017
Faculty of Management Science, Suan Sunandha Rajabhat University (http://www.icmsit.ssru.ac.th)
Teaching Performance of Selected Public Secondary School

Teachers in Tanay, Rizal
Leoncio C. Catolos1
Felicitas Gesilva Catolos2
ABSTRACT
This study is focused on the level of performance of selected teachers who are non-education graduates in
public secondary schools in Tanay, Rizal as perceived by the teachers themselves during the school year
2013 – 2014. Descriptive survey of research design was employed utilizing as a tool in gathering the needed
data. Respondents of the study are 42 teachers who are holders of bachelor’s degree other than Bachelor of
Education but supplemented with required number of units in Education that qualifies the degree holder to
teach. They were described in terms of age, sex, educational attainment, length of service, and non-
education bachelor’s course. The variables considered are instructional skills, guidance skills, management
skills, interpersonal skills and leadership skills.
The study found out that the majority of the respondents have very satisfactory teaching performance. Age,
length of service and bachelor’s degree course are significant on the teaching performance of selected
teachers while sex and educational attainment are not significant. Teaching performance of non-education
graduates is very satisfactory regardless of their sex and educational attainment. On the other hand, their
teaching performance is associated with their age, length of service and bachelor’s course. The study
recommended that teachers should pursue graduate education program and undergo more seminars and
trainings in order to sustain their professional development and to update themselves in the innovative trends
and techniques especially in the advent of K-12 program. A proposed plan of action is recommended for
implementation. Parallel studies may be conducted considering other variables.
Keywords: guidance skills, instructional skills, interpersonal skills, leadership skills, management skills, non-
education graduates, teaching performance.
1
MAT Assistant Professor II, University of Rizal System arotcatolos@yahoo.com
2
MA Ed Teacher III, Tanay National High School Felicitas.Catolos@deped.gov.ph
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The Problem and Its Background

Introduction
The advent of the K to 12 system of education in the Philippines demanded as well that a lot people
go into teaching. In this regard, a not a few professional who are not graduates of Education course are
taking up Supplemental Education units so they can get into the teaching profession. The challenge now is
for them to perform in the classroom even if teaching is not their original calling. The call to teach has been
demanded lately even among those who are not graduates of a course in Education. For some, lately, they
find that teaching is their real calling; some may have even found a better source of living out of it.
An effective teacher demonstrates a caring attitude. Even teachers who love their job can struggle in this
area, not because they do not care, but because they get caught up so much in the day to day routine of
teaching that they can forget that their students have lives outside of school. Taking the time to get to know a
student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to
cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing
that line and once a student believes the teacher truly cares for them, then there is no limit to what that
student can achieve. Nowadays, the educational arena is composed not only of teachers who were trained
and graduated with teacher education bachelor degree. Equally comprising the teacher’s population today
are ‘second coursers’, so to speak who studied and graduated another degree but landed in the teaching
profession for varied reasons. Although their preparation is different from a teacher education graduates,
they were able to obtain the degree and underwent the competencies required for a teacher, hence, landing
a job as a classroom teacher in basic education and even higher education.
As non-education graduates themselves, teaching subjects which different if not remotely related to their
bachelor’s degrees, the researchers were challenged to get into the mind of their fellow teachers similarly
situated and perhaps find some similarities and differences with their circumstances. Moreover the
researchers would like to know if there is discrepancy on teachers’ performance especially between the
graduates and the non-graduates of education as observed by the researchers in their decade and a half in
the profession. The study was conducted in public secondary schools in Tanay, Rizal for the SY 2013-2014.
The mission of District of Tanay to create a conducive learning environment to empower children and youth
through basic education curriculum, academic excellence, quality and better educational services and
respect for every person and concern for the promotion of life and total human development.
The study is anchored on the Theory of Performance (ToP) advocated by Elger as cited by Caine
(2005) which develops and relates six foundational concepts to form a framework that can be used to explain
performance as well as performance improvements. To perform is to produce valued results. A performer can
be an individual or a group of people engaging in a collaborative effort. Developing performance is a journey,
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and level of performance describes location in the journey. Current level of performance depends holistically
on six components: context, level knowledge, levels of skills, level of identity, personal factors, and fixed
factors. Three axioms are proposed for effective performance improvements. These involve a performer’s
mindset, immersion in an enriching environment, and engagement in reflective practice. The rationale behind
the theory is that humans are capable of extraordinary accomplishments. To pursue with this, is the main work
of a teacher. A teacher provides the motivation that will lead students to perform well in and out of the
classroom. The teacher provides the initiative and the motive; student catches it, goes all along learning and
applies what he/she learns.
In relation to the study, teachers, perform their tasks assigned to them whatever course they have
finished since they have chosen teaching as their profession. The theory is most significant in the
determination of how respondents perceived their performance in a kind of task that they have least prepared
academically but which they have to perform at their best level. The study will be enriched by looking at the
respondents personal and professional circumstances and how it will affect their performance given the extra
ordinary demand on them by the organization.
Statement of the Problem

