Dissertation FINAL BODY Sample

Chapter 1
INTRODUCTION
Background of the Study
Human society broadly uses education as an instrument for social change. In this
era of technology, global awareness has grown in importance as economic, social, and
cultural connections among countries have increased. In the development of global
awareness, a teacher has an important responsibility to prepare students to function in
and contribute to a global society. Educating the young minds with new kinds of
knowledge, skills and dispositions in order to function successfully in an increasingly
interconnected global society must be provided in the schools specifically in the
elementary school which is the foundation of knowledge. Teacher plays an important
role as, almost without exception, the builders of prospective society members
(Popham, WJ & Baker, EL 2005) and regarded as the most imperative school-based
factor that influences students’ achievement levels. Research has proved that teacher
has a major impact on students‟ learning (Hill, et al, 2003) and is the main strength in
an educational institution (Gary, 2005). Previous studies on the subject on students’
academic performance by AL-Mutairi (2011) and Kang’ahi et al (2012) indicate
although there exist several factors that influence students’ academic performances, but
teacher competence remains one of the major determinants of students’ academic
achievements. According to Adunola (2011) and Ganyaupfu (2013), teaching is a
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collaborative process which encompasses interaction by both learners and the lecturer.
Teacher competence in teaching process is a multidimensional concept that measures
numerous interrelated aspects of sharing knowledge with learners which include
communication skills, subject matter expertise, lecturer attendance, teaching skills and
lecturer attitude (Akiri & Ugborugbo , 2009)... It is therefore crucial for lecturers to
regularly review their teaching competences in respect of subject knowledge, lecturer
attendance, teaching skills and lecturer attitude (Chang, 2010). Teaching methods
adopted by lecturers should be aligned to the subject content and specific outcomes in
order to effectively enhance transmission of knowledge and information from the
lecturer to the students (Adunola, 2011).
According to (Muzenda, 2013) the competence of a lecturer/teacher is directly
measured by students’ academic achievements. For this reason, there is a need to have
a constant evaluation on the factors that affect the students’ academic achievement just
like the case of the Philippines.
In the 2003 results of the Trends in Mathematics and Science Study (TIMSS)
the Philippines lagged behind other participating countries, placing 24th out of 25
countries in Grade 4 Mathematics and 41st out of 45 participating countries in second
year high school Mathematics. While in Science the country yielded a similar
devastating result in the same study, ranking 23rd in Grade 4 Science, among 25
countries. In the high school level, we ranked 42nd in 2nd year Science, among 45
countries. These rankings were noted to be very similar to TIMSS’ assessment of the
country in 1999. The shock reverberated as the country started talking about a crisis in
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the Philippine educational system (Cristobal, 2005). Competency in basic algebra is of
prime importance to most if not all tertiary courses. This remains to be a nationwide
concern as separate studies on performance in Mathematics of pre-service and current
Mathematics teachers reveal a substandard quality of Mathematics education in the
elementary and secondary levels (Leongson & Limjap, 2003). Because of this
Philippine educational scenario, Dr Allan Benedict Bernardo, Director of the Lasallian
Institute for Development and Education Research (LIDER) of the De La Salle
University suggested four specific research directions and studies that could be focused
on in response to the TIMSS findings. These were, 1) seeking explanations for the
findings of TIMSS including studies on good and bad practices; 2) understanding
constraints and enabling factors for improvement; 3) evaluating interventions; and 4)
rationalizing options at different levels of the educational bureaucracy (Cristobal, 2005).
The Philippines did not participate anymore in the 2007 TIMSS although
Filipino students sometimes top international Science competitions, but they usually
come from science high schools with special programs.
This recent trends in education have posed new challenges in the academe for
the improvement of literacy rate among Filipinos. This is in response to one of the
challenges of the United Nations Educational, Scientific and Cultural Organization
(UNESCO) on Millennium Development Goal (MDG) which is to achieve universal
primary education. The Education For all theme contended that mass primary
education will result in an increased supply of human manpower, accelerated economic
growth, more social justice, reduced regional disparities and improved social welfare.
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However, the challenge towards this theme is how to indeed education available to all
and in good quality in line with the social needs of the citizenry. In the attainment of
good quality universal education, teachers as the front lines of education are seen as the
driving force behind the success of attaining every school’s vision and mission in
attaining quality education and the key to improving the quality of the learning process
(Billard, 2003). To achieve school quality, one important aspect to consider is the
professional competency of the teachers. Professional competence has been defined by
Wahyudi (2010) as “an extensive knowledge as well as in the subjects to be taught, and
mastery of the methodology in the sense of having knowledge of theoretical concepts, is
able to choose the right method, and be able to use in teaching and learning.” He said
that professional competence is the ability with respect to mastery learning material in a
field of study that includes extensive and in-depth mastery of substantive content in
school curriculum subject that includes curriculum materials, as well as increase the
depth of knowledge as a teacher. Meanwhile, according to Carudin (2011), he defined
professional competence as “the special ability with regard to performance of duties of
teachers in a particular field which acquired through professional education”.
This means that a teacher who is professionally competent has the ability and
authority to carry out his profession. As provided in the Republic Act of 4670 known as
Philippine Magna Carta for Teachers, the term “Teachers” is clearly stated as profession
not merely handling students but person in authority receiving high regards from the
community. This Philippine Magna Carta for Teachers aims to protect and improve the
socio-economic condition of public school teachers and the state recognized the
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essential contribution of teachers in nation building so this act serve as controlling agent
in maintaining the proper qualification for the professions. Moreover, the Code of
Ethics for Professional Teachers of the Philippines (Resolution Act No. 435, 1997)
describes teachers as duly licensed professionals who possess dignity and reputation
with high moral as well as technical and professional competence (DepEd, 2014).
In the Philippines school system, teachers are classified according to positions
namely; Teacher 1, teacher 2, Teacher 3, Master Teacher 1 and Master Teacher with
corresponding rank and renumeration. This was in accordance to MEC Order No. 10, s.
1979, which provided the implementing rules and regulations of Career Progression for
Public School Teachers and the Executive Order No. 500 which was signed then by
Pres. Ferdinand E. Marcos which set the qualifications to be considered for Master
Teacher Position. The following are the attributes and functions of the Master teacher
in the Philippine schools.
1. All Master Teachers shall be administratively under the school heads where they
are assigned notwithstanding their rank and salary.
2. Master teachers must have regular teaching loads.
3. Master teachers shall serve as demonstration teachers or teacher consultants in
other schools in the district.
4. Master teachers shall guide other teachers in the school or district towards
improving their competencies as well as taking the lead in the preparation of
instructional materials.
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Marzano (as cited in Stacks. 2013) the power of master teachers and their
ability to do things for a school district like lead instructional rounds, function as expert
coaches, and work with district administrators to set policy for teacher evaluation and
engage in teacher evaluation is what makes them master teachers. He uses phrases like
“withitness” to describe an effective teacher’s ability to use their instincts to make for
powerful learning experiences for children.
To date, Master Teacher position is divided into two; Master Teacher 1 (Salary
Grade 18 and Master Teacher 2 (Salary Grade 19). In terms of the criteria in the
selection process of teachers for Master Teachers, the following are the generic criteria;
a) Introduced any of the following which has been adopted or used by the
school or district; (20 points)
- Curriculum or instructional materials
- Effective teaching techniques or strategies
- Simplification of work (Reporting system or Record keeping)
- Worthwhile income generating project;
b) Served as subject area coordinator for at least two (2) years; (12 points)
c) Served as chairman of a special committee such as curriculum study
committee, committee to prepare instructional materials; (12 points)
d) Initiated or headed an educational research activity duly approved by
educational authorities; (12 points)
e) Coordinator of a community project; activity; or of a program of another
agency; (12 points)
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f) Organized or managed an in-service training or other similar activities at
least on the school level; (12 points)
g) Credited meritorious achievement such as; (10 points)
- Trainers/coach in academic contests.
- Athletic coach of athletes or teams.
- Coordinator of BSP/GSP activities;
h) Authorship (10 points)
- Book (Sole or Co-authorship)
- Published educational articles
i) Demonstration Teaching (10 points)
In some other divisions, educational attainment, length of service and
performance rating are being given merits.
In view of these issues, theories, principles and concepts relative to the
professional competence of teachers, the researcher is motivated to assess the
professional competence of Master Teachers and its relation to the pupils’ academic
performance among the city school divisions in Region 1. Since there is a dearth of
literature on the professional competence of the Master teachers in the Philippines
schools, this study would be of great help in finding out the level of professional
competence of the Master teachers being an expert and how they influenced pupils’
academic performance.
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Theoretical Framework
A Theory of Zone of Proximal Development and Constructivist Theory
This study was guided with the theory of Lev Vygotsky, the man behind the
theory of Zone of Proximal Development. In applying this theory successfully in a
classroom set-up, it is important to know not only where a child is functioning now and
where that child will be tomorrow, but also how best to assist that child in mastering
more advanced skills and concepts. This was commonly referred to as “scaffolding”.
Although it was not used by Vygotsky himself, the concept of scaffolding helped us
understand how aiming instruction within a child’s ZPD can promote the child’s
learning and development.
In addition to the ZPD theory, another theory emerged which categorized
learning as an active process in which the learners construct new ideas or concepts
based from their current and past knowledge. Learners can select and transform
information, construct hypotheses and make decision through the use of their cognitive
structure which provides them meaning and organization to experiences. In this
process, it allowed them to go beyond the information given to them.
Bruner’s constructivist theory was primarily based on the study of cognition. His
theory was much linked to child development. The theory of constructivism followed
three (3) principles on instruction. The principles included;
1. Instruction must be concerned with the experiences and contexts that make the
student willing and able to learn (readiness).
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2. Instruction must be structured so that it can be easily grasped by the student
(spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps
(going beyond the information given.)
Furthermore, Bruner stated that a theory of instruction needs to address four (4)
major aspects; (1) predisposition towards learning, (2) the ways in which a body of
knowledge can be structured so that it can be most readily grasped by the learner, (3)
the most effective sequences in which to present material, and (4) the nature and pacing
of rewards and punishments.
With the theoretical background based from studies conducted by Vygotzky and
Bruner, the study was strengthened as it is being grounded by these theories.
Conceptual Framework
Learning is a lifelong process and needed to be worked upon. With that,
teachers should be therefore given the opportunities to level up or upgrade their
professional competence in order to fully achieve their potential as instructional leaders
specifically the public elementary master teachers. According to Marzano (as cited in
Stack, 2013) the power of master teachers and their ability to do things for a school
district like lead instructional rounds, function as expert coaches, and work with district
administrators to set policy for teacher evaluation and engage in teacher evaluation, is
what makes them a master teacher. He uses phrases like “withitness” to describe an
effective teacher’s ability to use their instincts to make for powerful learning
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experiences for children. As defined by Syah (2000), professional competence of
teachers defined as the ability and authority of teachers in their profession. He also
described that when teachers are competent and professional, s/he is a skilled teacher in
carrying out his/her profession. Teaching is not simply the application of knowledge
and of learned skills. It is viewed as a much more complex cognitively driven process
affected by the classroom context, the teacher’s general and specific instructional goals,
the teacher’s beliefs and values, the learners’ motivations and reactions to the lesson,
and the teacher’s management of critical moments during a lesson. According to
Richards (2011), effective teachers use different strategies to develop a sense of
community among their learners, including using group-based activities, by addressing
common student interests and concerns, by regularly changing seating arrangements so
that students experience working with different classmates, by using humor and other
ways of creating a warm and friendly classroom atmosphere, and by recognizing that
students have both social as well as learning needs in the classroom
It is in this premise that the researcher conceptualized his study on the
professional competence of the public elementary master teachers and its relation to the
students’ academic performance which was represented with NAT score.
In this study, the researcher employed the input-process-output model, in
determining the professional competence of public elementary school master teachers.
The inputs were profile of the respondents in terms of age; civil status; gender;
educational attainment; length of service; year- end performance evaluation and
trainings attended. The inputs also included the level of professional competence of the
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respondents along the following standards; Instructional Competence, which included
Mastery of the Subject Matter, Teaching Skills, Classroom Management and Evaluation
Skills, and technical competence. With regards to the pupils’ achievement, the NAT
result from five (5) core subjects; English, Mathematics, Science, Filipino and Hekasi
for the past three years were used in the correlation analysis.
The gathered data were processed through analysis by finding out the correlation
of the professional competence of the master teachers in the public elementary school to
the NAT results of the students.
Thus, the output will be a pupils’ enhancement instructional program.
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Input Process Output
1. Teachers’ Professional
Competence;
a. Instructional
competence
-mastery of subject
field
-teaching skills
-classroom
management Analysis of the data
-evaluation skills gathered through ENHANCEMENT
b. Technical survey- questionnaire INSTRUCTIONAL
competence and documentary
2. Academic performance of
PROGRAM
analysis.
the Grade VI pupils in the
National Achievement Test
(NAT) for the last 3 years.
FEEDBACK
Figure 1: Paradigm of the Study
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Statement of the Problem
This study aimed to find out the professional competence of public elementary
Master Teachers and its relation to the pupils’ academic achievement among the city
schools in Region 1.
Specifically, this study sought to answer the following problems:
1. What is the level of professional competence of Master Teachers along with
a. Instructional competence;
a. 1 mastery of the subject matter;
a. 2 teaching skills;
a. 3 classroom management; and
a. 4 evaluation skills?
b. Technical competence?
2. What is the perception of the non-Master Teachers to the professional
competence of the Master Teachers along;
a) Instructional competence;
a.1 mastery of the subject matter;
a.2 teaching skills;
a.3) classroom management
a.4) evaluation skills? and
b) Technical competence?
3. What is the level of academic performance of the pupils in the NAT results?
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4. Is there a significant relationship between the teachers’ professional competence
and the pupils’ academic performance in NAT results for the last three (3)
years?
5. What measures may be proposed based on the findings of this study?
Null Hypothesis
The research hypothesis in this study was tested at 0.05 level of significance and
be presented in its null form and stated as:
1. This is no significant relationship between the professional competence of Master
Teachers and their pupils’ academic performance.
Scope and Limitations of the Study
This study focused on the professional competence of Master Teachers in the
public elementary schools and their relation to the pupils’ academic performance which
was based on the NAT result for the past three years. The respondents in this study were
the master teachers in the public elementary schools. Due to the large number of
potential participants in the study population, only those master teachers from the 9 city
schools division in Region 1 with a population of more than one thousand (1,000) and
located around the 2 kilometers radius of the city hall were considered in this study.
Time and resource constraints during data collection were considered as a
limitation of the study. The data were collected only describe specific teachers'
experiences and views, and were not intended to represent a general overview of master
teachers in the Philippines.
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Beyond these stipulations, and by virtue of uncontrolled circumstances, no other
claims were made.
The collection of data was conducted on November 2015 – January 2016.
Significance of the Study
This study focused on the professional competence of Master Teachers in the
public elementary schools and its relation to the pupils’ academic performance in NAT.
The findings of the study were significant to the following.
School Administrators. The result of this study may provide the school
principals deeper appreciation of the roles, functions, duties and responsibilities of
Master Teachers in school. In the same manner, the study may supply the baseline data
for school policy formulation with reference to the best utilization of Master Teachers
in improving the pupils’ performance academically and on the technical assistance
given to other teachers as well.
Curriculum Developers. They could also make use of the data as a basis for
development of the five (5) core subjects namely; English, Mathematics, Science,
Filipino and Hekasi. By knowing their competence, effective resource materials
especially with regard to the process they find very difficult to teach.
Master Teachers. The study will benefit them because they will be better
equipped of the know-how in the conduct and performance of their functions, roles,
functions and responsibilities. Moreover, the study will help them more become good
role models of other teachers and also become more effective in their performance as
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Master Teachers by evaluating oneself, teaching would become a more rewarding
experience.
Teachers. The study will provide them the avenue to know and understand
better the nature of work of the Master Teachers. Also, it will give them the
encouragement to work harder and become more effective and efficient in their work
and become Master Teachers also in the very near future.
Pupils. These will graders who are enrolled in the school and the final
beneficiary of the study.
Future Researchers. They can use the findings of this study as reference to
conduct a parallel study.
Definition of Terms
For a clearer understanding of the readers and the researcher, the following
terms are defined operationally and theoretically.
Classroom Management Skills. It is the skills of the Master Teachers on how the
time, resources and materials are being used and managed wisely.
Competence. This refers to the set of fundamental knowledge, skills, values, and
attitudes which teachers have or possessed in their teaching, learning, and
evaluation.
Evaluation Skills. This refers to the skills of the Master Teachers in assessing and or
evaluating pupils’ performance.
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Instructional Competence – This refers to the competence possess by Master Teacher
in the daily delivery of instruction to the pupils as to the mastery of the subject
matter, teaching skills, classroom management and evaluation skills.
Master Teachers – this refers to the teachers who are recognized as leaders who have
mastered the management of their classrooms and found way to accelerate
leaving for all students.
Mastery of the Subject Matter. This refers to the ability of Master Teachers in the
expertise on the delivery of instruction inside the classroom.
Professional Competence. It is the characteristics possess by Master Teachers in
carrying out their duties and functions in the delivery of instructions as to the
instructional competence and technical competence.
Pupils’ Academic Performance. This refers to the performance of the pupils
academically in school shown through their NAT performance for the last three
(3) years.
Teaching Skills. It is the ability of a teacher to apply different teaching strategies to
make it easier to implement a variety of teaching methods and techniques.
Technical Competence. This refers to the other functions of Master Teachers
technically in helping other teachers at school in the delivery of instruction
serving as demonstration teachers.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presented some local and foreign literature and studies that were
deemed related to the study.
Related Literature
Foreign Studies on Professional Competence
A teacher carries a big responsibility in the classroom. One reason is that all
students depend on her. Everything the teacher says will have an impact on the students.
If the teacher feels joy of feels anger, it will be spread among students because the
attitudes of the teacher gets contagious. In a society, from the most backward to the
most advanced, the teacher plays an important role as, almost without exception, the
builders of prospective society members (Popham, WJ & Baker, EL 2005). It is partly
true because teachers are the key players in classroom instructional activities that affect
the success of students. They shall be professional as they deals with the system
approach of instruction including working with the outcome-based curriculum,
diagnosis of cognitive affective readiness style and interest, program design, classroom
management, instruction and learning, as well as evaluation and feedback. Teachers
also contribute to the high effectiveness of schools as they are parts of the school
