Thesis riza

TEACHERS’ PERFORMANCE AND THE RELATED
FACTORS OF DIFFERENT COLLEGES AT
LAGUNA STATE POLYTECHNIC UNIVERSITY
SAN PABLO CITY CAMPUS
ACADEMIC YEAR, 2010-2011

A Research Paper
Presented to the
Faculty of the College of Teacher Education
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City

In Partial Of Fulfillment
Of the Requirements in
Methods of Research for the Degree
Bachelor of Secondary Education
Major in Mathematics

Riza M. Umali
October 2010

Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City

COLLEGE OF TEACHER EDUCATION

Approval Sheet
The Thesis entitled, “TEACHERS‟ PERFORMANCE AND THE RELATED
FACTORS OF DIFFERENT COLLEGES AT LAGUNA STATE POLYTECHNIC
UNIVERSITY SAN PABLO CITY CAMPUS ACADEMIC YEAR, 2010-2011” is prepared
and submitted by Riza M. Umali in partial of fulfillment of the requirements for the degree of
Bachelor of Secondary Education, Major in Mathematics, has been examined and is
recommended for acceptance and approval for oral examination.

NELIA T. SALVADOR, Ed.D.
Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a rating of ______.

NELIA T. SALVADOR, Ed.D.
Chairman

EVA F. PUYO, Ed.D. PROF. MARILYN P. SANTOS
Subject Specialist Statistician

MRS. JULIETA A. SUMAGUE
Technical Editor & English Critic

PROF. MAURO D. LUCIDO JR.
Dean, College of Teacher Education

Date:___________
Research Contribution no.__________

Chapter I

The Problem and Its Background

Introduction

Teachers has always been taught as one of the noblest human beings. S/he

considered as the central figure in the school and a second parent to the students.

Because of the task a teacher must perform in order to achieve the school‟s vision and

mission. S/he has a number of roles teaching, facilitating, and most important task is to

inspire all of his/her students (Cebrel, 2005).

Teachers are often viewed as the most important variable in learner‟s educational

environment. Many professor‟s in different universities and colleges says that a teacher

never knew where his/her influence stops. Without the help of the teachers we don‟t

have enough knowledge. Yes we all know that knowledge is everywhere but we need a

guidance a good motivators and will direct the learner‟s quest of knowledge. Upon their

shoulders lie the future of our youth.

The task of a teacher is virtually a variety of human traits and competencies. The

teachers job is not only to teach but to influence in promoting the development of basic

skills, desirable work habits and attitudes, values, judgment and adjustments to the

individual learner‟s environment.

In many instances teachers spend more time with their students than their parents

do, school schedules are demanding so it is important for teachers to be effective in

their methods, instead of simply being the figure head of the classroom. They are

attributed to two major categories which are personal and professional qualities. Personal

qualities refers to the teachers personality including the teachers beliefs, interest, attitudes

and his/her interrelation with his/her students, co-teachers, school administrations and non-

teaching personnel. On the other hand, professional qualities pertains to the teachers

mastery of the subject matter.

Generally teachers are observed and rated by their supervisors. In some colleges and

universities teachers in the tertiary level are rated by the students by evaluation sheet the

teachers performance was rated. The items in evaluation instrument are generally similar

across all levels of education. The areas usually include teaching competencies,

management and evaluation skills, professional ethics and personal qualities. Through

evaluation the teachers performance are being measured for improved.

Background of the Study

Laguna State Polytechnic University San Pablo City Campus (LSPU-SPCC) has its

own vision and mission. The university that accept and gives qualified and talented

students access to quality education.

Based on the data I gathered in the administration office, the Laguna State

Polytechnic University San Pablo City Campus (LSPU-SPCC) employs 169 full time and

part time faculty members with a few of full time faculty holding administrative

positions. The faculty members commitment to quality education in the line with the

universities vision and mission are evidence by the kind of class of graduates it produce.

Statement of the Problem

This study aims to know the teachers‟ performance and the related factors of

different colleges in Laguna State Polytechnic University San Pablo City Campus A.Y.

2010-2011.

Specifically it sought to answer the following questions:

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

1.1. Age;
1.2. Gender;
1.3. Civil status;
1.4. Educational attainment;
1.5. Length of service;
1.6. Status of Occupation;
1.7. Department or college; and
1.8. Monthly salary?

2. What is the level of perception of the following variables as perceive by the respondents:

2.1. Commitment;
2.2. Knowledge of the subject;
2.3. Teaching Strategies and methodologies; and
2.4. Management of learning?

3. What is the level of performance of the respondents?

4. Are the following variables significantly related to teachers‟ performance:

4.1. Commitment;
4.3. Teaching strategies and methodologies; and

5.Is there a significant relationship between the profile of the respondents and the teachers
performance?

Significance of the Study

This study is significant to the school, to the teacher and to the students.

It‟s significance to the school is to provide them concrete and reasonable basis regarding

teachers performance and could help them analyze and do possible actions to improved

the teachers performance.

The result of the study could give encouragement for the teachers to enhance

more their capacity and effectiveness in performing their duties and obligations.

For the students, the findings of the study could enhance students awareness

regarding teachers performance and could lead them to better understanding of how

important the efficiency and effectivity of a teacher in performing his duties and

obligations.

Scope and Limitation

This study was rendered to evaluate the effectiveness and efficiency of the

teachers performance in selected institution of different colleges of the Laguna State

Polytechnic University San Pablo City Campus. Presently employed as a full time or part

time faculty members of the university.

Due to the large number of teachers employed by the university, the researcher

have limit the number of participants by selecting few respondents in different

institutions/colleges as the focus of the study namely CED, CAS, CCST, CET, and

CHMT. The researcher will get eight (8) teacher as a respondents from each colleges.

A total of forty (40) respondents were included in the study.

Conceptual Framework

The conceptual framework of this study is presented to give view of the work to be done.

The inputs or the independent variables are the ways by which the teacher‟s profile is to be

analyzed, taking into account their personal attributes and insights on teacher‟s personal and

professional qualities.

