COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING

PERFORMING ARTS IN SELECTED PUBLIC SECONDARY

SCHOOLS IN NORTH COTABATO

JOSEPH S. SAMILLANO

A Thesis Submitted to the Secondary Education Department, College of

Education, University of Southern Mindanao, Kabacan, Cotabato
in Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

(MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH)

MARCH 2015
 32

Republic of the Philippines

UNIVERSITY OF SOUTHEN MINDANAO
Kabacan, Cotabato
COLLEGE OF EDUCATION

APPROVAL OF THESIS MANUSCRIPT

Name:JOSEPH SAMILLANO Degree Sought: BSE

Major: Music, Arts, Physical Education, Health
Thesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN
TEACHING PERFORMING ARTS IN SELECTED PUBLIC
SECONDARY SCHOOLS IN NORTH COTABATO

APPROVED BY THE GUIDANCE COMMITTEE

GEMMA SARIKIT, Ed D LEORENCE C. TANDOG, PhD

Adviser Statistician
_____________________ _____________________
Date Date

NORQUEZ M. MANGINDRA, Ed D HAZEL ANN S. SORIANO, Ed D

Department Chairperson Department Research Coordinator
________________________ __________________________
Date Date

EIMER M. ESTILLOSO, Ed D KAUTIN S. KULANO, Ed D

College Research Coordinator Dean
_________________________
Date Date

Study No.:____________________
Recorded by: _________________
RECORDED:

ARISTON D. CALVO, Ph D
Director for Research & Development
___________________
Date
Index No.: _______________
Recorded by: __________
T
 33

ACCEPTANCE

The thesis attached here to entitled COMPETENCY LEVEL AMONG

MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN SELECTED

PUBLIC SECONDARY SCHOOLS IN NORTH COTABATO, prepared and

submitted by JOSEPH S. SAMILLANO in partial fulfillment of the

requirements for the degree of Bachelor of Secondary Education (Music, Arts,

Physical Education and Health) is hereby accepted.

GEMMA D. SARIKIT, Ed.D

Adviser
____________________
Date

Accepted as partial fulfillment of the requirements for the degree of

Bachelor of Secondary Education (Music, Arts, Physical Education and

Health).

EIMER M. ESTILLOSO, Ed.D

Research Coordinator, CED
_________________
Date
 34

BIOGRAPHICAL DATA

The researcher was born on February 17, 1994 in Capayuran,

Pigcawayan, Cotabato. He is the youngest son of Mr. Jose Gabalda Samillano
and Mrs. Angeles Mesayra Samillano. They are 6 siblings in the family namely
Roy Samillano, Mary Joy Samillano Untal, Benfred Samillano, Angelita
Samillano, Rhea Samillano and Joseph Samillano from eldest to youngest
respectively. They are presently residing in Midpapan 1, Pigcawayan,
Cotabato.

He finished his primary education at Pigcawayan Central Elementary

Education and graduated as with honors in March 2007. Because of his desire
to pursue his dream, he continued his secondary education at Pigcawayan
National High School and reaped the fruit of his sacrifices in 2011 and
graduated as 3rd honorable mention.

With his great desire and determination to go to school and achieve his
goal, he took up many scholarship grants for him to help his family in his
college education. As Gods grace, he was able to pass the CHED12 full merit
scholarship. He enrolled at the University of Southern Mindanao, and took up
Bachelor of Secondary Education Major in MAPEH

The researcher is finishing his course this school year, as a reward for
all his sacrifices and his beloved family.

JOSEPH S .SAMILLANO
Researcher
 35

ACKNOWLEDGEMENT

The researcher wishes to express his deepest appreciation and

heartfelt thanks and gratitude to the following:

The Almighty God, the Giver of Life, to whom all honor and glory are

offered for He has bestowed, grace and ability that enabled him to finish this

study.

Nanay and Tatay, who give him inspiration, love and encouragement in

his journey in the college life, without them, this would not have been possible.

His Ate, who has generously provided all the resources needed in his

pursuit of this degree;

Maam. Gemma D. Sarikit, Ed.d, his adviser, for giving him the full

support and motivation to conduct this study. For the challenging advice,

understanding, valuable suggestions, patience, time and the constructive

criticisms that challenge him to strive more.

Dr. Leorence Tandog, his statistician for her criticisms, ideas, time and

assistance in the data analysis and corrections;

Classmates, for all the moments they have shared with the researcher

through good times and bad times. Special mention to Jayson, Delberth, Cyril,

Ramilyn, and Pretzel his college life barkadas;

 36

To his boardmates for the moments they shared together, for

motivating the researcher to keep going in his study.

To all of them who have been with him every way, this research is

dedicated.
 37

TABLE OF CONTENTS

Page

PRELIMINARY PAGE

Title page i

Approval Sheet ii

Acceptance iii

Biographical Data iv

Acknowledgement v

Table of Contents vii

List of Tables x

List of Appendices xi

List of Figures xii

Abstract xiii

INTRODUCTION 1

Objectives of the Study 3

Significance of the Study 4

Scope and Limitation 5

Definition of Terms 5

Conceptual Framework 7
 38

Hypothesis 7

REVIEW OF RELATED LITERATURE 8

Teachers Competency 8

Trainings in Performing Arts 12

Teachers Teaching Performing Arts 13

METHODOLOGY 15

Research Design 15

Respondents of the Study 15

Local of the Study 15

Sampling Procedure 16

Data Gathering Procedure 16

Research Instrument 16

Statistical Analysis 17

RESULTS AND DISCUSSION 18

SUMMARY, CONCLUSION, 26

AND RECOMMENDATIONS

LITERATURE CITED 29
 39

APPENDICES 31

Application for Manuscript Defense 32

Permission Letter 33

Survey Questionaire 34

Certification of English Critic 38

Certification ff Technical Editor 39

Statistical Pool 40
 40

LIST OF TABLES

Number Title Page

1 Socio-demographic profile of MAPEH 18

Teachers
2 Experiences of MAPEH Teachers in 20
Performing Arts
3 Competency of MAPEH teachers in 21
teaching performing arts
4 Pedagogic Competency of MAPEH 22
teachers
5 Comparison of MAPEH major and non- 23