resources. Teachers as school resources become one of six most important contributors
to the highly effective schools among school climate, leadership, decision makings, and
outcomes.
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Since the 1920s, the issue of teachers’ qualifications, which can guarantee their
effectiveness, has been of concern for not only the science of Pedagogy, but also for
those in charge of staffing schools with qualified professionals. As regards this issue,
modern studies have revealed that the way in which a teacher carries out his work is
determined by the union of his personality traits and acquired knowledge. A “good
teacher” should possess a wide range of qualifications, which could, schematically
classified into 1) Personality traits, attitudes and beliefs, and 2) Pedagogical Skills and
Knowledge (Liakopoulou, M. 2013).
Personality traits, attitudes and beliefs include personality traits related to the
professional role of a teacher, which can be nurtured and developed through initial
education and continuous training. Many studies have shown that traits such as
flexibility in terms of the appearance of students, a sense of humor, a sense of fairness,
patience, enthusiasm, creativity, care and interest in the students, all contribute to the
effectiveness of teachers (Malikow 2005, Harslett et al. 2000).
McBer (2000) in his research entitled “ Research into teacher effectiveness: a model of
teacher effectiveness”, he found out from a series of interviews with teachers, identified 16
“professional characteristics”, including personality traits and individual attitudes,
which she then classified into five groups: a) Professionalism: commitment, confidence,
trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c)
Expectations: disposal of achievement of high objectives, disposal for permanent
comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d)
Leadership: flexibility, accountability, passion for learning; e) Relations with other:
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fertile interaction with involved in the educational process, skills of common work,
comprehension.
On the other hand, didactic and pedagogical skills are not only understood as
familiarization with techniques that are then used mechanically, but also as the
acquisition of routines which, without a doubt, every teacher needs in order to save time
and energy for the more significant aspects of his work; at the same time, they refer to a
set of theoretical principles and research data that lead to a variety of techniques and
strategies which a teacher chooses and shapes, depending on the circumstances
A plethora of related studies shows specific actions by teachers which can be
considered factors for their effectiveness. With regard to the teaching approach, it seems
that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set
realistic objectives, try and give incentives to students for learning, apply various
teaching methods, select participative forms of teaching, test and create didactic
material, present information in a clear manner, combine words with pictures, use
various teaching aids, maximize teaching time through systematic measures (e.g.
planning, reduced disturbances in the classroom), assign work that will stir the interests
of the students, monitor and evaluate the progress of students, set evaluation criteria for
students and inform the students about them, and provide feedback to the students.
Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity
of students, to choose the best method possible for each student, and to create incentives
for students (Harslettet al.2000).
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Ahmad and Setyaningsih (2012) have researched about "Teacher
Professionalism: A Study on Teachers ‘Professional and Pedagogic Competencies at
Junior, Senior, and Vocational High Schools in Banyumas Regency,Central Java,
Indonesia". The paper discusses teachers' professionalism. These teachers' competencies
are summarized in four competencies, namely professional competency, pedagogical
competence, personal competencies, and social competencies. This study focused on
both teachers' professional and pedagogic competencies. The study was carried out to
research teachers of Junior, Senior, and Vocational High Schools in Banyumas
Regency, Central Java, Indonesia.Setyarahajoe and Irtanto (2013) have researched
similar matter entitled "The Competency of Teachers as Human Resources at Senior
High School, in Kediri, East Java, Indonesia". The result of this research shows that the
rate of teachers' competencies has satisfactorily in line with standard categories,
especially the pedagogic, personal, professional, and social competencies. Off the four
competencies stated previously, the weakness existed especially in professional
competency that concerns an indicator of scientific writing.
The improvement of education relies on the teaching and learning management,
which is related to the professional aspects of teachers (Betoret, 2007; Dharaskar, 2004;
Sanjaya, 2010). Teachers’ competence affects the value, behavior, communication,
goals, and the teachings, as well as supporting curriculum and professional development
(Selvi, 2010). Professional competence can be defined as the teachers’ capability to
master their subjects in-depth and the way to appropriately deliver it to the students
(BSNP, 2009; Hung, etal., 2007; Rusman, 2010). Apart from teaching, teachers should
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possess the capability to diagnose students ‘initial behavior, develop lesson plans,
administration, communicate, and develop themselves as well as the students’ potential
(Rusman, 2010). In order to play those particular roles, teachers should rely on their
educational background and experiences (Faturrohman & Sutikno, 2007; Pantic, 2011).
Professional competence is competence related to the ability to master the
knowledge. Teachers' pedagogical competence is the ability to manage learning, which
includes planning, implementation and evaluation of learning outcomes of learners.
These competencies should be owned by every teacher in order to achieve success in
learning and teaching.
A previous study on the effect of teacher’s competence toward teacher’s
performance is always considered as separate subject as it concerns on investigating
only pedagogical competence or professional competence. The results of these studies
mention that the average competence of the teachers need to be developed with a
variety of efforts that is by offering instructional media that complement and, enhancing
the achievement motivation of teachers by improving the principals supervision , and
fostering teachers to do research . The development of lesson plan as the main task of
the teacher in the learning process is not optimally done ( teachers are still lazy ) , which
resulted in teachers who are not ready to implement good things in the learning process
( Nunuh , 2012; payu, 2011; AyuNgurah NM , et al , 2011) . Professional competence is
"the ability to master the subject matter broadly and deeply". Professional competence
include expertise in their fields of expertise or mastery of the materials to be taught
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along with the method, a sense of responsibility and sense of duty to the other teacher
colleagues.
A teacher who is said to meet professional knowledge and pedagogical skills
and knowledge are those who master subject matter in a balanced manner, because the
problems that arise in the learning process may not be resolved only with one of these
competencies. Professional competence and pedagogical support each other , meaning
that teachers will be delivering course material to students which is good and acceptable
if the teacher properly designs the learning process according to the needs of students
and implement the learning process by using various methods / learning strategies . The
ability in mastering the science disciplines for a Science teacher is very important but it
will not succeed if the teacher does not have the ability to convey the subject
matter .Professional and pedagogical competence which are not optimal happen because
of lack of creative teachers using a variety of sources to support the teaching materials
contained in the curriculum. Moreover, the phenomenon is also reflected in the
performance of the teacher in the management of learning programs. More teachers
prepare learning programs through MGMPs (teachers’ forum) rather than developing
their own, so it does not develop their creativity. Creativity and innovation in
developing teacher learning process that starts from the planning process needs to be
done , because the creative teacher will implement a variety of learning process to make
the students feel motivated to learn .
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The term “competence” describes the personal capacity to cope with specific
situational demands. Competence is, by definition, learnable and teachable (Kliemet al.
2008; Weinert 2001). The term “professional competence” was coined by Weinert
(2001b), who applied the concept to the specific ability to cope with work-related
demands. The theoretical construct of action competence comprehensively combines
those intellectual abilities, content-specific knowledge, cognitive skills, domain-specific
strategies, routines and subroutines, motivational tendencies, volitional control systems,
personal value orientations, and social behaviors into a complex system. Together, this
system specifies the prerequisites required to fulfill the demands of a particular
professional position. (Weinert2001)The use of the term “competence” has theoretical
implications that extend previous approaches to teachers’ professionalism in important
ways. In the strict sense, the term refers to cognitive aspects only (Weinert 2001). Seen
from this perspective, competencies are context-dependent cognitive achievement
dispositions that are acquired through learning and are needed to cope with describable
demands in specific domains (Klieme et al. 2008; Mayer 2003; Simonton 2003). A
broader understanding of the term also includes motivational, metacognitive, and self-
regulatory characteristics, which are considered decisive for the willingness to act
(Connell et al. 2003; Epstein and Hundert 2002; Kane 1992; Weinert 2001). Within the
“competence” framework, these characteristics are also conceived to be learnable and
malleable—an assumption that is not made explicit in most models of the teaching
profession (Klieme et al. 2008).
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A study conducted by Miguel and Barsaga (1997) considered factors affecting
pupil performance, investigating the variables of teacher, student, parents and
community, and concluded that the teacher was the key factor in student achievement.
The quality of education depends on the quality of teachers, particularly in the initial
stages of education when the pupils are at an early age, and especially in the rural areas.
If that is so, then the quality of primary school teachers, both academic and
professional, cannot be overly emphasized. Training plays an important role in
improving the quality of education in schools. The professional quality of the trained
teacher depends on the quality of the curriculum to which the teacher was exposed and
the ways in which it is implemented. In Mozambique, the teachers in the upper primary
or second grade (EP2) generally have little academic and professional training, as is
indicated in the SACMEQ II study (2003). A similar situation prevails in Pakistan, as
documented by Kanu (1996). Kanu noted that in these circumstances teachers have
serious limitations inactively participating in the successful implementation of new
curricula or methods.
Competence is usually associated with highly profession performance and there
is a direct link in the field of education between a teacher’s professional competence
and pupil performance. There are two distinct meanings of competence in education.
From a theoretical point of view, competence is understood as a cognitive structure that
facilitates specified behaviors. From an operational point of view, competence seems to
cover a broad range of higher order thinking skills and behaviors that represent the
ability to deal with complex, unpredictable situations. This operational definition
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includes knowledge, skills, attitudes, metacognition and strategic thinking, and
presupposes conscious and intentional decision making (Westera, 2001).The general
concept of operational competence, according to Westera (2001), can be explained as
follows: “An individual’s cognitive structures contain considerable theoretical and
practical knowledge. This knowledge can be made available to the outside world by
way of reproductive skills (i.e. speech, writing, pointing, etc.), or can become
supportive to skills and the associated skilled behavior”.
The use of the term “competence” has theoretical implications that extend
previous approaches to teachers’ professionalism in important ways. In the strict sense,
the term refers to cognitive aspects only. Seen from this perspective, competencies are
context-dependent cognitive achievement dispositions that are acquired through
learning and are needed to cope with describable demands in specific domains (Klieme
et al. 2008). A broader understanding of the term also includes motivational,
metacognitive, and self-regulatory characteristics, which are considered decisive for the
willingness to act. Within the “competence” framework, these characteristics are also
conceived to be learnable and malleable—an assumption that is not made explicit in
most models of the teaching profession (Klieme et al. 2008).
In an Indonesian context, professional competencies refer to the mastery of
education in depth which enables teachers to guide students and manage teaching
activities [National Education Standards, phase 28, and line 3, clause (c)]. Loughran,
Berry, and Mulhall (Eds.) (2012) agree that competent teachers would make the effort
to relate teaching content with students’ background knowledge and provide effective
26
learning experience through assignments, exercises and homework which are of high
quality. Biggs, and Tang (2011) realize that there is a relationship between the steps
taken by teachers to simplify and master teaching content with their competencies.
Competency is the capacity to carry out teaching and learning process
successfully (Mulyasa 2005).Capacity is also shown when an individual is successful in
learning how something complex and abstract is done. According to Indriyanto (2001),
competency is the potential skill and expertise in conducting one’s roles. The basic
competencies of a teacher consist of these components: time management, focus,
feedback, forecast, decision-making, and transfer of knowledge and culture.
The research carried out by Widyoko (2005) on teachers’ competency shows that most
teachers have an average level of competency. That study demonstrated that teaching
experience has a positive impact on teachers ‘competency level. In addition to this
factor, abilities to integrate modern technology and manage classroom effectively were
found to be problems for some teachers (M. Nur, 2013). According to Pillay (2005) has
carried out a study on the relationship between burnout and teachers’ competencies in
Queensland. That study reveals that teachers’ workload has a high correlation with
burnout tendencies among teachers. It has negatively affected teachers’ working
competencies. The research discovers that working practices and working environment
such as competitions, working nature transformation and technology could bring impact
on the wellness and competencies of teachers.
According to Davies (2000), the creative process of learning is crucial for a
teacher. Teachers have to be creative role models for the students. According to the
criteria set forth by UNESCO, quality education is the combination between
27
professional teachers with integrity and competency. Thiessen (2012) stressed that the
quality of teacher should be given priority in the effort to develop effective teaching
pattern. The quality of teachers is measured through personal competency, work
performance, motivation, effort and changes in students’ behavior. Walker, et al. (2011)
suggests that teachers need to improve their delivery quality in order to meet the
professional standards. These include the working style, teaching practice, and the use
of interactive approach in communication. Serving quality is the product produced by
the workers within a time frame which includes high socialization ability among
workers to be able to share working qualities. Teachers are able to avoid the decline of
work performance due to burnout by sharing their workloads (Hinshaw, Richter, and
Kramer, 2010).
There are many factors that may encourage governments (or others) to define
the competences that they expect teachers to possess at different stages of their career.
These include:
 the results of research and of international comparisons such as PISA and
TALIS;
 international commitments such as the Bologna process of Higher Education
reform or the development of Qualifications Frameworks;
 the desire to enhance the quality or effectiveness of education;
 other system developments, such as moves towards expressing school curricula
in terms of learning outcomes, or reforming the system of teacher education;
28
 demand from parents or other stakeholders for greater accountability in
education systems.
Concerning the teaching profession itself, motivating factors might include:
 the need to make the teaching profession more attractive and provide for career
progression;
 the desire to promote teachers’ lifelong learning and engagement in continuing
professional development;
 demand for the professionalization of teaching;
 a desire to clarify teachers’ roles;
 the growing importance of the role of school leadership; and
 the need to assess the quality of teaching.
In some contexts, the move towards defining competences may be driven by a
strong agent for change (e.g. a Teaching Council or other professional body). However,
it is worthy of note that, by and large, in Europe teachers themselves seldom seem to be
the driving force for this kind of change.
The presence of teacher competence descriptions does not, of course, in itself
guarantee the quality of teaching, since what counts is their purposes and the way they
are applied, which are embedded in specific cultural contexts and constraints. Finland,
for instance has a long-standing culture of trust and autonomy in teacher education
providers and teaching professionals, and does not show a pressing need for teacher
competence frameworks or standards as linked to educational accountability. Equally,
29
the obligation on teacher education Institutions to cover certain areas of teacher
knowledge, or to equip new teachers with certain competences, does not necessarily
ensure that this is actually done, given the wide cross-country variety in the degrees of
autonomy of university providers, and in the effectiveness of quality control
mechanisms.
Overall, descriptions of teacher competences (whether detailed, broad or general)
seem to be currently used as references for the delivery, assessment and evaluation of
initial teacher education programs and outcomes; their relevance is also highlighted for
continuing professional development and in-service training (for half of the
respondents). They can be employed not only for summative or quality assurance
purposes, but also for formative aims; for instance, self-assessment processes in
induction.
Local Studies on Professional Competence
In the Code of Ethics for Professional Teachers in the Philippines (1997), a
professional teacher who finished baccalaureate degree in education or finished
required academic professional education units and is a licensed professional who
possesses dignity and reputation with high moral values as well as technical and
professional competence. He/She adheres to observe, and practice a set of ethical and
moral principles, standards and values. In connection to this, a teacher who is a keen
observer of these practices should have a high level of instructional competency. To
sum it up, teachers must not be in any way, negligent of the instructional competencies
30
that they must own so as to assure betterment and quality education on the students’
part.
Espino (2001) in his study on the “Correlation of High School Teachers’’
Instructional Skills with the Academic Achievement of Selected High School Students”
determined the correlation of the instructional skills ratings of selected high school
teachers of Saint Michael’s College of Laguna with the academic achievement of their
respective students for school year 2000-2001. The study made use of the normative
survey descriptive method of research utilizing the correlational procedures. The
instrument used to gather data was Instructional Skills Inventory. He found out that the
teachers were rated satisfactory on lesson planning, very satisfactory on preparatory
activities, satisfactory on developmental activities, and satisfactory on physical
environment and routines. In general, the students average grades were satisfactory
ranging from 86 to 90. Finally, the relationship between the teachers’ instructional skills
and the students’ academic achievement was positive, moderate and substantial.
On the other hand, the study conducted by Cangcungco and Yumul (2005) entitled,
“Teaching practices of English teachers for the elementary grades at Angeles Elementary
School “ found out that the teaching-practices which the teacher applies have a vital role
to the student-learning. Their study aimed to identify the best practices of English
teachers for the elementary grades at Angeles Elementary School. In the course of their
study the came up with a summary and enumerated the ways of English teachers
deliver their lessons accordingly; teaching style, subject expertise, teaching
environment, community involvement and professional development.
31
In the study which was conducted by Arceo, Evangelista and Vinoya (2004)
entitled, “Best practices of teachers handling mathematics at Dr. Clemente N. Dayrit
Sr. Elementary School” found out that practices in teaching Mathematics are truly
effective in obtaining student-learning in Mathematics. In the process of identifying
those practices, they enumerated the ways of Mathematics teachers deliver their lessons
accordingly; teaching style, subject expertise, teaching environment, community
involvement and professional development.
In the study of Barnuevo, Haegawa and Hugo (2011) entitled, “The Relationship of
the Instructional Competencies of the Teaching Force: Their Relationship to Students’
Academic Performance”, found out that teachers’ competence in the instruction
includes mastery of the subject matter, teaching skills, classroom management and
evaluation skills.
The review of literatures provided the researcher the needed background to
pursue the study on the professional competence of the master teachers and its relation
to the pupils’ academic performance.
32
Chapter 3
METHODOLOGY
Research Design
In this study, the descriptive-correlation method of research was used in finding
out the professional competence of master teachers in the public elementary schools and
its relation to the pupils’ academic performance in the National Achievement Test
(NAT). Descriptive research was the most appropriate research to be used as research
design as the research study intends to describe specific behavior or phenomenon that
occurs in the environment (Airasian, 2000). According to Polit and Beck (2008), the
practical aim of employing descriptive research is to describe the nature of situation, as
it exists at the time of the study and explore the causes of the particular phenomena
studied. Correlation studies were used to look for relationship between variables. This
research scrutinized the phenomena of the moment and then describes precisely what
the researcher see using the data which will be gathered through survey and the analysis
of the NAT result of the schools for the last three years.
Thus, the descriptive correlation research design provided clear results on the
indicated variables related to the professional competence of master teachers in the
public elementary schools in the Region.
33
Sources of Data
The respondents of the study were the master teachers who have been enjoying
the positions of being a Master Teacher 1 and Master Teacher 2 for the last three (3)
years teaching Grade IV – VI in the nine (9) existing city schools division in Region I.
Further, the respondents answered a survey-questionnaire on professional competence
along with the instructional competence and technical competence. For a demographic
profiling, Table 3.1 showed the different city division schools included in the study.
Table 3.1 City School Divisions in Region 1

