1

CHAPTER 2

Review of Related Literature and Studies

This chapter presents related literature and studies

reviewed that help the researcher to gain additional ideas in

conducting this research. There were studies related to this

study that have been found and proven adequate for this

research.

The literature reviewed written by foreign and local

educators were found relevant in Teaching Competence,

Learning Action Cell (LAC) Session, and Training Design. The

similarities and differences were cited and pointed out and

their inputs. The synthesis of the state-of-the-art and the

gap bridged were also included in this chapter. The

theoretical and conceptual frameworks are also included in

this chapter with their corresponding paradigms.

Teaching Competence

Competence is a term used extensively by different people

in different contexts; hence, it is defined in different ways.

Teacher education and job performance are two contexts in

which this term is used. Competencies are the requirements of

a “competency-based” teacher education and include the

knowledge, skills and values a teacher-trainee must

 2

demonstrate for successful completion of a teacher education

program.

Prieto et al., (2021) on increasing the awareness of

teachers’ self-perception of their digital teaching

competences in the educational field. Specifically, the study

explored the Spanish secondary school teachers’ knowledge and

use of different ICT tools by evaluating their competence

based on different areas proposed by The National Institute

of Technology and Professional Development (Instituto

Nacional de Tecnologías Educativas y de Formación del

Profesorado, INTEF), Madrid, Spain. From the results of the

questionnaires, they determined that teachers consider

themselves to have an upper intermediate level of digital

teaching competence, although there are still shortcomings

that need to be addressed in order to improve this level of

competence, and its true integration in the teaching–learning

process.

Insight found from the previous study was that teachers

self-assessed their digital teaching competence at an upper

intermediate level. However, there are still shortcomings

that need to be addressed to further enhance this competence

and ensure its effective integration in the teaching-learning

process.
 3

The teachers recognize their digital teaching abilities,

ongoing efforts are necessary to bridge the gaps and fully

leverage technology for effective education.

Song et al., (2021) investigated the longitudinal

effects of teacher training experiences on new teachers’

perceived teaching competence, with their teaching beliefs as

a mediator. Based on the model of Baumert and Kunter (2013),

the study collected data from 219 beginner teachers from

different K-12 schools in China. The findings showed that

knowledge training and teaching practice during teacher

education programs, as well as the teachers’ beliefs about

teaching, were positively related to STEM teachers’

perceptions of their teaching competence. Meanwhile, teaching

beliefs mediated the relationship between teaching practice

and perceived teaching competence. Multigroup analysis

revealed similar relationships for both primary and secondary

school teachers between teacher training and perceived

teaching competence, and between teaching beliefs and

perceived competence. However, the relationship between

teacher preparation and teaching beliefs was different for

the two teacher cohorts, and a significant indirect effect of

teaching practice on perceived teaching competence, mediated

by teaching beliefs, was observed only in secondary school

teachers.
 4

Insights gathered from the previous study were Knowledge

Both knowledge training and teaching practice during teacher

education programs had a positive relationship with STEM

teachers’ perceptions of their teaching competence. Teaching

The relationship between teaching practice and perceived

teaching competence was mediated by teaching beliefs. In

other words, teachers’ beliefs about teaching played a

crucial role in shaping their perceived competence. The study

revealed similar patterns for both primary and secondary

school teachers regarding the associations between teacher

training and perceived teaching competence, as well as

between teaching beliefs and perceived competence.

Interestingly, the relationship between teacher preparation

and teaching beliefs varied between the two teacher cohorts

(primary and secondary). This suggests that the impact of

teacher preparation on beliefs differs based on the level of

schooling. Specifically, an indirect effect of teaching

practice on perceived teaching competence, mediated by

teaching beliefs, was observed only in secondary school

teachers.

The study underscores the importance of teacher

training, the role of teaching beliefs, and the need to

consider these factors for enhancing teaching competence in

STEM education.
 5

Xiang (2021) seek strategies to enhance the teaching

competence of university teachers in English major, which is

affected by various factors. Firstly, the teaching competence

deficiencies of university teachers in English major were

analyzed, and the connotations of this competence were

summarized. On this basis, a novel measurement system was

established for such competence. Then, analytical hierarchy

process (AHP) method was combined with Shannon’s information

theory into an improved model to measure the said teaching

competence. In addition, several strategies were summarized

to improve the teaching competence of university teachers in

English major. The research results provide a good guide for

the teaching reform works of English major in higher

educational schools.

Insights gathered by the current researcher was that by

combining AHP with Shannon’s information theory, the

researchers created an improved model for measuring teaching

competence. This model likely considers both quantitative and

qualitative factors. The study summarized strategies to

enhance teaching competence. These could include professional

development programs, mentorship, peer collaboration, and

ongoing training. The research results provide valuable

guidance for reforming English major education in higher

 6

educational institutions. By addressing teaching competence,

universities can better prepare future English professionals.

Núñez et al., (2021) determined whether action research

is an effective didactic strategy for learning teaching

competences in a real setting and from an interdisciplinary

perspective. The sample consisted of 84 university students

and 18 research projects including 540 children and

adolescents in kindergarten, primary, and secondary school.

The results showed that future teachers developed

investigative competences by identifying a study problem in

a real setting, by selecting creative methods and materials

to implement an action plan, and by recording and socializing

a research report. In addition, they strengthened other

competencies that included teamwork, teaching-learning

process management, information and communication

technologies management, educational management, and oral and

written communication. In conclusion, action research is a

didactic strategy that improved the development of teaching

skills in future teachers. And, Oken et al., (2022)

investigated which factors of Educational Effectiveness

Research contribute to five dimensions of ITC: openness,

classroom management, enriched lesson design, social

initiative, and storytelling. Therewith, it contributes to

the literature of both fields. Data collected through a cross-

 7

sectional survey among 155 Dutch primary school teachers were

examined with linear regression analyses. The results showed

that some characteristics at the classroom level have a strong

significant relationship with dimensions of Intercultural

Teaching Competence, whereas school characteristics did not.

