State Universities and Colleges

GUIMARAS STATE COLLEGE

Buenavista, Guimaras
GRADUATE SCHOOL

EXECUTIVE SUMMARY MATRIX

Researcher: Leizel O. Custodio
Study Title: Teachers Competence and Classroom Practices in Relation to RPMS in the Schools Division of Iloilo

CHAPTER PARTS IDEAS/CONCEPTS

The Philippine Development Plan 2017 – 2022 published by NEDA envisions the Philippines to
INTRODUCTION become the upper-middle income country by 2022, based on more inclusive economic growth
that will reduce inequalities and poverty, particularly in rural areas. Human capital development
is a key element in this strategy (BusinessMirror.com.ph.2019).

1 Background of the
Study
In other words, the source of this development plan depends on the ability of teachers-
particularly public school teachers – to provide cutting edge education to learners. However, it is
the government’s responsibility to equip teachers with the tools they need for them to be
effective in the 21st century classroom.
The 21st century teacher is able to adapt based on the needs of the learners. He or she must be
able to adapt the new technology but can still use his or her imagination to teach in creative
ways (teacher hub.com Janelle Cox, 2019). Furthermore, a good 21st century teacher is aware
of the career opportunities for learners in the coming years, and always advocating towards
forward thinking and to ensure that no learners will be left behind.

The current K to 12 program covers Kindergarten and twelve (12) years basic education (six (6)
years of primary education, four (4) years of Junior High School (JHS), and two (2) years of
Senior High School (SHS) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment and entrepreneurship.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

In 2015, the Department of Education issued, Order No. 2 series 2015 – Guidelines on the
Establishment and Implementation of the Result – based Performance Management Systems in
the Department of Education following the Civil Service Commission Memorandum Circular No.
06 s. 2012 or the Strategic Performance Management System to ensure efficient, timely and
quality performance among personnel. Through the RPMS, The Department of Education
ensures that the work efforts focus towards achieving its vision, mission and strategic priorities
towards the delivery of quality educational services to Filipino learners.

The alignment of the RPMS with the Philippine Professional Standards for Teachers has led to the
development of the results of RPMS Tools.

As such, it has become the researcher’s interest to investigate if the competence of the teachers
and classroom practices influence in the Result-based Performance Management System.
Specifically, the researcher became interested in the possible impacts of the teacher’s
competence:
 self-management,
 professionalism and ethics,
 result focus,
 Service orientation,
 Innovation

classroom practices:
 diversity of learners,
 curriculum content and pedagogy,
 planning, assessing and reporting
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

Through this exploration, the researcher expects to:

 generate teacher-related explanations;
 through the findings, the researcher can gain insights for the improvement in the teaching-
learning process and her practice of profession;
 contribute to the overall improvement of the RPMS;
 personal enrichment
The study seeks to ascertain secondary public school teacher’s competence and classroom
observation in relation to RPMS in the Schools Division of Iloilo, Philippines for the School Year
2019 – 2020. It tried to answer the following specific questions:

1 Statement of the 1. What is the profile of the respondents when classified according to age, sex, civil status,
Problem teaching experience and teaching position?
2. What is the teacher’s competence in terms of self-management, professionalism and
ethics, results focus, service oriented, teamwork and innovation when they are taken as a
whole and when grouped according to age, sex, civil status, teaching experience and
teaching position?
3. What are the teacher’s classroom practices when taken as a whole and in terms of
diversity of learners, curriculum content and pedagogy, planning, assessing and reporting
and when grouped according to age, sex, civil status, teaching experience and teaching
position?
4. Are there significant differences in teacher’s competence when grouped according to
age, sex, civil status, teaching experience and teaching position?
5. Are there significant difference in teacher’s classroom practices when they are classified
according to age, sex, civil status, teaching experience and teaching position?
6. Are there significant relationship among teacher’s competence, classroom practices and
RPMS in Schools Division of Iloilo?
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

Based on the aforementioned problems, the researcher advances the hypotheses that:

1. There are no significant difference in teacher’s competence in terms of self-management,

professionalism and ethics, result focus, service oriented, teamwork and innovation when
they are grouped according to age, sex, civil status, teaching experience and teaching
Hypotheses position.

2. There are no significant difference in teacher’s classroom practices when they are grouped
according to age, sex, civil status, teaching experience and teaching position.

1 3. There are no significant relationship among teacher’s competence, classroom practices and
RPMS in Schools Division of Iloilo.

* Theory of Constructivism (Oinstein and Hurkins, 2014), learning is best when students construct
their own knowledge and conceptual understanding through their own activity.

* Social Learning Theory by Albert Bandura, asserts that learning take place not only through
Theoretical Framework imitation but also through observation making leaders in the classroom model for their students
to emulate.

