THE EXTENT OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

PROGRAM VIS-A-VIS TEACHERS’ AND SCHOOL PERFORMANCE: INPUT

TO LEARNING AND DEVELOPMENT PROGRAM

A Dissertation Presented to

The Faculty of the Graduate School

Pamantasan ng Lungsod ng Marikina

In Partial Fulfilments of the

Requirements for the Degree

DOCTOR OF PHILOSOPHY IN EDUCATIONAL LEADERSHIP MAJOR IN

LEADERSHIP AND MANAGEMENT

GILBERT G. JOYOSA

PAUL GENCE L. OCAMPO - EDITOR

2018

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT………………………………………………………………

ABSTRACT……………………………………………………………………………

TABLE OF CONTENTS……………………………………………………………..

LIST OF TABLES…………………………………………………………………….

LIST OF FIGURES…………………………………………………………………

Chapter I: THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction…………………………………………………………………………..…….

Review of Related Literature and

Studies……………………………………………..11

Theoretical

Framework…………………………………………………………………..19

Conceptual

Framework…………………………………………………………..………25

Statement of the

Problem………………………………………………………..………30.

Hypothesis…………………………………………………………………………………

32

Significance of the

Study…………………………………………………………………33

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Scope and

Limitation……………………………………………………………………..35

Definition of

Terms………………………………………………………………………..35

Chapter II:METHODS

Research

Design………………………………………………………………………….39

Locale of the

Study……………………………………………………………………..…42

Respondents of the

Study………………………………………………………………...45

Data Gathering

Instrument………………………………………………………………..46

Data Gathering

Procedure…………………………………………………………………46

Statistical
Tools……………………………………………………………………………..47

REFERENCES

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 Chapter I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Teachers are vital part of the educative process. What drives the learning

process are teachers who nourished the learning of every students in school.

Without teachers, it is impossible to have quality and formal learnings. Therefore,

teachers must have the right training for an effective transfer of learning not only

to the students but also to other teachers who are newbie in the profession

As stated in section 2 of R.A 7836 or the Philippine Teachers

Professionalization Act of 1994:

“The State recognizes the vital role of teachers in

nation-building and development through a responsible and

literate citizenry. Towards this end, the State shall ensure and

promote quality education by proper supervision and regulation

of the licensure examination and professionalization of the

practice of the teaching profession”.

The above legal provision stresses the need for more qualified and

competent teachers through professionalization of teachers. Teachers must pass

in the licensure examination to be qualified to teach in public school. This is to

ensure that teachers who teach in public schools are competent enough to face

the undying problems in education sector. However, this is only the first step for

competitiveness.

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 Oftentimes, as teachers are acquainted in works and years in teaching

profession increases, stagnancy in knowledge and school practices occurs. This is

the most dangerous part of teaching career where teachers become reluctant to

change and avoid shifts in what has been has been found comfortable inside the

box. To avoid this scenario, R.A 10912 otherwise known as “Continuing

Professional Development Act of 2016” has been created. This law states that

It is hereby declared the policy of the State to promote and

upgrade the practice of professions in the country. Towards

this end, the State shall institute measures that will

continuously improve the competence of the professionals in

accordance with the international standards of practice,

thereby, ensuring their contribution in uplifting the general

welfare, economic growth and development of the nation.

Teachers, are required to take seminars which are Continuing Professional

Development (CPD) units which are now a requirement before renewing license.

However, there are instances that seminars are not enough to be an effective and

efficient teachers and be qualified for a certain promotion. Guidelines must be

created for a teacher to be 100% qualified for a promotion to a certain position.

The Department of Education through Presidential Order no. 500 has issued

guidelines of criteria for the promotion of a permanent teacher to Master Teacher.

The following are the criteria for Master Teacher I position: permanent teacher, 21

units in M.A., at least 3 years of teaching experience in public, at least 25 points in

leadership and potential or has been a demonstration teacher on the district level

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plus 15 points in leadership and potential. On the other hand, the criteria for Master

Teacher II position are: permanent teacher, 21 units in M.A., at least 3 years of

teaching experience in public at least 30 points in leadership, potential and

achievement, or demonstration teacher on the division level plus 20 points in

leadership and potential provided the activities or accomplishments listed for this

purpose had not been credited or used for earlier promotion.

The points for Leadership, Potential, and Accomplishments can be obtained

through the following; (1.) Introduced or initiated (a) Curriculum or instructional

materials, effective teaching techniques or strategies (demonstration teaching on

the district/division level, (b) Simplification of work as in reporting system, record

keeping, etc. or procedure that resulted in cost reduction and (c) worthwhile

income-generating project for pupils given recognition by higher officials in the

division. All of those mentioned must be been adopted or used by the school or

district (not initiated by principals); (2.) Served efficiently and effectively in any of

the following: (a.) Subject coordination/grade chairman for at least 1 year; or as

adviser of school publication or any special school organization like dramatic club,

glee club, science club, etc. and discharged such assignment satisfactorily for at

least 2 years provided such assignments or services are in addition to, and not

considered part of, the regular teaching load; (3.) Served as a chairman of a special

committee, such as curriculum study committee, committee to prepare instructional

materials, committee to prepare school program and discharged the work

efficiently; (4.) Initiated or headed an educational researched activity duly approved

by educational authorities either for improvement of instruction, for community

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development or teacher welfare; (5.) Coordinator of community project or activity

or of a program of another agency or coordinator of a rural service improvement

activity in a community such as feeding, nutrition, agro shall not exceed 10 points.

(6.) a. Organized/managed an in-service activity or other similar activities at least

on the school level (7.) Credited with meritorious achievement and 8. Autographic:

Published books/ article that are on education.

It can be gleaned from the guidelines the criteria for a Master Teacher I

position in Junior High School level is very high in standard. A permanent teacher

will have to pass a very strict criteria and qualification with lots of papers that will

prove competence needed to produce before being promoted in the said position.

Meanwhile the Senior High School (SHS) Qualification Standards for the

Sports Track for Master teacher I position is as follows: Bachelor's degree majoring

in fields under the Track; or any Bachelor's degree plus 18 units of specialization

in the Strand; and 18 units for a Master's degree in fields under the Strand.

Experience Requirements is 3 years (relevant teaching/industry work experience),

Training Requirements of 8 hours of training relevant to the courses in the Strand

and Eligibility Requirements is Practitioners (part-time only): None required.

Moreover, for the Master Teacher II position an applicant must be Bachelor's

degree majoring in fields under the Track; or any Bachelor's degree plus 18 units

of specialization in the Strand; and 24 units for a Master's degree in fields under

the Strand 4yearsrelevant teaching/industry work experience8 hours of training

relevant to the courses in the Strand. (DepEd Order No. 27 s, 2016).

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 On the other hand, the Senior High School (SHS) Qualification Standards

for the Arts & Design Track is as follows: Master Teacher I applicant must be

Bachelor's degree majoring in fields under the Track; or any Bachelor's degree plus

18 units of specialization in the Strand; and 18 units for a Master's degree in fields

under the Strand, 3 years relevant teaching/industry work experience and 8 hours

of training relevant to the courses in the Strand. In addition, Master Teacher II must

be Bachelor's degree majoring in fields under the Track; or any Bachelor's degree

plus 18 units of specialization in the Strand; and 24 units for a Master's degree in

fields under the Strand4 years relevant teaching/industry work experience and 8

hours of training relevant to the courses in the Strand. (DepEd Order No. 27 s,

2016).