The process is the strategy to be used such as generating data through the use of

questionnaire. The possible output or the dependent variable is their teacher‟s performance that

will be based on their evaluation.

Independent Variables Dependent Variable

I. Profile of the respondents
age
gender
civil status
educational attainment
length of service
status of occupation
department or college
monthly salary TEACHER‟S PERFORMANCE
II. Teacher - related factors
Commitment
Knowledge of the subject
Teaching strategies
Management of learning

Figure 1. Research Paradigm

Hypotheses

There is no significant relationship between the teacher – related factors and the teacher‟s

performance.

There is no significant relationship between the profile of the respondents and the

teachers performance.

Definition of Terms

For a better understanding of this study, the following terms are operationally

defined.

Teacher. Refers to the second parent of the students in the school.

Performance. Refers to the capability of the teacher in performing her lessons.

Age. Define how old or young a particular person was.

Gender. it refers to a particular person whether s/he is a male or a female.

Civil status. Refers if the person is single or married.

Educational attainment. Identifies a particular course/major that a particular person attained.

Status of occupation. whether the teacher is a full time or part time instructor.

Length of service. if the teacher is full time instructor (regular) or part time instructor

(with limit).

Monthly salary. refers to the amount of compensation of the teacher s/he get every month.

Academic rank. refers to the grade of the teachers.

Commitment. Refers to the obligation of the teacher regarding his profession.

Knowledge of the subject. Refers to the mastery and presentation of information regarding his

degree of specialization

Teaching Strategies. Refers to the technique(s) use by the respondents in delivering the subject.

Management of Learning. Refers to the respondent‟s managing ability in terms of classroom

setting.

Chapter II

Review of Related Literature and Studies

The chapters presents a selection of literature and studies that has a bearing on

present study. Most of the literature gathered comprises the teacher‟s performance.

Related Literature

Columnist Fransisco in one of his columns in Manila Times (2009), talks about

the strengthening of teacher education which are initiated by Commissioner Nenalyn

Defensor of Commission on Higher Education. Commissioner Defensor emphasized her

personal advocacy “Save our Future-Save our Normal Schools”. She identified the nine

original normal schools that started as normal schools and are now either integrated with

other schools and/or converted into universities. She enjoined the administrators and

deans present to do something to save the normal schools. Teacher education program is

now in state of degradation attributed to poor quality of teachers and therefore the

urgent need to strengthen it. Chairman Emmanuel Angeles who delivered the inspirational

message reiterated the importance of teacher education in shaping the country and the

need to do something to improved the quality of teacher education graduates. He assured

all those present of his full support to strengthen the teacher education program in terms

of allocating funds for faculty development, faculty improvement, scholarships, and

optimum use of information and communication technology. He exhorted everyone to do

much, much more the younger generation if only to prove our love country. He enjoined

everyone present to work together and support the effort of Commissioner Defensor.

On the studies made by Senajon (1999) regarding mathematical competencies of

secondary Chemistry teachers from selected provinces in Mindanao reveals that great

majority (70.4%) of the respondents are low achievers, thus are not competent to teach

the subject. Only 29.6% are average achievers. They are low achievers in three types of

process skills: measuring, interpretative, and translational. The teachers performance in

interpretative skill shows that they have poor ability to analyze and interpret many

chemistry concepts particularly those that involve graphs and tables, and they are unable

to relate and apply these concepts to daily life situations. Their responses to the

questionnaire reveal that they are too dependent on their textbooks, thus fail to explore

other possibilities to make chemistry concepts more interesting to students. They have

not developed confidence in their teaching instruction. Consequently, they tend to skip or

limit their discussion by repeating what is already found and presented in their texts.

Various studies and researches has been made in order to identify the factors

affecting teacher‟s performance and the effect of these teacher‟s performance to student‟s

learning.

Rivkin, Hanushek, and Kain (1998) identify teachers as a major determinant of

student performance, but do not describe teacher quality in terms of specific

qualifications and characteristics. They show strong, systematic differences in expected

achievement gains related to different teachers using a variance-components model. Their

research identifies teachers quality as the most important school-related factor influencing

student achievement. They conclude from their analysis of 400,000 students in 3,000

schools that, while school quality is an important determinant of student achievement, the

most important predictor is teacher quality. In comparison, class size, teacher education,

and teacher experience play a small role.

Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single

most important factor affecting student achievement is teachers, and the effects of

teachers on student achievement are both additive and cumulative. Further, they contend

that the lower achieving students are most likely to benefit from increases in teacher

effectiveness. Taken together, these multiple sources of evidence however different in

nature all conclude that quality teachers are a critical determinant of student achievement.

In the current policy climate of standards-based reform, these findings make a strong

case for gaining a better understanding of what really accounts for these effects.

The resource-intensive nature of teachers coupled with the empirical evidence

documenting the critical role of teacher quality in realizing student achievement implies

that teacher policy is a promising avenue toward better realizing goals of efficiency,

equity, and adequacy in public education. Indeed, recommendations for reforming the

preparation of teachers have become commonplace in reports aimed at improving public

education (Bush 1987). For instance, almost two decades ago in its call for improved

teacher preparation, the National Commission on Excellence in Education (1983) stated

that “teacher preparation programs are too heavily weighted with courses in educational

methods at the expense of courses in subject to be taught”. The Carnegie Foundation for

the Advancement of Teaching recommended that teacher education programs require a

3.0 grade point average for admission, and that teachers complete courses in an

academic-core subject in four years before spending a fifth year learning about education

(Boyer 1983). Likewise, the Holmes Group (1986) advised all major universities with

substantial enrollments of pre-service teachers (i.e., those who are preparing to enter the

teaching profession but who are not yet classroom teachers) should adopt the four-year liberal

arts baccalaureate as a prerequisite for acceptance into their teacher education programs.