Education should consider not only the learning of students in terms of concepts, procedures and
instruction but also dealing with their emotions such as their actions in the learning situation how
they survive despite difficult situations. It is important that cognitive and affective skills of
students should be developed. The making of teachers should combine their knowledge and skills
in order for students to better prepared and to contribute in their holistic development.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

Focus of the study:

 Teachers Competence
 Classroom Practices
 RPMS

The independent variables:

 Age
 Sex
 civil status
 number of years in teaching
 teaching position

The dependent variables:

1 Conceptual Framework
 teaching competence
 classroom practices

There are no significant teacher’s competence and classroom practices in relation to RPMS in
the Schools Division of Iloilo, Philippines.

As to age who fall below the mean are considered young while those who fall above the mean
are considered old. Both young and old do not differ in their competence and practices in
terms of classroom observation using RPMS Tools.

As to sex, they were grouped into male and female. Both male and female differ in terms of
competence and practices.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

Civil status has three categories, namely single, married, and widow/widower. All are
conceptualizing that they have different level of competence and practices in terms of
classroom observation using RPMS Tools.

As to present position, the categories are teacher and master teacher. The researcher
conceptualizes that the master teacher I - III or highly proficient teachers have higher level of
1 Conceptual Framework competence and better teaching practices than that of teacher I – III or proficient teachers.

As to length of teaching experience, they were grouped with 1 to 5 years, 6 to 15 years, 16 and
up years.

The researcher conceptualizes that teachers with longer teaching experience have more
competent and better teaching practices than shorter teaching experiences.

The dependent variables are problems which categorized into teaching competence and
classroom practices.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

1 Research Paradigm

The result of the study specifically in the teacher’s competence and classroom practices in relation
to RPMS will benefit the following:
 Department of Education (DepEd). The DepEd may have the grassroots debriefing on
the level of instruction and how it work vis-à-vis national targets. The course of
1 Significance of the Study implementation will be assessed in terms of facilitators and hindering factors as to make
necessary intervention.

 Education Officials and Curriculum Planners. The inputs generated will be beneficial
in the local educational planners in strategizing the full implementation and allocating
resources to meet quality standards of instruction.

 School Heads. They maybe encourage to undergo a rigid task of achieving goals and
objectives through righteous administration and supervision. They must always find ways
in effecting the main target of education in the K to 12 program.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

 Teachers. They will ensure that the learning situation confirms with student’s
expectations within the framework of the K to 12 implementations.
Areas of development must gear towards holistic development of students and the 21st
century teachers.

1 Significance of the Study  Parents. This study may make parents aware of the nature of support and participating
behavior that they may extend to facilitate the smooth and effective learning situation.

 External Stakeholders. This study may encourage the involvement of external

stakeholders, they bring part of the school system and they make renew their commitment
of support to the school.

 Students. The findings of this study will benefit the students in achieving 21st century
skills as embodied in the subject tasks. The findings may likewise encourage and help
them improve their participation and subject completion.

 Future Researchers. The result may service basis on how instruction can be facilitated
and encourage to conduct research along this area with other variables.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

The following terms are defined conceptually and operationally for better understanding of
textures presentation:
 Classroom Practices. It refers to the practices that a teacher must have like diversity of
1 Definition of Terms learners, curriculum content and pedagogy, and planning, assessing and reporting.
clear and precise instructions, positive feedback and learner’s decision-making.

 Teacher Competence. Competencies intended for teachers. In this study, they pertain to
the knowledge, skills, values, expected of teachers for them to be guided of their duties
and responsibilities efficiently and effectively.

 Relation. In this study, it refers to connection of classroom observation and teacher’s

competence and practices in teaching-learning process.

 Results-based Performance Management System. In this study, it refers to the tool

used in measuring the teacher’s competence in teaching.

 RPMS Tool. Assessment/ instrument to ensure quality teacher performance at different

stages. In this study, it refers to the Classroom Observation Tool (COT) used to measure
the teacher’s competence in their practices in teaching

 Division. Refers to the part of a large organization which is the Department of Education
whose functions are focused on the provision of free public education in the Philippines.

 Iloilo. A province located at the center of the Philippine Archipelago and is nicknamed the
heart of the Philippines (Province of Iloilo, 2015). Operationally, it refers to the locale of
the study.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

 Self-management. In this study, it refers to how the teacher sets her personal goals and
directions, needs and development, understands personal actions and behavior that are
clear and purposive and takes into account personal goals and values congruent to that of
the organization/ school.