Meanwhile, the Senior High School (SHS) Qualification Standards for the

Technical-Vocational Livelihood (TVL) Track is as follows: Master Teacher I

applicant must be a Bachelor's degree holder; or graduate of technical-vocational

course(s) in the area of specialization, 2 years relevant teaching/industry work

experience and at least NC IV + TMC 1 appropriate to the Specialization.

Moreover, Master Teacher II applicant must be a Bachelor's degree holder;

or graduate of technical-vocational course(s) in the area of specialization 3years

relevant teaching/industry work experience At least NC III + TMC II

Appropriate to the specialization. (DepEd Order No. 27 s, 2016).

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 Lastly, the Senior High School (SHS) Qualification Standards for the

Academic Track and Core Subjects are as follows: Master Teacher I must have

relevant Master's degree, 4 years of relevant teaching/industry work experience

and 8 hours of training relevant to the subject area specialization. In addition,

Master Teacher II must be a Master's degree holder, must have 5 years of relevant

teaching/industry work experience and 12 hours of training relevant to the subject

area specialization (DepEd Order No. 27 s, 2016).

In accordance, the duties and responsibilities of Master Teacher I for junior

high school and senior high school are the following: Attends professional

meetings, in-service trainings and related activities for self-growth and

advancement, prepares daily logs and visual aids related to the lesson, conducts

remedial episodes classes for slow learners, updates parents on children’s

progress and problems through dialogues, conferences and PTA meetings, assists

the guidance counsellor in handling students with problems, gets involved in

community and civic-organization activities, maintains harmonious relationships

with superiors, students, local and public officials and co-teachers, observes

proper decorum, conducts echo seminars for co-teachers, mentors co-teachers

in content and skills difficulties, helps in the proper and accurate

dissemination/implementation of school policies, assists principals in instructional

monitoring of teachers, guides co-teachers in the performance of duties and

responsibilities, leads in the preparation and enrichment of curriculum; leads in the

discussion of professional ideas, problems, issues and concerns, initiates projects

and programs that will enhance the curriculum, makes the needed instructional

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materials available to teachers and students, assists school heads in class

monitoring, conducts in-depth studies or action researches on instructional

problems, coordinates with the grade chairman in disseminating information about

school problems, awards, promotion, conducts demonstration teaching sharing

effective techniques or strategies and helps identify potential demonstration

teachers, monitors the maintenance of discipline between and among teachers and

learners, assists in designing capacity development programs for teachers, serves

as trainer in school-based INSE, evaluates teacher-made tests and interpret

results, checks regularly lesson plans of teachers in the assigned grade/subject

area, carries regular teaching load for the grade/subject area and serves as a

demonstration teacher.

On the other hand, the duties of Master Teacher II both on Junior High

School and Senior High School are as follows: provides technical assistance to

teachers to improve competencies, takes active participation in the planning and

implementation of training programs in school, district and division levels, initiates

improvement in instructional programs, leads in the preparation of instructional

materials, introduces innovative teaching approaches and strategies, serves as

demonstration teacher, facilitator or resource person at the school level, performs

regular class monitoring using process observation tools, assists the school

selection committee in the evaluation of credentials when hiring or promoting

teachers,, represents the school in conferences or events as delegated by the

school head, conducts post conferences with teachers for feedback on teaching-

learning process, participates actively in school strategic planning process

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involving internal and external stakeholders, carries regular teaching loads for the

assigned grade/subject, conducts at least one action research every year, takes

charge of the school reading recovery program, remedial and/or enrichment

program, teaches/Takes over the class if the assigned teacher is absent; works

beyond official time, enriches the curriculum of his/her field of specialization,

serves as OIC of the school in the absence of the school head, functions as

head/coordinator of the department in the absence of an Head

Teacher/Department Head, consolidates and interprets competency assessment

results, designs and validates training programs for teachers, checks, improves

and prepares sample lesson plans for the assigned grade/subject area, interprets

test results and utilizes them for improvement of instruction, helps identify potential

demonstration teachers and gives demonstration to new/striving teachers

Studying the duties and responsibilities for Master Teachers in Junior and

Senior High School it can be noticed that it is 100% similar and comparing it with

the qualification standard, it can be noticed that a junior high school Teacher I will

undergo rigorous training and must produce ample of papers before being

promoted to Master Teacher unlike in Senior High School qualification in which the

main bases for promotion is the educational requirements and years in teaching.

At this point, if a Teacher I is promoted to Master Teacher II without experiencing

the requirements needed in the position, there is a big adjustment and retooling

that needs to occur before becoming proficient in the position.

In the Division of Antipolo City, there were only 2 Junior High School Master

Teacher in 2014, additional 1 in 2016 and another 3 were added in 2017.

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Meanwhile, in the opening of Senior High School in 2016 in the Schools Division

of Antipolo, there were 62 Master Teacher item given and additional 45 plantilla

position in 2017. And in the Schools Divisions of Rizal particular in the selected

senior high schools of this study, there were 92 Master Teachers item given in

2016 and additional 71 Master Teacher item given. It means that there were 265

teachers which are instantly promoted needing retooling and intense familiarization

with the new position. If the needs for improvement by these Master Teachers were

not properly identified, and given remedy, teaching profession will be at stake

causing the education system to suffer. Although there are continue professional

development being made, the accuracy of it to the needs of the master teacher is

a question that needs to ponder.

In accordance, the need for accuracy in CPD better equip Master Teachers

with respect to their duties and responsibilities is very evident on the trainings given

by the Division Office of Antipolo. In the Division Memorandum No. 559 s. 2016, a

two day capability building program was provided to Master Teachers and Head

Teachers in data analysis, research and development held in Antipolo National

High School. In addition, another 9 days training was conducted through Division

Memorandum No. 20 s. 2017 entitled “Division Roll Out on Master Teachers

Development Program (MTPDP)” which aimed to understand behavioral skills and

professional skills, equip master teachers with instructional leadership and develop

skills on curriculum and instructional innovation.

In the Division Memorandum No. 95 s. 2018, another measure to capacitate

Master Teachers on Instructional Leadership was conducted through a three day

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live out training held in Loreland Resort Antipolo City. Part of the training are

accomplishing instructional supervisory report, accomplishing STAR report

observation form, accomplishing Learning Action Cell plan and report, construction

of standardized periodical examination and construction of action research.

In the Regional setting which include the DepEd Divisions under

CALABARZON, (Rizal and Antipolo), the development of Master Teachers is still

at its pioneering stage as indicated by the Regional Memorandum No. 745 s. 2018,

“Pilot Run of the Master Teacher Development Program: Raising the Bar of Master

Teacher’s Competence”.

The DepEd Regional Memorandum and Division Memoranda stated above

are evidences that there is still a need to develop the competence of Master

Teachers. There are CPD provided but the question is its accuracy. If the CPD

provided to teachers are really accurate, why is there a need to further develop the

competence of master teachers through different programs? Aren’t these

programs enough to uplift the competence and needs for master teachers with

regards to required duties and responsibilities? If the trainings provided before are

accurate why is there a need to further provide trainings? Aside from the fact that

MTPDP is still at its pioneering stage in CALABARZON which pose problems for

master teachers for the last three years of senior high school implementation, there

are in-service training held in every schools. These trainings must be clearly

analyzed in order to prevent further waste of funds spent in trainings which do not

fit the needs of the teachers.