The study aimed to determine the level of performance of selected teachers who are non-education
graduates in selected public secondary schools in Tanay, Rizal during the School Year 2013-2014.
Specifically, it sought answers to the following questions:
1. What is the profile of the respondents in terms of age; sex; educational attainment; length of service; and
non-education bachelor’s course?
2. What is the level of performance of teachers who are non-education graduates in public secondary schools
in Tanay, Rizal with respect to instructional skills; guidance skills; management skills; interpersonal skills; and
leadership skills?
3. Is there a significant difference on the level of performance of selected teachers who are non-education
graduates in public secondary schools in Tanay, Rizal with respect to the above mentioned aspects in terms
of their profile?
4. What plan of action maybe proposed to enhance the level of performance of public secondary schools
teachers in Tanay, Rizal?
The study tested the null hypothesis that there is no significant difference on the level of performance of
selected public secondary school teachers who are non-education graduates in Tanay, Rizal with respect to
instructional skills, guidance skills, management skills, interpersonal skills, and leadership skills in terms of
age, sex, educational attainment, length of service, and non-education bachelor’s course.
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Discussion of Related Literature and Studies

Ladd (2006) said that the single most important quality that every teacher should possess to make
education work is love and passion for teaching young people. This could not be replaced by anything. The
best teachers go out of their way to find ways to relate to each of their students. Common interest can be hard
to find, but good teachers will find a way to connect with their students. A teacher can also derive good
performance from being proactive. Intense planning and organization can ultimately make the job all the more
less difficult.
Kenny (2006) pointed out that if there are poor performers in the classroom, it may be because of the
student's slower inability to grasp certain topics other than the classmates. There are many reforms on
education being implemented one by one. These are on classroom environment, academic curriculum, and
lately the evaluation of teacher performance. Many of the advocates of education reform in America say that
salaries of teachers should be based on performance that can be reflected during test scores of the students
in exams.
To Glewwe (2003), the performance of teachers could not only cripple the education system, but
also would send "poor performers" to the real world in employment. But some of the teachers unions would
argue that "poor performance" should not be judged solely on exam scores by the students but the overall
effectiveness of the performance.
Lambert (2004) believed that while some factors that influence improving performance are
immutable, other factors can be influenced by the performer or by others. The factors that can be varied fall
into three categories such as performer’s mindset, immersion in the different environments and reflective
practice. Performer’s mindset includes actions that engage positive emotions. Immersion in a physical,
social, and intellectual environment can elevate performance and stimulate personal as well as professional
development. Elements include social interactions, disciplinary knowledge, active learning, emotions (both
positive and negative), and spiritual alignment. Reflective practice involves actions that help people pay
attention to and learn from experiences.
Wiske (2008) reported that the amount of education coursework completed by regularly certified
teachers explained more than 4 times the variance in teacher performance than did measures of teacher
content knowledge. Further it demonstrated consistent, strong, and positive relationships between teacher
education coursework completed and teacher performance in the classroom. Finally, in their research of
2,101 high school math teachers and 1,380 high school science teachers, it highlighted also that "teachers
who have a standard certification in the subject they teach have a statistically significant positive impact on
student test scores relative to teachers who either are not certified or are certified out of the subject."
To Heneman (2009), regularly certified teachers outperform non-certified or provisionally certified
teachers in terms of student achievement and observations by administrators and others, this research,
should be viewed with some skepticism. First, only a small portion of the studies conducted relate teacher
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certification to student achievement. Second, survey research of teachers shows that few value their training
experiences in schools of education.
The Philippine Constitution has a specific provision that requires education to be accorded the
highest budgetary priority, such that in 1990 the education sector was allocated funds equivalent to 3.07
percent of GNP. This is high relative to the allocations made for the other sectors, e.g., national defense (1.38
percent), health (0.71 percent) and transportation and communications (2.18 percent). In the same year, the
primary level’s current expenditures absorbed over one-third of education sector funds, equivalent to 1.18
percent of GNP or 40.1 percent of total public expenditure on education.
According to Tan and Mingat (2007) translated into per pupil basis, the primary level’s share of funds
amounted to about 7.01 percent of per capita GNP.
A comparison of Philippine levels of educational expenditures with other Asian countries, it also
reveals that towards the end of the 1980s, Malaysia was already spending for education something in the
order of 7.3 percent of GNP; Bhutan spent 4.0 percent of GNP and Indonesia 3.7 percent. Actually, the
Philippines and Bangladesh (1.5 percent of GNP) were at the low end of the spectrum; Malaysia and Papua
New Guinea (6.9 percent of GNP) were at the high end. However, Bangladesh had enrolment ratios very
much lower than the Philippines. In sum, then, the Philippines may have under spent in primary education at
that time considering its very high gross and net enrolment ratios even if non-current or capital expenditures
were added on. This is not to say, however, that low priority was given to primary education. The fact that the
sub-sector absorbed 40 percent of total current public expenditure on education indicates its relative size and
importance among the other sub-sectors of education. The Philippines’ total education budget supports, in
addition the secondary and tertiary education including the very extensive state universities and colleges
system, and vocational education and training.
Isaacs (2003) posited that in the percentage of teachers who possessed the required academic
qualifications was already 100 percent with an urban-rural parity of 1.0. Unfortunately no data was provided
by the DECS on the gender distribution of teachers, but it is common knowledge that females greatly
outnumber the males in the teaching force. In the public sector, teaching is a civil service post that requires,
as a minimum, a relevant 4-year teaching credential such as a Bachelor’s degree in Elementary Education or
in Secondary Education, for employment. Private sector hiring standards are higher generally, such that it can
be reasonably surmised that the percentage of private school teachers with the proper academic preparation
would have been about the same as in the public sector. It would not have been difficult for the Philippines to