Master Non-Master
City School Divisions Teacher Teacher
(f) (f)
Alaminos City Division
 Alaminos Central School 8 5
Dagupan City Division
 East Central Elementary School 5 4
 West Central Elementary School – I 4 7
San Carlos City Division
 Central I Elementary School 6 7
 Central II Elementary School 3 4
Urdaneta City Division
 Don Amadeo Perez Sr. Memorial Central 2 2
School – DAPSMECS Main
 Urdaneta I Central School 15 10
San Fernando City Division
 San Fernando North Central School 6 4
 San Fernando South Central School 5 8
Candon City Division
 Candon South Central Elementary School 6 3
 Candon North Central Elementary School 3 4
Vigan City Division
 Vigan Central School 6 4
Batac City Division
 Mariano Marcos Memorial School 2 3
 Hilario Valdez Memorial Elementary School 7 2
Laoag City Division
 Laoag Central School 5 3
TOTAL 83 70
34
Instrumentation and Data Collection
The main instrument used in this study was a survey questionnaire designed by
the researcher. This was used as a tool in the gathering of data as to the professional
competence of the master teachers in the public elementary schools. This instrument
was based from the readings by the researcher specifically the Competency Framework
for Teachers 2004 ( East Perth, Australia) and the unpublished thesis of Barnuevo,
Haegawa and Hugo (2011) entitled, “The Relationship of the Instructional
Competencies of the Teaching Force: Their Relationship to Students’ Academic
Performance” and modified to suit the current situation and needs of the study. The
master teacher survey and school administrator survey were consisted of three (3) parts:
(1) profile and (2) the professional competence of the master teachers along the
following dimensions: Mastery of the Subject Matter , Teaching Skills, Classroom
Management and Evaluation Skills, and technical competence and (3) technical
competence.
Data in this study were collected through survey questionnaire and analysis of
the NAT result. These two (2) approaches in the gathering of data employed in order to
come up with an analysis if there is a relationship between the professional competence
of the public elementary master teachers and the pupils’ academic performance in the
NAT.
The methods employed for data collection in this study were highlighted below:
35
Survey. In order to gather data from a large sample of teachers and school
administrators a survey method was utilized. The efficiency in which survey data can be
collected is highlighted as a primary benefit of this method (Dillman, Smyth,&
Christian, 2009).
Documentary Analysis. In this study, document analysis refers to the analysis of
the report on the NAT performance of the Grade VI pupils among the city schools in
Region 1. The NAT Report showed that the Grade VI pupils were not performing well
in the 5 subjects being examined more specifically in English, Mathematics and Science
(Region I Infoboard). Hence, the researcher wanted to make the result of the NAT for
the last 3 years as the parameter for pupils’ academic performance because it is a
national test being conducted to all Grade VI pupils every year. Moreover, the NAT is
a standardized test. Finally, the result of the NAT is one of the bases in giving of the
performance bonus of teachers every year. (DepEd Order No. 30, s. 2015)
To validate the face and content validity of the test questions, the researcher
consulted professional and experts in the field including the official in the DepEd
Regional Office in San Fernando, La Union to assure the questions were understandable
can measure the professional competency of teachers. For the reliability of the
questionnaire, pilot test was conducted in the East Central Elementary School involving
48 teachers where the researcher is teaching. This pilot –testing was conducted to
obtain the reliability of the instruments. The coefficient of reliability used was
Cronbach’s alpha. SPSS results for this returned survey questionnaire; a Cronbach alpha
of 0.78 was computed, thereby, making the survey questionnaire a reliable one.
36
After the establishment of the validity and reliability of the instrument, the
researcher formally secured a letter for permission from the dean of the Institute of
Graduate Studies of Colegio de Dagupan to conduct a survey outside the institution.
The researcher also secured permission from the Regional Director of the
Department of Education to conduct a study in the different elementary schools in the
Region. After securing an endorsement from the Regional director, the researcher was
directed to furnish a copy of endorsement to the Schools Division Superintendent for
approval, to the District Supervisor, and to the school principals and teachers for any
action necessary thereon. This was done to get the support and cooperation of higher
authorities in the conduct of the study.
Tools for Data Analysis
The information were collected through the surveys were analyzed and
interpreted using SPSS statistical package.
Descriptive statistics such as frequency counts and percentage, mean were
utilized in this study. Several statistical tools were used in the analysis and
interpretation of the gathered data from this study. To answer sub-problem 1, frequency
and percentage were used. Percentage is taken by dividing each class frequency by the
total number of items grouped and then multiplying the total with 100%. The formula
for to get for the percentage is as follows:
f
P = ----------- x 100%
N
37
Where:
P = Percentage
f = Frequency
N = Total number of items
To treat the significant relationship between the professional competences of the
master teachers and the academic performance of the pupils in NAT, Pearson (r)
moment of correlation was used.
The level of professional competency of the master teachers was measured from
a scale 1 (Not Competent) to 5 (Very Competent). Table 3.2 present the table of
interpretation. While Table 3.3 presents the interpretation of the academic performance
of the pupils in their NAT results.
Table 3.2 Table of Interpretation
Scale Description Interpretation