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 This is the main objective of this research to give an in-depth study about

the extent of continuing professional development (CPD) program in relation with

teachers’ and school performance for Master Teachers in the Division of Antipolo

City and Rizal. This research will be an input learning and development of master

teacher.

Review of Related Literature and Studies

The following written literatures are deemed relevant to better understand

the present study. Description and findings reflect the present study.

Continuing Professional Development

Continuing Professional Development (CPD) is the action taken to maintain,

update and grow the knowledge and skills required for our professional role (iTOL,

2017). It is the systematic progress of teachers‟ knowledge and skills and the

improvement of learning throughout an individual working life. The programs

include activities such as on the job training, conferences, seminars, workshops,

and being a coach or mentor (Gust, 2014).

According to Mekonnen (2014) ontinuous professional development

program for teachers should aim at forming a better and more effective teacher

capable of adapting to different school or classroom situations. At the same time,

the end result of the change should be improved learning outcomes for the

learners.

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 Al Neaimi (2013) on his study revealed that teachers are aware of the

importance and need for in service training and professional development

programs. In support Shah,Khan, and Ahmed (2012) found out that improvement

in the teachers’ performance as a result of CPD. It was the same with Mwita (2014)

which noted that through CPD activities teachers became more effective; the

students became more interested and enthusiastic about learning; teaching

became a more fulfilling profession; teachers were able to relate and collaborate

better with their colleagues and students were able to achieve better grades in final

examinations. In addition, Shah, Khan, and Ahmed, (2012) claimed that CPD has

entailed a number of opportunities and useful experiences in terms of empowering

school teachers and ameliorating school-based problems related to the teaching

learning process. Bautista, et al. (2017) found out that the LPT-respondents

through CPD program manifests self-directed, internally motivated, and

autonomous and lifelong learner-professionals. Ravhuhali, Kutame and Mutshaen

(2015) discovered that teachers recognize the impact of professional development

in broadening their pedagogical and content knowledge, teaching skills and

strategies to improve student’s learning. Results also show that teachers are

undergoing professional development initiatives in order to gain financial rewards.

Lastly, Takacs (2017) discussed that there is also a moderate positive relationship

between teachers’ self-assessment of their use of technology in class and their

perception of related professional development effectiveness. Tan (2016)

determined the effectiveness of Continuing Professional Development (CPD) and

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showed strongest impact on improvement of financial income and weakest on

enhancement of personal competencies

While it was proven that CPD brings lot of positive impacts to teaching

instruction, several study has been conducted and identified different needs or

priority areas for CPD among teachers. Among these are trainings on media of

instructions and utilization of ICT (Arguelles, 2015), improvement in classroom

management strategies (Huelgas, Torres and Malabanan 2015), utilization of

pedagogical approaches Garingo and Gibuena, 2015) and professional

development in relation to instruction ( Samaniego, 2016)

Meanwhile, holding a CPD is not as easy as one thinks. It must be well

planned and organized to avoid the rising of many drawbacks. Blair (2013)

concludes that future CPD should concentrate on how schools and Community

Sports Trusts can raise the standards of Physical Education lessons covered by

external coaches and how this can be developed, as opposed to focussing more

narrowly on what knowledge sports coaches require to deliver specified work and

how can this best be developed. In concordance, the study of Wanjanjagi,

Muriungi, and Peter (2014) showed that not experienced teachers all received pre-

service training for both English and Literature, and thus the need for professional

development programs. There is also a need for such programs to take longer

sessions, and follow-ups should be made on the teachers who attend the training

so that the educators can note areas that need attention and the difficulties the

teachers experience while teaching. Al Neaimi (2013) surveys confirmed that

teachers believe that there is a lack of resources and adequate professional

16
development programs. Meanwhile David (2013) on his findings showed that few

teachers were actively involved in continuous professional development and that

the work environment does not support teachers’ involvement in continuous

professional development. Teachers are not also aware of formulating CPD goals

(Reynders, Vermeulen, Kessels and Kreijns, 2015). Training end as soon as

teachers have graduate, no opportunities exist for updating and enhancement of

their knowledge and skills in order to ultimately improve on classroom practice and

government-sponsored in-service training workshops and seminars for pre-primary

school teachers are very few and irregularly organized (Omotuyole and Okudo

(2014). Another problem about CPD was mentioned by Nombutho-Mashologu

(2012) that teachers lectured on in their development programmes do the same

once they get back to their classes. Sagar (2013) also concluded that transfer of

teaching strategies, from a self-experienced learning in an authentic setting, to the

teacher’s own practice does not automatically occur, even though the experience

results in strong affective as well as motivational and attitude outcomes.

Phorabatho and Mafora (2013) discovered that continuing professional

development is ineffectively managed. Some flawed management practices and

systemic barriers that emerged as underlying infective management are outlined.

In addition, Mekonnen (2014) identified issues such as lack of fulfilling Continuous

Professional Development materials, lack of trained facilitators, insufficiency of

supports provided for teachers growth, insufficient allocation of budget, lack of peer

coaching and peer evaluation, and absence of induction program, were identified

as the serious challenges of Continuous Professional Development realization in

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secondary schools. Ayoola (2017) in his study found out that enabling teachers to

exercise democratic values through their continuing professional development

programs will make it less difficult for teachers to develop active citizens with critical

thinking skills and who can engage in democratic deliberation towards demanding

for accountability from fellow citizens and make positive contributions to the

society.

To address problems in CPD, Ali Raza (2013) illuminates that teachers and

CPD providers must work in tandem and attempt to establish teacher learning

communities of practice within the institution for situated learning within the context

of practice. Alhaggass (2015) recommended that the learning gained from different

professional development approaches needs to be transferred, and the supervisor

should help teachers to apply the new teaching approaches in their classrooms.

Furthermore, the skills of supervisors and trainers should be developed to

strengthen collaboration of the different training modes with a focus on planning,

implementing and evaluating in-service training activities. In contrast, Reynders,

Vermeulen, and Kessels (2013) implicates that rather than focusing on teachers’

performance gaps the focus of CPD should lie on teachers’ strengths and

passions.

Teachers’ Performance

To uplift the dignity of teachers, the essential role of teachers in developing

the nation through a responsible and literate citizenry was recognized by the

Philippine government. In accordance, quality supervision of licensure examination

18
for teachers was conducted. To be considered as professional, a teacher should

passed the licensure examination for teachers. Together with the teachers’ license

are the accountability, duties and responsibilities that should be observed. In

1994, Republic Act No. 7836 entitled “Philippine Teachers Professionalization Act”

came into a law. This law makes the teaching profession more dignified.