major teaching competency in performing

arts

6 Comparison of MAPEH major and non- 24

major pedagogic competency
 41

LIST OF APPENDICES

Appendix No. Title Page

1 Application for Manuscript 32

Defense

2 Permission Letter 33

3 Survey Questionnaire 34

4 Certification of English Critic 38

5 Certification of Technical Editor 39

6 Statistical Pool 40
 42

LIST OF FIGURES

Figure No Title Page

1 Conceptual Framework 7
 43

ABSTRACT

SAMILLANO, JOSEPH SAMILLANO 2014 Competency Level among

MAPEH Teachers in Teaching Performing Arts in Selected Public
Secondary Schools in North Cotabato. BSE Thesis, College of
Education, University of Southern Mindanao, Kabacan, Cotabato, 36pp.

Adviser: GEMMA D. SARIKIT, Ed. D

This study on Competency Level among MAPEH Teachers in

Teaching Performing Arts in Selected Public Secondary Schools in North

Cotabato aimed to determine the Level of Competency of MAPEH Teachers

in teaching performing arts in Public Secondary Schools. Specifically the study

aimed to 1) determine the socio-demographic profile of the MAPEH teachers

such as age, sex, year level teaching MAPEH subject, civil status, educational

attainment, number of years teaching MAPEH, course and major,

specialization in performing arts, seminars and trainings, experience/s in

performing arts and problems encountered in teaching performing arts; 2)

determine the level of competency of MAPEH teachers in teaching performing

arts; 3) determine the level of pedagogic competency of MAPEH teachers in

teaching performing arts; 4) determine the comparison of MAPEH major and

 44

non-major teaching competency in performing arts; and 5) determine the

comparison of MAPEH major and non-major in the level of pedagogic

competency.

All MAPEH teachers teaching performing arts in selected public

secondary schools in Pigcawayan, Kabacan and Magpet North Cotabato were

part of the sampled respondents. These selected schools were the

Pigcawayan National High School, Manuangan National High School,

Presbitero National High School, Simsiman High School, Datu Binasing High

School, Kabacan National High School, Arringay High School, Banawag High

School, Osias High School, Gil Manalo High School, Magpet National High

School, Manumba High School, Manobo High School, Pangao-an National

High School, Alibayon High School, Romero Memorial High School,

Bagumbayan High School, and Basak High School,

An adopted questionnaire was used in the collection of data; data were

analyzed using frequency counts, percentage, t-value and weighted mean.

The results of the study were summarized based on the objectives of

the study. 26.4 % of the overall teacher respondents who were teaching

performing arts were non-MAPEH graduates. 66.0% of overall teacher

respondents were teaching MAPEH subject five (5) years and below. Majority

(24 out of 53 respondents) had a problem in teaching performing arts due to

the lack of facilities, equipment and instructional materials. 60.4 % of overall

 45

teacher respondents attended 1-2 seminars and trainings related to

performing arts.

Based on the weighted means in competency of MAPEH Teachers in

teaching performing arts, most of the MAPEH Teachers showed appreciation

in performing arts through watching, performing, and other performance

activities but they cannot performed well in any genre of performing arts. They

also cannot demonstrate mastery in teaching performing arts to their students

as well as integrated knowledge of performing arts.

MAPEH Teachers in selected Public Secondary Schools in North

Cotabato all agreed in pedagogic competency in teaching performing arts. It

was said that MAPEH Major teachers has a higher level of competence

compared to Non-MAPEH major in teaching performing arts.

 46

INTRODUCTION

All MAPEH teachers should be able to measure their ability to meet the

basic list of outcomes under each competency area regardless of how they

entered the profession. Additionally, if all MAPEH teachers desire to grow in a

particular competency area, they can examine expected learning and skills in

the intermediate and advanced level.

There is no doubt that through the visual and performing arts, students

can give their imaginations life, and in doing this, they create something that

they never did before.

As teachers, the responsibility rests with them us to nurture the

creativity and imagination that lives in the children and the youth. Teachers are

expected to transform imaginations and dreams of these young minds into art

works. For these will be treasured and appreciated in their entire lives. More

over power can move the hearts of everyone. Thus imagination can lead

power and changes then are achievable. This is true to the young generations

of today. The teachers are the prime movers of their goal. To this schools are

implementing comprehensive arts education to provide paths and bridges to

new, more profound understanding of the vital nature of arts education for

each and everyone. (http://www.ccsesaarts.org.pdf)

A teachers competency in 21st century according to UNESCO (2008)

is to have firm knowledge of the curriculum of his/her subject and to use

 47

technology into the curriculum. Formal system of education depends on three

components that are curriculum, student and teacher. Teachers role is to

impart education and education builds societies. An individual is unit of a

society.