4.20 - 5.00 Very Competent(VC) Demonstrates a high degree of success in
performing instructional and other duties in
teaching.
3.40 - 4.19 Competent(C) Manifests a success in performing
instructional and other duties in teaching.
2.60 - 3.39 Uncertain (U) Uncertain whether s/he demonstrates success
in performing Instructional and other duties
in teaching.
1.80 - 2.59 Slightly Competent Reveals low degree in performing
(SC) Instructional and other duties in teaching.
1.00 - 1.79 Not Competent(NC) Shows very low degree of success in
performing Instructional and other duties in
teaching
38
Table 3.3 National Achievement Test (NAT) Scale
Scale Description
96% -100% Mastered
86% - 95% Closely Approaching Mastery
66% - 85% Moving Towards Mastery
35% - 65% Average Mastery
5% -15% Very Low Mastery
0% - 4% Absolutely No Mastery
Source: DepEd Infoboard
39
Chapter 4
PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS
This chapter presents the data gathered, the details of the analyses made and the
interpretation of the findings on basis of the stated problems in Chapter 1.
Professional Competence of Master Teachers along with the Mastery of the
Subject Matter.
Professional competence is the ability to master the subject matter broadly and
deeply ( Nunuh, 2012; Payu, 2011 AyuNgurah, Nm et. al 2011) which includes
expertise in their fields or mastery of the materials to be taught along with the method, a
sense of responsibility and sense of duty to the other teacher colleagues.
A teacher who is said to meet professional knowledge and pedagogical skills
and knowledge are those who master subject matter in a balanced manner. Table 4.1
presents the professional competence of Master Teachers along with the mastery of the
subject matter. It is interesting to note that the Master Teachers are very competent in
the delivery of instruction to the pupils. Based from the indicators, it can be said that the
Master Teachers are very competent when facing the class every day and on the
delivery of instruction. Table shows that the average weighted mean of the seven (7)
factors considered under the mastery of the subject is 4.51. The figure tells that the
Master Teachers are doing their job effectively and with efficiency. In the study of
Laguardia (2015), she emphasized that effective learning takes place only when the
delivery of instruction is carefully planned along with the different activities for the
40
students. Further, vast knowledge and the know-how of teaching techniques and
strategies are very important in order to improve the performance of the delivery of
instruction as it facilitates the students’ mastery on the subject matter. Likewise, it is
noteworthy to mention that demonstration of willingness in keeping up the curriculum
abreast with the changing times in keeping up the instructional practices up to date.
Table 4.1 Professional Competence of Master Teachers along with the Mastery of the
Subject Matter
Indicators Mean Rank Description
Demonstrates effective planning skills. 4.46 6.5 Very Competent(VC)
Implements the lesson plan. 4.57 1 Very Competent(VC)
Communicates effectively to the students. 4.55 2 Very Competent(VC)
Demonstrates exemplary teaching ability. 4.50 4 Very Competent(VC)
Demonstrates ample to vast knowledge and Very Competent(VC)
4.48 5
commitment to subject matter.
Utilizes various teaching techniques and Very Competent(VC)
strategies to facilitate the students’ mastery 4.46 6.5
of the subject matter.
Demonstrates a willingness to keep Very Competent(VC)
curriculum and instructional practices 4.52 3
current.
AVERAGE WEIGHTED MEAN 4.51 Very Competent(VC)
Professional Competence of Master Teachers along with the Teaching Skills
In this study, teaching skills is the ability of a teacher to apply different teaching
strategies to make it easier to implement a variety of teaching methods and techniques.
Table 4.2 shows the instructional competence of Master Teachers along with the
teaching skills. As can be gleaned from the table, the Master Teachers rated themselves
as Very Competent in terms of teaching skills with an overall weighted mean of 4.44.
In terms of delivering instructions, motivating students and the use of instructional
41
devices in the form audio, visual and tactile, the Master Teachers are very competent. In
the study of Dr. Joy-Telu Hamilton-Ekeke in 2013, she found out that teachers should
know how to motivate students well in order to encourage them to learn and at the same
time they will feel that they are important and loved. She further stressed in her
concluding statement that teachers should demonstrate vast knowledge in selecting,
applying, and using technology-based gadgets in the delivery of instruction help a lot in
improving the students’ performance.
Table 4.2 Instructional Competence of Master Teachers along with the Teaching Skills

Demonstrates planning skills. 4.57 3 Very Competent(VC)
Motivates students well. 4.60 1 Very Competent(VC)
Creative and resourceful on the use of
4.51 4 Very Competent(VC)
instructional materials
Use laptops, LCD projectors and other Very Competent(VC)
4.24 6
technology-based gadgets
Prepares audio-visual materials every day. 4.20 7 Very Competent(VC)
Instructional Competence of Master Teachers along with the Classroom
Management
Learning is affected by a variety of influences that include the environment and
human as well as social, physical and cultural factors. To aid the learning of the pupils,
classroom management is one of factors to consider. According to Martinez (2012)
42
classroom management is important because it established and maintained safe and
supportive classrooms contribute to high quality student achievement.
Table 4.3 shows the instructional competence of Master Teachers along with
classroom management. The table reveals that the Master Teachers are very competent
when it comes to managing the classroom. This includes the planning and making
effective use of time, materials and resources. Also, Master teachers are good provider
of equal opportunities to the students and acknowledge individual differences. The
study of Farrant (1996) and James (1996) which were cited by Laguardia (2015) all
point to the importance of creating and maintain an effective environment for learning.
Table 4.3 Instructional Competence of Master Teachers along with the Classroom
Management