Colas et al. (2021) examined the research that explores

the relationship between sustainability and digital teaching

competence in the university environment through a

qualitative systematic review, which covers 2011 to 2021. It

was intended to identify how sustainability is applied in

higher education through teaching experiences linked to the

use of ICT, where the digital teaching competence is specified

and put into practice. In which aspects of educational and

pedagogical sustainability are they projected? As a work

methodology, the PRISMA protocol is applied as the technique

of systematic review, using the Scopus and WOS databases as

sources of information. Subsequently, a qualitative analysis

of the selected articles is carried out using the ATLAS.ti

scientific software, using the DigCompEdu model as the basis

for the analysis of the information. The results shed light

on the panorama of research on digital competence and

sustainability and the evolution of scientific production

over ten years, as well as the methodology applied in these

studies. The DigCompEdu model is found to be useful for

 8

registering the modalities of teaching competencies put into

practice, manifesting a primacy of pedagogical digital

competences over those of professional development and

student empowerment. Sustainability development areas are

also identified, linked to teaching digital competence, such

as inclusion, educational quality or lifelong learning.

Cabero et al., (2021) compared and evaluated the

feasibility of the DigCompEdu European Digital Competence

Framework for Teachers (JRC) and the Common Framework for

Teaching Digital Competence (INTEF). To do this, it was

decided to carry out a theoretical reflection on said

frameworks and a subsequent Delphi study with the coefficient

of expert competence (CEC). 335 people participated, of which

275 (82.1%) were considered experts (CEC ≥ 0.8). The results

indicated that, although they are very similar, the European

DigCompEdu Teaching Digital Competence Framework is the most

endorsed by experts. Finally, the idea that both are viable

proposals to develop teaching digital skills through

personalized training itineraries is presented. Digital

technology, as one of the elements of the Knowledge Society,

assumes a determining role in educational systems, where the

role of teachers is fundamental. Along these lines, different

institutions support the importance of teaching digital

skills, proposing models and conceptual frameworks. In them,

 9

the knowledge and skills that teachers must develop are

classified, combining technological, professional,

organizational and pedagogical capacities, with different

dimensions and descriptors.

Esteve et al., (2021) pointed out that the digital

teaching competence is an emerging issue in scientific

literature. However, despite existence of different

frameworks that define it, most of them are focused on the

pre-university level. The article presented the results of a

systematic review of the literature on the digital teaching

competence of university teachers, in the Web of Science and

Scopus scientific databases. According to the results,

university teachers must be competent enough to meet the new

challenges of today's digital society. This digital

competence, both technical and pedagogical, allows teachers

to enrich their teaching, develop the digital competence of

their students and continue to develop professionally.

Regarding their level of digital teaching competence, most

university teachers seem to have adequate technical digital

competence. Nevertheless, the results regarding the

pedagogical use of technologies are different, with lower

levels being found in the use of technologies for their own

teaching development.
 10

Adi et al., (2022) examined the faculty perceptions of

their competence and readiness for online teaching in Sarawak

higher education (HE). A validated instrument, Faculty

Readiness to Teach Online (Martin et al., 2019), was

distributed to four main higher learning institutions in

Sarawak, Malaysia, yielding 174 responses. The highest rated

competencies across the four HEs were course communication

and course design. This was followed by time management and

technological competence. MANOVA results showed no

significant differences in the demographic variables.

Research limitations/implications: The results of the study

must be viewed in light of some limitations of its

generalizability. First, the small sample size does not fully

represent all of the target population. Secondly, the study

did not provide qualitative research data, especially

pertinent to how the teachers perceived their competence

linked with their ability and online teaching behaviors. The

study showed that all participants were cognizant of the need

to enhance their competencies to teach online. As acquisition

and mastery of such competencies may require time and support,

this means that the transition to online teaching requires

advanced levels of instructor training and support, be it

through professional development programs or in-service

training. Perceived importance for online teaching competence

 11

was ranked highly across all the four institutions. The

understanding can help HEs transcend emergency online

practices to provide data-driven approaches to better support

and improve coordination, resilience and adaptability in HE.

Lin et al., (2021) adopted the simulation-based

educating modules to explore the effect in teaching

competence among primary and middle school teachers for

efficient AEDRU (adequate emergency department resource

usage) education in the future. The subjects were 414

elementary and junior high school teachers in Taiwan. 214

participants attended the simulation based workshop as the

simulation-based group, whereas 200 participants took an

online self-learning module as the self-learning group. The

workshop was created by an expert panel for decreasing the

unnecessary usage amount of ED medial resources. The

materials are lecture, board games, miniature ED modules, and

simulation-based scenarios. A teaching competence

questionnaire including ED knowledge, teaching attitude,

teaching skills, and teaching self-efficacy was conducted

among participants before and after the intervention. Data

were analyzed via McNemar, paired t test and the generalized

estimating equations (GEE). The study showed that teachers

who participated in the simulation-based workshop had

improved more in teaching competence than those who received

 12

the online self-learning module. In addition, there were

significant differences between the pretest and post-Test

among the two groups in teaching competence. Conclusion: The

simulation-based workshop is effective and it should be

spread out. When students know how to use ED medical resources

properly, they could affect their families. It can help the

ED service to be used properly and benefits the finance of

the NHI. The health care cost will be managed while also

improving health. Abbreviations: AEDRU = adequate emergency

department resource usage, ED = Emergency Department, GDP =

Gross Domestic Product, GEE = the generalized estimating

equations, KAP = Knowledge, attitude, and practice, NHI = the

National Health Insurance program, OPD = Outpatient.

Fuentes et al., (2019) stated that in a time conditioned

by continuous technological advances, it is essential to

train teachers in digital competence in order to respond to

the needs and concerns of students. The educational processes

of the teacher acquire great relevance to have the required

skills against the use of new emerging resources. The study

focused on knowing the digital teaching competence in the

development and application of augmented reality resources.

A non-experimental design of descriptive and correlational

type has been followed through a quantitative method. Two

questionnaires were used, applied to a sample of 2631

 13

teachers. The results obtained reveal that the teaching staff

carries out continuous training, carrying out 2-3 courses per

year related to ICT and other areas, in person. They

demonstrate skills in certain areas of digital teaching

competence, such as security and communication and

collaboration, as well as a deficit in the creation of digital

content. Deepening in the areas more analogous to augmented

reality, according to the type of center and educational

stage, it is the public and primary education centers that

have revealed the highest level of competence.

Zhang et al., (2021) explored the relationship between

learners’ perceptions of native and non-native English-

speaking teachers’ teaching competence and their motivation

for learning English as a foreign language (EFL). Data were

collected from 218 EFL learners in an intensive English

program in four universities in mainland China using two

instruments: Student Satisfaction Questionnaire and English

Learning Motivation Questionnaire. We conducted path analysis

with latent variables to investigate the relationships

between teacher competence and motivation using AMOS. It was

found that: (1) EFL learners’ degree of satisfaction with

native and non-native English-speaking teachers’ teaching

competence had a minor impact on their English learning

motivation; (2) there were several direct causal

 14

relationships of the subcategories of satisfaction with

teaching competence to the subtypes of English learning

motivation; and (3) satisfaction with teaching competence had

an indirect influence on the subtypes of English learning

motivation. They concluded with a discussion on the

implications of the findings for our understanding of the

construct of teaching competence and pre-service or in-

service EFL teacher education.