The quality of education depends upon the provision of education that

is being provided by two sources these are teachers and curriculum. In formal

system of education, a student has to depend on teacher who transmits,

interpret, and facilitates subject matter knowledge. Education of the highest

quality requires teachers of the highest quality and highly skilled and

professional teaching can do this. Teaching is a set of skills, values, beliefs

and practices to make outcomes valuable. Teachers prepare citizens for

future, citizens make a nation and high levels of knowledge, competencies,

and skills are the very basic conditions for active citizenship, employment and

social cohesion. These builds ones future on a professional and personal

level and high-quality education is essential for this purpose. But different

subjects need different techniques, skills for effective teaching and learning

process and its outcomes. All these (Sujathamalinia, 2007) techniques,

abilities and skills combine and make a teacher competent. The reliability of a

work depends upon its competency and competency depends upon

consistency of that work.

 48

Measurement of teacher competence related to performance by the

students is quite difficult, though the evaluation procedure largely depend on

output of their students, (Popham 1997)

The main purpose of this study was to find out the level of competency

of the secondary high school teachers in teaching performing arts. This

included the socio-demographic profile of MAPEH Teachers, the level of

competency of MAPEH Teachers in teaching performing arts and their

pedagogic competency, the comparison of MAPEH major and non-major

teaching competency in performing arts and their pedagogic competency.

Objectives of the Study

The objectives of the study included the following:

1. determine the socio-demographic profile of the MAPEH teachers such

as age, sex, year level teaching MAPEH subject, civil status,

educational attainment, number of years teaching MAPEH, course and

major, specialization in performing arts, seminars and trainings,

experience/s in performing arts and problems encountered in teaching

performing arts;

2. determine the level of competency of MAPEH teachers in teaching

performing arts;
 49

3. determine the level of pedagogic competency of MAPEH teachers in

teaching performing arts;

4. determine the comparison of MAPEH major and non-major teaching

competency in performing arts; and

5. determine the comparison of MAPEH major and non-major in the level

of pedagogic competency.

Significance of the Study

Results of this study would provide educators an insight into the level of

competency among MAPEH teachers in teaching performing arts in selected

public secondary schools in North Cotabato. This may affect the performance

and achievement of students in learning performing arts which includes dance,

music and theatre specially to the Department of Education of North Cotabato

Province. It will help them to identify on what type of teachers and programs

they need to provide in improving the performing arts education in schools

under the province.

This study would also be beneficial to other researchers who may take

interest in research about Performing Arts Education.

 50

Scope and Limitation

This study was limited only to the competency level among MAPEH

Teachers in teaching performing arts in selected public secondary schools in

North Cotabato specifically in Municipality of Magpet, Pigcawayan and

Kabacan. The variables included were: socio-demographic profile of the

MAPEH teachers such as age, sex, year level teaching MAPEH subject, civil

status, educational attainment, number of years teaching MAPEH, course

and major, specialization in performing arts, seminars and trainings,

experience/s in performing arts and problems encountered in teaching

performing arts; determine to the level of competency of MAPEH teachers in

teaching performing arts; determine the level of pedagogic competency of

MAPEH teachers in teaching performing arts; determine the comparison of

MAPEH major and non-major teaching competency in performing arts and

determine the comparison of MAPEH major and non-major in the level of

pedagogic competency.

Definition of Terms

Competency is the ability of a teacher in teaching performing arts

Teachers is a person who teaches performing arts education

 51

Pedagogic Competency is competency of a teacher in teaching theory based

learning.

Performing art are art forms in which artists use their body, voice, or objects

to convey artistic expression. It is a subcomponent of Arts which

is a subcomponent of the MAPEH subject in secondary

education.

Performing Arts Education is a key part of many primary and secondary

education curricula and is also available as a specialization at

the tertiary level.

 52

Conceptual Framework

Independent Variable Dependent Variable

Qualification of MAPEH Competency of MAPEH

Major and non-MAPEH teachers in teaching
Major Teachers performing arts

Fig. 1. Schematic diagram showing the comparison between the Independent

and Dependent variables.

Hypothesis

Ho1: There is no significant comparison of MAPEH major and non-major

teaching competency in performing arts

Ho2: There is no significant difference between MAPEH major and Non-major

pedagogic competency in teaching performing arts.

 53

REVIEW OF RELATED LITERATURE

Teachers Competency

Weinert (2001) relates the term to the Greek notion of arete, meaning

excellence, in the sense of being the best; also with the Latin term virtus, a

kind of moral excellence, while it is generally understood as being concerned

with what people can do rather than what they know. The concept applies to

individuals, social groups or institutions, and the words competence and

competency, or its plural form competencies, are often used

interchangeably. This use neglects the large variety of meanings of

competence, that can be captured by the terms ability, aptitude, capability,

effectiveness and skill. Resulting from this over generalization, the notion of

competence, and its plural competences, has been replaced by the narrower

version of competency, or the plural form competencies recently. The latter

denote discrete skills and activities that individuals can perform (Allan, 2011).

At every level, Teachers competencies to improve their performance

are of great importance. Teachers competencies not only affect their values,

behaviors, communication, aims and practices but they also support

professional development and curricular studies( Selvi, 2010). Competencies

can be defined as the set of knowledge, skills, and experience necessary for

future, which manifests in activities (Katane et.al 2012) and Fakhra(2012)

 54

operationally defined teachers competencies as knowledge and skills of

teachers required for effective and quality education at higher education level.

These include a set of teaching skills that a teacher at the tertiary level needs

to possess, in order to become effective teacher and these are pedagogical

skills, management and assessment skills, and research skills.

Raudenbush (1993) researched on how to improve teacher

competence. He recommended inservice training and regular classroom

supervision for improving teacher competencies.