Plans for and makes effective use of time, Very Competent(VC)
4.31 9
materials and resources.
Demonstrates awareness of the needs of the Very Competent(VC)
4.40 6
students.
Promotes positives self-concept. 4.43 5 Very Competent(VC)
Promotes self-discipline and responsibility 4.50 2 Very Competent(VC)
Ensures proper lighting and ventilation in Very Competent(VC)
4.53 1
the classroom
Ensures students time on task. 4.46 3.5 Very Competent(VC)
Promotes opportunities for individual Very Competent(VC)
4.46 3.5
differences.
Using appropriate management models. 4.34 8 Very Competent(VC)
Using a variety of techniques to minimize Very Competent(VC)
4.36 7
disruptive behavior.
43
Instructional Competence of Master Teachers along with the Evaluation Skills
Evaluation is important to assess student behaviors as a result of the knowledge
and insights acquired during teaching.
Table 4.4 shows the instructional competence of Master Teachers along with the
Evaluation Skills. Findings reveal that the master teachers are very competent in their
skills in evaluating their pupils’ performance with an overall average weighted mean of
4.41.
In the study of Kulsrestha and Pandey (2013) on teachers’ training and
professional competence wherein the evaluative skills of the teacher was considered,
they emphasized that teachers should be well-versed on how to evaluate their students
well. In their study, they have pointed out that through proper evaluative tool and
materials, teachers will be able to gauge well their students if they have fully
understood the lessons. Moreover, teachers should be the one to construct evaluative
items because they were the ones who interact with their own pupils and at the same
time they know the students’ capability. Further, assessment procedures should be done
properly, results will be interpreted well and new trends in evaluation should be
acquired by the teachers for him/her to be more fully competent in evaluative skills.
Finally, the results of the study on evaluative skills and the findings of other
authors in another study is very true with the findings of Laguardia (2015). She made a
noteworthy statement on evaluation skills of teachers that the process of evaluation is
important in assessing students’ performance in school.
44
Table 4.4 Instructional Competence of Master Teachers along with the Evaluation
Skills
Reporting student’s achievements. 4.45 2.5 Very Competent(VC)
Using formal and informal ways for students Very Competent(VC)
4.45 2.5
to demonstrate achievement.
Uses rubric model in assessing students’ Very Competent(VC)
4.39 7
work or task.
Provides diagnostic, progress and summative Very Competent(VC)
4.28 8
tests to the students.
Gives formative test every after the lesson. 4.45 2.5 Very Competent(VC)
Computes the mean and percentage of Very Competent(VC)
4.42 5.5
achievement.
Uses evaluation data properly. 4.45 2.5 Very Competent(VC)
Relates or communicates the evaluation Very Competent(VC)
4.42 5.5
result to the parents quarterly.
Technical Competence of Master Teachers Extended to Teachers
Technical competence is this study refers to the additional functions of Master
Teachers with regards to the delivery of instruction, assistance extended to the principal
and to other teachers in the school.
Table 4.5 shows the technical assistance of Master Teachers extended to
teachers. In line with assessing the performance rating of teachers, Department of
Education (DepEd) used the Performance Appraisal System for Teachers (PAST) and
the Competency Based - Performance Appraisal System for Teachers (CB-PAST) tools
wherein at the end of the semester and at the end of the 2 nd semester, non – Master
Teachers and the Master Teachers are obliged to rate themselves with their evidences to
show. As Master Teachers, they are obliged to extend their expertise in the field to
45
Non-Master Teachers. The indicators listed above are parameters that can be found in
both appraisal tools.
All the indicators listed were rated as “Very Competent” except that of “Serves
as facilitator, judge, and or speaker in any school or district event.” which was given a
rating of “Competent”. Still, the average weighted mean tells that Master Teachers are
“Very Competent” in extending their technical assistance to Non-Master Teachers.
Table 4.5 Technical Competence of Master Teachers Extended to Teachers

Serves as demonstration teacher in the school, Very Competent(VC)
district and division trainings. 4.39 1
Helps small group meetings/ trainings for 3 Very Competent(VC)
teachers with similar needs. 4.25
Engages in action research making in the 2 Very Competent(VC)
school or district level. 4.29
Serves as facilitator, judge, and or speaker in 6 Competent(C)
any school or district event. 4.07
Prepares prototype instructional materials to 5 Very Competent(VC)
be used by other teachers. 4.20
Presides teachers’ meetings and conferences. 4.24 4 Very Competent(VC)
Technical Competence of Master Teachers Extended to Principals
Table 4.6 reveals the technical competence of Master Teachers extended to
Principals. It can be gleaned from the above table that the Master Teachers are “Very
Competent” in all indicators except of the “assistance to the school principal in planning
and managing LAC sessions” and “assisting the school principal in observing other
teachers in the school” which were rated as “Competent”. Despite, the average
46
weighted mean is 4.20. Still, the technical competence of Master Teachers extended to
Principals
Table 4.6 Technical Competence of Master Teachers Extended to Principals

Gives assistance to the school principal in Competent(C)
planning and managing LAC sessions and 4.19 6
conferences.
Serves as technical committee chairman or Very Competent(VC)
member in a seminar, trainings and or 4.27 2
workshops.
Manages an in-service training or workshop Very Competent(VC)
in the school or district level. 4.28 1
Serves as chairman in school and or district Very Competent(VC)
activities. 4.22 3.5
Assists the school principal in observing Competent(C)
other teachers in the school. 4.00 5
Acts as the officer-in-charge whenever the Very Competent(VC)
school principal goes out for an official 4.22 3.5
business.
Mastery of the Subject Matter of the Master Teachers as Perceived by the Non-
Master Teachers
Table 4.7 shows the instructional competence of Master Teachers as perceived
by the non-master teachers. It can be gleaned that the non-master teachers perceived the
Master Teachers as “Very Competent” along the mastery of the subject matter. The
posted general weighted mean is 4.34.
From the point of view of the Non-Master Teachers, the Master Teachers are
very competent in terms of the mastery of subject matter.
47
Table 4.7 Instructional Competence of Master Teachers along with the Mastery of the
Subject Matter as Perceived by the Non-Master Teachers

Demonstrates effective planning skills. 4.51 1 Very Competent(VC)
Demonstrates exemplary teaching ability. 4.39 4 Very Competent(VC)
Demonstrates ample to vast knowledge and Very Competent(VC)
commitment to subject matter. 4.33 6.5
Utilizes various teaching techniques and Very Competent(VC)
strategies to facilitate the students’ mastery 4.36 5
of the subject matter.
Demonstrates a willingness to keep Very Competent(VC)
curriculum and instructional practices 4.33 6.5
current.
Instructional Competence of Master Teachers along with the Teaching Skills as
Perceived by the Non-Master Teachers
Table 4.8 presents the instructional competence of Master Teachers along with
the teaching skills as perceived by the non-master teachers. As can be gleaned from the
above table, the same rating is given by the non-master teachers to the rate of the master
teachers themselves which is “Very Competent.” In this regard, there is question about
it as it indicates a harmony of ratings given by the two sets of respondents.
48
Table 4.8 Instructional Competence of Master Teachers along with the Teaching Skills
as Perceived by the Non-Master Teachers

Demonstrates planning skills. 4.34 5 Very Competent(VC)
Implements the lesson plan. 4.47 2.5 Very Competent(VC)
Motivates students well. 4.57 1 Very Competent(VC)
Creative and resourceful on the use of Very Competent(VC)
4.47 2.5
instructional materials
Communicates effectively to the Very Competent(VC)
4.39 4
students.
Use laptops, LCD projectors and other Very Competent(VC)
4.33 6
technology-based gadgets
Prepares audio-visual materials every Very Competent(VC)
4.21 7
day.
Instructional Competence of Master Teachers along with the Classroom
Management as Perceived by the Non-Master Teachers
Table 4.9 shows the instructional competence of Master Teachers along with
the classroom management as perceived by the Non-Master Teachers. As can be seen
from the above table, the Non-Master Teachers perceived the Master Teachers along
with the classroom management as “Very Competent”. The same parameter and
indicators were rated as “very Competent” by the Master Teachers. With that, there is
no point of argument as the two sets of respondents had the same rating.
49
Table 4.9 Instructional Competence of Master Teachers along with the Classroom
Management as Perceived by the Non-Master Teachers

Plans for and makes effective use of time, Very Competent(VC)
4.21 9
materials and resources.
Demonstrates awareness of the needs of Very Competent(VC)
4.41 5
the students.
Promotes positives self-concept. 4.41 5 Very Competent(VC)
Promotes self-discipline and responsibility 4.53 1 Very Competent(VC)
Ensures proper lighting and ventilation in Very Competent(VC)
4.51 2
the classroom
Ensures students time on task. 4.41 5 Very Competent(VC)
Promotes opportunities for individual Very Competent(VC)
4.44 3
differences.
Using appropriate management models. 4.31 8 Very Competent(VC)
Using a variety of techniques to minimize Very Competent(VC)
4.39 7
disruptive behavior.
Instructional Competence of Master Teachers along with the Evaluation Skills as
Table 4.10 shows the instructional competence of Master Teacher along with
the evaluation skills as perceived by the Non-Master Teachers. As can be seen from the
above table, the Non-Master Teachers perceived the Master Teachers as “Very
Competent” with regards to evaluation skills. It is also noteworthy to note that the same
parameter and indicators were rated by the Master Teachers as “Very Competent.”
With regards to comparison, both the Master Teachers and Non-Master Teachers agreed
with the same rating.
50
Table 4.10 Instructional Competence of Master Teachers along with the Evaluation
Skills as Perceived by the Non-Master Teachers

Reporting student’s achievements. 4.46 4 Very Competent(VC)
Using formal and informal ways for Very Competent(VC)
students to demonstrate 4.44 6
achievement.
Uses rubric model in assessing Very Competent(VC)
4.41 8
students’ work or task.
Provides diagnostic, progress and Very Competent(VC)
4.46 4
summative tests to the students.
Gives formative test every after the Very Competent(VC)
4.51 1.5
lesson.
Computes the mean and percentage Very Competent(VC)
4.51 1.5
of achievement.
Uses evaluation data properly. 4.46 4 Very Competent(VC)
Relates or communicates the Very Competent(VC)
evaluation result to the parents 4.37 7
quarterly.
Technical Competence of Master Teachers Extended to Teachers as Perceived by
the Non-Master Teachers
Table 4.11 displays the technical competence of the Master Teachers extended
to teachers as perceived by the Non-Master Teachers. As can be seen from the above
table, the average weighted mean posted is 4.10 which is “Competent”. In contrast with
the rating given by the Master Teachers themselves, there is a point of argument. As to
the perception of the Non-Master Teachers, they just see the Master Teachers as only
51
“competent”. With that, there is a need for the Master Teacher to look back and see
why these Non-Master Teachers perceived them that way.
As the researcher’s own experience, there are some cases that not all Master
Teachers are being ask to help in small group meetings/trainings. It is because the
school principal considers the inclinations of the Master Teachers. Some Master
Teachers are inclined in Math, English, Science and the like. In some meeting wherein
Mathematics teachers are concerned, only Master Teachers inclined in Mathematics will
be called to help.
In terms of action research making, the mundane tasks of Master Teachers serve
as the hindrance in the conduct of action researches. Moreover, the distance of the
division office where the Master Teachers’ are stationed hinders them engage in action
research making.
Also, not all Master Teachers are given the chance to serve as facilitators, judge,
and or speakers in the school or district event due to the fact that Master Teachers’
inclinations are being considered.
Meanwhile, prototype instructional materials are not always being done
whenever there is a school learning action cell (SLAC) and or the district learning
action cell (DLAC).
Finally, not all Master Teachers are given the chance to preside meetings
because there is an officer-in-charge (OIC) assigned for the month.
52
Table 4.11 Technical Competence of Master Teachers Extended to Teachers as

Serves as demonstration teacher in the Very Competent(VC)
school, district and division trainings. 4.20 1
Helps small group meetings/ trainings Competent(C)
for teachers with similar needs. 4.17 2
Engages in action research making in the Competent(C)
school or district level. 4.03 5
Serves as facilitator, judge, and or Competent(C)
speaker in any school or district event. 4.14 3
Prepares prototype instructional Competent(C)
materials to be used by other teachers. 4.00 6
Presides teachers’ meetings and Competent(C)
conferences. 4.07 4
AVERAGE WEIGHTED MEAN 4.10 Competent(C)
Technical Competence of Master Teachers Extended to Principals as Perceived by
the Non-Master Teachers
Table 4.12 shows the technical competence of Master Teachers extended to
principals as perceived by the Non-Master Teachers. As can be seen from the table, the
average weighted mean is 4.09, which is only “Competent”. With regards to the rating
given by the Master Teachers themselves, there is a point of comparison as the Non-
Master Teachers perceived them as only “Competent”. The results show that there is a
discrepancy on the ratings given by the two sets of respondents (master teachers and the
non master teachers). They have different perception and observation on the technical
competence of the master teachers.
As per observation by the researcher, not all Master Teachers are given the
chance to assist the principal in managing in planning and managing LAC sessions and
53
conferences because of the fact that the Master Teachers’ inclination is being
considered. Master Teachers are being asked to help if they are concerned about the
subject to plan and manage.
Meanwhile, in terms of serving as technical committee chairman or member in a
seminar, trainings and or workshops, school principals consider the coordinatorship of
the Master Teachers. Master Teachers are being asked to serve as technical committee
chairman and or member if the subject where they are coordinating is concerned. That
goes with the management of an in-service training or workshop in the school or district
level.
As to the assistance being an assistant to the school principal in observing other
teachers in the school, Master Teachers are sometimes not ask by the school principal to
help in the observation of classes.
Finally, as to the task of acting as the officer-in-charge whenever the school
principal goes out for an official business, the school principal appoints someone in the
school who will serve as the officer-in-charge. Sometimes, seniority is being observe
and or the person who holds the highest position and who qualifies to lead the school
when the principal is out is being considered.
54
Table 4.12 Technical Competence of Master Teachers Extended to Principals as