Ramirez et al., (2021) identified the generic teaching

competences that are being implemented in university

classrooms and their degree of development, analyzing the

existing differences according to the characteristics of

university professors. To achieve the proposed objective, 351

Spanish university professors were given a questionnaire as

a quantitative technique for collecting data. The main

results of the study reveal that the development of most

generic teaching competences was being promoted in the

classroom. However, those competences related to management

and the social context were the least developed. It is worth

highlighting the continuing education of university

professors was a determining factor in the promotion of said

competences.

Mena et al., (2017) on multicultural psychology courses

as integral to the cultural competence training of future

 15

psychologists, yet little is known about the factors that

influence the multicultural teaching competencies of the

educators of such courses. Faculty (N = 78) who teach graduate

multicultural psychology courses responded to an online

survey that included questions about their demographics,

professional background, engagement, and four measures that

assessed their (a) multicultural teaching competency, (b)

attitudes toward social justice, (c) perceptions of

multicultural environment, and (d) social desirability.

Hierarchical multiple regression analyses revealed that

behavioral intentions to engage in socially just action,

honesty in recruitment about the multicultural environment,

and motivation to learn, grow, and improve had statistically

significant associations with multicultural teaching

competence. Analyses were conducted while controlling for

socially desirable responding. To reinforce multicultural

teaching competence, they suggested that multicultural

psychology educators assess their social justice orientation

and strive to take action to address noted injustices; monitor

levels of motivation to learn and improve their multicultural

psychology instruction; and critically examine and speak

honestly about the multicultural climate to accurately

represent their programs when recruiting new students and

faculty and to address needed improvements.

 16

Garcia et al., (2020) assessed the level of teaching

standards competence of Senior High School-Accountancy,

Business and Management (ABM) Teachers using the Classroom

Observation Tool (COT) provided in the Philippine

Professional Standards for Teachers - Results-based

Performance Management System (PPST-RPMS). Likewise, to

determine the relationship and significant difference in

performance level when they were grouped according to age,

sex, employment status, position, years of teaching

experience, educational attainment, and grade level taught.

The respondents represented the whole population of ABM

teachers under Schools Division of Nueva Ecija (SDO-Nueva

Ecija) which composed of 57 teachers holding Teacher I-III

positions in 15 public schools offering ABM strand.

Descriptive correlational research design was used, while the

researchers utilized PPST-RPMS-standard COT to gather data.

Descriptive analyses using the Mean, Percentage, Frequency

count, Pearson Product Moment of Correlation, and ANOVA were

utilized to analyze the gathered data. The study showed that

mean years of teaching experience of the SHS-ABM public

teachers were only 3 years, thus, the need to assess their

performance. The findings revealed that the mean performance

level of the respondents is Consolidating (expected

attainment level for Teacher I-III positions) at 6.05.

 17

Moreover, the findings showed no significant difference in

performance level when they were grouped according to age,

sex, employment status, position, years of teaching

experience, educational attainment, and grade level taught.

Furthermore, overall findings revealed no significant

relationship between the profile variables and the COT

ratings of the respondents.

Gomez et al., (2021) investigated the pedagogical

competence of teacher’s and its influence on student’s

academic achievement. The descriptive survey research design

was adopted and the census (all) sampling technique was used

to sample 250 Junior High School (JHS) teachers in Ashaiman

Municipality. The collected data from the close-ended

questionnaire was analyzed with mean and standard deviation

on the scale of 1-4 and the Pearson’s Product Moment

Correlation was used to test the hypothesis. The study

revealed that as a pedagogical competence, the teachers

provided appropriate feedback, adapted to changing

conditions, explained content to students and communicated

learning goals effectively. It was also found that there was

a positive weak relationship between the classroom management

competence of teachers and student’s academic achievement.

The study, therefore, concluded that pedagogical competence

of teachers could help promote deep knowledge, understanding

 18

and expectation among students if teacher’s pedagogical

competencies are effective. Also, when teachers increase

their knowledge and competence to manage the classroom, they

could provide high expectations for student’s social support,

guidance and independent thought in learning. Recommendations

were made to the municipal education directorate, Ghana

Education Service and Ministry of Education, Ghana based on

the findings.

Learning Action Cell (LAC) Session

LACs play a crucial role in fostering professional

growth among teachers, ultimately benefiting students and the

education system as a whole.

Cartilla et al., (2020) on the characteristics of the

teachers in lesson planning and delivery of lesson was also

measured. The grades of the students in second grading was

used as baseline of the intervention. The LAC sessions were

conducted within ten Fridays. The educational background of

the teachers was also determined and the effectiveness of the

LAC session to the performance of the teacher. The findings

revealed that teachers have outstanding performance in lesson

planning and delivery of lessons. The majority of the teachers

are Baccalaureate degree graduates. The results also showed

that teachers strongly agree that LAC sessions help improve

their teaching performance. Furthermore, it findings showed

 19

that there was a significant increase of grades of the

students in the third grading. It also showed that educational

background and the conduct of LAC session have of no

significant relation to students’ achievement, while

teachers’ performance has significant relation. It is

concluded that teachers’ performance has significant relation

to students’ achievement. It is recommended to encourage

teachers to pursue post graduate studies, continue the

application of 5E model in teaching and the conduct of the

LAC session should be done regularly for the entire school

year with well-organized LAC session plan.

Fostering a culture of continuous professional

development, emphasizing effective teaching practices, and

providing opportunities for collaboration can lead to

improved student achievement. Teachers play a crucial role in

shaping students’ learning experiences, and investing in

their growth ultimately benefits the entire education system.

Dizon et al., (2019) examined and described the level of

utilization of the contents of Learning Action Cell (LAC)

Sessions-a school-based Continuing Professional Development

(CPD) as perceived by Social Studies Teachers of Secondary

Schools of Department of Education, Division of Zambales,

Philippines. The LAC Sessions contents were 21'st Century

Skills and ICT Integration in Instruction and Assessment and

 20

Curriculum Contextualization, Localization and

Indigenization. The study was conducted during the Third

Quarter of the academic year 2017-2018. The research design

was descriptive and a standardized survey checklist was the

main instrument of data collection. The study utilized

descriptive and inferential statistics (ANOVA) using SPSS

version 16 for data analysis. The teacher-respondents

reported that the Learning Action Cell (LAC) Session Content

focused on 21'st Century Skills and ICT Integration in

Instruction and Assessment was highly utilized primarily by

bringing 21'st century into the teaching and learning

situation. However, the content Curriculum Contextualization,

Localization and Indigenization was perceived utilized mainly

by matching the Kto12 curriculum content and instructional

strategies appropriate to learners; and recognizing a

learner-centered, inclusive and research-based curriculum.