According to Popham (1997) measurement of teacher competence

related to performance by the students is quite difficult, though the evaluation

procedure largely depend on output of their students.

http://prr.hec.gov.pk/Thesis/293S.pdf

Singh and Grewal (1991) studied about Professional Competency of

physical education teachers in relation to their intelligence, emotional maturity

and self esteem. He found that, there was a positive significant relationship

between all the three variables and professional competency of physical

education teachers.

Further, Chandra (1976) made a comparison of effective and ineffective

teachers on some emotive aspects of work and found that the effective

teachers were motivated by increased opportunities for more social work,

more of intellectual challenges and more of independence.

 55

Studies of the effects of teacher experience on student learning have

found a relationship between teachers' effectiveness and their years of

experience. The benefits of experience level off after about five years. Many

studies have established that inexperienced teachers (those with less than

three years of experience) are typically less effective than more senior

teachers and continual learning and collaboration continue to improve the

performance (Rosenholtz, 1986). Some studies also show that very well

prepared beginning teachers can be highly effective (Denton & Peters, 1988).

The Research findings would provide knowledge about learners and

learning to be applied to the careful design of learning by the teacher. The

challenge, as Schulman (1987) suggests, is that effective teaching requires

our subject knowledge to be translated into teaching programmers that meet

the learning needs of our pupils. We know from our knowledge about learning

that subject-expertise is not enough in itself. 'Teachers also have to be skilled

in designing learning experiences, activities and opportunities for the pupils.

Raudenbush (1993) conducted also a research on the improvements in

teacher competence. He recommended two options for improving teacher

competence, in-service training and regular classroom supervision. Results

show that improvement resulting from intensity of supervision.

In order to improve the performance and competence in functions of

teaching effectively, every teacher has to either develop innovative practices

himself or utilize those developed by others (Panda and Yadav, 1997). But
 56

most of the teachers may not be interested in systematic change. The

teachers preferred to make changes that did not require consensus and that

did not interfere with the school routine.

According to Edwards and Kelly (1998), the training of teachers (both

initial and in-service) must again become the education of teachers, and must

regain its former focus on the development of an understanding of young

people; a recognition of the importance of carrying them and the recognition of

appropriate powers of professional judgment.

This is supported by the study of Flores (2002) who found that faculty

members with high educational attainment tended to perform better than those

with lower educational attainment. Manaois (2001) stressed too, the need to

attain a higher degree of education relevant training especially to the workers

line of specialization in order to raise their level of competence.

Flores (2002) articulated that teachers are expected to have adequate

knowledge to be able to analyze and to evaluate learning activities and

instructional materials. They are also expected to have a thorough

understanding of their field to be able to link it in all areas in the curriculum.

 57

Trainings in Performing Arts

According to the Michel Armstrong, Training is systematic development

of the knowledge, skills and attitudes required by an individual to perform

adequately a given task or job (Page, 2001)

According to the Flippo (1984) Training is the act of increasing

knowledge and skills of an employee for doing a particular job.

The term training indicates the process involved in improving the

aptitudes, skills and abilities of the employees to perform specific jobs.

Training helps in updating old talents and developing new ones. Successful

candidates placed on the jobs need training to perform their duties effectively.

(Aswathappa 2000)

According to Oatey (1970), training improves a persons skill at a task.

Training helps in socially, intellectually and mentally developing an employee,

which is very essential in facilitating not only the level of productivity but also

the development of personnel in any organization.

The main goal of training is to provide, obtain and improve the

necessary skills in order to help organizations achieve their goals and create

competitive advantage by adding value to their key resources. (Stavrou et

al.,(2004)

Now teachers role of knowledge transmitter has transformed into an

coordinator, guidance counselor and overseer of learning .In todays teaching

 58

learning environment a competent teacher is possible only through a careful

program of teacher training.( Jamani (2007) and Jan (2007) said in changing

scenario of the world felt the great need to improve traditional teaching

methodologies and styles, teacher-student relationship, and pedagogical skills

and knowledge base of teachers. Fitch and Kopp (1990) revealed that in order

to improve skills, knowledge, and performance competencies of teachers, in-

service training programs are necessary.

Teachers Teaching Performing Arts

The body of literature surrounding this topic is varied. Teachers,

researchers and artists have all weighed in on the merits of associating

teaching with the more traditional performing arts. Teachers describe how they

view performance as an essential facet of their work. (Baughman,1979; Burns,

1999a; DeLozier, 1979; Thompson, 2003) Artists appraise the work of the

artist and how artist-teachers can be developed through traditional and

nontraditional development programs. (Booth 2001;Checkbov & Prey,

2000;Travers; 1979).

Speaking to teachers, the author say, You have a stage, a literature, a

function, a mandate to perform-to-cause-performance-in-others, and you need

performance skills of artistic intensity to fulfill your performance objectives.

(Lessinger & Gillis, 1976, p.35)

 59

Like actors, teachers, too, use various techniques to keep student

attention and encourage active engagement. It is through the teachers

dramatic flair and style and the presentation of intrinsic dramatic features in a

subject matter that learning materials come alive and take on additional value

and meaning for students. (Van Hoose & Hult Jr 1979) Morris Burns, a

performer and teacher, reminds us that adding enthusiasm and feeling our

words increase their impact on learners. When we attach feelings to our

ideas, we convey the notion that these ideas are valuable to us, thus

increasing our impact on students, Burns, 1999a. It is not enough, therefore,

simply to be knowledgeable in ones subject area: a truly effective teacher

possesses an ability to engage his audience on both emotional and intellectual

levels.
 60

METHODOLOGY

Research Design

The study used the descriptive design to obtain data on determining the

level of competency of MAPEH teachers in teaching performing arts in

selected public secondary schools in North Cotabato.