Gives assistance to the school principal Competent(C)
in planning and managing LAC sessions 4.07 3.5
and conferences.
Serves as technical committee chairman Competent(C)
or member in a seminar, trainings and or 4.16 1
workshops.
Manages an in-service training or Competent(C)
workshop in the school or district level.. 4.14 2
Serves as chairman in school and Competent(C)
or district activities. 4.06 5.5
Assist the school principal in observing Competent(C)

the teachers in the school.. 4.07 3.5
Acts as the officer-in-charge whenever Competent(C)
the school principal goes out for an 4.06 5.5
official business.
AVERAGE WEIGHTED MEAN 4.09 Competent(C)
Level of Academic Performance of the Grade VI Pupils in the National
Achievement Test (NAT)
In the Philippine Educational system, National Achievement Test (NAT) is set
of standardized tests addressing the major subjects taught in elementary schools. This is
administered by the Department of Education (DepEd) where the scores of pupils
provide a quick glimpse of the current state of education. These numbers may not tell
everything in detail with high accuracy but the test results allow them a useful
perspective.
55
Table 4.13 shows the level of academic performance of the Grade VI pupils in
the National Achievement Test (NAT). It can be seen from the table that there six (6)
schools which posted an “average mastery” rating only. These schools were Hilario
Valdez Memorial Elementary school (Batac City), Candon North Central School
(Candon City), West Central School (Dagupan City), Central I Elementary School (San
Carlos City), North Central School and South Central School (San Fernando City).
On the other hand, an average description of “moving towards mastery” was
posted by Alaminos Central School (Alaminos City), Mariano Marcos Memorial
Elementary School (Batac City), Candon South Central Elementary School (Candon
City), East Central Elementary School (Dagupan City), Laoag Central School (Laoag
City), Central II Elementary School (San Carlos City) and Urdaneta I Central School
(Urdaneta City).
Finally, DAPSMECS I (Urdaneta City) and Vigan Central Elementary School
(Vigan City) were the only schools which posted average descriptions of “closely
approaching mastery” in their National Achievement Test results.
It can be noted that schools that among the city schools in Region 1, only 2
(13.33%) schools are on closely approaching mastery. It can also be noted that 7
(46.67%) city schools are on their moving towards mastery while the rest are on their
average mastery. This finding is so disappointing given the fact that the government
through the Department of Education is doing their best to provide quality instruction,
how come the result of this study proved otherwise.
56
Table 4.13 Level of Academic Performance of the Grade VI Pupils in the National
Achievement Test (NAT)
School School School Average
Year Year Year
2012- Description 2013- Description 2014- Description Description
2013 2014 2015
Alaminos City Division
 Alaminos Central E/S 76.30 MTM 63.10 MTM 75.19 MTM 71.53 MTM
Batac City Division
 Mariano Marcos 79.02 MTM 74.50 MTM 70.90 MTM 74.81 MTM
Memorial E/S 69.45 MTM 53.23 AM 63.24 AM 61.97 AM
 Hilario Valdez
Memorial E/S
Candon City Division
 Candon South 72.57 MTM 79.45 MTM 71.26 MTM 73.11 MTM
Central E/S 59.07 AM 59.59 AM 64.40 AM 61.02 AM
 Candon North
Central E/S
Dagupan City Division
 West Central E/S 40.79 AM 89.02 CAM 64.91 AM 64.91 AM
 East Central E/S 71.14 MTM 54.38 AM 85.26 MTM 70.26 MTM
Laoag City Division
 Laoag Central E/S 77.56 MTM 79.80 MTM 77.60 MTM 78.34 MTM
San Carlos City Division
 Central I E/S 45.28 AM 50.83 AM 44.16 AM 46.76 AM
 Central II E/S 60.25 AM 77.17 MTM 68.98 MTM 68.71 MTM
San Fernando City Division
 North Central E/S 52.80 AM 55.09 AM 56.11 AM 54.67 AM
 South Central E/S 65.34 AM 67.80 MTM 61.58 AM 64.91 AM
Urdaneta City Division
 DAPSMECS – I 88.51 CAM 92.28 CAM 83.58 MTM 88.12 CAM
 Urdaneta I Central 62.47 AM 81.96 MTM 77.21 MTM 73.88 MTM
School
Vigan City Division
 Vigan Central E/S 87.76 CAM 86.75 CAM 84.42 MTM 86.31 CAM
Legend: Mastered (96 %– 100%) Closely Approaching Mastery (86%-95%) Moving Towards Mastery (66%-85%)
Average Mastery (35%-65%) Very Low Mastery (5%-15%) Absolutely No Mastery (0%-4%)
57
Summary of the Professional Competence of Master Teachers and the Perception
of the Non-Master Teachers towards the Master Teachers
Table 4.14 summary of the professional competence of master teachers and the
perception of the non-master teachers towards the master teachers shows that
Instructional Competence of Master Teachers which include the mastery of the subject
matter, teaching skills, classroom evaluation skills and evaluation skills were all
described as “Very Competent”|. Further, in terms of the Technical Competence of
Master Teachers which includes the assistance extended to the Non-Master Teachers
and assistance to the principals were described as “Very Competent”.
Meanwhile, the perception of the Non-Master teachers to the Master Teachers
agreed to the self-rating of the Master Teachers as it described as “Very Competent”.
Moreover, in the technical assistance, the Non-Master Teachers perceived the Master
Teachers as only “Competent” in the assistance given to the Non-Master Teachers and
to the principals.
58
Table 4.14 Summary of the Professional Competence of Master Teachers and the
Perception of the Non-Master Teachers towards the Master Teachers
Master Teachers Non-Master Teachers

Professional Competence Average Description Average Description
Weighted Weighted
Mean Mean
Instructional Competence
 mastery of the subject 4.51 Very 4.34 Very
matter Competent Competent
 teaching skills 4.44 Very 4.40 Very
Competent Competent
 classroom management 4.42 Very 4.40 Very
Competent Competent
 evaluation skills 4.41 Very 4.45 Very
Competent Competent
Technical Competence
 Extended to the Non- 4.24 Very 4.10 Competent
Master Teachers Competent
 Extended to the 4.20 Very 4.09 Competent
Principals Competent
Professional Competence of Master Teachers Correlated to the National
Achievement Test (NAT) for the last Three Years
As all correlation analysis in SPSS, the null hypothesis “there is no significant
relationship between the professional competence of Master Teachers and the
academic performance of the pupils in their NAT” was tested at alpha 0.05. The rule is
to reject the null hypothesis, and declare the correlation as significant, only if the
resulting p-value is less than or equal to the Alpha level. Table 4.15 shows the Pearson
correlation for the professional competence of Master Teachers and the National
Achievement Test (NAT) result for the last three (3) years. It can be seen that there is
no statistically significant correlation between the NAT Score and mastery of the
59
subject matter (p-value = .379), NAT Score and the teaching skills (p- value = .952)
NAT Score and the classroom management (p value= .632) , NAT Score and the
evaluation skills (p- value= .483), NAT Score and the technical competence extended
to the teachers (p- value= .511) and the NAT Score and the technical competence
extended to the school principals (p- value= .437).
All the data from each parameter of the professional competence of Master
Teachers against the NAT score provide negative significance. This means that the
professional competence of Master Teachers does not significantly relate to the NAT
Score of the pupils, which could be high or low score. With that, the null hypotheses of
this study which is “There is no significant relationship of the professional competence
of the Master teachers to the Pupils’ academic performance in NAT” is accepted.
The findings of this study confirmed the result of the study of Zuzovsky (2008)
which inform us that academic degree of a teacher or being a master teacher does not
necessarily influenced the pupils’ performance. However, the findings of this study
refutes the findings of De Leon-Abao (2014), the higher instructional competence of
teachers, the higher is the students’ achievement.
60
Table 4.15 Professional Competence of Master Teachers Correlated to the National
Achievement Test (NAT) for the last Three Years (n=83)
National Achievement Test (NAT) Performance

Pearson Decision
Correlation (r) P-value
Mastery of the Subject Mater -.098 .379 Accept Ho
Teaching Skills .007 .952 Accept Ho

-.053
Classroom Management .632 Accept Ho
Evaluation Skills -.078 .483 Accept Ho

Technical Competence Extended to
the Teachers .073 .511 Accept Ho
Technical Competence Extended to .086 .437 Accept Ho
the School Principals
Teachers’ Enhancement Program
The findings of this study pertaining to the negative correlation of the
professional competence of the master teachers and the pupils academic performance,
the researcher has come up with a teacher enhancement program to improve the pupils’
performance in their National Achievement Test (NAT). This proposed teacher
enhancement program will help the teachers and the school administrators to revisit
their program (see Table 4.13)
61
Table 4.16 Enhancement Instructional Program
Key Result Areas Specific Objectives Program/Project/Activities

Instruction
a. Demonstration To help improve the Conduct of seminars,
teaching.
teachers’ competence trainings and workshops on
in demonstration the content, strategies and
teaching. methodologies in teaching.
Prepares teachers Institute the “benchmarking
become demonstration process” in order to adopt
teachers in the school, best practices of other
district, division, teachers in other schools.
regional and or
national levels.
To cultivate a culture Adoption of “demo-teachers
of teaching excellence clique” program to further
among the teachers. enhances teacher’s potentials
as demonstration teachers.
62
d. Action research To encourage teachers Conduct of seminars,
making
conduct an action trainings and workshops on
research in the school, action research making.
district and or division
level. The District Office should
form a committee of teachers
who will compose the
District Action Research
Committee to oversee the
technical needs of teachers.
e. Preparation of To help teachers Conduct of seminars,

prototype instructional
materials prepare prototype trainings and workshops on
instructional materials the preparation of prototype
to be sued in their instructional materials.
respective classrooms.
Institute school and district
competition on the best
prototype instructional
materials.
63
Policy Administration
a. Planning and managing To encourage teachers Teachers will be grouped
of LAC sessions.
to help in the planning according to their inclination
and managing school and serve as part of the
and or district LAC planning and managing
Sessions. committee in the conduct of
school and or district LAC
Sessions.
Quarterly school/district LAC
sessions will be instituted to
encourage more teachers to
participate in the planning
and managing of the sessions.
b. Managing in-service To boost the potential Provide leadership trainings