A decade later the National Commission on Teaching and America‟s Future proposed

major changes in teacher preparation and licensure, recommending that authority over

these matters be shifted from public officials to professional organizations (NCTAF 1996).

The recent federal education legislation, No Child Left Behind (NCLB), further

underlines the importance of having a high-quality teacher in every classroom in every

school. The Bush Administration‟s proposal, which specifies what defines a “highly

qualified” teacher, is based on the premise that teacher excellence is vital to realizing

improved student achievement. This legislation, along with typical hiring and

compensation systems, assumes that years of teaching experience, teacher certification,

engagement in certain types of course work, and performance on standardized

assessments are indicators of highly-quality teachers.

Related Studies

Wilson, Floden, and Ferrini-Mundy (2001) in their review of the research on

teacher preparation conducted for the U.S Department of Education reveals empirical

studies conform to variety of accepted methodological approaches and a use a range of

measures of teacher effectiveness are used to ascertain what existing evidence says bout

the relationship between teacher attributes and their performance. In addition, this

approach pays close attention to a number of contextual factors (e.g., level of education,

subject area, type of student) as a way of drawing conclusions across studies. Clearly, the

context of teaching is important and may affect the impact of the teacher attributes

considered in this analysis. In fact, when existing studies are considered as a whole

(without breaking them down by contextual factors such as subject area or grade level),

findings tend to be existent across studies; context variable may help to explain the

apparent inconsistency of the existing research. In other words, a particular teacher

attribute (e.g., a subject-specific master‟s degree) may be an important predictor of a

teacher effectiveness in some contexts (e.g., high school math), but may not matter at all

or may even have a negative effect in other contexts ( e.g., first grade reading .). this

careful attention to the contexts of teaching, wherever possible, helps tease outcome

effects that that would otherwise go undetected in reviews that neglect to consider this

factors. The goal off this study is to sort through the available evidence to draw

conclusion about what matters, what has been studied but has not been shown to matter,

and what has not been adequately studied

Marsh and others, 1979 express that student evaluation of teachers performance, or

student ratings, is one of the most of controversial techniques used to identified teachers

effectiveness. Few faculty members question the usefulness of ratings in providing

feedback about teaching that can result in improved instruction, but many continue to

challenge student rating use in making personnel decisions

Aleamoni (1981) offers the following arguments to support the use of student

rating of teacher performance :

a. Students are the main source of information about the learning

environment, including teachers ability to motivate student for continued learning,

rapport or degree of communication between instructors and students.

b. Student are the most logical evaluators of the quality, the

effectiveness of, and satisfaction with course content, method of instruction,

textbook, homework, and student interest.

c. Student ratings encourage communication between students and their

instructor. This communication may lead to the kind of the student and instructor

and involvement in the teaching learning process that can raise the level of

instruction.

d. Student ratings of particular instructor and courses can be use by

other student to select courses and instructors, and may increase the chances that

excellence in instruction will be recognized and rewarded.

Based on the literature and other studies reviewed there is a significant difference

between the teachers performance and their profile.

It is a popular belief that age matters. Man‟s physical, psychological and cognitive

usually weaken and retrogress as a age progresses. It is determinant in the world of work which

affects the perception of an individual as considered it as a length of time of life. People age

differently because they have different heredity endowments, different socio economical and

educational backgrounds and different patterns of living. Normally, as person grows in age, his

physical health deteriorates. But as a person grows older, his experiences also increase.

(Calaramo, 2002)

Newstrom and Davis (1993) claimed that as a workers grows older, they tend to be

slightly more satisfied with their jobs. There are numbers of reason for this. To their work

situation, younger workers tend to be less satisfied with their jobs because of higher

expectations, less adjustment and other causes.

Authorities, like George (1992) Kuhler (1995) and Weber (1995) had said that an age is a

factor that affects the performance of an individual. As an individual grows older he tends to

become complacent. He is not motivated to venture into new jobs or try to cater new skills

related to his job assignments. Older people have attitudes which are more highly crystallized

and have not readily changed and that tend to reject new ideas and changes. Younger people

seemed to be more affective in utilizing group for decision making than older people. Age seems

to weaken ability to work jointly with others.

De Villa (2007) found out in his study that most of the teacher-In-Charge belongs to the

old age; it is perceived that they are well experienced in creating plans for the school and they

have seen steps in achieving the school‟s goals.

Capistrano (2003) mentions in her unpublished work that the older employees are often

considered being inflexible, resistant to change, less creative and unable to deal with crisis

situations. However, she also said that in some researches, older and younger employees, when

given equal opportunity, will give the same quality of performance.

The above mentioned studies of Calaramo, De Villa, Malvar and Capistrano found out to

be related to the present study since they all discussed the age as a variable that have significant

relationship with their performance.

It is a biological fact that categories man into masculine and feminine. Gender roles are

learned patterns of behavior expected in any society. Because the social status of male is superior

to that of female, gender roles both reflect and reinforce a pattern of man dominance and female

domination. The work experienced by men is called “technical” but management and male

workers say that women do require “little technical skills”. The general cross-sectional tendency

has been for men to to have more domineering and that woman to be more passive and nurturing

than men.

“Female leadership holds special relevance for the 21st century”, asserted Jean Lipman

Bhuman (World Digest Oct.2004). she reported that for companies to survive in the next

millennium, the boss must give way to management styles that is more empowering supportive

and nurturing, sharing relationship and traits that are ascribed by pre-dominantly male

respondents more to women than men.

This is state of being married and unmarried. Marriage can make or unmake an executive,

more especially a Filipino executive. A happily married executive is more stable as a leader than

a separated or unhappily married executive. There is accumulating body of data that there are

some women who became successful in male dominated profession tend to be married and have

children. (Napiza, 2003). Although conventional wisdom that marriage and children are

impediments to women‟s career, the seemingly paradox is explained. First, their martial and

motherhood statues showed a normal women‟s life. This made them more acceptable working

partner to men who regarded women as interested in the social opportunities that worked offered.