As cited by Dwight (2013), together with the teachers’ license are the

accountability, duties and responsibilities that should be observed. Qiu (2015) on

his study that further added that professionals must have strong sense of

commitment and willingness to stay. Although Shanghai’s teacher educators were

provided with satisfactory ‘physical support’ for their professional development, the

non-physical support did not seem sufficient. In addition, Villanueva (2014)

revealed that teachers possessed the level of instructional competence in terms of

content and pedagogy and the teachers were proficient in terms of their behavior

in actual teaching experiences can affect the delivery of their instructional

competencies. In connection, Hord (2012) stated that there are also standard

professional practices that teachers should demonstrate. A professional teacher

must be able to teach students effectively, has mastery of the content of every

lesson, has effective lesson plan to stimulate learning process, sustain safe

learning atmospheres, assess, reflects and gives feedbacks on students. To

Anderson (2016), honesty and integrity are the two most essential part of academic

institution even in corporate world that employers prepared to choose honest

employees with integrity. Honesty and integrity intertwined as important factor from

collegiate level to world of work. For Berlindo (2013), True professional practice

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requires a continual, in-depth investigation into what is and isn't working locally,

with ongoing adjustments to instruction on the basis of analysis and best practice,

to Domingo (2011) teachers’ professional practice is typified by a commitment to

catering for the needs of an increasing diverse group of learners, the utilization of

evidence-based pedagogies and professional collaboration with all education

partners (both within the school and the wider community).

According to Pelaez (2012), effective teachers are able to make learning

engaging and valued. They are able to create and maintain safe, inclusive and

challenging learning environments and implement fair and equitable behaviour

management plans. They use sophisticated communication techniques. Teachers

have a repertoire of effective teaching strategies and use them to implement well-

designed teaching programs and lessons. They regularly evaluate all aspects of

their teaching practice to ensure they are meeting the learning needs of their

students. They interpret and use student assessment data to diagnose barriers to

learning and to challenge students to improve their performance. To Catolos

(2010), Effective teachers have professional, personal and managerial qualities in

which graduate students are dependent. In consonance, Boas (2013), cited that

effective teacher should be committed. In accordance, engaging in continuous

professional development means being committed.

CPD in connection with teacher’s performance is very important. Sullivan et

al. (2013) and Jones (2015) discovered that primary purpose of CPD was to up-

skill teachers and it was a personal responsibility to engage in CPD, gaining

accredited CPD provides higher level qualifications which were relevant, applicable

20
and provided opportunities for reflection had impact teachers’ practice. Bravo

(2016), revealed in the study that there was a highly significant relationship

between the significance derived from classrooms observations and in-service

trainings on both professional and personal growth of teachers correlated with

teacher’s level of improvement. Curriculum is irrelevant without a good teacher. As

stated by Jimenez (2011), for a school to be a model learning organization, all

faculty members should be professional learners: They should engage in deep,

broad study of the learning they are charged to cause.

There are several factors which can affect the performance of teachers.

LLantos (2012) on his study found out that age is a determinant of teachers

competency in the field. Meanwhile, Pabello (2015) revealed that educational

attainment is not significant on the communication practices of the teacher–

respondents while age, sex, length of service and position title are significant. In

addition, Alejandro (2013) discovered that educational attainment is not significant

on the teachers’ teaching style of elementary teachers. Moreover, Masikip (2015)

uncovered that the extent of classroom disciplinary practices employed by teachers

for pupils with behavioral problems with respect to preventive measures,

intervention strategies and motivational techniques differ significantly when

grouped according to length of service. More so, Delos Santos (2016) concluded

a significant difference is found to be present on the relevance of graduate

education in the personal and professional attributes of teachers with respect to

professional growth when grouped by civil status, educational attainment and

length of service.

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School Performance

There are many predictors of school performance. In the study of Bullard

(2014) he found out that school enrolment size has a small but not substantive

effect on average student academic achievement. Nowariak (2017) in his study

found a weak positive correlation between test score rankings and inefficiency

rankings. To Mcgowen (2014) discipline, or behavior, was found to be significantly

related to the Total Learning Environment Assessment (TLEA). Lai, Sadoulet and

De Janvry (2015) found out that the role of teacher quality, is a predictor as an

upgrade of 10% of the teachers to higher rank would increase by 5% to 14% the

students’ probability of successfully reaching the minimum required for admission

in high school. By contrast, informal degree training was not effective and teachers’

number of years on the job lowers the overall test score, expectedly due to job

burnout under considerable parent pressures to perform. In consonance, Ebora

(2016) showed that the results of student performance in physics as well as the

achievement test are all satisfactory. Moreover, MolokoMphale and Mhlauli (2015)

revealed that low staff morale and students unpreparedness for the examinations

contribute toward students’ low academic performance. Meanwhile, Magulod Jr.

(2017) in his study revealed that the level of school effectiveness of both private

and public elementary schools was excellent. However, test of difference showed

that public schools exhibited stronger home-school relations than the private

schools. In terms of the level of school performance, public schools perform better

than the private schools for the past three years. Significantly, there exists a strong

22
positive relationship between school effectiveness and school performance. In

addition, Clark, Martorell, and Rockoff (2014) discovered that there was a positive

relationship between principal experience and school performance, particularly for

math test scores and student absences.

On the concept of government support, Borge and Naper (2015) revealed

that a high level of municipal revenue, a high degree of party fragmentation, and a

high share of socialists in the local council are associated with low educational

efficiency. In addition, Loku Waduge (2014) in her study concluded that good

governance practices were important to the performance of any institution.

However, for governance practices to have full impact on performance in university

sector councils should consider the strategies that are in the interest of all

stakeholders and relevant to the sector.

Theoretical Framework

The study aimed to give an in-depth study about the extent of continuing

professional development (CPD) program in relation with teachers’ and school

performance for Master Teachers in the Division of Antipolo City and Rizal. With

the study’s objective, there is a need for a theoretical training model which will

examine the correlation between the two previously mentioned variable. The best

theoretical model applicable to this study is the New World Kirkpatrick Model

(1959) on Learning and Development.

According to the Learning and Evaluation Theory by Kirkpatrick represented

through his model, the effectiveness of trainings given to individual can be

23
measured in four different levels. This levels are reaction, learning, behavior and

results. Level 1 of the Kirkpatrick model measures the degree of trainee’s

satisfaction, training’s relevance and training’s engagement. Level 2 of the

Kirkpatrick model measures how much trainees have learnt from the training

courses. Level 3 of the Kirkpatrick model measures the degree to which

participants have adjusted their behaviors and apply what they have learnt into

their jobs. Level 4 of the Kirkpatrick model measures the degree to which goals are

achieved as a result of the training.

The Kirkpatrick model emphasizes on the concept of “required drivers”-

“processes and systems that reinforce, encourage and reward performance of

critical behaviors on the job”. Managers and companies should create “required

drivers” and favorable opportunities at the workplace for employees to practice

what they have learnt.

Meanwhile there are other theories focusing on another aspect which is

applicable to this study. The theories focus on the how investment in human capital

will lead to greater economic outputs meaning that investments in trainings

provided for teachers will lead to better education outcome. The theory described

here is the Human Development Theory by Becker (1964). According to this theory,

investment by individuals in education up to the point where the returns in extra

income are equal to the costs of participating in education. Returns are both private

to the individual in the form of additional income, and to the general society in the

form of greater productivity provided by the educated (Mutamba, 2014).

24
 Lastly, the study also used the Strategic Training and Development Process

develop by Salas, E., Tannenbaum, S.I., Kraiger, K. and Jentsch, K.A. (2012)

which states that trainings help an organization to be competitive. However,

training is not as intuitive as it may seem. There is a science of training that shows

that there is a right way and a wrong way to design, deliver, and implement a

training program. It further emphasized that training is a systematic process, which

are integrated in before, during, and after training. There are systematic steps to

take at each of these three time periods for a training to be fully effective.