Respondents of the Study

The respondents were MAPEH teachers of the selected public

secondary schools.

Locale of the Study

This study was conducted within the selected public secondary schools

in North Cotabato specifically in Municipality of Magpet, Pigkawayan and

Kabacan.
 61

Sampling Procedure

In choosing the (53) teacher respondents of the study, researchers

used complete enumeration.

Data Gathering Procedure

The researcher first prepared a letter that would be addressed to the

schools administration of the selected public secondary school requesting a

permission to conduct the study. After the permission was approved the

researcher personally administered the gathering of data. During the

administration, the researcher clearly explained to the respondents the content

of the given questionnaires for them to be able to answer the items

appropriately.

Research Instruments

Modified questionnaires were used in this study. There was 1 set with 2

parts of questionnaires.

The first part dealt with the socio-demographic profile of the MAPEH

teacher such as: age, sex, year level teaching MAPEH subject, civil status,

educational attainment, number of years teaching MAPEH, course and major,

 62

specialization in performing arts, seminars and trainings, experience/s in

performing arts and problems encountered in teaching performing arts. The

second part was on the level of competency of MAPEH Teachers in teaching

performing arts.

Statistical Analysis

Data analysis and interpretation were done using descriptive statistics

such as frequency counts and percentages.

 63

RESULTS AND DISCUSSION

Table 1a shows the socio-demographic profile of MAPEH Teachers.

Majority of the respondents were 31-40 (43.4%) years old, female (71.7%),

teaching grade 9 with 34%, married (67.9%), Bachelors Degree holder

(83.0%) with majors in English and Filipino (26.4%), and teaching MAPEH

subject for 5 years and below (66.0%). These MAPEH teachers had attended

1-2 (60.4%) seminars and trainings related to performing arts from year 2013-

2014.

Socio-demographic profile of MAPEH Teachers

Table 1a. Socio-demographic characteristics of MAPEH Teachers

CHARACTERISTICS FREQUENCY (N=53) PERCENT (%)
Age
21-30 16 30.2
31-40 23 43.4
41-50 10 18.9
51-60 4 7.6
Sex
Female 38 71.7
Male 15 28.3
Year Level Teaching MAPEH
Grade 7 13 24.5
Grade 8 16 30.2
Grade 9 18 34.0
4th Year 12 22.7
Civil Status
Single 15 28.3
Married 36 67.9
Widowed/Separated 2 3.8
 64

____________________________________________________________
Educational Attainment
Bachelors Degree 44 83.0
Masters Degree 9 17.0
Doctorate Degree 0 0.0
Number of years teaching MAPEH
5 and below 35 66.0
6-10 6 11.3
11-15 3 5.7
16-20 4 7.6
21 and above 5 9.4
Course and Major
BSE- English/Filipino 14 26.4
BSE-Biology/General Science 11 20.8
BSE-Mathematics 9 17.0
BSE-Social Studies 2 3.8
BSE-TLE 5 9.4
BSE-MAPEH 4 7.5
BSE-PEHM 3 5.7
BSE-PE 5 9.4
Number of Seminars and Trainings
related to Performing Arts attended from
year 2013-2014
None 17 32.1
1-2 32 60.4
3-4 3 5.7
5 and above 1 1.9

In Table 1b, 83.0% of the MAPEH teachers had an experience in folk

dance, modern dance and social dance/ballroom. In the area of music, the

teachers experienced playing guitar (37.7%), choir (18.9%) and playing

piano/organ/keyboard. And 17.0 % of them experienced theatre acting.

 65

Table 1b.Experiences of MAPEH Teachers in Performing Arts

CHARACTERISTICS FREQUENCY N=53 PERCENT
Experiences in Performing arts
Folk dance 44 83.0
Tribal dance 13 24.5
Modern dance 28 52.8
Ballet 3 5.7
Contemporary dance 10 18.9
Hip hop 12 22.6
International dance 3 5.7
Social dance/ballroom 22 41.5
Choir 10 18.9
Playing guitar 20 37.7
Playing piano/organ/keyboard 8 15.1
Playing violin 0 0.0
Playing Drums 1 1.9
Playing Bass 1 1.9
Playing Ukulele 1 1.9
Playing Flute 3 5.7
Playing Tribal Instruments 6 11.3
Theatre Acting 9 17.0

Problems encountered in teaching Performing Arts

The problems encountered by the MAPEH teachers in teaching

performing arts were gathered through an open-ended question.

Out of fifty three (53) respondents, 24 (45.2%) had problems in

teaching performing arts considering that there was lacking of facilities,

equipment and instructional materials; 8 (15.1%) indicated that they had an

insufficient knowledge in performing arts, and 7 (13.2%) admitted that they

were incompetent in teaching performing arts since majority of them were not

major in MAPEH. Moreover, they lacked interest in performing arts, and 6

 66

(11.3%) said that they has attended few seminars, workshops and trainings

related to performing arts, 5 (9.4%) teachers confirmed that they lacked skills

in performing arts and 2 (3.8%) teachers had difficulties in teaching performing

arts because of the slow pacing of students in learning a particular skill in

performing arts.