Chapter III

Research Methodology

This chapter describes how the study was conducted and the researcher used in gathering the

necessary data for the completion of the study. This includes the research design, the population and

sampling, sampling procedure, data gathering procedure, research instrument and the statistical treatment

of data.

Research Design

The researcher used a survey questionnaire and evaluation form to gather information of

the teachers‟ related factors such as age, gender, civil status, educational attainment, status of

occupation, length of service, monthly salary and academic rank A.Y. 2010-2011. This is used to

acquire the desired information.

Population and Sampling

This study conducted at Laguna State Polytechnic University, San Pablo City Campus

Academic Year 2010-2011. The researcher gets a representative for every department to suit the

forty (40) respondents needed for the study.

A random sampling as a sampling technique was utilized.

Sampling Procedure

To determine the sample size needed for the study, the researcher used random sampling

technique. This sampling technique is unbiased since the respondent will have the same chance

of being chosen and the selection of respondent has no influence of the selection of other

respondents.

Data Gathering Procedures

A request letter noted by the research adviser was given to the Dean of the College of

Education to distribute the questionnaire to the teachers of different colleges in LSPU- SPCC

A.Y. 2010- 2011. After being approved, the researcher distributed the questionnaire to the

teachers.

Research Instrument

The main instrument used in the study was a questionnaire which was used to know

teachers' person related factors such as age, gender, and civil status, educational attainment, and

status of occupation, length of service, monthly salary and academic rank during second

semester A.Y. 2010- 2011.

Statistical Treatment of Data

The data will be gathered from the respondents will be treated and interpreted using the

statistical tools. The following statistical analysis will be used in the study:

Survey Questionnaire

Gender

Legend:

Male – 1

Female – 2

Civil Status

Legend:

Single – 1

Married – 2

Widowed – 3

Educational Attainment

Legend:

Vocational – 1

Bachelor‟s Degree – 2

Master‟s Degree – 3

Doctorate Degree – 4

BS with MA/MS units

MS with Doctoral units

Status occupation

Legend:

Regular – 1

Part time – 2

Percentage distribution will be utilized to describe the teacher variables in terms of,

educational attainment, status of occupation, length of service, monthly salary and academic

rank.

For the teacher – related factors. The researcher will utilized the mean and standard

deviation using a Likert scale, 5 being the highest, denotes „outstanding‟ and 1 being the lowest,

denotes „poor‟.

To find that if there is a relationship existing between the independent and dependent

variables, Pearson Product Moment of Correlation Coefficient was used to tell how well two sets

of continuous data correlate to each other at 0.05 level of significance.

Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the findings of the study in illustrative tables and analysis as well as

the interpretation based from the treatment of the data.

Table 1
Distribution of Respondents According to Age
Age Frequency Percent
20 – 25 6 15
26 – 30 8 20
31 – 35 13 33
36 – 40 3 8
45 and above 10 25
TOTAL 40 100

As shown in Table 1 it is clearly that ages ranges from 31 – 35 got the highest frequency

with 13 or 33%; followed by 45 and above with 10 or 25%; third is 26 – 28 with 8 or 20%;20 –

25 with 6 or 15% and the least ranges from 36 - 40 which has 3 or 8% with a total of 40

respondents.

This tells us that most teachers who are employed in LSPU – SPCC has an age ranges

from 31 – 45. Supported by Mift (2003) Teaching field is mostly dynamic for teachers ages from

20 – 40 and particularly doing the utmost level of performance of teachers.

Table 2
Distribution of Respondents According to Gender
Gender Frequency Percent
Male 13 33
Female 27 67
TOTAL 40 100

Table 2 shows the distribution of respondents according to their gender, and we can see

that most respondents are female with 27 or 67% of the total respondents and followed by male

comprises of 13 or 33%. This implies that woman – for their sense of parenthood (Anderson,

2001) commonly engage in teaching profession than that of males who are dominant for manual

dexrterity.

Table 3
Distribution of Respondents According to Civil Status
Civil Status Frequency Percent
Single 16 40
Married 23 58
Widowed 1 3
TOTAL 40 100

Table 3 shows that most of the respondents are married with 23 or 58%;followed by

single teachers with 16 or 40%; and lastly over 40 respondents only one teacher is widowed.

This tells that most teachers who are employed in teaching profession in LSPU – SPCC are

mostly married.

Table 4
Distribution of Respondents According to Their Educational Attainment
Educational Attainment Frequency Percent
Bachelor‟ degree 19 48
Master‟s degree 14 35
Doctor‟s degree 7 18
TOTAL 40 100

Table 4 tell us the educational attainment of teachers in LSPU – SPCC. Bachelor‟s

degree outnumbered other degrees with 19 or 48%; next is Master‟s degree with 14 or 35%; and

least is Doctor‟s degree with only 7 or 18%.

Kylie (2004) mentioned that few teachers can attain a higher degree due to lack of

financial aid and personal problems like time for family and recreations and the like. As reflected

by Aguzar (2005) Filipino teachers render their time in upholstering their profession that will

satisfy their career in life like taking master‟s program then making advantage in higher ranking

example is salary as a motivation.

Table 5
Distribution of Respondents According to Their Length of Service
Length of service (years) Frequency Percent
1–5 24 60
6 – 12 8 20
13 – 20 4 10
21 and above 4 10
TOTAL 40 100

Table 5 shows the length of service of teachers in LSPU – SPCC. Most teachers are

belong to 1 – 5 years which is quite amateur for the institution with 24 or 60%; followed by 6 –

12 years with 8 or 20% and lastly 13 – 20 and 21 and above which has the same frequency and

percentage with 4 or 10%.

Table 6
Distribution of Respondents According to Their Status of Occupation
Status of occupation Frequency Percent
Regular 19 48
Part – time 21 52
TOTAL 40 100

This table explains the status of occupation of teachers. As we can see there is a small

interval between the regulars and the part- timers but the part – timers outnumbered the regulars

with 21 or 52% and the regulars have 19 or 48%.