25
Theoretical Framework

INPUT PROCESS OUTPUT

Kirkpatrick’s
Learning and
Development - Analysis of the
Theory Three Theories on
- Reaction Training for
- Learning Professional - Validated
- Behavior Growth Questionnaire on
- Results Accuracy of CPD
- Synthesizing of to Teachers’ and
Ideas from the Schools’
Becker’s Human Theories. Performance
Capital Development
Theory - Crafting of - Accurate CPD
Questionnaire on Training Provided
- Investment on Training
Training Accuracy to Master
Strategic Training of CPD to Teachers
and Development Instructional
Process by Salas, Competence of
Tannembaun, Kraiger
& Jentsch Teachers

- Systematic Process in
training

Feedback

Figure 1

Paradigm Showing the Process to Provide Accuracy to Trainings Provided

to Master Teachers

26
 The study used Input-Process-Output to construct a theoretical framework

that will be fitted in the study. The theoretical framework used to study the extent

of the accuracy of CPD trainings to performance of teachers and schools.

The input contains the Kirkpatrick’s Learning and Development Theory

stages of measuring the appropriateness and effectiveness of trainings provided

to for employees. It includes parameters which are reaction, learning, behavior and

result. The second input is the Becker’s Human Capital Development Theory.

Investment on training to gain competitiveness in a company is the main focus of

this theory. The last input is the Strategic Training and Development Process by

Salas, Tannembaun, Kraiger & Jentsch which suggests that training should not be

given on an ordinary and common way. Further, for a training to be effective, it

must be done in a systematic and strategic process.

The box under the process contains different procedures to further utilize

the different theories in the input process in creating ways to analyzed different

trainings provided for master teachers. The process box includes - analysis and

synthesizing of ideas from the three theories on training related to trainings

provided by an organization to its employees. It also includes crafting of

questionnaire on training accuracy of CPD to instructional competence of teachers

27
 The last box explains the output of the study and the possible outcome of

the study. This includes validated questionnaire on accuracy of CPD to teachers’

and schools’ performance and accurate CPD training provided to master teachers.

The last is the feedback. The feedback was constructed for further

improvement of the overall structure of the framework, from input to process up to

the output.

Conceptual Framework

INPUT PROCESS OUTPUT

Teachers’
Performance
- IPCRF Indicators Learning and
Development
School Performance - Analysis of Different Program
- National Achievment Theories Related to
Test Training and
-Enrolment Rate Development of
-Drop-out rate Employees -Improved
-Completion Rate Instructional
Cohort Survival Rate - Data Collection Competence of
Processes
Master Teachers
- Formulation of
-Validated
Findings, Conclusion
Questionnaire on
and Recommendations
Extent of ccuracy of - Improved
CPD to Teachers’ School
and Schools’ Performance
Performance

Feedback

28
 Figure 2

IPO Model Showing the Procedure to Improve the Instructional Competence

of Master Teachers and School Performance
in the Division of Antipolo City and Rizal

It can be viewed that the study used Input-Process-Output model to illustrate

the concept of the study. The Input-Process-Output was added with an outcome

box to describe the possible result of the study.

Included in the first box are the input of the study which underwent statistical

analysis, comparison and interpretation. Among these inputs are teachers

Individual Performance Commitment Review (IPCRF) Form indicators such as

Instructional Competence, Instructional Supervision, Professional Development

and Plus Factor. Also included in the input box is the School Performance which

measured through National Achievement Test, Enrolment Rate,Drop-out Rate,

Completion Rate and Cohort Survival Rate. Third in the input is the validated

questionnaire that was utilized to determine the accuracy of CPD to teachers’ and

schools’ performance.

The next one is the process box. Included in the process is the analysis of

different theories related to training and development of employees to come up

with appropriate instrument that will determine the effectiveness and accuracy of

CPD given to teachers in connection with school performance. Also included in the

second box is the Data Collection Processes which are administration of

questionnaire, retrieval of it and statistical data analysis. Lastly, formulation of

29
findings to come up with conclusion and possible recommendations will be done

as part of the process.

The third box represents the output of the study. The output of the study is

a Learning and Deveopment Program. This program is for the Master Teachers

which will enhanced all the possible weaknesses which can be identified from the

findings of the study. Moreover the possible outcome of the study which can be

obtained based from the conducted Learning and Development Program.

Expected outcome of the study are the improved instructional competence of

Master Teachers and Improved School Performance.

A feedback box also spiced the constructed framework. The feedback was

added to ensure the continuous improvement to the part of the framework intended

to solve possible problems that might arise in the execution of the plan.

30
Operational Framewor

INPUT PROCESS OUTPUT

- Sharing of the
Findings to the
schools included in
the Study
-Improved
- Forwarding of the Performance of
Findings to the Master Teachers
Division Offices
Learning and
Development - Issuance of Memo on
Program the use of the - Improved School
Learning and Performance
Development
Program

- Utilization of the
Research Output

Feedback

Figure 3

Framework Showing the Procedure to Utilized the Output in the Division of

Antipolo City and Rizal to Improve Teachers’ and Schools’ Performance

31
 The recent paradigm illustrated the operational framework of the study. This

operational framework illustrated how the output of the study can be utilized to

solve existing problems that will be identified from the findings of the study.

The first box represents the input of the study. The Learning and

Development Program is intended for the master teachers to address possible

competency problems that will be traced from the findings of the study.

The second box is the process box. This box explain the possible measures

that must be done to effectively utilized the Learning and Development Program.

The first step is the sharing of the findings to the schools included in the study. The

next step to be undertaken is forwarding of the findings to the division offices of

Antipolo and Rizal. Third step is the issuance of memorandum on the use and

execution of the proposed Learning and Development Program. Last step in the

process is the actual utilization of the research output.

The third box represents the output of the study. It is subdivided into two

major areas. One area is for the teachers and the other area is for the schools in

which the learners are the main beneficiaries. Both outputs expressed the word

improved which signifies better performance from the previous one. Enhanced

performance of the Master Teachers will be translated into improved school

performance in National Achievement Teast and other indicators such as

Enrolment Rate,Drop-out Rate, Completion Rate and Cohort Survival Rate.

32
Statement of the Problem

The study aimed to give an in-depth study about the extent of continuing

professional development (CPD) program in relation with teachers’ and school

performance for Master Teachers in the Division of Antipolo City and Rizal.

Specifically, this sought to answer the following questions:

1. What is the extent of accuracy of the Continuing Professional

Development for the last two years in the Schools Division of Antipolo City and

the Schools Division of Rizal as evaluated by the School Heads and Master

Teachers in terms of:

1. 1 Reaction

1.1.1 engagement

1.1.2 relevance

1.1.3 customer satisfaction

1.2 learning

1.2.1 knowledge

1.2.2 skills

1.2.3 attitude

1.2.4 confidence

1.2.5 commitment

1.3 behaviour

33
 1.3.1 on the job behavior

1.4 results

1.4.1 leading indicators

1.4.2 desired outcomes

2. Is there a significant differences between extent of accuracy of the

Continuing Professional Development for the last two years in the Schools

Division of Antipolo City and the Schools Division of Rizal as evaluated by the

School Heads and Master Teachers?