 Professionalism and Ethics. In this study, the teacher demonstrates this values and
behavior enshrined in the NORMS and conduct and ethical standards for Public Officials
and Employees (RA 6713). The teacher practice ethical and professional behavior and
conduct taking account the impact of her actions and decisions.

 Result Focus. Work to achieve an outcome rather than focus on the process it takes to
get there. It is about aligning the employee’s skills and setting plan for the delivery of
certain results.
In this study it refers to the teachers achieve result with optimal use of time and
resources most of the time. Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.

 Service Oriented. It is all about designing and delivering the best possible services for
customers/learners (definitions.net, 2019).
In the study it refers to the how teachers can explain and articulate organizational
directions, issues and problems. Participates in updating school’s vision, mission, mandate
and strategies based on DepEd strategies and directions.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

 Teamwork. Is the ability to work together towards a common vision, ability to direct
individual accomplishment towards organizational objectives. (https://www.quora.com,
2019)
In the study, refers to the teacher’s willingness to do her share of responsibility;
promote collaboration and remove barrier to teamwork in accomplishment across the
organizations.
 Innovation. Is the introduction of something new, the process of invention into a
goods/services that creates values or for which customers will pay (http://www. Merriam
Webster.com/dictionary/innovation).
In the study, it refers to the teacher’s ability to demonstrates to think “beyond the
box”, continuously focuses on improving personal productivity to create higher values and
results. The teacher examines the root cause of the problems and suggest effective
solutions and foster new ideas, processes and suggests better ways to do things.

This study focused on the teacher’s competence and classroom practices in relation to RPMS in
the Schools Division of Iloilo, Philippines.
The study covered teachers’ competence and classroom practices and RPMS.
1 Scope and Limitation of The researcher recognized age, sex, civil status, no. of years in teaching, and teaching
the Study position as variables in this study.
The respondents of the study were Proficient (Teacher I – III) and Highly Proficient
(Master Teacher I – IV) from the total population of 3,589 secondary school teachers
in the Schools Division of Iloilo, Philippines, school year 2019-2020.
Descriptive method with descriptive research design and ready-made instrument will be
used. The testing will be done in the Secondary Schools in Schools Division of
Iloilo, Philippines.
The statistical tools used were frequency, percentage, mean, t-test, and One-way ANOVA
set at 0.05 level of significance.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

REVIEW OF RELATED
LITERATURE AND
STUDIES

2 Conceptual Literature It presents information on teacher’s competence and classroom practices in relation to RPMS.

Related Studies Foreign and Local Studies.

This study was conducted to determine the relationship of the teacher’s competence and
RESEARCH classroom practices in relation to RPMS of the secondary school teachers in the Schools Division
METHODOLOGY of Iloilo, Philippines. The study employed the descriptive-correlation research method. Often,
3 studies with this design are conducted to explore populations and situations with minimal studies
conducted. According to Babble, 2017 as cited by Asong (2018), By observing, describing and
documenting various aspects of the population or situation, the researcher can generate novel
Related Studies information and insights about the group. In descriptive- correlation studies, the variables are not
manipulated by the researcher because the variables are already existent or possessed by the
respondents.
Descriptive research is characterized by its simple goal of establishing generalizations
about a certain population via the analysis of data collected through non-manipulative techniques.
Its objectives include the production of generalizations regarding the frequencies, levels, and
differences in teacher’s profile, competencies, and classroom practices. This study is correlation
and conducted to discover the relationships or associations between two or more non
manipulative variables and with another objective to establish the relationship among the
secondary school teacher’s competences and classroom practices in relation to RPMS.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

The respondents in the study were taken randomly from the 179 public secondary schools with a
total population of 3,580 secondary school teachers in the Schools Division of Iloilo, school year
Respondents of the 2019-2020.The respondents were the Proficient Teachers (Teacher I – III) and the highly
Study Proficient Teachers (Master Teacher I – IV).
The sample size was determined by the Slovin’s Formula. There were 360 respondents
from the secondary public schools in the Schools Division of Iloilo, Philippines who were selected
using the simple random sampling method.
The research instrument used to gather data for this study was a battery of questionnaires to the
respondents. A compilation of three distinct questionnaires served as the official research
instrument of this study.
Part I of the instrument gathered personal information which includes respondent’s profile
: Age (in years); sex (male or female); Civil Status (Single, solo-parent, married,
widow/widower); Teaching Position (Proficient Teacher – Teacher I-III; Highly Proficient Teacher
3 Research Instrument – Master teacher I – IV); Educational Attainment ( Baccalaureate degree, with Masteral units,
Masteral Degree, Doctoral unit, Doctoral Degree); Number of years in teaching (less than 3 years,
4-5 years, 6-- 10 years, 11-15 years, 16 – 20 years, 21 years and above). Completion time for
this part of the questionnaire is approximately five (5) minutes.