trainings.
of teachers in and team buildings among
managing an in- teachers to fully bring out
service trainings. their hidden skills in
leadership and management.
64
65
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMNDATIONS
This chapter presents the summary, the conclusions drawn and the
recommendations made in the study.
Summary
In this study, descriptive survey research was employed in finding out the
professional competence of Master Teachers in the nine (9) city divisions of Region I.
The study is descriptive in form as it assessed and analyzed the gathered data to
describe the situations, events and or the existing phenomena, identify the problems and
make evaluations.
The respondents of the study were the Master Teachers in the central schools in
the nine (9) city divisions of Region 1 as stipulated in Chapter 3. Also, to avoid the
element of bias since it is a self-rated survey, the Non-Master Teachers served also as
respondents as they rated the Master Teachers in their respective schools as a whole in
terms of their instructional competence and technical competence.
All the data gathered were analyzed through the use of the Statistical Package of
Social Sciences (SPSS) software package.
In order for the researcher to determine the relationship of the described
parameters involving the instructional competence and technical competence and its
66
correlations to the National Achievement Test for Grade VI (NAT- 6) Pearson (r)
moment of correlation was used.
Instructional Competence of Master Teachers
The parameters used in the instructional competence included; a. 1) mastery of
the subject matter; a. 2) teaching skills; a. 3) classroom management; and the a. 4)
evaluation skills. In this study, it was found out that the Master Teachers were “very
competent” as it was also the rating given by the Non-Master Teachers. On the other
hand, in terms of the technical competence of the Master Teachers, the technical
assistance of the Master Teachers extended to the teachers and the technical assistance
extended to the principals, there was a point of argument as the Master Teachers and the
Non-Master Teachers had different ratings.
NATIONAL ACHIEVEMENT TEST (NAT) Result for the Last Three Years
The National Achievement Test (NAT) results of the fifteen (15) central schools
in the city division schools clearly manifested that the pupils were only on the “moving
towards mastery” and “average mastery” levels. The disappointing results of the NAT
score cannot be blamed on the Master Teachers because the Pearson (r) results showed
that there is no statistically significance of the professional competence of the Master
Teachers to the NAT results. Hence, the results showed that the “pupil factor” is being
pointed out.
67
Professional Competence in Relation to National Achievement Test (NAT) Results
As can be seen from the correlation table on Chapter 4, the null hypothesis of
the study was accepted because there is no statistical significant relationship of the
professional competence of Master Teachers between the National Achievement Test
(NAT) results.
Conclusions
Based on the findings, the following conclusions were drawn:
Based on the self-assessment of the Master Teachers in terms of their
instructional competence and technical assistance extended to the non-master teachers
and to the principal, they were very competent. Each parameter in the professional
competence of Master Teachers was described “very competent”.
On the other hand, the non-Master Teachers agreed that the Master Teachers’
were very competent in terms of their competence in the delivery of instruction.
However, they differ in the ratings given by the Master Teachers themselves with
regards to the technical assistance extended to the non-Master Teachers and to the
principal. The results showed that the Master Teachers were on “competent” on these
aspects.
Moreover, the correlations results revealed that there was no significant
relationship of the instructional competence and the technical competence of the Master
Teachers to the academic performance of the pupils in the National Achievement Test
(NAT).
68
Furthermore, the result of the NAT of the pupils was disappointing because only
2 out of 15 schools were on closely approaching mastery. The rest of the schools were
just only moving towards mastery.
Finally, the results of the study prompted the researcher to propose a pupil
enhancement program which will help in improving pupils’ academic performance to
counteract the disappointing results of the National Achievement Test results posted by
the pupils in the last three (3) years.
Recommendations
Based from the findings and the conclusions drawn, the following are hereby
recommended:
First, school principals should keep on enhancing the instructional competence
of the Master Teachers in order for them to become very competent in the delivery of
instruction, giving of evaluation to the students and on managing the classroom by
letting them enrolled in the graduate schools and attend seminar-workshops on
instruction and pedagogical competence.
Second, in order to sustain the instructional competence of the Master Teachers,
DepEd should strengthen the conduct and managing of in-service trainings, seminars,
workshops in the different levels in the institution. This was proven from the study
69
conducted by Mcgrew (2008) that there is a need to implement and sustain professional
development.
Third, Non-Master Teachers also should be given an encouragement for them to
grow professionally by pursuing graduate and post-graduate studies and become Master
Teachers also in the years to come.
Fourth, it is also highly recommended that the proposed pupil development plan
should be instituted in order to improve the performance of the students in the National
Achievement Test (NAT) and on their performance inside the classroom.
Fifth, the school principals should institute a program in order to strengthen the
pupils’ study habits and at the same time establish a parent involvement program to
further improve pupils’ performance in the NAT and on the other achievement or
summative test.
Sixth, the National Examination and Testing Research Center (NETRC) and
Department of Education (DepEd) should revisit the scaling of the National
Achievement Test and its interpretation in order to have a better judgment on the pupils’
scores in the said test.
Finally, it is recommended that further study will be conducted to investigate the
underlying factors affecting the professional competence of both Master Teachers and
Non-Master Teachers and the National Achievement Test (NAT) result by considering
each subject area.
70
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Appendix A
Letter to the Regional Director to Conduct the Study
74
Appendix B
Letter to the Schools Division Superintendent of Alaminos City

to Conduct the Study
75
Appendix C
Letter to the Schools Division Superintendent of Batac City

76
Appendix D
Letter to the Schools Division Superintendent of Candon City

77
Appendix E
Letter to the Schools Division Superintendent of Candon City

78
Appendix F
Letter to the Schools Division Superintendent of Laoag City

79
Appendix G
Letter to the Schools Division Superintendent of San Carlos City

80
Appendix H
Letter to the Schools Division Superintendent of San Fernando City

81
Appendix I
Letter to the Schools Division Superintendent of San Fernando City

82
Appendix J
Letter to the Schools Division Superintendent of Vigan City

83
Appendix K
Survey Questionnaire
PROFESSIONAL COMPTENCE OF MASTER TEACHERS IN RELATION TO

PUPILS’ ACADEMIC PERFORMANCE
Survey Questionnaire
Part I. Respondent’s Profile
Instruction: Please supply the information in the spaces provided, When necessary, put
a tick () mark inside the bracket besides the option that corresponds to your choice.
School: ____________________________ Division: ____________________

Gender: [ ] Male [ ] Female
Age: [ ] 20 - 30 years old
[ ] 31 - 40 years old
[ ] 41 – 50 years old
[ ] 51 – 60 years old
[ ] 61 and above
Civil Status: [ ] Single [ ] Single with child
[ ] Married with Children [ ] Widow/widower
[ ] Married without children [ ] Widow/widower with children
Highest Educational Attainment

[ ] BSEEd/BSE [ ] With MA Degree [ ] With Ph.D/Ed.D degree
[ ] With M.A Units [ ] With Ph.D/Ed.D Units
Teaching Experience (Length of Service)

[ ] 0-5 [ ] 6-10 [ ] 11-15 [ ] 16-20 [ ] Over 20 years
Year-end Evaluation Rating

[ ] Outstanding
[ ] Very Satisfactory
[ ] Satisfactory
[ ] Fair
[ ] Poor
84
Trainings/Seminar-workshops attended for the Last Five Years (Please write on the
space provided for)
Part II. Professional l Competence of the Master Teachers
Directions: The following items show the different aspects of the professional
competence of the elementary master teachers. Read each statement and indicate your
level of competence by putting a tick (/) mark. Please use the following scale:
5 – Highly Competent (HC)

4 – Competent (C)
3 – Uncertain (U)
2 – Somewhat Competent (SC)
1 – Not Competent (NC)
Indicators 5 4 3 2 1
Mastery of the Subject Matter
Demonstrates effective planning skills.
Implements the lesson plan.
Communicates effectively to the students.
Demonstrates exemplary teaching ability.
Demonstrates ample to vast knowledge and commitment to subject matter.
Utilizes various teaching techniques and strategies to facilitate the students’
mastery of the subject matter.
Demonstrates a willingness to keep curriculum and instructional practices
current.
Teaching Skills
Demonstrates planning skills.
Implements the lesson plan.
Motivates students well.
Creative and resourceful on the use of instructional materials
Communicates effectively to the students.
Use laptops, LCD projectors and other technology-based gadgets
Prepares audio-visual materials every day.
Classroom Management
Plans for and makes effective use of time, materials and resources.
Demonstrates awareness of the needs of the students.
Promotes positives self-concept.
Promotes self-discipline and responsibility
85
Ensures proper lighting and ventilation in the classroom
Ensures students time on task.
Promotes opportunities for individual differences.
Using appropriate management models.
Using a variety of techniques to minimize disruptive behavior.
Evaluation Skills
Reporting student’s achievements.
Using formal and informal ways for students to demonstrate achievement.
Uses rubric model in assessing students’ work or task.
Provides diagnostic, progress and summative tests to the students.
Gives formative test every after the lesson.
Computes the mean and percentage of achievement.
Uses evaluation data properly.
Relates or communicates the evaluation result to the parents quarterly.
Technical Competence
A. Assistance Extended to the Teachers
Serves as demonstration teacher in the school, district and division trainings.
Helps small group meetings/ trainings for teachers with similar needs.
Engages in action research making in the school or district level.
Serves as facilitator, judge, and or speaker in any school or district event.
Prepares prototype instructional materials to be used by other teachers.
Presides teachers’ meetings and conferences.
B. Assistance Extended to the Principal
Gives assistance to the school principal in planning and managing LAC
sessions and conferences.
Serves as technical committee chairman or member in a seminar, trainings
and or workshops.
Manages an in-service training or workshop in the school or district level.
Serves as chairman in school and or district activities.
Assists the school principal in observing other teachers in the school.
Acts as the officer-in-charge whenever the school principal goes out for an
official business.
86
Curriculum Vitae’
DENTON NARVASA CABALLERO

Birthdate: January 10, 1976
Address: 523 Tempra-Guilig, San Fabian, Pangasinan
Contact Number: 0920 – 507 – 1026
E-mail Address: [email protected]
Eligibility
2012 National Qualifying Examination for School Heads

Date of Testing: January 20, 2013
Date of Released: March 23, 2013
Place of Examination: San Fernando City, La Union, Philippines
Percentile Score: 98.57
1997 Licensure Examination for Teachers

Date of Testing: August 23, 1997
Date of Released:
Place of Examination: Baguio City, Philippines
Percentage Score: 80.00
Educational Qualifications
Post-Graduate Education
Doctor of Philosophy – major in Educational Leadership and Management
November 2013 – April 2016
COLEGIO DE DAGUPAN
Dagupan City, Pangasinan
Graduate Education
Master in Education major in Educational Leadership
Summa cum Laude
Grade Weighted Average: 97.93
Inclusive Years: June 2012- October 2013
COLEGIO DE DAGUPAN
87
Master in Guidance and Counseling with 21 major units in Special Education
Dean’s Lister
Inclusive Years: June 2001 – Summer 2004
DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY – SLUC
Agoo, La Union
Tertiary Education
Bachelor in Elementary Education major in Pre-School Education
Cum Laude
Inclusive Years: June, 1993 – March 1997
TRINITY UNIVERSITY OF ASIA (formerly TRINITY COLLEGE OF QUEZON CITY)
Quezon City, Philippines
Secondary Education
High School Diploma
General Average: 89.19
First Honorable Mention
Inclusive Years: June 1988 – March 1992
SAN FABIAN NATIONAL HIGH SCHOOL
Nibaliw East, San Fabian, Pangasinan
Elementary Education
Elementary Certificate
General Average: 83.89
Second Honors
Inclusive Years: June, 1982 – March 1988
NORTH CENTRAL ELEMENTARY SCHOOL
Tempra-Guilig, San Fabian, Pangasinan
Employment Record
Position Date of Appointment and Station
December 29, 2011 – present

Master Teacher II East Central Elementary School
East Central Elementary School
Master Teacher I September 11, 2006 – December 28, 2011

Ambalangan Dalin Elementary School
88
Teacher III December 28, 2004 – September 10, 2006
Teacher II September 17, 2002 – December 27, 2004

Teacher I September 01, 1999 – September 16, 2002

Substitute Teacher June 08, 1998 – April 02, 1999

Longos Proper Elementary School
Prep Teacher April 07, 1997 – April 06, 1998

Marian School of San Fabian
Awards / Recognitions / Appreciations Received
National Level
Place Contest/Venue/Date
Bronze Service Award Boy Scouts of the Philippines

October 31, 2013
Division Level
2014 – 2015 Search for Outstanding Science Teacher

1st Place Awarding Venue: SM City Rosales
2013 – 2014 Search for Outstanding School Science
1st Place Coordinator
Awarding Venue: SM City Rosales
Certificate of Appreciation
89
Certificate of Guest of Honor and Speaker
Appreciation Trinity University of Asia
College of Education – Recognition Night 2009
Plaque of Appreciation Guest of Honor and Speaker

San Fabian National High School
Commence Exercises 2009
Certificate of Appreciation Guest of Honor and Speaker

Longos Proper Elementary School
Closing Exercises 2010


North Central Elementary School
Co-Curricular Achievements
NATIONAL LEVEL
Champion Best in Scientific Paper

2015 National Science Research Camp and Manipulative
Laboratory Skills Training Workshop
May 18 – 22, 2015
Champion Quiz Bee

May 18 – 22, 2015
4th Runner Up Best in Poster Lay-out for a Scientific Paper

May 18 – 22, 2015
Champion Best in Science Investigatory Project (Teacher-Team Category)

2015 National Science Quest, Pasig City, Philippines
February 8 – 10, 2015
90
Champion Best in Science Investigatory Project (Teacher-Team Category)
February 8 – 10, 2015
Best in Science Investigatory Project (Teacher-Team Category)

2nd Runner
UP February 8 – 10, 2015
1st Runner-Up Best in Science Investigatory Project (Teacher-Team Category)

2013 National Science Quest, Baguio City, Philippines
February 8 – 10, 2014
2nd Runner-Up Best in Science Investigatory Project (Teacher-Team Category)

2013 National Science Quest, Baguio City, Philippines
February 9 – 11, 2013
2nd Runner-Up Kabataang Bayani ng Kalikasan, Leadership Category