post such a high level of academic qualification among its teachers even that early, since there had
historically been a surfeit of teachers. Annually, the many teacher education institutions turn out vast numbers
of teaching graduates who cannot all be absorbed into the system primarily because of their sheer numbers
and secondarily because many of them do not pass the teachers’ certification examinations.
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On the other hand, Laniojan (2004) said that the percentage of public primary school teachers who
were certified to teach according to national standards was 93.6 percent with an urban-rural parity index of
0.98. The total number of public primary school teachers was approximately 310,000 in 1990. Certification for
public school teachers meant that the teacher had passed the required tests administered by the Teacher
Examination Board of the Professional Regulations Commission. This requirement was and still is, not
imposed on private school teachers. Roughly only 35 percent of teaching graduates who sit for the exams
pass every year. The 6.4 percent of teachers who were not certified would have been composed mostly of
substitute or temporary teachers assigned in far-flung areas where qualified teachers were difficult to obtain
and where properly certified teachers would have had second thoughts about being assigned. Therefore, the
Philippines at the start of EFA was handicapped with having had about 20,000 teachers who were not duly
certified. These teachers may have been less effective in imparting knowledge and in using instructional
materials; and being mainly situated in the difficult-to-reach areas, they would not have been able to
contribute much to closing the gap in student achievement between the advantaged and the disadvantaged
localities.
This is supported by Pellegrino (2011), who said that an effective teacher uses a variety of media in
their lessons. Like it or not in the 21st century and this generation of students was born in the digital age.
These students have been bombarded by technological advances unlike any other generation. They have
embraced it and if teachers do not, then they are falling behind. This is not to say that one should eliminate
textbooks and worksheets completely, but effective teachers are not afraid to implement other forms of media
within their lessons.
According to Lardizabal (2003) an effective teacher challenges their students. The most effective
teachers are often the ones that many students consider to be their most difficult. This is because they
challenge their students and push them harder than the average teacher does. Lapuz (2010) emphasized
that to be an effective teacher, one should understand the content that they teach and knows how to explain
that content in a manner that their students understand. There are teachers who do not know the content well
enough to effectively teach it. There are teachers who are truly experts on the content, but struggle to
effectively explain it to their students. The highly effective teacher both understands the content and explains
it on level.
In a study conducted by Olsen (2006) the problem raised on how differ the education majors
compare with non-education students, comparing 107 recent education graduates of the University of
Wisconsin-Parkside with 1420 non-education graduates on eleven variables. Education graduates were found
to be equal to, and in some cases better than, non-education graduates on all variables. Olsen discusses the
importance of the findings to the teachers’ performance, and he describes reasons such as preparation of
education may be done not in random unlike that of non-education graduates. While the study cited compare
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the performance of education graduate and non-education graduate, the present study determined the level
of performance of non-education graduates as teachers.
Harris and Sass (2006) disclosed in their study that there is some evidence that teachers who possess a
teaching credential in the subject area they teach have better performing students and are rated higher in
teaching by administrators and peers. Their report used data from Texas’ 250,000 public school teachers to
determine the achievement effect that certified versus non certified elementary instructors had on the state’s
third-grade student population. Using Texas’ third-grade performance tests, the data showed that 75 percent
of third graders taught by teachers with a teaching credential passed all sections of the tests. The figure
dropped to 64 percent when fewer than 85 percent of third grade teachers were certified. Review of the
research compared regularly certified teachers to provisionally or emergency certified teachers, 11 of the 13
studies showed that regularly certified teachers were ranked higher in effectiveness in terms of both student
achievement and teaching performance judged by administrators. The study of Harris and Sass (2006) is
related to the present study since it dealt with the performance evaluation of teachers who are non-education
graduates but who possesses appropriate credentials in their disciplines.
Gitomer (2006) conducted a study entitled “Teacher Quality in a Changing Policy Landscape:
Improvements in the Teacher Pool.” In summary, the following can be said about overall licensure patterns
and academic quality during the last decade, at least for the states included in this study: such as passing
rates have decreased substantially; The academic profile of the entire candidate; Pool has improved; The
academic profile of those passing the Praxis tests has improved; These improvements are consistent across
gender, race/ethnicity, and licensure area; Profiles are markedly different for secondary subject teachers in
contrast to elementary, special education, and physical education teachers; The decrease in passing rates is
likely attributable to increasingly demanding testing requirements put in place during these intervening years.
Taken together, these findings suggest that recent policy initiatives have helped improve teacher quality as
measured by SAT scores and reported college grades. In most cases however, it is difficult to assign
particular changes to specific policies because the initiatives have been implemented at so many points in
the system. The observed changes are large for the world of education policy and have occurred over a
relatively brief time span. This confluence of policy changes at the institutional, state, and federal levels is
associated with a changing profile of prospective teachers. The cited study on changing policy landscape in
the US and how teachers adopt while the present study deals with performance of teachers who are non-
education graduates.
Charles (2009) conducted a study entitled “Effect of Highly Qualified Teacher (HQT) Provisions and
Alternate Routes to Teaching on the Teaching Pool”. Findings revealed that it is possible, however, to infer
that certain trends in teacher certification are attributable to single policies, particularly the HQT of NCLB. We
earlier identified the upsurge in experienced teachers taking licensure tests. HQT mandated that by 2005–
2006, teachers could no longer be on emergency licenses that postponed or waived state licensing
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requirements. HQT also mandated that all teachers demonstrate content knowledge in the subject areas in
which they teach. In most states, content knowledge can be demonstrated either through substantial college
coursework or through successful performance on a rigorous subject matter test (i.e., tests for teacher