The analysis of variance (ANOVA) results revealed a no

significant difference in the perception on the level of

utilization Curriculum Contextualization, Localization and

Indigenization when grouped according to teachers' profile.

However, a significant difference was found on the level of

utilization of the content of 21st Century Skills and ICT

Integration in Instruction and Assessment when grouped

according to teachers' age. It was suggested that teachers

 21

and students be further exposed to 21st century skills and

ICT integration and to contextualization and localization of

teaching and learning processes.

Promoting a balance between modern teaching practices

(such as 21st-century skills and ICT integration) and

contextually relevant content (through curriculum

localization) contributes to effective education. Teachers

play a vital role in shaping students’ learning experiences,

and ongoing professional development is key to their success.

Eroles (2023) determined the improvement of the seasoned

and millennial teachers to strengthen 21st century learning

using LAC sessions on shared pedagogical practices at Malinao

Elementary School and Pulong Duhat Primary School in San

Miguel, Bulacan during the School Year 2019-2020. COT-RPMS

tools were used to describe the pedagogical practices of both

seasoned and millennial teachers and it is also used to

determine their pedagogical needs to be developed. LAC

sessions on shared pedagogical practices were implemented to

improve their practices. The self- Reflection method was used

on every LAC session to know their learnings. Interview guide

questions were also used to determine the teachers’

experiences on LAC sessions on shared pedagogical practices.

Using the qualitative method of research with 9 teacher-

participants as subjects of the study, findings showed that

 22

teachers obtained low ratings on the third quarter classroom

observations and obtained high ratings on the fourth quarter

classroom observations. High ratings were found between the

third and fourth observations on the teachers’ pedagogical

practices. Moreover, these teachers agreed that they had

positive feedback on LAC sessions on shared pedagogical

practices. Based on the findings of the study, it was

concluded that the use of LAC sessions on shared pedagogical

practices of seasoned and millennial teachers could really

strengthen 21st century learning.

The study’s conclusion highlights the potential of LAC

sessions to strengthen 21st-century learning. By fostering

collaboration, sharing best practices, and addressing

pedagogical needs, LACs contribute to effective teaching and

student success.

Culajara (2022) utilized an online survey questionnaire

which was completed by 21 respondents and 4 LAC teacher-

facilitators who contributed to the focus group discussion.

Based on the results, the majority of the respondents were

females ages 26-30 and 41-45 and they attended 1-5 LAC

sessions in the school year. Learning Action Cell as a tool

in improving distance education shows that through these LAC

sessions knowledge is acquired that makes the teaching and

learning effective and addresses the knowledge gaps and

 23

digital divides. The LAC sessions through

monthly/quarterly/yearly training programs received a

weighted mean of 4.57. Moreover, LAC sessions can help the

teacher in monitoring students’ data and achievement through

varied activities and constant communication by enhancing

their skills and knowledge in using available online and

offline apps with a weighted mean of 4.57. While in the topic

of assessment and evaluation, applying various assessments

acquired in the LAC sessions received a weighted mean of 4.57.

One of the obstacles to teachers in improving distance

education is a loss of focus to finish their assignments

because they have a lot of activities/programs to implement

but can't do it all at once owing to other work-related

obligations. Two themes emerged from the perspectives of the

four participants in the focus group discussion: ICT adoption

and instructional efficiency. This implies that everyone will

be imaginative and collaborative in improving distance

education to reach every student through the Learning Action

Cell.

The implication that everyone should be imaginative and

collaborative in improving distance education underscores the

collective effort needed. By leveraging tools like the

Learning Action Cell, educators can reach every student

effectively.
 24

In summary, LAC sessions serve as a valuable platform

for professional development, knowledge sharing, and

innovative teaching practices. As teachers adapt to the

changing educational landscape, collaborative efforts will

drive positive outcomes for students.

Vega (2020) investigated the benefits, challenges, and

means of implementation of Learning Action Cell of Science

teachers in Secondary Schools of DepEd in the National Capital

Region. The study used qualitative, multiple case study

design employing survey questionnaires, individual

interviews, focus group discussions and LAC observations

There were five individual interviews, six focus groups, four

actual LAC observations, with approximately 59 participants

conducted in this case study. The findings revealed that the

implementation of LAC concerning the scheduling of sessions

is different and inconsistent with other schools. In

addition, there is no tool for evaluating the LAC session, no

success indicator applied in the school and no LAC model to

follow in implementing LAC. There are four themes that emerged

in the benefits experienced by science teachers, which

include: Better Working Environment, Develop Good

Relationship, Professional Growth, Content and Pedagogical

Knowledge. The participants in this study identified a number

of challenges. They were divided into six themes: Scheduling,

 25

Disruption of Classes, Teachers’ Availability, LAC

Activities, LAC Framework, and Funding. Furthermore, the

principal results of the study showed that the implementation

of LAC has an impact on teaching science but still, the

participants recommended strengthening the LAC through

creating a LAC model and development of LAC evaluation to

monitor the status of LAC in each school properly.

Medina et al., (2022) describe the lived experiences of

Tagumpay National High School (TNHS) teachers on Online

Learning Action Cell (LAC) session. LAC is a school-based

professional development for teachers implemented by the

Philippine Department of Education (DepEd). Due to teacher's

lack of participation on classroom LAC, a fully-online mode

option is explored by offering TNHS teachers Online LAC

session using Facebook as a Learning Management System (LMS).

To capture the lived experience of teachers, an in-depth

interview with a purposive sample of one TNHS teacher is done

in the process. The data gathered went through "Hycner's

Explicitation Process" (1999, in Groenewald, 2004) which

includes bracketing, delineating, clustering, summarizing and

extracting unique themes. Validity and Credibility were

accomplished through an intercoder agreement between

researchers, Facebook chat records, bracketing, and member

checking. Results identified three themes in relation to

 26

teacher's experience of Online LAC session including

usefulness, barriers, and preference. Findings revealed the

major role of TNHS teacher's context on how Online LAC is

utilized. Recommendations include administrator and expert

teacher working with classroom teachers and the inclusion of

teachers' voices as input in the program design,

implementation and evaluation stages of Online LAC to better

address curriculum needs and facilitate the delivery of high-

quality professional development for teachers' professional

growth.