Table 2. Competency of MAPEH teachers in teaching performing arts

COMPETENCY WEIGHTED DESCRIPTION

MEAN
I can demonstrate understanding of basic performing arts
2.60 Agree
processes as related to dance.
I can understand how technical design (e.g., lighting,
costumes) contributes to performance, and how to
2.68 Agree
appropriately employ technical design to enhance the
performing arts process.
I can analyze current issues related to the arts. 2.60 Agree
I can understand the creative development process of
2.51 Agree
performing arts as it relates to artistic fields.
I can demonstrate understanding of the roles of arts hold
2.72 Agree
within society and the economy.
I can show appreciation in performing arts through
3.25 Agree
watching, performing, and other performing arts activities
I can perform well in any genre of performing arts. 2.38 Disagree
I can demonstrate mastery in teaching performing arts to
2.38 Disagree
my students.
I can demonstrates an integrated knowledge of
performing arts and the connections and parallels among
2.30 Disagree
arts disciplines as well as other content

I can compare the performance of the different groups in

2.81 Agree
performing arts.
I can express personal reactions or feelings in performing
2.79 Agree
arts.

Overall Mean 2.62 Agree

Legend: Scale Description Weighted Mean
1 Strongly Disagree 1.00 1.49
2 Disagree 1.50 2.49
3 Agree 2.50 3.49
4 Strongly Agree 3.50 4.00
 67

Table 2. shows that selected public secondary school teachers

possessed 8 out of 11 competencies with a weighted mean ranging from 2.50-

3.49. This indicates that almost all of the respondents agreed to the

statements which reflected their competency. Only statements number 7,8 and

9 had a weighted mean of 1.50-2.49 which had a verbal description of

disagree.

Table 3. Pedagogic Competency of MAPEH teachers.

Competency Weighted Description

Mean
I make good use of allotted instructional time in teaching
2.58 Agree
performing arts.
I monitor regularly and provide feedbacks on learners
2.62 Agree
understanding in performing arts.
I establish learning environments that related to my topic. 2.72 Agree
I relate different cultures to my students in teaching
2.74 Agree
performing arts.
I encourage learners to ask questions about performing
2.74 Agree
arts.

I reflect my teaching style on the attainment of learning

2.68 Agree
goals.
I design lessons that integrate dance with the humanities
2.51 Agree
and all other art forms.
Overall Mean 2.67 Agree
Legend: Scale Description Weighted Mean
1 Strongly Disagree 1.00 1.49
2 Disagree 1.50 2.49
3 Agree 2.50 3.49
4 Strongly Agree 3.50 4.00
 68

As gleaned from Table 3, all of the pedagogic competencies of MAPEH

teachers had a weighted means of 2.50-3.49. This indicated that all of the

respondents agreed to the statements which reflected their competencies.

Table 4. Comparison of MAPEH major and non-major teaching competency in

performing arts
Mean
n Std. Differenc Probabilit
Mean Deviation e t df y
Major
MAPEH 4 3.59 .19 1.04 3.043** 51 0.00
Non- 49 2.56 .67
MAPEH
** significant at 0.01 level

Table 4 shows the comparison of the competency in teaching

performing arts of MAPEH major and non-major. The table shows the t-value

of 3.043**. The data indicated that there was a significant comparison of

MAPEH major and non-major teaching competency in performing arts at level

0.1. Hence, the null hypothesis was rejected.

 69

Table 5. Comparison of MAPEH major and non-major pedagogic competency

Mean
n Std. Differenc Probabilit
Major Mean Deviation e t df y

MAPEH 4 3.54 .24 0.95 5.96** 8a 0.00

Non- 49 2.58 .73
MAPEH
** significant at 0.01 level
a computed for unequal variances based on Levenes Test

Table 5 shows that there was a significant difference between MAPEH

major and Non-major pedagogic competency in teaching performing arts. It

clearly showed that MAPEH major teachers showed higher level of

competency in teaching performing arts than non-major teachers. Hence the

null hypothesis was rejected.

 70

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter deals with the summary, conclusions and

recommendations of the study entitled Competency Level among MAPEH

Teachers in Teaching Performing Arts in Selected Public Secondary Schools

in North Cotabato

There were fifty three (53) respondents from the selected 18 public

secondary schools in North Cotabato, particularly in Pigcawayan, Kabacan

and Magpet.

Specifically, it aimed to determine: determine the socio-demographic

profile of the MAPEH teachers such as age, sex, year level teaching MAPEH

subject, civil status, educational attainment, number of years teaching

MAPEH, course and major, specialization in performing arts, seminars and

trainings, experience/s in performing arts and problems encountered in

teaching performing arts; determine the level of competency of MAPEH

teachers in teaching performing arts; determine the level of pedagogic

competency of MAPEH teachers in teaching performing arts; Determine the

comparison of MAPEH major and non-major teaching competency in

performing arts; and determine the comparison of MAPEH major and non-

major in the level of pedagogic competency.

 71

Summary

The results of the study are summarized based on the objectives of the

study.

1. 1. 26.4 % of the overall teacher respondents who were teaching performing

arts were non-MAPEH graduates.

2. 66.0% of overall teacher respondents were teaching MAPEH subject five (5)

years and below.

3. 24 (majority) out of 53 respondents had problems in teaching performing

arts due to the lack of facilities, equipment and instructional materials.

4. 60.4 % of overall teacher respondents attended 1-2 seminars and trainings

related to performing arts.

5. Majority of MAPEH Teachers agreed on the list of competency of MAPEH

Teachers in teaching performing arts with a weighted mean of 2.62.

6. MAPEH teachers can only show appreciation in performing arts through

watching, performing, and other performing arts activities with the weighted

mean of 3.25.

7. All MAPEH Teachers agreed on the list of pedagogic competency of

MAPEH Teachers in teaching performing arts with a weighted mean of

2.67.