licensure). The implications are clear — many teachers who did not meet HQT needed to take the Praxis test
despite the fact that they were already in the classroom. And, because so many middle-school teachers did
not have content area expertise and had only elementary licenses, this group was disproportionately affected
by HQT.
The second policy that has had a demonstrable impact on the teaching pool is the rapid expansion
of alternative pathways to teacher licensing in states across the country. Although the available data cannot
identify alternate route candidates, it can be inferred that many candidates who report that they have never
been in teacher education and do not have prior teaching experience are pursuing alternate routes. Although
this is an imperfect measure, the same question was asked of individuals in both cohorts. There was a 66
percent increase in this category over the eight years. Given other data regarding the growth of alternate
routes, it is reasonable to attribute to this path to teaching the increase in those reporting they have never
been part of a teacher education program. The study of Charles is aligned to the present study because the
focus of the investigation is high quality teachers to improve the performance of students as mandated in
public schools
A case study by Landrum (2004) aimed to examine the effectiveness of a Secondary Teacher
Education Graduate Program. He collected qualitative data through interviews with two graduate school
directors, five department heads, 58 faculty members and five students at Ege University. A descriptive
analysis technique on the data was applied. According to the results, there are many problems concerning
the program such as high quotas of students, unsatisfactory selection of students, lack of motivation for the
program and the courses both among the students and the faculty members, insufficiency of the faculty
members in the areas of knowledge and pedagogy, inefficiencies in the management of the courses
(especially of the practical courses), lack of specific institutions and persons responsible for the program.
Furthermore, the program does not reflect the innovations in teaching and the changes in secondary
education. The participants mainly suggested administrative solutions for the program. The cited study is
related to the present study because improvement of performance of teachers in the secondary education is
the main goal of Landrum which is the same as the present study.
Hamshek (2009) in his study examines changes in SAT scores and college grades for two cohorts of
test takers to determine whether the quality of the teacher pool has improved over an eight-year period. While
these are relatively simple and generic measures, each has been associated with teacher quality. The results
support the view that the policies are working and have contributed to a stronger cohort of individuals seeking
teacher certification. These data are also consistent with the results of recent surveys that asked principals
and education school deans to compare current and past prospective teachers.
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Educational policies, such as charter schools, vouchers, and teacher education and quality are often
divisive. Strident positions yield simplistic questions that pit intervention against intervention in a politicized
rhetorical battle that preempts the systematic study and improvement of the core problems. Complex social
and educational dilemmas are seldom solved by any single, independent policy initiative.
The current study suggests that when policies target a common objective and employ a variety of strategies,
real change can happen. The findings of this study are quite remarkable — seldom have policy changes
been associated with such positive impact in so little time. Many institutions can share credit for increasing
the quality of prospective teachers. States and teacher education programs have improved the overall
academic quality of prospective teachers by establishing minimum GPA requirements and rigorous testing
standards. Raising the requirements to pass the test has created a stronger group of future teachers. States
have also encouraged alternate route pathways, which are attracting candidates who are both comparable to
those currently enrolled in teacher education programs and stronger in academic ability than prospective
teachers from the earlier cohort. The study of Hamshek is parallel to the present study because quality
performance of teachers was the purpose of their research which is also aimed by the present study.
The study of Haslett (2003) on the dimension of teacher effectiveness found that both high school
and college students of the University of Delaware judged their teacher on the dimensions of student-teacher
rapport, communication style, instructional style, and simulation. Student/teacher rapport was characterized
by the qualities of trustworthiness, fairness, cooperativeness and openness.
Communicative style was characterized by qualities such as ease or difficulty in understanding the
teachers remarks, being comfortable in the classroom, being interesting and available for student
consultation. Instructional style reflected teaching skills such as general organization, knowledge of the
material, experience and intelligence. Simulation reflected how challenging, strict and difficult teacher was.
As to the comparison of rating of students on their teacher and the rating of the teachers themselves,
it was found out that a study of the ratings given by the student as well as those given by the teachers alike
had the same thought on the kind of personal, moral, emotional, and social qualities, instructional skills,
interests and economic conditions imperative to effective teaching.
An analysis of Sanchez (2008) on “Effective Teaching and Work Performance in Selected Universities
in Visayas Region” underscored that teacher education accreditation institutions have strengthened
accreditation standards by highlighting the demonstration of content and pedagogical competence by
graduates of teacher education programs. Findings revealed that government and NGOs have helped ensure
that all teachers are not only licensed, but licensed in the areas in which they actually teach. Public
accountability has increased as a result of mandates that require teacher education programs and states to
report licensure test performance. Collectively, these forces have created conditions that are likely to have
contributed to a stronger pool of prospective teachers. The requirements of DepEd are most likely responsible
for the large increase in test takers on teacher licensure exams who have prior teaching experience. An
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important lesson from these findings is that licensure test performance must be examined in light of teaching
experience. Of course, it is important to remember that the experienced teachers taking the licensure test
because of high quality teachers are not representative of the entire pool of experienced teachers. These are
individuals who have either had emergency licenses or licenses that are not appropriate for the content they
teach. Including these experienced teachers changes the profile of the testing pool. It is impossible to make
sense of local and national trends of LET test takers without taking this into account. While the cited study
underscored the support of accrediting institutions to improve the standards of teaching, the present study
aimed to determine the level of performance of teachers in the secondary schools.
Tabales (2006) made similar analysis on teacher performance when he recommended that: It is also