2013 National YES-O Camp, Baguio City, Philippines
REGIONAL LEVEL
Sci-Dama Level I (Water Patrol Category)

1st Runner-Up 2005 Regional Sci Quiz, Fair and Sci-Dama
SEPNAS, San Carlos City, Pangasinan
November 24-25, 2005
DIVISION LEVEL
1st Place Best in YES-O Exhibit

2016 Division YES-O Camp and Leadership Training
Pozzorubio Central School, Pozzorubio, Pangasinan
January 8 – 10, 2016
1st Place Kabataang Bayani – Leadership Category

January 8 – 10, 2016
91
3rd Place Kabataang Bayani – Heroism Act Category
January 8 – 10, 2016
3rd Place Best in District I.D. Making

January 8 – 10, 2016
5th Place Best in Environmental Card Making
January 8 – 10, 2016
1st Place Best in Science Investigatory Project

(Team-Teacher Category)
2014 Division Science Quest
Ernesting Gonzales E/S, Sto. Tomas, Pangasinan
September 23 – 24, 2014
Best in Science Investigatory Project

3rd Place (Team-Teacher Category)
September 23 – 24, 2014

5th Place (Team-Teacher Category)
September 23 – 24, 2014

2nd Place (Individual-Teacher Category)
September 23 – 24, 2014

3rd Place (Individual – Pupil Category)
September 23 – 24, 2014

2nd Place (Team – Pupil Category)
92
September 23 – 24, 2014

3 Place
rd
(Team – Pupil Category)
September 23 – 24, 2014
5th Place Best in Science Investigatory Project

(Team– Pupil Category)
Ernesting Gonzales E/S, , Sto. Tomas, Pangasinan
September 23 – 24, 2014
1st Place Pangasinan II Search for Best Science School Coordinator

SM City Rosales
1st Place Kabataang Bayani ng Kalikasan – Heroism Act

Juan C. Laya Memorial School, San Manuel, Pangasinan
November 8 – 10, 2013

November 8 – 10, 2013
5th Place Kabataang Bayani ng Kalikasan – Leadership Category

November 8 – 10, 2013
5th Place Environmental Quiz Bee

November 8 – 10, 2013

(Individual-Teacher Category)
Rosales South Central School, Rosales, Pangasinan
September 19 and 21, 2013
93
(Team- Teacher Category)

(Individual-Pupil Category)

Team-Pupil Category
4th Place Best in Science Investigatory Project

Team-Pupil Category
10th Place Science Quiz Bee – Grade VI

1st Place Best in Science Investigatory Project Proposal (Individual

Category)
2013 Division Follow-Through on SIP Making
Bautista Central School, Bautista, Pangasinan
July 8 – 9, 2013
1st Place Best in Science Investigatory Project Proposal (Team

Category)
2013 Division Follow-Through on SIP Making
July 8 – 9, 2013
94
Best in Science Investigatory Project Proposal (Team
Category)
6th Place 2013 Division Follow-Through on SIP Making
July 8 – 9, 2013
1st Place Best in Science Investigatory Project (Teacher-Team Category)

Rosales Elementary School, Rosales, Pangasinan
October 2012
1st Place Munting Bayani ng Kalikasan

2012 Division YES-O Camp
Binalonan North Central School, Binalonan, Pangasinan
November 9 – 11, 2012
2012 Division Search for Most Environment Friendly Schools
1st place Best in Botanical Garden (Congressional Level)

December 17, 2012
2nd Place Best in YES-O Exhibit

November 18 – 20, 2010
5th Place Munting Bayani ng Kalikasan

November 18 – 20, 2010
2nd Place Collage Making

November 11 – 12, 2009

Juan C. Laya Memorial Elementary School, San Manuel,
Pangasinan
December 10 – 12, 2009
95
5th Place Best in Science Essay Writing
Juan C. Laya Memorial Elementary School, San Manuel,
Pangasinan
December 10 – 12, 2009

Mangaldan I Central School, Mangaldan, Pangasinan
December 10 – 12, 2008
1st Place Sci-Dama Level I (Water Patrol Category)

2005 Division Sci- Quiz, Fair and Sci-Dama,
Don Rufino Tabayoyong E/S, Laoac, Pangasinan
November 11-12, 2005
5th Place Best in Science Investigatory Project (Team Category)

2005 Division Sci- Quiz, Fair and Sci-Dama
Don Rufino Tabayoyong E/S, Laoac, Pangasinan
November 11 - 12, 2005
2nd Place Best in Science Investigatory Project (Team Category)

2004 Division Sci- Quiz, Fair and Sci-Dama,
Pozorrubio I Central School, Pozorrubio, Pangasinan
November 3 – 4, 2004
3rd Place Best in Science Investigatory Project (Team Category)

2004 Division Seminar on SIP Making
Binalonan North Central School, Binalonan, Pangasinan
September 15 – 16, 2004
Coordinatorship
District Level
District Field Assistant in PESS
School Year 2002 – 2004
District Field Assistant in Mathematics

School Year 2006 – 2008
96
District Field Assistant in Science
School Year 2015 – present
School Level
School Coordinator in Science, Mathematics and Sports

School Years 1999 – 2012 (Ambalangan Dalin E/S)
School Coordinator in Mathematics

School Coordinator in Sports

School Coordinator in Science

School Years 2012 – 2014 (East Central E/S)
School Coordinator in Mathematics

School Year 2015 – present (East Central E/S)
Extra Co-Curricular Duties
President San Fabian District II YES-O Club Advisers

School Years 2008 - 2013
President San Fabian District II Association of Science Club Advisers

School Years 1998 - 2014
Innovations
Course of Study in Science and Health V

Chairman – Committee on Course of Study Making
San Fabian District II, San Fabian, Pangasinan
Consultant/Resource Speaker/Facilitator
Resource Speakership
97
Resource Speaker Division Training on Content and Teaching Strategies in English,
Science and Mathematics
Binalonan South Central School, Binalonan I, Pangasinan
July 16 – 17, 2004
Resource Speaker District Re-Echo training in Inclusive Education

San Jacinto District, San Jacinto, Pangasinan
June 21 – 23, 2013
Resource Speaker In-service Training on How to Conduct an Action Research

Judge Jose de Venecia Sr. Memorial national High School
City Schools Division, Dagupan City
May 28, 2013
Resource Speaker 2012 District Re-echo Training on Enhancing Instructional

Competence of Elementary Mathematics Teachers
East Central Elementary School, San Fabian District II
September 7, 14, 21, 2012
JUDGE/ SPEAKERSHIP/FACILITATORSHIP
Judge Science Investigatory Project – Teacher Category (Elementary)

13th National Science Quest
February 6 - 8, 2016
Teachers’ Camp, Baguio City, Philippines
Facilitator Science Investigatory Project – Teacher Category (Elementary)

February 8 – 10, 2015
Pasig City, Philippines
Facilitator Science Investigatory Project – Teacher Category (Elementary)

February 10 - 12, 2014
Judge and 2016 Division YES-O Camp and Leadership Training (High School)
Facilitator Angela Valdez-Ramos Memorial High School
Asingan, Pangasinan
Facilitator 2004 Division ROYSC-ROSCA Convention, Leadership, Training

and Science Camp
East Central Elementary School, San Fabian, Pangasinan
98
February 19 – 21, 2004
Judge 2014 Municipal English Olympics (High School)

2015 Municipal English Olympics (High School)
2016 Municipal English Olympics (High School)
Facilitator 2008 District Science Quest

Angio Elementary School, San Fabian, Pangasinan
October 7, 2008

November 5, 2009

October 12, 2010

September 16, 2011

September 12, 2012

October 6, 2013
Proctor/Monitor 2005 Division Quiz Bee in Mathematics

Ernesting Gonzales Central School, Sto. Tomas, Pangasinan
October 3, 2005
Trainings, Seminars, Workshops and Camps Attended
International Level
2016 Internation Seminar in Science Education

February 26 – 28, 2016
National Level
99
February 6 - 8, 2016
2015 National Science Research Camp

Asian Fisheries Academy – BFAR
Dagupan City, Philippines
May 18 - 22, 2015

February 8 – 10, 2015
Pasig City, Philippines

February 10 - 12, 2014
11th Youth for Environment Summer Camp and Training

April 9 – 12, 2013

February 8 – 10, 2013
Training Program on Content and Teaching Strategies in English,

Science and Mathematics
May 18 – 22, 2004
Elegant Hotel, Baguio City, Philippines
Regional Level
2005 Regional Science Training on the Improvisation of Science Materials

RELC Building, San Fernando City, La Union
July 16-20, 2008
2004 Regional Training on the Revised Physical Fitness Test

Manaoag National High School, Manaoag, Pangasinan
July 8 – 9, 2004
Division Level
2016 Division ROYSC-ROSCA Convention, Leadership, Training and Science Camp

January 8 – 10, 2016
100
Alcala Central School, Alcala, Pangasinan
November 7 – 9, 2014

Bautista Central School, Bautista Pangasinan
June 28 – 30, 2013

Binalonan North Central School, Binalonan II, Pangasinan
November 9 – 12, 2012

Mangaldan I Central School, Mangaldan I, Pangasinan
October 21 – 23, 2011

November 18 – 20, 2010

December 10 -12, 2009

Mangaldan I Central School, Mangaldan I, Pangasinan
December 10 – 12, 2008
Others
Lecturer Lite Review Center

Licensure Examination for Teachers, Elementary
Special Education and Pre-School Majors
Lecturer Lite Review Center

NQESH 2013-2014
101

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Chapter 1

Background of the Study

cultural connections among countries have increased. In the development of global

awareness, a teacher has an important responsibility to prepare students to function in

knowledge, skills and dispositions in order to function successfully in an increasingly

interconnected global society must be provided in the schools specifically in the

elementary school which is the foundation of knowledge. Teacher plays an important

an educational institution (Gary, 2005). Previous studies on the subject on students’

academic performance by AL-Mutairi (2011) and Kang’ahi et al (2012) indicate

teacher competence remains one of the major determinants of students’ academic

achievements. According to Adunola (2011) and Ganyaupfu (2013), teaching is a

Teacher competence in teaching process is a multidimensional concept that measures

numerous interrelated aspects of sharing knowledge with learners which include

regularly review their teaching competences in respect of subject knowledge, lecturer

order to effectively enhance transmission of knowledge and information from the

lecturer to the students (Adunola, 2011).

According to (Muzenda, 2013) the competence of a lecturer/teacher is directly

like the case of the Philippines.

countries in Grade 4 Mathematics and 41st out of 45 participating countries in second

concern as separate studies on performance in Mathematics of pre-service and current

Mathematics teachers reveal a substandard quality of Mathematics education in the

Philippine educational scenario, Dr Allan Benedict Bernardo, Director of the Lasallian

Institute for Development and Education Research (LIDER) of the De La Salle

findings of TIMSS including studies on good and bad practices; 2) understanding

constraints and enabling factors for improvement; 3) evaluating interventions; and 4)

rationalizing options at different levels of the educational bureaucracy (Cristobal, 2005).

come from science high schools with special programs.

challenges of the United Nations Educational, Scientific and Cultural Organization

(UNESCO) on Millennium Development Goal (MDG) which is to achieve universal

education will result in an increased supply of human manpower, accelerated economic

professional competency of the teachers. Professional competence has been defined by

mastery of the methodology in the sense of having knowledge of theoretical concepts, is

depth of knowledge as a teacher. Meanwhile, according to Carudin (2011), he defined

professional competence as “the special ability with regard to performance of duties of

teachers in a particular field which acquired through professional education”.

In the Philippines school system, teachers are classified according to positions

in the Philippine schools.

are assigned notwithstanding their rank and salary.

2. Master teachers must have regular teaching loads.

3. Master teachers shall serve as demonstration teachers or teacher consultants in

other schools in the district.

improving their competencies as well as taking the lead in the preparation of

powerful learning experiences for children.

school or district; (20 points)

- Curriculum or instructional materials

- Effective teaching techniques or strategies

- Simplification of work (Reporting system or Record keeping)

- Worthwhile income generating project;

c) Served as chairman of a special committee such as curriculum study

committee, committee to prepare instructional materials; (12 points)

d) Initiated or headed an educational research activity duly approved by

educational authorities; (12 points)

e) Coordinator of a community project; activity; or of a program of another

agency; (12 points)

least on the school level; (12 points)

g) Credited meritorious achievement such as; (10 points)

- Trainers/coach in academic contests.

- Athletic coach of athletes or teams.