Table 7
Distribution of Respondents According to Department
Department Frequency Percent
CHMT 8 20
CTE 8 20
CCST 8 20
CAS 8 20
CET 8 20
TOTAL 40 100

Clearly table 7 shows that teachers has an equal denomination when pertains to the

different departments they assigned with 8 or 20% and a total of 40 or 100%.

Table 8
Distribution of Respondents According to Their Monthly Salary
Monthly Salary (Php) Frequency Percent
Below 9,999 11 28
10,000 – 14,000 14 35
15,000 – 19,000 5 13
20,000 and above 2 5
No response 8 20
TOTAL 40 100

Table 10 shows the amount of teachers‟ compensation and most of them has an average

of Php10,000 – 14,000 with 14 or 35%; followed by below 9,999 with 11 or 28%; and a „no

response‟ has 8 or 20% in which the researcher respects their welfare; 15,000 – 19,000 with 5 or

13%; and the least 20,000 and above comprises of 2 or 5%.

Table 9
Perception of Respondents According to Their Commitment
Standard
Indicators Mean Remarks
Deviation
1. Teacher should always demonstrate sensitivity to
Strongly
the students‟ ability to attend and absorb content 4.9 0.37
Agree
information.
2. Teacher must be sensitive to his/her learning Strongly
4.83 0.38
objectives. Agree
3. Teacher must make self available to students Strongly
4.87 0.40
beyond official time. Agree
4. Teacher should come to class on time, well
Strongly
groomed and well – prepared to complete 4.88 0.33
Agree
assigned responsibilities.
5. Teachers must always keep precise records of
Strongly
students‟ performance and prompt submission of 4.88 0.39
Agree
the same.
Strongly
TOTAL 4.87 1.87
Agree
Legend:
4.21 – 5.0 : Strongly Agree
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree
1.0 – 1.80 : Strongly Disagree

Table 9 shows the indicator that „Teacher should always demonstrate sensitivity to the

students‟ ability to attend and absorb content information‟ having a mean of 4.9 and interpreted

as „Strongly Agree‟; „Teacher must be sensitive to his/her learning objectives‟ having a mean of

4.83 and interpreted as „Strongly Agree‟; „Teacher must make self available to students beyond

official time‟ having a mean of 4.87 and interpreted as „Strongly Agree‟; „Teacher should come

to class on time, well groomed and well – prepared to complete assigned responsibilities‟

information‟ having a mean of 4.88 and interpreted as „Strongly Agree‟ „Teachers must always

keep precise records of students‟ performance and prompt submission of the same‟ information‟

having a mean of 4.88 and interpreted as „Strongly Agree‟. With an average mean of 4.87 and

interpreted as „Strongly Agree‟. This implies that teachers of LSPU – SPCC are strongly

committed to their profession. Ry, (2007) “teachers are not to compel to have a profession but to

instil that they must be responsible towards what they had committed”.

Table 10
Perception of Respondents According to Their Knowledge of the Subject Matter
Standard
Deviation
1. Teachers should demonstrates mastery of the
subject – matter (explain the subject matter Strongly
4.88 0.33
without relying solely on the prescribed Agree
textbook).
2. Teachers should draw and share information on
Strongly
the state of the art theory and practice in his/her 4.9 0.37
Agree
discipline.
3. Integrates subject to practical circumstances and Strongly
4.93 0.35
learning intents/purposes of students. Agree
4. Teachers should explain the relevance of present
topics to the precious lessons, and relates the Strongly
4.93 0.35
subject matter to relevant current issues and/or Agree
daily life activities.
5. Teachers should demonstrate up – to date
Strongly
knowledge and/or awareness on current trends 4.88 0.40
Agree
and issues of the subject.
Strongly
TOTAL 4.90 0.36
Agree
Legend:
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree

Table 10 shows that the indicator „Teachers should demonstrates mastery of the subject –

matter (explain the subject matter without relying solely on the prescribed textbook)‟ having a

mean of 4.88 and interpreted as „Strongly Agree‟; „Teachers should draw and share information

on the state of the art theory and practice in his/her discipline‟ having a mean of 4.9 and

interpreted as „Strongly Agree‟ „Integrates subject to practical circumstances and learning

intents/purposes of students‟ having a mean of 4.93 and interpreted as „Strongly Agree‟

„Teachers should explain the relevance of present topics to the precious lessons, and relates the

subject matter to relevant current issues and/or daily life activities‟ having a mean of 4.93 and

interpreted as „Strongly Agree‟ „Teachers should demonstrate up – to date knowledge and/or

awareness on current trends and issues of the subject‟ having a mean of 4.88 and interpreted as

„Strongly Agree‟. This implies that teachers have a knowledge towards the subject matter they

where teaching.

As Mamen (2001) describes “teachers are benevolent materials of fact and reality that

shares their knowledge to their students and mastery is among the important functions of

teachers.

Table 11
Perception of Respondents According to Their Teaching Strategies and Methodologies
Standard
Deviation
1. Teachers should create teaching strategies that
Strongly
allow students to practice using concepts they 4.85 0.48
Agree
need to understand (interactive discussion)
2. Teachers should enhance student self – esteem
Strongly
and/or gives due recognition to students‟ 4.8 0.46
Agree
performance/potentials.
3. Teachers should allow students to create their
own course with objectives and realistically Strongly
4.85 0.42
defined student – professor rules and make them Agree
accountable for their performance.
4. Teachers should allow students to think
independently and make their own decisions and
Strongly
holding them accountable for their performance 4.9 0.37
Agree
based largely on their success in executing
decisions.
5. Teachers should encourage students to learn
Strongly
beyond what is required and help/guide the 4.76 0.52
Agree
students how to apply the concepts learned.
Strongly
TOTAL 4.83 0.45
Agree
Legend:
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree

In this table, the majority of the weighted means shows an indication of teachers who

teaches and allowing students to be independent; followed by the indicator 1 and 3 with a mean

of 4.85 this reflects that teachers are student – centred and interpreted as „strongly agree‟.