important to consider that more people are taking LET tests. While more individuals are taking tests to attain
licenses in specific content areas, it is also clear that not all content based assessments are equally
demanding. Individuals taking the LET from time to time have far less academic preparation in specific
content areas than those seeking secondary subject licensure once a year. The profile of test takers for LET
more closely resembles that of elementary generalists than of secondary subject teachers.It is noteworthy that
teachers in the public schools are hired only if they passed the LET examinations.
Vergara (2006) found out that if there are poor performers in the classroom, one would think that it
may be because of the student's slower inability to grasp certain topics other than the classmates.
Recommendations posed that there are many reforms on education being implemented one by one:
Classroom environment, academic curriculum, and lately the evaluation of teacher performance. Many of the
advocates of education reform in the Philippines says that salaries of teachers should be based on
performance that can be reflected during test scores of the students in examinations.
Bad performance teachers could not only cripple the education system, but also would send "poor
performers" to the real world in employment. But some of the teachers unions would argue that "poor
performance" should not be judged solely on exam scores by the students but the overall effectiveness of the
performance. Although, salary was found to be the reason for teacher’s inability to perform well, the present
study does not look into teacher’s pay.
Uson (2006) made an investigation entitled “Setting the Standards in Teaching Performance” and
found out that improving teaching quality has been a concern not only in first-world countries but also the
developing countries like the Philippines. In these countries where teachers are scarce while the students are
so abundant, maintaining the quality of education depends mostly on the few teachers to perform well and
teach effectively on class.
Although there are not many teachers that has been fired because of poor performance, this is more
of a wake-up call to sharpen up the skills of the teachers by consistent evaluations by students, school
administration, and co-teachers, to see the overall effectiveness of the personality, teaching style and
approach. Teachers should be able to adjust depending on the needs and abilities of students. Flexible styles
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and approaches to different lessons make it tailor-made to different students. It can be concluded based on
the cited studies that various ways, various standards and measures are being set to increase the teachers’
level of performance. It also underscores the roles of the government, the school administrators and the
teachers’ roles themselves in order to improve teachers’ performance.
De Ungria (2013) conducted a study on teaching competencies of public elementary school
teachers. The study found out that most of the teacher-respondents have ages 30 years old and above, only
few are pursuing graduate education and majority have been in the service for 11 years and more. Teachers
of Mambugan have very satisfactory performance as revealed by the overall weighted mean of 4.24. Age and
length of service of the teachers are significant on their teaching competencies while educational attainment
is not significant. The pupils of Mambugan Elementary School have mastery level of the competencies given
in the Division Achievement Test with an overall mean percentage score of 84.03. Teaching competencies
with respect to knowledge of the subject matter, quality of instructions and teaching methods and techniques
is significantly related to the pupils’ academic performance while teaching competencies with respect to
remedial measures and classroom management is not significantly related to pupils’ academic performance.
The study concluded that competencies of teachers differ significantly when they are grouped
according to age and length of service while educational attainment is not significant on their teaching
competencies. Pupils’ academic performance is significantly related to competencies of teachers with
respect to knowledge of the subject matter, quality of instructions and teaching methods and techniques.
De Ungria’s study and the present study are parallel since teaching competencies and teaching
performance are the focus of the study. However, the reviewed study considered public elementary school
teachers while the present study dealt with public secondary school teachers.
Methodology and Sources of Data
The study utilized the descriptive survey research design utilizing a questionnaire in gathering the
needed data. According to Calmorin (2004), descriptive survey research is used to obtain information
concerning the current status of the phenomena to describe "what exists" with respect to variables or
conditions in a situation. Further, it assesses the characteristics of whole populations of people or situations.
School descriptive surveys are used to gather data concerned with internal or external characteristics of a
school system.
The respondents of the study were all public secondary school teachers in Tanay, Rizal who are non-
education graduates. They were described in terms of age, sex, educational attainment, length of service and
non-education bachelor’s course. An instrument was devised in order to determine the level of performance
of teachers who are non-education graduates in public secondary schools in Tanay, Rizal. This instrument is
a combination of a questionnaire-checklist developed by the researchers. The instrument was developed to
clearly describe the problem as perceived by the respondents.
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There are two parts that divide the questionnaire-checklist. Part I shows description of the
respondents profile wherein personal variables such as age, sex, highest educational attainment, length of
service and bachelor’s degree course are included. Part II, on the other hand, focused on discussion about
the main problem of the study. This portion includes variables such instructional skills, guidance skills,
management skills, interpersonal skills, and leadership skills. These variables were considered as these are
believed to have a direct bearing on the problem investigated. To quantify the responses of the
subjects, Likert-type of questionnaire-checklist was prepared where respondents can freely choose their
responses. Based on the following scale:
Scale Range Verbal Interpretation
5 4.50-5.00 Outstanding
4 3.50-4.49 Very Satisfactory
3 2.50-3.49 Satisfactory
2 1.50-2.49 Fair
1 1.00-1.49 Poor
To determine the profile of the respondents in terms of the selected variables, frequency and
percentage distribution was used. To establish the level of performance of the respondents with respect to the
different aspects, weighted mean was applied. One way analysis of variance (ANOVA) was applied to know if
there is significant difference on the performance of teachers with respect to the difference aspects in terms
of their profile.
Presentation, Analysis and Interpretation Of Data
The Profile of the Teacher-Respondents
Table 1 presents the frequency and percentage distributions of the teacher-respondents in terms of
their profile.
Table 1
Age f %
40 years old and above 20 48
31-39 years old 12 28
21-30 years old 10 24
Total 42 100
Sex f %
Female 32 76
Male 10 24
Total 42 100
Educational Attainment f %
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with units in Ed.D/Ph.D. 1 2