3. What is the performance of master teachers in senior high school in the

Schools Division of Antipolo City and the Schools Division of Rizal as indicated

by the Individual Performance Commitment Review Form in with respect to

3.1 Professional Development

3.2 Instructional Competence

3.3 Instructional Supervision

3.4 Plus Factor

4. What is the performance of the Schools Division of Antipolo City and the

Schools Division of Rizal for the last two years in terms of:

4.1 Access

4.1.1 Enrollment

4.2 Efficiency

4.2.1 Drop-out

4.2.2 Completion

4.2.3 Graduation

34
4.3 Quality

4.3.1 National Achievement Test

4.4 Governance

00

5. Is there a significant correlation between the extent of accuracy of the

Continuing Professional Development to performance of master teachers in

senior high school in the Schools Division of Antipolo City and the Schools

Division of Rizal?

6. What Learning and Develoment Program can be crafted out of the findings

from the study?

Hypotheses

From the problems stated, the study tested the following null hypothesis:

There is no significant differences between extent of accuracy of the

Continuing Professional Development for the last two years in the Schools Division

of Antipolo City and the Schools Division of Rizal as evaluated by the master

teacher and school heads?

There is no significant correlation between the extent of accuracy of the

Continuing Professional Development to performance of master teachers in senior

high school in the Schools Division of Antipolo City and the Schools Division of

Rizal.

There is no significant difference between the performance of Master

Teachers and performance of senior high school in the Schools Division of Antipolo

City and the Schools Division of Rizal.

35
Significance of the Study

Change is inevitable in every organization. Therefore, there must be a

continuous program for the development of teachers. Vision to have the best

teachers for every institution will not be in reality without identifying the weaknesses

and areas for development. It describes every moves and actions to be undertaken

and defines the future for it is the driving mechanism of every organization.

Therefore, accurate capability programs must be designed for it is very crucial in

the attainment of goal.

The study will evaluate the continuing professional development program

attended by master teachers in selected public senior high school, Division of

Antipolo City and Rizal in connection with the accuracy of instruction and

competence of teacher’s performance. In specific, the study will be benefits the

following:

Teachers. The training will identify the areas the received extent of CPD in

terms of different areas to be improved. The result will determine the CPD

appropriate and needed by the master teachers thus will improve instruction,

supervision and performance. Master Teachers are considered as trainer of

trainers, therefore, the multiplying effect of these teachers can also provide

improvement to every subordinate teachers.

Administration. The leadership of administration through the findings of

this study will be given an idea on how on deciding the trainings that will be given

to the master teachers. The study will also clear out possible waste of money spent

36
in trainings provided for teachers which are irrelevant to their actual needs as a

master teachers. The study will also give broad knowledge regarding the

connection between the trainings given to the teachers and how it affects school

performance.

Professional Community. The findings of the study will provide

information on how Continuous Professional Development trainings affects

instructional competence and instructional supervision of master teachers. The

professional community will also be enlightened about the possible effect of CPD

to the school performance and other intangible effects of relevant training given to

the teachers.

Training Management Team. The designers of the school training matrix

will gain exact target of the appropriate needs of the teachers. The findings of the

study will be the input to learning and development which will be useful for the

training management team of the school. The learning and development can be

adopted to address different areas for improvement in terms of accuracy of training

for the master teachers.

Future Researchers. The findings and conclusion of the study can serve

as a strong springboard in conducting related study relevant to trainings given to

the teachers. The study can be a basis for future researchers in doing more

sophisticated research about school performance and how the trainings given to

teachers affect it.

Scope and Limitation

37
 The study will include 30 School Heads and 265 Master Teachers among

public senior high schools in the Schools Division of Antipolo and Rizal. The study

included 15 selected senior high schools in from the Division of Antipolo City and

15 selected senior high schools in from the Division of Rizal. Senior High Schools

from the Division of Antipolo and Rizal are included in the study because these two

Divisions have the same culture in terms of Education since it was once a single

Division before it was separated in 2001. From the Division of Antipolo City,

included in the study were Master Teachers and School Heads from Antipolo NHS,

Boso-Boso NHS, Calawis NHS, Dalig NHS, Dela Paz NHS, Kaysakat NHS,

Maximo Gatlabayan MNHS, Mayamot NHS, Munti Dilaw NHS, Rizza NHS, San

Isidro NHS, San Jose NHS,San Juan NHS, Marcelino Santos NHS and San

Roque NHS.

On the other hand, the schools included from the Division of Rizal were

Angono NHS, Baras Senior High School, Baras-Pinugay NHS, Cainta Senior High

School, Carlos "Botong" V. Francisco MNHS, Kasiglahan Village Senior High

School, Morong NHS, Pantay NHS, Pintong Bukawe NHS, Regional Lead School

for the Arts in Angono, San Mateo Senior High School, Tanay Senior High School,

San Jose-Litex Senior HS, Teresa NHS and Vicente Madrigal NHS.The study was

conducted during school-year 2018-2019.

DEFINITION OF TERMS

38
Behavior The degree to which the Master Teachers apply what they learned

during the CPD when they are back on the job

Competency. This refers to skills, knowledge and attitude of Master Teachers

which can be measured in terms of instructional competence, instructional

supervision, professional development and plus factors in the IPCRF.

Continuing Professional Development. It pertains to training done by Master

Teachers to equip themselves in the area of instruction and to upgrade

competence in teaching.

Extent of Accuracy. It refers to the exactness of Continuing Professional

Development given to master teachers based on their needs as indicated by the

duties and responsibilities. CPD given to teachers is said to be accurate when there

is increase in teachers competency as indicated by the increase in the rating in the

Individual Performance Commitment Review Form.

Individual Performance Commitment and Review Form (IPCRF). It is a tool

used to measure the annual performance of teacher subdivided into 5 areas which

are Teaching and Learning Process, Students’ Outcome, Community Involvement,

Professional Development and Plus Factor.

Instructional Competence. This is defined as the teachers' mastery of the subject

field, teaching skills, classroom management and learning evaluation skills.

Instructional Supervision. It is defined as all efforts of master teachers towards

providing leadership to teachers in the improvement of instruction; involves the

stimulation of professional growth and development of teachers, the selection and

39
revision of educational objectives, material of instructions and methods of teaching;

and the evaluation of instruction.

Learning. It pertains to the degree to which the Master Teachers acquire the

intended knowledge, skills, attitude, confidence and commitment based on their

participation in the CPD.

Learning and Development Program. It pertains to a designed program

containing series of projects to improve areas found needing enhancement among

competencies of master teachers.

Master Teacher. It pertains to a teacher having a plantilla position in the

Department of Education with a salary grade of 18 or 19. Expected to have

proficiency and superiority in teaching skills over Master Teacher 1 and teachers 1

to 3 position.

Professional Development. It is defined as learning to earn or maintain

professional credentials such as academic degrees to formal coursework,

attending conferences, and informal learning opportunities situated in practice. It

has been described as intensive and collaborative, ideally incorporating an

evaluative stage.

Reaction. It refers to the degree to which participants find the CPD favorable,

engaging and relevant to their jobs.

Results. The degree to which targeted outcomes occur as a result of the training

and the support and accountability package

40
Results-Based Performance Management System. A new system of evaluation

for public school teachers in the Department of Education employed where the

Individual Commitment Review Form is anchored

School Head. This refers to school head or leader of school in DepEd whether

having a Head Teacher position or a full pledge principal item doing supervisory

function and school management function. It also refers to the approving authority

enumerated in Annex A (DO 2, s 2015) who determines the final performance

rating of an individual employees based on proof of performance.