Online LAC sessions offer both opportunities and

challenges. By considering teachers’ context and involving

them in program design, education systems can better support

professional growth.

Conde et al., (2023) investigated the relationship

between the Learning Action Cell (LAC) level and teachers'

professional competence. It utilized quantitative

correlational design to assess and analyze the data of

elementary teachers and how the LAC empowers and capacitates

them on the various techniques and methodologies to be

competent enough to deliver effective teaching facilitation.

The 619 teachers’ respondents from nearby three (3) Schools

Divisions were assessed on how LAC training every year

improved their competencies. The finding proved that the more

 27

LAC sessions conducted, the higher the teacher’s competencies

gained. The quantitative correlation denoted that the quality

of implementation of the Learning Action Cell training based

on the study result was very high. It visibly manifested in

the total impact of LAC training is enhancing and empowering

teachers' professional competencies. This study proved that

it is an essential component of the education system as it

provides a platform for collaboration, professional

development, problem-solving, and continuous learning among

teachers.

Training Design

The output of the study is the training design that could

help the improvement of the teaching competence of their

teachers.

Reinita, (2019), on the VCT approach that can foster

student’s awareness of critical thinking through

clarification and test the truth of values. In practice of

learning sometimes teachers ignore the guidance of attitudes

and character values. This is caused by lack of teacher’s

skills to implement the learning approach in learning Civics

and Social Science. So that impact to low student character

and student unready to face competition globally. The

purposes of this training are to increase insight and train

teachers in Talawi to apply VCT approach model matrix in

 28

Civics and Social Science lesson, in order to improve the

student’s character. The targets are elementary school

teachers in Talawi (20 people). The method in the training

consists of Lecture Method, Question and Answer, Discussions,

used to describe the material, encouraging active

participation of teachers, selecting material to be designed

with steps of VCT model matrix. Recitation Method for training

teachers to designing RPP with VCT matrix. Simulation Method

to train teachers to implement Civics and Social Science

learning with VCT model matrix. The results are teachers in

Talawi can understand, design-implement, improve their skills

in implementing Civics and Social Science with VCT matrix

model that can influence the improvement of student’s

character values.

The results of the study showed that teachers in Talawi

could understand, design, implement, and improve their skills

in implementing Civics and Social Science with the VCT matrix

model. This could influence the improvement of students’

character values.

These insights highlighted the potential of the VCT

approach in enhancing students’ critical thinking skills and

character values, and the importance of equipping teachers

with the necessary skills to effectively implement this

approach.
 29

Vitor et al., (2020), analyzed the curricular matrices

of the undergraduate courses of teacher formation in

Biological Sciences of the Public Teaching Network of Paraná,

are including the of topics of the sexuality and as they are

being prioritized by these institutions. With the help of the

content analysis methodology, the evidence focused on the

study of sexuality is being introduced in the training of

graduates in biological sciences, but in a heterogeneous way,

between subjects biological and social studies, in

representativeness disproportionate when compared to each

other. Finally, with this research, it can be observed that

the analyzed educational institutions still show a certain

resistance regarding the inclusion of the themes of sexuality

in their curricula, and when this occurs, the subjects

directed to the biological area, gain more prominence, when

compared to other themes, related to the affective or social.

Gu, (2022), on improving the teaching quality of higher

education, and evaluating teaching quality is an effective

measure to improve teaching quality. Combining the advantages

of BP neural network and random matrix algorithm, the teaching

quality evaluation model of higher education teachers is

established. In this paper, the improved BP neural network

and the random matrix structure are used to normalize the

indicators, evaluate the teaching indicators, and build the

 30

teacher teaching quality evaluation system model. Through

experimental design, the training data set is input into the

model for training. In the training process, the increase and

decrease ratio of learning rate, momentum term, and other

parameters are adjusted to improve the prediction accuracy

and convergence speed of the model. Iteration times, training

time, MSE, and prediction accuracy were taken as performance

comparison indexes of the model. Experiments showed that the

model solves the shortcomings of the existing teaching

quality evaluation methods and models to a certain extent,

and improves the accuracy of evaluation prediction. When the

number of iterations is 133, the prediction accuracy is as

high as 94.9%, which verifies the effectiveness of the model

in the evaluation of teaching quality in colleges and

universities. Finally, the evaluation index system of teacher

teaching quality is comprehensively analyzed, and the results

prove that the evaluation model of teacher teaching quality

of A university is suitable for the situation of the school,

can highlight the guidance, and is scientific and measurable

of evaluation.

Leite et al., (2022) evaluated if there are conditions

favoring sufficient contact with professional situations and

socialization with the teaching profession. A critical

analysis was applied to the curricular matrix that guides the

 31

initial teacher training courses for the twelve-year

compulsory education and the documentary analysis of the

Curricula Vitae of the 482 teachers who assure these subjects

in the 127 existing courses in Portugal. The training model

followed compromises socialization with the profession that

allows future teachers to prepare themselves for the

complexity of the situations that professional practice

presents daily in schools. Although most teachers who teach

these subjects are PhDs, they do not always have academic

training in education and have few references to professional

development and research activities related to the subjects

they teach. Considering the importance of initial training to

prepare for the exercise of the teaching profession, in the

organization of courses, it is justified to pay particular

attention to these introductory subjects and the profile of

the teachers who teach them.

Bayucca, (2020), described the extent of knowledge in

ICT skills of 180 teachers as a basis for a training plan in

a selected schools division in Region 3. A descriptive survey

method was utilized having a weighted mean and standard

deviation to treat the data collected. It was concluded that

the teachers displayed a proficient extent of knowledge in

basic ICT skills. However, some of the skills enumerated have

a low mean and were close to the adjacent group scale of the
 32

lower level of knowledge. Furthermore, they showed limited

knowledge in some advanced computer applications which are

necessary for the construction of instructional materials.

The self-assessment revealed that they are knowledgeable in

ICT skills, but they do not know how to use it in complex

applications. The skills for development based on the

training needs assessment reiterated a combination of skills

which further clarified that not all skills under a certain

application are known. It is then recommended that training

needs assessment should always be conducted by school

administrators to gather data on the actual needs of the

teachers as a basis in planning a thorough training matrix to

ensure that the development and training provided are based

on the needs of the teachers.