MA/MS Degree 5 12
with units in MA/MS 16 38
Bachelor’s Degree 20 48
Total 42 100
Length of Service f %
21 years and above 5 12
16-20 years 8 19
11-15 years 9 21
6-10 years 7 17
5 years and below 13 31
Total 42 100
Bachelor’s Course f %
AB/BS Accounting, Commerce, Finance, Management 7 17
AB/BS Language (English, Filipino), Mass Communication 5 12
AB/BS Mathematics 12 28
AB/BS Science, Information Technology Management 10 24
AB/BS Social Science, Economics, Humanities 8 19
Total 42 100
The Level of Performance of Teacher-Respondents
Table 2 presents the computed weighted mean on the level of performance of teacher-respondents
in terms of instructional skills.
Table 2
In terms of instructional skills, as a non-education graduate
W𝐗̅ VI Rank
teacher, I...
consider students’ strengths and weaknesses in class 4.52 S 2
cover all lessons indicated in the curriculum 4.04 VS 8
create an inviting atmosphere for students to participate 4.53 O 1
develop the different abilities of students 4.15 VS 4
encourage student participation during discussion 4.08 VS 7
formulate innovative teaching approaches to make learning 4.18 VS 3
Interesting
makes sure that students gain mastery of the lesson 4.01 VS 9
performs tasks aligned to the desired learning competencies 4.00 VS 10
205