8. MAPEH major teachers showed higher level of competency in teaching

performing arts than non-major teachers with the t- value of 3.043**.

 72

9. MAPEH major teachers showed higher level of pedagogic competency in

teaching performing arts than non-major teachers with the t- value of 5.96**.

Conclusion

1. Public Secondary Schools in North Cotabato lack MAPEH major graduate

teachers.

2. Public Secondary MAPEH Teachers in North Cotabato lack skills in

teaching performing arts.

3. MAPEH Teachers perceive that they are competent in teaching pedagogy.

4. MAPEH major teachers perceived that they are more competent in teaching

performing arts than non- MAPEH major teachers.

5. MAPEH major teachers perceived that they show a higher level of

pedagogic competency in teaching performing arts than non-MAPEH major

teachers.

Recommendations

Based on the findings and conclusion of this study, the following are

recommended:
 73

1. Provide experiential learning to MAPEH teachers through seminars,

workshops and trainings to know the basic skills or to enhance their skills

in performing arts.

2. The Department of Education through the Division of North Cotabato should

take into consideration on the standard hiring of MAPEH Teachers who are

qualified to teach MAPEH subject.

3. MAPEH teachers should provide/ allocate time in having their chosen

genre/ expertise in performing arts.

4. The Department of Education through the Division of North Cotabato should

provide or allocate budget for the purchase of the schools needed facilities,

equipment and instructional materials in teaching performing arts.

5. Further research shall be done for future references.

 74

LITERATURE CITED

Armstrong, S. P. (1999). Marion Country School System Teachers'

Perceptions Of The Professional Education Personnel
Evaluation Program Of Alabama (PEPE). (Ed.D., The University
Of Alabama, 1999). Dissertation Abstracts International, A~1837

Aziz, F. 2014, Impact Of Training On Teachers Competencies At Higher

Education Level In Pakistan Vol. V, Issue 1, Jan. 2014 [121],
From
Http://Www.Researchersworld.Com/Vol5/Issue1/Paper_15.Pdf

Chandra, A. (1976). Study Of Emotive Aspects Of Work (A Perception Of

College Teachers). Unpublished Doctoral Dissertation, Agra
University

Edwards, G., & Kelley, A.V. (1998). Experience And Education: Towards An
Alternative National Curriculum. In A.V. Kelley (Ed.), The
Curriculum: Theory: And Practice (Pp. 199-200). London: Paul
Chapman.

Popham, W. J 1997, IMPACT OF TEACHERS BEHAVIOUR ON THE

ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS,
From Http://Prr.Hec.Gov.Pk/Thesis/293S.Pdf.

Raudenbush, S. W. (1993). On The Job Improvements In Teacher

Competence: Policy Options And Their Effects On Teaching And
Learning In Thailand. Journal Of Educational Evaluation And
Policy Analysis, 25 (31, 279-97 US: Texas (ERIC Document
Reproduction Journal Article).

Rosenholtz, S.J. (1986). The Organizational Context Of Teaching. Learning

To Teach. University Of Lllint3is At Champaign, Urbana.

Schulman, L.S. (1987). Knowledge And Teaching. Foundations Of The New

Reform. Harvard Education J Review, 51 (I), 1-22.

Selvin, M.L. (1980). Analysis Of The Relationship Among School Climate,

Teacher Effectiveness And Teacher Morale. Journal Of
Educational Measurement. 16, 245- 253.

Singh, S. P. & Grewal, S.S. (1991), Professional Competency Of Physical

Education Teachers In Relation To Their Intelligence, Emotional
 75

Maturity And Self Esteem.

Fromhttp://Shodhganga.Inflibnet.Ac.In:8080/Jspui/Bitstream/106
03/8071/10/10_Chapter%202.Pdf.

Sudha, B.G., & Shivakumaraswamy, C.D. (1996). Competency of teachers

of differential organizational climates. In D.Thakur & D.N Thakur
(Eds.), Studies in educational development. New Delhi: Deep
and Deep Publications..
 76

APPENDICES
 77

Appendix A. Application for Manuscript

Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato

COLLEGE OF EDUCATION
APPLICATION FOR MANUSCRIPT DEFENSE

Name: JOSEPH S. SAMILLANO Degree Sought: BSE

Major: MAPEH
Thesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING
PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL
IN NORTH COTABATO
Date of Examination: March 5, 2015 Time: 4:30 P.M. Place: CED Accreditation Room

MEMBERS OF THE EXAMINING COMMITTEE

Name Signature Date
LEORENCE C. TANDOG, PhD ___________________ ______________
EIMER M. ESTILLOSO, EdD ___________________ ______________
GEMMA D. SARIKIT, EdD ___________________ ______________

RECOMMENDING APPROVAL:

GEMMA D. SARIKIT, EdD

Adviser
APPROVED:

HAZEL ANN S. SORIANO, EdD NORQUEZ M. MANGINDRA, EdD

Department Research Coordinator Department Chairperson
--------------------------------------------------------------------------------------------------------
REPORT ON THE RESULT OF THE EXAMINATION
Indicate passed or failed under remarks
Name Signature Remarks
LEORENCE C. TANDOG, PhD ______________________
__________________
EIMER M. ESTILLOSO, EdD _____________________
___________________
GEMMA D. SARIKIT, EdD __________________ _ ________________

APPROVED:

NORQUEZ M. MANGINDRA, EdD

Department Chairperson
_________________
Date
 78

Appendix B. Permission Letter

Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato

October 10, 2014

PRINCIPAL
_____________________
_____________________

Sir/Madam:

Greetings!