Meanwhile the last statement is also interpreted as strongly agree that clearly seen that

teachers used to encourage the learners to be existential in knowledge and skills. It is important

to note that a student – centred should accumulate the learners‟ surroundings and that will

determine the goal of teachers in teaching.

Table 12
Perception of Respondents According Their Management of Learning
Standard
Deviation
1. Teachers should create opportunities for intensive
Strongly
and/or contribution of students in the class 4.9 0.37
Agree
activities.
2. Teachers should assume roles as facilitator,
resource person, coach, inquisitor, referee in Strongly
4.83 0.44
drawing students to contribute to knowledge and Agree
understanding of the concepts at hands.
3. Teachers should design and implement learning
Strongly
conditions and experience that promotes healthy 4.85 0.35
Agree
exchange ad/or confrontations.
4. Teachers should structure/re – structures learning
Strongly
and teaching – learning context to enhance 4.93 0.35
Agree
attainment of collective learning objectives.
5. Teacher should use of instructional materials
(audio/video materials: fieldtrips, film showing, Strongly
4.8 0.51
computer aided instruction and etc.) to reinforces Agree
learning processes.
Strongly
TOTAL 4.86 0.40
Agree
Legend:
3.41 – 4.20 : Agree
2.61 – 3.40 : Uncertain
1.81 – 2.60 : Disagree

Teachers‟ structure/re – structures learning and teaching – learning context to enhance

attainment of collective learning objectives play an important role of teachers in LSPU – SPCC.

Attaining the second weighted mean teachers used to design based on the learning needs.

Meanwhile, it is clearly seen teachers act also as facilitator and provide adequate

materials which is stated from the three least indicators.

And the total correspondence is that the assessment for teachers‟ performance is

dominantly strong and positive.

Table 13
Perception of Respondents According Their Level of Performance
Standard
Deviation
1. Perform the principles of instructional materials
5 0 Outstanding
preparation for different types of learners
2. Perform different teaching methods, approaches
4.95 0.22 Outstanding
and strategies.
3. Apply social realities in the community to make
learning relevant.
4. Exhibit vividness and clarity in delivering the
lesson.
5. Demonstrates the subject matter accurately. 4.93 0.27 Outstanding
6. Make the room comfortable for the students. 4.90 0.38 Outstanding
7. Explains the topic in accordance for student‟s
5 0 Outstanding
level.
8. Know the different characteristics of students. 4.98 0.16 Outstanding
9. Value every students‟ concrete performance (e.g.
project).
10. Apply knowledge on social learning in dealing
with students.
TOTAL 4.96 0.18 Outstanding
Legend:
4.21 – 5.0 : Outstanding
3.41 – 4.20 : Very Satisfactory
2.61 – 3.40 : Satisfactory
1.81 – 2.60 : Fair
1.0 – 1.80 : Poor

Table 13 shows clearly that the teachers‟ performance as they evaluate themselves were

interpreted as „outstanding‟ due also to their level of self – reflection. As we can see both mark

the perfect assessment number one and seven partly explains that they perform in accordance to

the principle and explains the topic in accordance also for students‟ level. This implies that

teachers of LSPU – SPCC are consistently adhere to allow students to create their own course

with objectives and realistically defined student – professor rules and make them accountable for

their performance as basically Copico (2004) supported that teachers believe to be enhancing

performance in adherence to the attainment of students‟ level of maturity.

Table 14
Correlation between Person – Related Factors and their Level of Performance
Indicators r - value p - value Interpretation
Age 0.089 0.807 Not Significant
Gender -0.032 0.084 Not Significant
Civil status -0.307 0.388 Not Significant
Educational
-0.046 0.900 Not Significant
attainment
Length of Service 0.180 0.618 Not Significant
Status of Occupation -0.145 0.690 Not Significant
Salary -0.127 0.377 Not Significant

p > 0.05 : Not Significant
p < 0.05 : Significant

This table represents the correlation of person – related factors which is the teacher as a

respondents and their performance in teaching profession. It is vividly shows that all the

variables for person – related factors has no significance in relation to their performance. This

means that teachers perform their profession with regards to their standards and not the persons –

factors.

Strengthen by Garote (2009) teacher himself is a teacher in the classroom and a teacher to

his learners regardless of his physical, psychological disturbance, status, and community roles

yet still he will only be affected by the pupils.

Anjay (2009) confirms that teachers in modernize days prefer to be realistic and on –

doing to their profession which likely to disseminate their personal part.

Table 15
Correlation between Teachers – Related Variables and Their Level of Performance
Indicators r - value p - value Interpretation
Commitment 0.630 0.077 Not Significant
Knowledge of the
0.111 0.397 Not Significant
subject
Teaching for
independent learning
Management of
learning

p > 0.05 : Not Significant
p < 0.05 : Significant

Table 15 clearly shows that all the variables such as commitment (p = 0.077); knowledge

of the subject matter (p = 0.397); teaching for independent learning (p = 0.050); and management

of learning (p = 0.087) are not significantly related to their level of performance since p is greater

than 0.05 level of acceptance.

As cited by Greg (2003) The task of a teacher is virtually a variety of human traits

and competencies. The teachers job is not only to teach but to influence in promoting

the development of basic skills, desirable work habits and attitudes, values, judgment and

adjustments to the individual learner‟s environment.

In many instances teachers spend more time with their students than their parents

do, school schedules are demanding so it is important for teachers to be effective in

their methods, instead of simply being the figure head of the classroom. They are

attributed to two major categories which are personal and professional qualities. Personal

qualities refers to the teachers personality including the teachers beliefs, interest, attitudes

and his/her interrelation with his/her students, co-teachers, school administrations and non-

teaching personnel. On the other hand, professional qualities pertains to the teachers

mastery of the subject matter.

Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single

most important factor affecting student achievement is teachers, and the effects of

teachers on student achievement are both additive and cumulative. Further, they contend

that the lower achieving students are most likely to benefit from increases in teacher

effectiveness. Taken together, these multiple sources of evidence however different in

nature all conclude that quality teachers are a critical determinant of student achievement.

In the current policy climate of standards-based reform, these findings make a strong

case for gaining a better understanding of what really accounts for these effects.

Chapter V

Summary of Findings, Conclusion and Recommendations

This chapter presents the summary of findings, conclusions, and recommendations

related to the fraternity involvement.

Summary

Specifically it sought to answer the following questions:

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

1.1. Age;
1.2. Gender;
1.3. Civil status;
1.4. Educational attainment;
1.5. Length of service;
1.6. Status of Occupation;
1.7. Department or college; and
1.8. Monthly salary?

2. What is the level of perception of the following variables as perceive by the respondents:

2.1. Commitment;
2.3. Teaching Strategies and methodologies; and

3. What is the level of performance of the respondents?

4. Are the following variables significantly related to teachers‟ performance:

4.1. Commitment;
4.3. Teaching strategies and methodologies; and

5.Is there a significant relationship between the profile of the respondents and the teachers
performance?

Findings

Majority of the respondents are in the age of 31 – 35 having a frequency of thirteen (13)

or 33%; twenty – two (27) or 67% are female; twenty - three (23) or 58% are already married;

nineteen (19) or 48% are holder of Bachelor‟s Degree; twenty - four (24) or 60%; twenty – one

(21) or 52% are part – timers; eleven (11) or 28% compensate an amount below Php9,999.

The teacher – related variables such as commitment (mean = 4.87); knowledge of the

subject matter (mean = 4.90); teachers‟ strategies and methodologies (mean = 4.83); and

management of learning (mean = 4.86).

The level of performance of the respondents has a weighted mean of 4.96 and interpreted

as „outstanding‟.

The person – related factors resulted as „not significant‟ to the level of performance of

respondents

The results reveal that the all of the teacher – related variables are „not significant‟ to the

level of performance of the respondents.

Conclusion

There is no significant relationship between the teacher – related factors and the teacher‟s

performance is „Accepted‟.

There is no significant relationship between the profile of the respondents and the

teachers performance is „Accepted‟.

Recommendations

Based on the findings and conclusions made in the study, the following recommendations

are hereby presented:

1. Professors and Teachers should maintain in fulfilling their duties and responsibilities;

2. Institutions must provide training program for teachers designed to integrate knowledge,

social, skills, and values development so that it creates a stress – free environment.

3. Teachers of LSPU – SPCC should have an active involvement in creating a healthy

psychological climate for learning, like knowing the concepts and principles of

democratic expression of ideas.

4. Teacher should always demonstrate sensitivity to the students‟ ability to attend and

absorb content information;

5. Extend the scope of the study to provide further analysis on teachers‟ performance.

BIBLIOGRAPHY

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Queensland: University of Queensland Press, 1976.

A. W. Oller, J.W. Performance Tests at School: A Pragmatic Approach. London: Longman,
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Chohamy, E, “Investigation of concurrent validity of oral interview with cloze procedure for
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Hinofotis, “Cloze as an alternative method of ESL placement and proficiency testing,” in J.
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K. Mullen, K, “Management of Teachers in U.S.,” in J. Oller, and K. Perkins, Eds. Research in
Language Testing, Rowley, MA: Newbury House, 1980.

Middleton, J.A. & Spanias, P.A. (2002). Motivation for Achievement in Mathematics: Findings,
Generalizations, and Criticism of the Research. Journal for Research in Mathematics
Education, 30, 65-88.

Neale, D. (1999). The role of attitudes in learning mathematics. The Arithmetic teacher, Dec.
1969, 631-641.

Pajares, F. (2002). Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct.
Review of Educational Research, 62 (3), 307-332.

Polo, M. & Zan R. (2005). Teachers‟ use of the construct „attitude‟. Preliminary research
findings. In M. Bosch (Ed.), Proceedings of the Fourth Conference of the European
Society for Research in Mathematics.
http://ermeweb.free.fr/CERME4/CERME4_WG2.pdf, 265-274.

Ruffell, M., Mason, J., Allen, B. (2008). Studying attitude to mathematics. Educational Studies
in Mathematics, 35, 1-18.

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Braley, and U. Raatz, Eds. University Language Testing and the C-Test, Bochum: AKS-
Verlag, 2002, pp. 93–114.

S. Klein-Braley, “Language testing with the C-Test: A linguistic and statistical investigation
into the strategies used by C-Test takers and the prediction of C-Test difficulty,” Ph.D.
dissertation, University of Duisburg, 1994.

S. Klein-Braley, “C-Tests in the context of reduced redundancy testing: An appraisal,”
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T. Eckes, and R. Grotjahn, “C-tests: Rasch analyses via the continuous rating scale model,” In
R. Grotjahn, Ed. The C-test: Theory, Empirical Research, and Applications. Frankfurt am
Main: Peter Lang, 2006, pp. 167-193.

V. Lado, Language Testing: The Construction and Use of Foreign Language Tests. London:
Longman, 1961.

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Vi, X. & Kishor, N. (2001). Assessing the Relationship Between Attitude Toward Mathematics
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„attitude‟. In M. A. Mariotti (Ed.).

Appendix A


San Pablo City

LETTER TO THE DEAN OF COLLEGE OF EDUCATION

Date:

A/Prof. Mauro D. Lucido Jr.

Dean, College of Education


San Pablo City Campus, San Pablo City

Sir,

Greetings of the day!

I am third year student of Laguna State Polytechnic University San Pablo City Campus, taking up
Bachelor of Secondary Education, major in Mathematics. I am presently conducting a study entitled

“Teachers Performance and the Related Factors of selected colleges in Laguna State Polytechnic
University San Pablo City Campus A.Y 2010-2011.

I would like to ask permission from your good office to evaluate teacher’s performance by
administering a researcher-made test to Fifty (50) teachers of LSPU-SPCC.