̅
W𝐗 VI Rank
teacher, I...
prepare lessons and grades on time 4.09 VS 6
show mastery of the subject matter 4.12 VS 5
Overall W𝐗̅ 4.17 VS
Legend: O-Outstanding VS-Very Satisfactory
The findings reveal that the respondents believe that they possess the necessary competencies as a
teacher. This implies that the respondents although non education graduates are doing their best to deliver
quality instruction to their pupils. This is in consonance with the statements of Lapuz (2010) that to be an
effective teacher, one should understand the content that they teach and knows how to explain that content in
a manner that their students understand.
Table 3 presents the computed weighted mean on the level of performance of teacher-respondents
in terms of guidance skills. The results indicate that the teachers perform their guidance skills to their
students. This implies that teachers also act as guidance counsellors to their students to ensure their good
behaviour inside and outside the classroom the study of Glewwe that the teachers should be able to adjust
depending on the needs and abilities of students finds consonance in the result.
Table 3
In terms of guidance skills, as a non-education graduate teacher, I... W𝐗̅ VI Rank
captivate the mood of the students through motherly/ fatherly 4.10 VS 3
approach
challenge students to share with one another and make them feel 4.08 VS 5
at home
create a feeling of security between and among class members 4.13 VS 2
develop sense of belongingness to members of the class 4.04 VS 6
discuss topics that promotes good behavior 4.24 VS 1
give positive advice to students with problems 4.00 VS 7
perform tasks not only as teacher but also as guidance counsellor 3.92 VS 8
prepare all students mood before starting the lesson 4.11 VS 4
promote harmony among students with different interest 3.82 VS 9
share personal experiences to make the students feel at ease 3.61 VS 10
Overall W𝐗 ̅ 4.01 VS
206
Table 4 presents the computed weighted mean on the level of performance of teacher-respondents in terms
of management skills. The findings reveal that teachers have very satisfactory performance in terms of their
management skills. It could mean that teachers employ varied classroom management strategies for effective
teaching-learning process. As stated by Lardizabal (2003) an effective teacher challenges their students.
The most effective teachers are often the ones that many students consider to be their most difficult.
Table 4
In terms of management skills, as a non-education graduate teacher, I... W𝐗̅ VI Rank
administer school policies consistent with its vision and mission 4.53 O 2
supervise student activities 4.04 VS 7
consider classroom behaviour as the basis of good performance 3.81 VS 10
create a very quiet but performing classroom atmosphere 3.98 VS 9
display authority in and out of the classroom 4.06 VS 6
encourage students participation after his /her talk 4.01 VS 8
impose discipline during classroom discussion 4.78 O 1
organize the classroom according to students activities 4.11 VS 5
plan class activities according to school polices 4.52 O 3
produce positive achievement through strict compliance with
4.26 VS 4
policies
of interpersonal skills.
Table 5
In terms of interpersonal skills, as a non-education graduate teacher, I... W𝐗̅ VI Rank
adjust to varying personal attitudes in the school 3.84 VS 9
communicate pleasantly with all sectors in the school 4.01 VS 7
consider others’ feelings when talking of his/her opinion 4.28 VS 1
consider sharing of knowledge with co-workers important in
4.26 VS 3
teaching
display equal authority inside school premises 4.08 VS 5
encourage others’ opinion during discussion 4.16 VS 4
give constructive criticisms when necessary 3.98 VS 8
207