Part II of the instrument is the Teacher’s Competence Questionnaire. It measured the

teacher’s competences in terms of self – management, professionalism and ethics, results focus,
teamwork, service orientation, innovation. It is standardized questionnaire. In answering this part
of the instrument, the respondents were asked to rate their competency in the following scale: 5
(Always Demonstrates), 4 (Often demonstrates), 3 (Sometimes Demonstrates), 2 (Rarely
demonstrates), and 1 (Never demonstrates). Completion of this part is approximately 10 minutes.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

Part III is the Classroom Practices of teachers taken from the Performance Standards of
Instructional Competence. These are categorized as Diversity of Learners, Curriculum Content and
Pedagogy and Planning, Assessing and Reporting. In answering this part of the instrument, the
respondents were asked to rate their competency in the following scale: 5 (Always
Demonstrates), 4 (Often demonstrates), 3 (Sometimes Demonstrates), 2 (Rarely demonstrates),
3 Research Instrument and 1 (Never demonstrates). Completion of this part is approximately 10 minutes.

Part IV is the RPMS - Classroom Observation Tool for Proficient and Highly Proficient
Teachers. The questionnaire is divided into two – for proficient Teacher and for Highly Proficient
Teacher. In answering the questionnaire, the respondents were asked to answer only the
questionnaire intended for them to answer with regards to their teaching position. The
respondents were asked to rate using the scale: 5 (Excellent- always evident), 4 (Very
Satisfactory-often evident), 3 (Satisfactory – Sometimes evident), 2 (Fair – Rarely evident), 1
(Poor – Not evident). Completion of this part takes five (5) minutes of the respondent’s time.

The standardized questionnaire will be used as a research instrument. The items included for the
3 Data Gathering teachers are the classroom observation tool and teacher competence and classroom practices in
the Schools Division of Iloilo, Philippines.
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

The researcher will seek the approval of the School Division Superintendent, Schools Division of
Iloilo to conduct the administration of the questionnaire.
Three hundred sixty (360) out of 3,580 public secondary school teachers in Schools
3 Reliability of
Division of Iloilo will be randomly selected for the administration of the questionnaire.
Questionnaire
After the retrieval of the accomplished questionnaire, the data will be organized and
tabulated. Computation, analysis and interpretations will be done using the Statistical Package for
Social Sciences (SPSS) software.
The statistical tools to be used are the frequency count and percentage, mean, t-test and
ANOVA with the aid of computer’s Statistical Package for Social Sciences Software (SPSS). The
level of significance will be set at 0.05 alpha.
The researcher will seek the concurrence of the Dean of the Graduate School to administer the
research instrument to the respondents. The researcher will request the approval of the Schools
Division Superintendent of DepEd, Schools Division of Iloilo to administer the instrument to all
identified teachers of the different secondary schools in the Schools Division of Iloilo. The
researcher will personally hand the envelope with instrument to the respective respondents. After
a week, the researcher will retrieve all the instrument of the teacher respondents.
Data gathering The respondent’s responses for each category will be tabulated and assigned numerical values
3 Procedure and description.

Numerical Value Description

5.00 – 4.24 Excellent
4.23 – 3.43 Very Satisfactory
3.42 – 2.62 Satisfactory
2.61 – 1.81 Fair
1.80 – 1.00 Poor
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

The teacher competence and classroom practices of teachers in relation to RPMS will be
interpreted using the scale of means.
The scale of means and with corresponding description is shown below:
Teacher Respondents
Age
30 years old and Below-Young
31 years old and above—Old
Number of years in teaching:
___________less than one year __________11-15 years
___________1 year -2 years __________16-20 years
___________3 - 5 years __________21 years or more
___________6 - 10 years

Present Position:
______Proficient Teacher: _____ (TI) _____ (TII) _____ (TIII)
______Highly Proficient: ___(MTI) ___(MTII) ___(MTIII)____(MT IV)
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Buenavista, Guimaras
GRADUATE SCHOOL

The statistical tools to be used in the study are the frequency count and percentage, mean, t-test and
ANOVA.
Frequency Count/Percentage – will be used in determining the distribution of respondent
as to variable.
Mean – will be used to determine the age and teaching experience of teacher respondents
3 Statistical Tool when taken as a whole group or classified according to categories of variables.
T-test – will be used to determine the significant differences in the teacher competence
and classroom practices of the teachers in teaching as will perceive by the respondents in the
Schools Division of Iloilo.
Analysis of Variance (ANOVA) – will be used to determine the significant difference in the
teacher competence, classroom practices and RPMS in the number of years in service, civil status
of teacher-respondents as whole group and when classified according to specified group.