I, the undersigned 4th Year Bachelor of Secondary Education student

Major in Music, Arts, Physical Education and Health (MAPEH), University of
Southern Mindanao is presently conducting a research entitled
COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING
PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOLS IN
NORTH COTABATO as a part of my requirement in the subject Research in
MAPEH. My respondents will be all MAPEH teachers of the selected schools.

In this regard, I humbly ask permission from your good office that I will
be allowed to conduct my research in your school.

Thank you very much for your generous support. God bless and more
power!

Very truly yours,

JOSEPH S. SAMILLANO
Researcher
Noted:
DR. GEMMA D. SARIKIT
Thesis Adviser
 79

Appendix C. Survey Questionnaire

Survey questionnaire for Teacher Respondents

Part 1
Part I. Socio-demographic Profile (Teacher)
For demographic purposes, please check the boxes that are appropriate:
Name (Optional):_____________________________
Year Level Teaching MAPEH: ____________________
Name of School
(Optional):_____________________________________________

Sex: Age: ________

Female

Male

Civil Status:

Single

Married

Widowed/Separated

Educational Attainment:

Bachelors Degree

Masters Degree

Doctorate Degree

Number of years in teaching MAPEH: __________

Course: ______________________________________

Major: ______________________

Number of Seminars and Trainings related to Performing Arts attended

from year 2013-2014 :
 80

Provincial ______ National ______

Regional ______ International ______

Experiences in Performing Arts:

1. Dance

Folk dance 3. Theatre

Tribal dance Theatre acting
Modern dance Others please specify:
Ballet
______________________
Contemporary dance
Hip hop
International dances
Ballroom/Social dances

Others please specify:

______________________

2. Music

Choir

Playing musical instrument

Guitar

Piano/organ

Violin

Tribal instruments

Others please specify:

 81

Problem/s encountered in teaching Performing Arts:

1. _________________________________________________________
_________________________________________________________
__________
2. _________________________________________________________
_________________________________________________________
__________
3. _________________________________________________________
_________________________________________________________
__________
 82

Part 2. Survey Questionnaire (Teacher)

Direction: Please read the statements below and check what field corresponds on how
you rate yourself in teaching performing arts.

4- Strongly Agree 3- Agree 2 Disagree 1 Strongly Disagree

4 3 2 1
1. I can demonstrate understanding of basic performing arts
processes as related to dance.
2. I can understand how technical design (e.g., lighting,
costumes) contributes to performance, and how to
appropriately employ technical design to enhance the
performing arts process.

3. I can analyze current issues related to the arts.

4. I can understand the creative development process of

performing arts as it relates to artistic fields.
5. I can demonstrate understanding of the roles of arts hold
within society and the economy.
6. I can show appreciation in performing arts through
watching, performing, and other performance activities
7. I can perform well in any genre of performing arts.
8. I can demonstrate mastery in teaching performing arts to my
students.
9. I can demonstrates an integrated knowledge of performing
arts and the connections and parallels among arts
disciplines as well as other content areas ( like; illustrating
the integration of several arts media, describing and
comparing the basic nature, materials, elements and means
of communication among the arts).
10. I can compare the performance of the different groups in
performing arts.
11. I can express personal reactions or feelings in performing arts.
12. I make good use of allotted instructional time in teaching
performing arts.
13. I monitor regularly and provide feedbacks on learners
understanding in performing arts.

14. I establish learning environments that related to my topic.

15. I relate different cultures to my students in teaching
performing arts.
16. I encourage learners to ask questions about performing arts.
17. I will reflect my teaching style on the attainment of learning
goals.
18. I will design lessons that integrate dance with the humanities
and all other art forms.
 83

Appendix D. Certification

Republic of the Philippine

University of Southern Mindanao
College of Education
Kabacaan, North Cotabato

October 9, 2015

Date

CERTIFICATION OF ENGLISH CRITIC

This is to certify that the thesis entitled COMPETENCY LEVEL

AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN

SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO of

JOSEPH S. SAMILLANO from the College of Education was edited by the

undersigned.

LAWRENCE ANTHONY U. DOLLENTE, EdD

English Critic
 84

Appendix D. Certification

Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato

COLLEGE OF EDUCATION

March 12, 2015

CERTIFICATION OF TECHNICAL EDITOR

This is to certify that the research manuscript on the COMPETENCY

LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS

IN SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO

prepared by JOSEPH S. SAMILLANO, Bachelor of Secondary Education

major in MAPEH was edited by the undersigned on March 10, 2015.

HAZEL ANN S. SORIANO

Technical Editor
 85

Appendix E. Statistical Pool

Office of the Vice President for Research, Development and Extension
STATISTICAL POOL
University of Southern Mindanao
Kabacan, Cotabato

Date: ______________

Research Proposal/Outline Research Manuscript

Name: JOSEPH S. SAMILLANO

Course: Bachelor of Secondary Education
Major: Music, Arts, Physical
Education, Health
Thesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN
TEACHING PERFORMING ARTS IN SELECTED PUBLIC SECONDARY
SCHOOL IN NORTH COTABATO

Research Design: DESCRIPTIVE DESIGN

Statistical Analysis: DESCRIPTIVE STATISTICS
Requested by: Noted by:

JOSEPH S. SAMILLANO GEMMA D. SARIKIT, EdD

Researcher Thesis Adviser

I certify that the statistical treatment used for this research is appropriate and
valid.

LEORENCE C. TANDOG, PhD

Statistician Recommended by:
Recorded by:
ALBERTO C. ARELLANO
Chairman, Statistical Pool
EIMER M. ESTILLOSO, EdD
College Research Coordinator