It is in this juncture that I express my warmest gratitude. Should my request be granted. Thank
you very much.

Truly yours,

RIZA M. UMALI

Researcher

Approved by:

A/Prof. Mauro D. Lucido


Appendix B


San Pablo City

LETTER TO THE DEAN OF COLLEGE ARTS AND SCIENCES

Date:

Prof. Lorna C. Daniel

Dean, College of Arts and Sciences



Sir,





you very much.

Truly yours,

RIZA M. UMALI

Researcher

Appendix C


San Pablo City

LETTER TO THE DEAN OF COLLEGE OF COMPUTER STUDIES AND TECHNOLOGY

Date:

Prof. Mario Briones

Dean, CCST



Sir,




you very much.

Truly yours,

RIZA M. UMALI

Researcher

Approved by:



Appendix D


San Pablo City

LETTER TO THE DEAN OF COLLEGE OF ENGINEERING AND TECHNOLOGY

Date:

Prof. Edilberto Z. Andal

Dean, College of Engineering and Technology



Sir,




you very much.

Truly yours,

RIZA M. UMALI

Researcher

Approved by:



Appendix E


San Pablo City

LETTER TO THE DEAN OF COLLEGE OF HOSPITALITY MANAGEMENT AND TOURISM

Date:

Prof.Conchita C. Espinueva




Madame,





you very much.

Truly yours,

RIZA M. UMALI

Researcher

Approved by:



Appendix F


San Pablo City

LETTER TO THE RESPONDENT

Dear Respondent,

I am taking a research study entitled, “Teacher’s Performance and the Related Factors

of Selected Colleges in Laguna State Polytechnic University San Pablo City Campus A.Y. 2010-

2011”, as a course requirement for the degree of Bachelor of Secondary Education Major in

Mathematics. In view of this, I respectfully choose you as one of my respondents to answer the

attached questions for the completion of the study.

Please provide your honest response and rest assured that your answer will ne treated

with utmost confidentiality.

Thank you very much for your cooperation.

Respectfully yours,

RIZA M. UMALI

Researcher

Appendix G

San Pablo City

RESEARCH SURVEY QUESTIONNAIRE

Part I. Please fill in your personal information and put a check on the blank to the
corresponding options that gives the profile of your personal characteristics.

Name(optional): _______________
Age: ______
Gender:
___ Male
___ Female

Civil Status:
___ Single
___ Married
___ Widowed

Educational Attainment:

___ Vocational
___ Bachelor‟s Degree ___BS with MA/MS units
___ Master‟s Degree ___MS with Doctoral units
___ Doctor‟s Degree

Status of Occupation:

___ Regular
___ Part time

Length of Service:_____________

Department:___________________

Monthly Salary: _______________

II. Perception of the Respondents

Please indicate your perception of these indicators using the values below and put a check on the space
provided.

5 – Strongly Agree

4 – Agree

3 – Uncertain

2 – Disagree

1 – Strongly Disagree

A. Commitment 5 4 3 2 1

1. Teacher should always demonstrate sensitivity to the students‟ ability
to attend and absorb content information.
2. Teacher must be sensitive to his/her learning objectives.

3. Teacher must make self available to students beyond official time.

4. Teacher should come to class on time, well groomed and well –
prepared to complete assigned responsibilities.
5. Teachers must always keep precise records of students‟ performance
and prompt submission of the same.

B. Knowledge of the Subject 5 4 3 2 1

1. Teachers should demonstrates mastery of the subject – matter
(explain the subject matter without relying solely on the prescribed
textbook).
2. Teachers should draw and share information on the state of the art
theory and practice in his/her discipline.
3. Integrates subject to practical circumstances and learning
intents/purposes of students.
4. Teachers should explain the relevance of present topics to the
precious lessons, and relates the subject matter to relevant current
issues and/or daily life activities.
5. Teachers should demonstrate up – to date knowledge and/or
awareness on current trends and issues of the subject.

C. Teaching for Independent Learning 5 4 3 2 1

1. Teachers should create teaching strategies that allow students to
practice using concepts they need to understand (interactive
discussion)
2. Teachers should enhance student self – esteem and/or gives due
recognition to students‟ performance/potentials.
3. Teachers should allow students to create their own course with
objectives and realistically defined student – professor rules and
make them accountable for their performance.

4. Teachers should allow students to think independently and make
their own decisions and holding them accountable for their
performance based largely on their success in executing decisions.
5. Teachers should encourage students to learn beyond what is
required and help/guide the students how to apply the concepts
learned.

D. Management of Learning 5 4 3 2 1

1. Teachers should create opportunities for intensive and/or
contribution of students in the class activities.
2. Teachers should assume roles as facilitator, resource person, coach,
inquisitor, referee in drawing students to contribute to knowledge
and understanding of the concepts at hands.
3. Teachers should design and implement learning conditions and
experience that promotes healthy exchange ad/or confrontations.
4. Teachers should structure/re – structures learning and teaching –
learning context to enhance attainment of collective learning
objectives.
5. Teacher should use of instructional materials (audio/video
materials: fieldtrips, film showing, computer aided instruction and
etc.) to reinforces learning processes.

Direction: Please indicate your perception of these indicators using the values below and put a check on
the space provided.

5 – Outstanding

4 – Very Satisfactory

3 – Satisfactory

2 – Fair

1 – Poor

E. Teacher‟s Performance 5 4 3 2 1

1.Perform the principles of instructional materials preparation for
different types of learners
2. Perform different teaching methods, approaches and strategies.

3. Apply social realities in the community to make learning relevant.

4. Exhibit vividness and clarity in delivering the lesson.

5. Demonstrates the subject matter accurately.

6. Make the room comfortable for the students.

7.Explains the topic in accordance for students level.

8.Know the different characteristics of students.

9.Value every students‟ concrete performance (e.g. project).

10.Apply knowledge on social learning in dealing with students.

…THANK YOU FOR COOPERATION…

Thesis riza

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