School Performance. It pertains to service provided by a school in express in

terms of Quality, Access and Governance. In specific, school performance is

measured through standardized examination, drop-out rate, repetition rate, cohort

survival rate and participation rate.

Teachers’ Performance. This refers to level of competence of Master Teachers

evaluated through Individual Performance Commitment Review Form.

Chapter II

METHODS

Research Design

The descriptive evaluative research design was utilized in this study to

collect the data needed, to determine the performance of Master Teachers in the

Division of Antipolo City and Rizal. As conferred by Amante (2008), descriptive

41
research involves the explanation, recording, examining, analysis and

interpretation of the current nature, composition practice or phenomena.

According to Andres (2007) descriptive-evaluative method of research

describes with emphasis what actually exists such as the current condition,

practices, circumstances or any phenomena. Evaluation study is intended to gather

facts and information regarding the effectiveness and efficacy of a definite program

a unit or institution.

The descriptive evaluative research used in this study focused to assess the

accuracy of continuing professional development of Master Teachers among

secondary schools in the Division of Antipolo City and Rizal.

This study also used descriptive-evaluative survey of research utilizing

questionnaire-checklist as an instrument in collecting data from the school heads

and master teachers which is needed to investigate the accuracy of continuing

professional development of Master Teachers in connection with the accuracy

school performance.

Documentary analysis will also be applied in the study to validate the

answers of school heads and master teachers. Documents such as National

Achievement Test Result, School Based Management Level, Enrolment Rate,

Drop-Out Rate, Completion Rate and Cohort Survival Rate were analyzed in the

study.

Locale of the Study

42
 This study was conducted in the selected senior high schools in the Schools

Division of Antipolo City and the Schools Division of Rizal. These Schools Divisions

geographically located located in the Calabarzon region, 16 kilometres (9.9 mi)

east of Manila. The province is named after José Rizal, the national hero of the

Philippines while Antiplo named after the Tipulo tree.

Antipolo City comprises of 15 senior high schools. The selected senior

schools from this divisions were Antipolo NHS, Boso-Boso NHS, Calawis NHS,

Dalig NHS, Dela Paz NHS, Kaysakat NHS, Maximo Gatlabayan MNHS, Mayamot

NHS, Munti Dilaw NHS, Rizza NHS, San Isidro NHS, San Jose NHS,San Juan

NHS, Marcelino Santos NHS and San Roque NHS.

On the other hand, the 15 senior high schools included from the Division of

Rizal were Angono NHS, Baras Senior High School, Baras-Pinugay NHS, Cainta

Senior High School, Carlos "Botong" V. Francisco MNHS, Kasiglahan Village

Senior High School, Morong NHS, Pantay NHS, Pintong Bukawe NHS, Regional

Lead School for the Arts in Angono, San Mateo Senior High School, Tanay Senior

High School, San Jose-Litex Senior HS, Teresa NHS and Vicente Madrigal

NHS.The study was conducted during school-year 2018-2019.

Division of Antipolo City and Rizal are working hard to attain the

organization’s vision which is as follows; we dream of Filipinos who passionately

love their country and whose values and competencies enable them to realize their

full potential and contribute meaningfully to building the nation, as a learner-

centered public institution, the Department of Education continuously improves

itself to better serve its stakeholders”.

43
 To attain this vision the following mission statement are employed by the

two Divisions - “To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where: Students learn in a

child-friendly, gender-sensitive, safe, and motivating environment;

Teachers facilitate learning and constantly nurture every learner; Administrators

and staff, as stewards of the institution, ensure an enabling and supportive

environment for effective learning to happen; Family, community, and other

stakeholders are actively engaged and share responsibility for developing life-long

learners.

With those vision and mission statements, it is hereby expected that those

can be made into reality through effective retooling of Master Teachers which can

be implemented in the two Divisions.

Basically, the researcher decided to choose Schools Division of Antipolo,

for he is a senior high school teacher of the said division, and for Rizal because

Antipolo and Rizal was once a single division. The researcher after accomplishing

the study itself, believes that this study would be a contributory to the improvement

to the continuous development program of these divisions.

44
 Figure 2

Map of the Division of Antipolo City and Division of Rizal

Respondents of the Study

The respondents of the this study were the newly promoted master teachers

for the school year 2016-2017 & 2017-2018 of the selected senior high schools of

the Schools Division f Antipolo and Rizal. They were identified as the respondents

of this study because the researcher needs to have a respondents who have

similar continuous development needs. Their being new in the higher position,

45
requires trainings and seminars to be properly equipped and retooled. The school

heads of these selected senior school were also included in this study because

they were the one who supervises the duties and responsibilities of the master

teachers.

Purposive sampling was utilized to determine the population for this study.

According to Prieto, Naval and Larey (2017) purposive sampling employs a

procedure in which samples are chosen for a special purpose. Ritchie et al., (2003)

defines this sampling approach as a strategy where “Members of a sample are

chosen with a purpose to represent a location or type in relation to the criterion”

The study waqas conducted during the school year 2018-2019.

Table 1 presents the 30 subject schools and the number of respondents for

each school.

46
 Table 1
Number of Respondents Taken from Each School

NUMBER OF NUMBER OF ACTUAL ACTUAL

TARGET SCHOOL TARGET MASTER NUMBER OF NUMBER OF
ANTIPLO CITY DIVISION HEAD-RESPONDENT TEACHER SCHOOL HEAD MASTER
RESPONDENT RESPONDENT TEACHER
RESPONDENT

1 ANTIPOLO NHS 1 19 0 12
2 BOSO-BOSO NHS 1 5 1 5
3 CALAWIS NHS 1 1 1 1
4 DALIG NHS 1 7 0 7
5 DELA PAZ NHS 1 7 0 6
6 KAYSAKAT NHS 1 2 1 2
7 MAXIMO GATLABAYAN MNHS 1 11 1 11
8 MAYAMOT NHS 1 15 1 10
9 MUNTI DILAW NHS 1 4 1 4
10 RIZZA NHS 1 3 1 3
11 SAN ISIDRO NHS 1 6 1 5
12 SAN JOSE NHS 1 8 1 7
13 SAN JUAN NHS 1 4 1 4
14 MARCELINO SANTOS NHS 1 3 1 3
15 SAN ROQUE 1 7 1 6
TOTAL 102 12 86
RIZAL DIVISION
1 Angono NHS 1 19 1 12
2 Baras Senior High School 1 4 1 4
3 Baras-Pinugay NHS 1 2 1 2
4 Cainta Senior High School 1 13 1 8
Carlos "Botong" V. Francisco
5 MNHS 1 1 0 1
Kasiglahan Village Senior High
6 School 1 20 1 11
7 Morong National High School 1 22 0 15
Pantay NHS (Teresa NHS -
8 Pantay Annex) 1 4 1 4
Pintong Bukawe National High
9 School 1 1 1 1
Regional Lead School for the
10 Arts in Angono 1 9 0 5
11 San Mateo SHS 1 9 1 8
12 Tanay Senior High School 1 10 1 9
13 San Jose-Litex Senior HS 1 15 1 11
14 Teresa National High School 1 9 1 6
15 Vicente Madrigal NHS 1 25 0 15
TOTAL 1 163 11 112
Over All Total 265 23 198

47
Data Gathering Instrument

The researcher used a researcher-made questionnaire to gather the data

about the accuracy of the Continuing Professional Development for Master

teachers of selected public senior high schools in the Division of Antipolo City and

Rizal. The questionnaire-checklist was based on training assessment tool used by

the human resource development section of DepEd. It is also based on the

Kirkpatrick (1959) New World training evaluation model.Sets of questionnaires

were designed for the School Head and Master Teachers. The content phase

evaluation and validation was done by Management experts of Pamantasan ng

Lungsod ng Marikina together with the panel members of the researcher.