Synthesis of State-of-the- Art

The review related studies and literature had will

lead to formulation of significant insights and training

design to improve the teaching competence of the teachers in

Rinconada District.

Studies were analyzed on Teaching Competence those of

Prieto et al., (2021) on increasing the awareness of teachers’

self-perception of their digital teaching competences; Song

et al., (2021) on new teachers’ perceived teaching

competence; Xiang (2021) on enhancing the teaching competence

 33

of university teachers; Núñez et al., (2021) on an effective

didactic strategy for learning teaching competences; Oken et

al., (2022) on intercultural teaching competence; Colas et

al., (2021) on digital teaching competence; Cabero et al.,

(2021) on European Digital Competence Framework for Teachers;

Esteve et al., (2021) on the digital teaching competence; Lin

et al., (2021) on the simulation-based educating modules to

explore the effect in teaching competence; Fuentes et al.,

(2019) on the digital teaching competence in the development

and application of augmented reality resources; Zhang et al.,

(2021) on the relationship between learners’ perceptions of

native and non-native English-speaking teachers’ teaching

competence; Ramirez et al., (2021) on the generic teaching

competences; Mena et al., (2017) on multicultural psychology

courses as integral to the cultural competence training;

Garcia et al., (2020)on the level of teaching standards

competence; Gomez et al., (2021) on the pedagogical

competence of teacher’s and its influence on student’s

academic achievement.

Studies on Learning Action Cell (LAC) by Cartilla et

al., (2020) on the LAC sessions and the educational background

of the teachers; Dizon et al., (2019) on the level of

utilization of the contents of Learning Action Cell (LAC)

Sessions-a school-based Continuing Professional Development

 34

(CPD) as perceived by Social Studies Teachers of Secondary

Schools of Department of Education, Division of Zambales,

Philippines; Eroles (2023) on strengthening the 21st century

learning using LAC sessions on shared pedagogical practices

at Malinao Elementary School and Pulong Duhat Primary School

in San Miguel, Bulacan; Culajara (2022) on LAC sessions

knowledge; Vega (2020) on the benefits, challenges, and means

of implementation of Learning Action Cell of Science teachers

in Secondary Schools of DepEd in the National Capital Region;

Medina et al., (2022) on Online Learning Action Cell (LAC)

session; and Conde et al., (2023) on the relationship between

the Learning Action Cell (LAC) level and teachers'

professional competence.

Studies on Training Design, those of: Reinita, (2019),

on the VCT model matrix; Vitor et al., (2020), on the

curricular matrices of the undergraduate courses; Gu, (2022),

on matrix algorithm, the teaching quality evaluation model of

higher education; Leite et al., (2022) on the curricular

matrix; and, Bayucca, (2020), on training matrix to ensure

that the development and training provided based on the needs

of the teachers.

Gap Bridged by the Study

Considering the synthesis of the state-of-the-art

preceding this section, it was found out that not one had
 35

exactly the same as of the present study. Semblance was only

in some aspects but not the whole study.

Various readings have enriched this research to the

extent that the improbability of getting all the indicators

from literature and studies encountered. A link was

established among previous researchers calling for a deeper

and further investigation to improve the teaching competence

of the teachers in the public high schools in Rinconada

District.

Thus, none of them conducted a study about the influence

of the District Learning Action Cell (DISLAC) on improving

the competence of the Junior Secondary Teachers in Rinconada

Area as basis for a training design.

Theoretical Framework of the Study

This study is anchored on Dynamic Theory (Kurt 1935),

Experiential Learning Theory (Kolb,1971) Social Learning

Theory (Bandura, 1977) and Experiential Theory (Piaget,1984)

as shown in Figure 2.

Dynamic Theory (Kurt 1935) this theory states that

fundamental instruments are the dynamic forces inherent the

individual who determine the motives and causes of behavior.

The learner is unique as he interacts with his environment

and engages in various activities, develop the skills and

motivate him to participate actively.

36
 37

Experiential Learning Theory (Kolb,1971) suggests that

learning requires abilities that are polar opposites and that

the learner continually chooses which set of learning

abilities he will use in specific learning situations.

Social Learning Theory (Bandura, 1977) posits that

people learn from one another via observation, imitation, and

modeling. This theory is sometimes referred to as a bridge

between behaviorists and cognitive learning theories because

it encompasses attention, memory, and motivation.

Experiential Theory (Piaget,1984) describes the process

of learning through experience, more specifically, learning

through reflection on doing. Experiential learning is

distinct from rote or didactic learning, in which the learner

plays a comparatively passive role. It is synonymous with

other forms of active learning, such as action learning,

adventure learning, and service learning.

Experiential learning is often used synonymously with

experiential education, although it has a broader educational

philosophy. Experiential learning considers individual

learning.

Researcher’s Theory

Analyzing the Influence of the District Learning Action

Cell (DISLAC) on Improving the Competence of the Junior

 38

Secondary Teachers in Rinconada Area will lead in creating a

training design towards quality education.

Conceptual Framework

The researcher formulates the conceptual framework

through the system’s approach using the Input, Process, and

Output. The Conceptual Paradigm is shown in Figure 3.

The Input includes the legal basis like 1987

Constitution, DepEd’s mission, RA 10533 or the “Enhanced

Basic Education Act”, RA 9155 or “Governance of Basic

Education Act of2001, Education for All (EFA), Goal 4 on

Sustainable Development Goals (SDGs), Basic Education Sector

Reform Agenda (BESRA, related studies and literature,

theories, the Instrument used, Statistical Tools used, and

research-made questionnaires. All these components were

considered inputs of the study.

Process. Determining the profile of the respondents

along Sex, Economic Status, Educational Attainment, Item

Position, and Seminars Attended; Identifying the extent of

the teacher’s professional competence developed in terms of

Utilizing Strategies, Utilization of Instructional Materials,

Selection of Appropriate Materials, Approaches and

Strategies, and Assessment; Finding out the influence of the

LAC Session develop the teachers along Interpersonal, Work

Ethics, Conducting Action Research, and Professional

 39

INPUT PROCESS OUTPUT

Legal Bases Determining the profile of the

• 1987 respondents along Sex,
Economic Status,
Philippine Educational Attainment,
Item Position, and
Constitution Seminars Attended.
• RA 10533 Identifying the extent of the
• RA 9155 teacher’s professional
competence.
• EFA
Finding out the influence of
• SDGs the LAC Session develop
Training Design
• BESRA the teachers
Interpersonal,
along
Work
• LCP Ethics, Conducting Action to Improve the
Research, and
• 10-Point Professional
Agenda Development. Teaching
• DepEd’s Testing the significant

Mission
agreement on the rank Competence of the
orders of the teachers'
competence and
• DEPED MATATAG development through the Teachers towards
Agenda LAC Session among the
different schools.
• DO No. 12, s. Quality
Calculating the significant
2020 difference in the teachers'
Theories competence and Education
development due to their
Related personal and professional
Literatures and attributes.
Studies;
Respondents Crafting a training design
based from the findings of
Instrument Used; the study to improve the
and teaching competence of
the Mathematics teachers
Statistical towards quality education.
Tools Used

FEEDBACK

Figure 3
The Conceptual Paradigm
 40

Development; testing the significant agreement on the rank

orders of the teachers' competence and development through

the LAC Session among the different schools; calculating the

significant difference in the teachers' competence and

development due to their personal and professional

attributes, and crafting a training design based from the

findings of the study to improve the teaching competence of

the Mathematics teachers towards quality education.