̅
W𝐗 VI Rank
teacher, I...
help create a very friendly environment in school 4.27 VS 2
interact with students in and out of the school 3.52 VS 10
mingle with co-employees during free time 4.05 VS 6
Overall W𝐗̅ 4.04 VS
The findings reveal that teachers’ relationship with their peers, students and administrator is very
satisfactory. This implies that teachers have good relationship with the people in the school. Furthermore,
teachers are able to adjust themselves in their chosen profession. This is in consonance with the statements
of Ladd (2006) that the single most important quality that every teacher should possess to make education
work is love and passion for teaching. The best teachers go out of their way to find ways to relate to each of
their students.
of leadership skills.
Table 6
In terms of leadership skills, as a non-education graduate teacher, I... W𝐗̅ VI Rank
ask suggestions from peers when doing group activities 3.84 VS 10
consider new policies challenging 4.04 VS 9
cooperate with superiors and peers 4.64 O 2
demonstrate creativity when doing assigned tasks 4.16 VS 7
display positive attitude at all times 4.81 O 1
exhibit professionalism in dealing with others 4.38 VS 6
perform assigned tasks by own initiative 4.43 VS 5
perform tasks to the maximum standards 4.51 O 4
respect others’ opinion during brainstorming 4.53 O 3
show active participation in group work 4.09 VS 8
208
The results indicate that teachers as public servants have very satisfactory leadership skills.
Findings imply that teachers as good followers from their superiors are also good leaders. This is similar to
the findings of Haslett (2003) that one of the dimensions of teacher effectiveness is good leadership skills.
Table 7 presents the composite weighted mean on the teaching performance of non-education graduates.
Table 7
ASPECTS ̅
Overall W𝐗 VI Rank
Instructional Skills 4.17 VS 3
Guidance Skills 4.01 VS 5
Management Skills 4.21 VS 2
Interpersonal Skills 4.04 VS 4
Leadership Skills 4.34 VS 1
Composite W𝐗 ̅ 4.15 VS
This means that although non graduate of teacher-education course, they are striving their best to be
good teachers. Findings imply that the respondents have find their profession motivating, challenging and
fulfilling. This is in line with the statements of Uson (2006) that principles should ensure the quality of teachers
both in public and private schools.
The Significant Difference on the Performance of the Teacher-Respondents in Terms of their Profile
Table 8 presents the computed F-values on the performance of the teacher-respondents in terms of their
profile.
209
Table 8
VARIABLES
Fcomp p-values HO VI
Age
Instructional Skills 4.12 .003 Rejected Significant
Guidance Skills 3.98 .016 Rejected Significant
Management Skills 4.71 .024 Rejected Significant
Interpersonal Skills 4.38 .001 Rejected Significant
Leadership Skills 2.98 .043 Rejected Significant
Sex Fcomp p-values HO VI
Instructional Skills 1.81 .678 Accepted Not Significant
Guidance Skills 1.04 .386 Accepted Not Significant
Management Skills .96 .312 Accepted Not Significant
Interpersonal Skills 1.13 .096 Accepted Not Significant
Leadership Skills .84 .146 Accepted Not Significant
Educational Attainment Fcomp p-values HO VI
Instructional Skills 1.04 .908 Accepted Not Significant
Guidance Skills 1.16 .086 Accepted Not Significant
Management Skills 1.04 .632 Accepted Not Significant
Interpersonal Skills .83 .126 Accepted Not Significant
Leadership Skills .73 .374 Accepted Not Significant
Length of Service Fcomp p-values HO VI
Bachelor’s Course Fcomp p-values HO VI
210
As reflected from the table, in terms of age, length of service, with respect to all aspects, the
computed F-values obtained probability values not exceeding .05. This rejects the null hypothesis stating that
there is no significant difference on the performance of the teacher-respondents in terms of age and length of
service. Similarly, in terms of bachelor’s course, the computed F-values in all aspects obtained p-values not
exceeding .05, thus this also rejects the null hypothesis. On the other hand, in terms of sex and educational
attainment, the null hypothesis is accepted since the computed F-values in all aspects obtained p-values
exceeding .05. This means that sex and educational attainment of teachers are not significant on their
performance.
Findings imply that age, length of service and Bachelor’s degree course are significant on teachers’
performance. The results is similar with the findings of De Ungria (2013) that competencies of teachers differ
significantly when they are group according to age and length of service while educational attainment is not
significant on their teaching competencies.
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Based on the analysis and interpretation of data, the findings are hereby summarized:
1. Majority of the respondents are females having ages 31 years old and above and pursuing graduate
education. Most of them have been in the service for more than 10 years and graduates of non-education
courses.
2. Teachers who are graduates of non-education courses have very satisfactory teaching performance.
3. Age, length of service and Bachelor’s degree course are significant on the teaching performance of
selected teachers while sex and educational attainment are not significant.
The study concluded that teaching performance of non-education graduates is very satisfactory
regardless of their sex and educational attainment. On the other hand, their teaching performance is
associated with their age, length of service and bachelor’s course.
The following recommendations are made:
1. Teachers should be sent to more seminars and trainings to update themselves in
the innovative trends and techniques especially in the advent of K-12 program.
2. Teachers should pursue graduate education program for their professional
growth.
3. The proposed plan of action is recommended for implementation.
4. Parallel studies may be conducted considering other variables.
211
Reference
A. Books
Calmorin, Laurentina P., Methods of Research and Thesis Writing. Manila: National Bookstore, 2004.
Ladd, H., Recognizing and Rewarding Success in Public Schools and Holding Schools Accountable:
Performance-Based Reform in Education. Washington, D.C., Brookings Institution.2006.
Lambert, V., Evaluation of Utah Career Ladder Programs.Beryl Buck Institute for Education. Utah State Office
of Education and Utah State Legislature.2004.
B. Journals/Articles
1987 Philippine Constitution, (Explained)
Glewwe, P., N., Ilias, and M. Kremer, “Teacher Incentives”.NBER working paper 9671.Goldhaber, D.D., &
Brewer, D.J. “Why don’t schools and teachers seem to matter? Assessing the impact of unobservables on
educational productivity”.Journal of Human Resources, 2003.
Heneman, H. G., and Milanowski, A. T., “Teachers’ Attitudes about Teacher Bonuses “Under a School-based
Performance Award Programs”. Journal of Personnel Evaluation in Education, 2009.
Lardizabal, V., “Evaluating the Effect of Teachers’ Group Performance Incentives on Pupil Achievement”.
Journal of Political Economy, 2003.
Lapuz, E.P., “Performance Pay and Productivity”. Philippine Economic Review, 2010.
Olsen, J.,“Comparison of Education Graduates and Non-education Graduates’ Performance as Secondary
Teachers”. The Journal of Classroom Interaction. 2006.
Pellegrino, J. R. (Eds.). “Knowing What Students Know: The Science and Design of Educational Assessment”.
Washington DC: National Academy Press, 2011.
Tan, Jee-Peng and Alain Mingat,“Teachers Performance Index”. Abstract International. 2007.
Vegara, Isabelo III, “Revisiting Philippine Educational System: DepEd Report”. 2006.
Wiske, M. S. (Ed.),“Teaching for Understanding: Linking Research with Practice”. San Francisco: Jossey-
Bass. 2008.
Unpublished Materials
Charles, J. L., “Effects of Highly Qualified Teaching Provisions and Alternate Route to Teaching on the
Teaching Pool”. Dissertation International, University of Michigan, 2009.
De Ungria, Julie M., “Teaching Competencies and Pupils’ Performance”, Unpublished Thesis, 2013.
Gitomer, S. R., “Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool”.
Dissertation International, University of Colorado, 2006.
Hamshek, Vjal, “Post Graduate Status of Faculty Members and Its Relationship to Productivity of Students”,
University of Los Angeles in California, 2009.
212
Harris, D. & Sass, T.R., “The Effects of Teacher Training on Teacher ValueAdded”.UnpublishedManuscript,
2006.
Haslett, Williams, “Dimensions of Teacher Effectiveness”, University of Delaware, 2003.
Isaacs, J.S., “A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools
Using the 4x4 Model of Block Scheduling”, Unpublished Doctoral Dissertation, Virginia Polytechnic Institute
and State University, 2003.
Laniojan, Elizabeth, “Post Graduate Status of Faculty Members and its Relationship to Productivity of
Students”.Universityof the Philippines, 2004.
Sanchez, V., “Effective Teaching and Work Performance in Selected Universities in Visayas Region”.
Unpublished Dissertation. Leyte Normal University, 2008.
Tabales, Joselito, “Advancement in Higher Education: Impact to Productivity”, the National Library, 2006.
Uson, Melodia, “Setting the Standards in Teaching Performance”, Leyte Normal University, 2006.
D. Internet Sources
Kenny, L., “Individual Teacher Incentives and Student Performance”. Journal of Public Economics, Institute of
Economics, University of DOI: 10.1016/j.jpubeco 2006.10.001, 2006.
Landrum, R.E., “Effectiveness of Secondary Teachers Graduate School Program.”The Journal of Classroom
Interaction, 39(2), 5.Retrieved from ProQuest Academic ResearchLibrary.Mallory, A.L. (2004, August 10).
Teacher evaluationlaw criticized, 2004.
http://www.minnetonkateachers.org/docs/news05-06/The%20Professional%202005-09.htm
http://en.wikipedia.org/wiki/Frederick_Winslow_Taylor#The_development_of_scientific_managementGalves,
R.E. (198
213

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ICMSIT 2017: 4th International Conference on Management Science, Innovation, and Technology 2017

Faculty of Management Science, Suan Sunandha Rajabhat University (http://www.icmsit.ssru.ac.th)

Teaching Performance of Selected Public Secondary School

The Problem and Its Background

Statement of the Problem

Discussion of Related Literature and Studies

with units in Ed.D/Ph.D. 1 2

In terms of instructional skills, as a non-education graduate

In terms of instructional skills, as a non-education graduate

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