Output. The output of the study is training designed to

improve the teaching competence of Mathematics teachers

towards Quality Education.

 41

CHAPTER 3

Research Design and Methodology

This chapter presents and describes in detail the

research methodology and procedures employed in the conduct

of the study. It also presents the research design, sampling

technique, the respondents, the data gathering instrument,

study procedure, and the statistical treatment of data.

Research Design

The descriptive-evaluative-correlational method was

employed in this study. Descriptive and evaluative in

determining the profile of the respondents along Sex,

Economic Status, Educational Attainment, Item Position, and

Seminars Attended; finding out the extent of the teacher’s

professional competence developed in terms of Utilizing

Strategies, Utilization of Instructional Materials, Selection

of Appropriate Materials, Approaches and Strategies, and

Assessment; and ascertaining the development of teacher

competence along Interpersonal, Work Ethics, Conducting

Action Research, and Professional Development.

On the other hand, it is a correlational method in testing

the significant agreement on the rank orders of the teachers'

competence and development through the LAC Session among the

different schools and in calculating the significant

 42

difference in the teachers’ competence and development due to

their personal and professional attributes.

Survey-questionnaire was the research instrument in

gathering the data.

Sampling Design

Purposive sampling in the choice of the different public

secondary schools in Rinconada District and, a total

enumeration in selecting the mathematics teachers in

Rinconada District.

All teachers teaching Mathematics was selected to

determining the extent of the influence of the District

Learning Action Cell (DISLAC) on the competence of the

mathematics teachers in Rinconada as basis for the crafting

a training design to further improve teachers competence.

Respondents of the Study

The respondents of the study are composed of the

Mathematics teacher assigned in Rinconada District for school

year 2020-2021. Table 1 shows the number of the Mathematics

teachers in Rinconada District.

There were eighteen (18) mathematics teachers in Balatan

District, thirty-one (31) in Baao District, thirty (30) in

Bato District, thirty-six (36) in Buhi District, fifty-four

(54) in Bula District, and sixty-one (61) in Nabua District.

 43

Table 1
The Respondents of the Study

Mathematics Total Percentage

Teachers
BAAO Male Female
1. Baao National High School 5 10 15 7
2. Eusebia Paz MHS 4 2 6 3
3. Nonito Paz MHS 1 3 4 2
4. Agdangan NHS 3 3 6 3
SUBTOTAL 13 18 31 13
BALATAN
1. Coguit HS 2 2 4 2
2.Pararao HS 2 3 5 2
3. Laganac HS 2 1 3 1
4. Tapayas HS 3 1 4 2
5. Pulang Daga HS 0 2 2 1
SUBTOTAL 9 9 18 8
BATO
1. Divine Shepherd HS 0 1 1 0
2. Salvacion HS 2 4 6 3
3. San Roques HS 1 3 4 2
4. Bato NHS 2 10 12 5
5. Payak HS 1 3 4 2
6. Masoli HS 1 2 3 1
SUBTOTAL 7 23 30 13
BUHI
1. Tambo NHS 4 0 4 2
2. Iraya HS 1 2 3 1
3.Buhi SPED School 0 2 2 1
4.Salvacion HS 0 1 1 0
5.Buhi HS 1 3 4 2
6.San Vicente NHS 0 10 10 4
7. Agapito De Lima NHS 1 0 1 0
8. Sta. Justina NHS 4 7 11 5
SUBTOTAL 11 25 36 16
BULA
1. Bula NHS 5 10 15 7
2. Fabrica HS 1 2 3 1
3. Palsong NHS 0 10 10 4
4. Balaogan HS 2 2 4 2
5. San Ramon HS 2 2 4 2
6. Ombao HS 1 2 3 1
7. Sto. Nińo Integrated HS 0 1 1 0
8. Felipe F. Panton HS 1 4 5 2
9. La Victoria HS 2 2 4 2
10. Casugad HS 1 3 4 2
11. Caorasan HS 1 0 1 0
SUBTOTAL 16 38 54 23
NABUA
1. Victor Bernal Provincial HS 1 3 4 2
2. San Jose Integrated HS 0 1 1 0
3. Lourdes Provincial HS 1 1 2 1
4. Tandaay HS 2 4 6 3
5. Malawag NHS 0 7 7 3
6. La Purisima Provincial HS 1 8 9 4
7. Nabua NHS 8 24 32 14
SUBTOTAL 13 48 61 27
GRAND TOTAL 69 161 230 100
 44

100

90

80

P
70
E
R
C
60
E
N
T
50
A
G
E
40

30

20

10

0
RESPONDENTS

Baao District Balatan District Bato District Buhi District Bula District Nabua District

Figure 4
The Respondents of the Study
 45

Research Instrument

A survey questionnaire was used as the main instrument

in data gathering.

Preparation of Questionnaire. In the preparation of the

questionnaire, the researcher was guided by the research

problem, related literature, and studies, as well as with the

relevant theories stated. Then a Table of Specifications was

prepared, shown in Table 2.

The questionnaire with a researcher-made rating scale

(Likert Scale) was used as the main instrument or data-

gathering tool.

Table of Specifications. The Table of Specifications as

shown in Table 2 allocates and distributes the items to answer

the research problem. It is divided into three (4) parts.

Part 1 of the questionnaire was for the determination of

the personal and professional profiles of the teachers.

Part 2 was for finding out the extent on the teachers’

professional competence along Utilizing Strategies,

Utilization of Instructional Materials, Selection of

Appropriate Materials, Approaches and Strategies, and

Assessment. Part 3 was for the determination of the

effectiveness of the learning action cell in developing

teachers' competence in terms of Interpersonal, Work Ethics,

Conducting Action Research, and Professional Development.

 46

Table 2
Table of Specifications of the Questionnaire

Topics Number of Items

Percentage
Items Placement
Part I. Profile 6 1-6 6
1-6
Part II. Teachers
Professional Competence
11
6-17 10
1. Utilizing Strategies 18-28
11
2. Utilization of 10
Instructional Materials 11
29-39
3. Selection of 10
Appropriate Materials 40-50
11
4. Approaches and 10
Strategies 51-61
11
10
5. Assessment

Sub Total 55 50
Part III. Developed
Competence
10 56-65 11
1. Interpersonal
2. Work Ethics 9 66-74 11
3. Conducting Action
Research 10 75-84 11
4. Professional
Development 9 85-93 11
Sub Total 38 44
Grand Total 93

The researcher used the following scale to interpret the

weighted mean in the study context. The following intervals

were observed:

On the Teachers' Professional Competence

Scale Interval Verbal Interpretation

5 4.50 – 5.00 Very Much Evident (VME)

4 3.50 – 4.49 Much Evident (ME)

 47

3 2.50 – 3.49 Evident (E)

2 1.50 – 2.49 Fairly Evident (FE)

1 1.00 – 1.49 Not at All (NA)

Validation and Reliability of the Instrument

To make sure that the instrument used contained the

relevant indicators that the study purported to measure, the

questionnaire run a series of validation by a set of jurors.

They are composed of professors, Adviser, and Dean of Graduate

School who were asked to make comments and recommendations to

add and delete to modify the questionnaire. Revisions was

reflected on the questionnaire upon the suggestions given. A

go-signal from the Adviser and the Dean was considered before

the printing and distribution of the questionnaire to the

respondents. The reliability of the instrument was

determined using the Kuder Richardson Formula (Dietreich,

1976) and for the significance of the reliability, the

Coefficient was tested using t-test by (Siegel, 1988).

The reliability of the instrument was determined using

the Kuder Richardson Formula (Dietreich, 1976):

𝑴(𝑵−𝑴)
r = 1 –
𝑵 (𝒔𝟐)

where:

r = reliability

N = number of cases/items
 48

M = mean score

S2 = variance

1 = constant

For the significance of the reliability, the Coefficient

will be tested using the formula (Siegel, 1988):

t =rs √(𝑵 − 𝟐/𝟏 − 𝒓𝒔𝟐 )

where:

t = is unknown

r = is the correlation coefficient

1 & 2 = are constant

N = refers to the number of cases

The computed r with its corresponding t (0.77) and 3.40

(p<0.001). The instrument was 99.999% reliable.

Ten (10) questionnaires were given ten mathematics

teachers that was not included as respondents of the study to

test the validity and reliability of the instrument made by

the researcher, wherein five (5) mathematics teachers from

the Bula District and five (5) from Buhi District.

Study Procedure

The researcher was guided by the following procedures in

the conduct of the study. Figure 5 showed the research

procedures of the study:

1. Presented the Research Proposal.

 49

2020 2021

Research Timeline

FEBRRUARY
NOVEMBER
DECEMBER
SEPTEMBER

OCTOBER

JANUARY

AUGUST
MARCH

APRIL

JUNE
JULY
MAY
1. Presented the Research Proposal

2. Reflected the suggestions and

recommendations of the committee.

3. Constructed the questionnaire that

was used.
4. Sought permission from higher
authorities to conduct the study
5. Validated the instrument

6. Conducted the dry-run

7. Finalized the instrument for its

reliability
8. Administered and retrieved the
questionnaires to the respondents.
9. Tallied, tabulated, plotted the
data on tables and
10. Presented, graphs
interpreted, and
analyzed the data
11. Encoded the manuscript
12. Submitted for Pre-Oral Defense

13. Reflected the suggestions and

recommendations during the Pre-Oral
14. Submitted for Oral Defense.
15. Finalized the Manuscript.

16. Submitted the final copies for

Special Order.

17. Submitted results to the

concerned authorities.
18. Published the research output.

Figure 5

The Gantt Chart of the Study

 50

2. Reflected the suggestions and recommendations of

the committee.

3. Constructed the questionnaire that was used.

4. Sought permission from higher authorities to

conduct the study.

5. Validated the instrument.

6. Conducted the dry-run.

7. Finalized the instrument for its reliability.

8. Administered and retrieved the questionnaires to

the respondents.

9. Tallied, tabulated, plotted the data on tables and

graphs.

10. Presented, interpreted, and analyzed the data

11. Submitted for Pre-Oral Defense.

12. Encoded the manuscript.

13. Reflected the suggestions and recommendations

during the Pre-Oral.

14. Submitted for Oral Defense.

15. Finalized the Manuscript.

16. Submitted the final copies for Special Order.

17. Submitted results to the concerned authorities.

18. Published the research output.

 51

Statistical Treatment of Data

The researcher used both descriptive and inferential

statistics to analyze the data.

To know the profile of the respondents along Sex,

Economic Status, Educational Attainment, Item Position, and

Seminars Attended, frequency count was used.

The Kendall's Coefficient of Concordance W was

utilized to determine the significant agreement on the rank orders

of the extent of the teacher’s professional competence

developed in terms of Utilizing Strategies, Utilization of

Instructional Materials, Selection of Appropriate Materials,

Approaches and Strategies, and Assessment and the developed

competence through the LAC Session along Interpersonal, Work

Ethics, Conducting Action Research, and Professional

Development with the following formula:

𝟏𝟐 ∑ 𝑫𝟐
W=
𝒎𝟐 (𝑵)(𝑵𝟐 −𝟏)

Where:

W is the coefficient of Concordance

D is the difference between the individual sum of

ranks and the average of the sum of ranks of

the objects or individual

∑ 𝐷2 is the sum of squares of the difference

m are the six Districts in Rinconada

 52

N are the indicators being

rated or ranked

The significance of the Coefficient of Concordance was

determined by means of the corresponding x2 test as follows

(Siegel, 1988):

X2 = k (N-1)W

Where:

X2 is the unknown

K is the number of groups

N refers to the number of parameters

W is the Coefficient Concordance

In calculating the relationship of the profile and

teachers competence, the chi-square test of independence was

used with the formula:

2
(𝑂 − 𝐸)2
𝑥 = ∑
𝐸

Where:

X2 = chi – square computed

∑ = summation

fo = actual observed frequency

fe = expected frequency

The level of significance

The level of significance was set at 0.05.