Individual Performance Commitment and Review Form (IPCRFs) was also

used to determine the master teacher’s performance. The IPCRFs were available

in school respective schools. However, the researcher opted to ask the

respondents to fill in the table included in his instrument for easier tabulation. The

copy of IPCRFs of master teacher-respondents were used for further validation of

the data indicated by master teachers. The IPCRFs provide scores of the master

teacher-respondents in terms of their performance based on the four KRA’s.

The result of the IPCRF were tabulated per Key Results Area (KRA) namely

Professional Growth and Development, Instructional Competence, Instructional

Supervision and Plus factor. This instrument determined the rating of the master

teacher respondents per KRA.

Meanwhile, a request letter to the school division was sent to obtain data

about school performance in access, efficiency, quality and governance.

48
 The gather information was then recorded, analysed and interpreted for the

purpose of the study.

Data Gathering Procedure

The study was undertaken during the School Year 2018-2019 in ten (10)

senior high schools in the Division of Antipolo City and Division of Rizal. It

considered the following technical procedure.

. During the month of September, planning on the content and procedure of

the study were done. Included in the planning are the preparation of source of data

and surveying of respondents were included in the study. Formulation of question

statements regarding the study was done on the month of August. During the late

part of August and early part of the month of September, pre-surveying of related

literature and related studies was conducted in University of Rizal System Antipolo

and Morong campuses and Deped Antipolo City Library. Internet resources was

also browsed for addition literature and studies. Development of research

methodology was also done simultaneously in the month of September and

October. The finalization of Draft for the colloquium was done during the 2nd week

of the month of October.

The researcher secured approval letter to conduct the study from the

Department of Education, Division Office of Antipolo City and Division of Rizal

during the second week of November. Permission was also asked during the same

month to the principals of the schools which will partake in the study.

49
 After securing permit, the researcher immediately worked on the revision of

research questionnaire instrument that was validated by some experts in the field.

Following the validation of the instrument, the researcher personally

administer the questionnaire to all the master teachers on the month of December.

The researcher retrieved one hundred percent (100%) of the questionnaires from

respondents on the first week of first week of January. Simultaneously, copies of

IPCRF of the Master Teachers together with the result of different standardized

test was also obtained from the subject schools.

The data were tabulated, computed and analyzed during the last part of

January. The researcher came up with the general findings, conclusions and

recommendations during the month of February.

The researcher arrange for the scheduling of final oral defence during the

3rd week of February 2019 after the distribution of manuscript.

The revision and bookbinding of the manuscript for final distribution was

conducted from the month of February and lasted as early as the month of March.

Statistical Tools

After the gathering of data, all questionnaires were subjected to statistical

treatment necessary to answer the problem statement and to decide on the null

hypothesis. The statistical tool used was Minitab version 14. The numerical data

was interpreted by the researcher and gave meaning for possible

recommendations and suggestions to come up with a possible output.

50
 In response to the study’s statement of the problem, the gathered data were

treated statistically.

To measure the extent of accuracy of the Continuing Professional

Development provided of Master Teachers for the last two years in the Division of

Antipolo City and Division of Rizal, mean and standard deviation was employed.

To determine the competency of master teachers in the senior high school

in the two Divisions in terms of IPCRF performance, weighted mean was used.

To determine the performance of senior high school in the Division of

Antipolo and Division of Rizal , weighted mean was used.

To correlate significantly the extent of accuracy of the Continuing

Professional Development to competency of master teachers, Pearson correlation

analysis was utilized

To correlate significantly the extent of accuracy of the Continuing

Professional Development to performance of schools, Pearson correlation analysis

was maximized.

To correlate significantly the competency of master teachers and

performance of schools, Pearson correlation analysis was employed.

51
 CHAPTER 3

RESULT AND DISCUSSION

This chapter deals with the analysis and interpretation of data based on the sub

problems.

Table 2 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of engagement under reaction.

Table 2

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Engagement under Reaction

a. Engagement Master Teacher School Head Overall

Mean VI R Mean VI R Mean VI R
1. Master Teachers 3.39 V.E. 1 3.52 V.E. 1 3.46 V.E. 1
were given adequate
opportunity to
demonstrate what they
had learned.
2. Master Teachers 3.29 V.E. 2 3.35 V.E. 4.5 3.32 V.E. 3
were well engaged
during the whole process
of the training.
3. Master Teachers 3.24 V.E. 4 3.35 V.E. 4.5 3.30 V.E. 4.5
were fully involved in the
training since there were
no major distractions
that interfered.
4. Master Teachers 3.21 H.E. 5 3.39 V.E. 3 3.30 V.E. 4.5
learned better with the
help of the class during
the training.
5. Master Teachers 3.26 H.E. 3 3.43 V.E. 2 3.35 V.E. 2
acquired a lot of learning
through the help of the
facilitators.
Total Mean 3.28 V.E. 3.41 V.E. 3.34 V.E.

52
 In could be glimpse in the table that both master teachers and school heads

evaluated the continuing professional development in terms of engagement with

means of 3.28 and 3.41 both interpreted as very evident with overall total mean of

3.34 which is interpreted as very evident.

Master teacher respondents agreed that they have adequate opportunity to

demonstrate what they have learned in the training which was agreed upon by the

school head respondents which ranked first overall.

This implied that the continuing professional development for master

teacher was very evident however the full involvement of the master teachers and

their approach to learn better with the help of the class during their training still

needs further improvement.

The findings is parallel with Ikramina and Gustomo (2014), which shows the

result of the listing problems that happened in behavior level of evaluation, and

also will state the gap that occurred between the theory and the implementation in

Bank Tabungan Negara (BTN) current training evaluation design. Furthermore, the

list of possible recommendations such as coaching and making control group

which also will be stated as the end result to be proposed to BTN in order to

improve future training evaluation design.

In addition, Gaza (2015), concluded that for a training program to become

effective it recommends (a) to improve measuring and transferring knowledge and

skills, (b) to provide the training materials with the latest references and

engineering books versions, (c) to make classrooms layout suitable for pair work

53
and discussion group work, (d) and to give trainees enough time to practice

theoretical data.

Table 3 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal relevance under reaction.

Table 3

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Relevance under Reaction
b. Relevance Master Teacher School Head Overall
Mean VI R Mean VI R Mean VI R
1. Master Teachers
had a clear view on
3.18 H.E. 4.5 3.39 V.E. 5 3.29 V.E. 5
how to apply the
learnings on the job.
1. Master
Teachers were able
to immediately 3.18 H.E. 4.5 3.61 V.E. 1.5 3.40 V.E. 3
employ what they
had learned.
2. Master
Teachers obtained
relevant and useful 3.26 H.E. 2 3.61 V.E. 1.5 3.44 V.E. 2
information to their
work.
3. Master
Teachers found the
program significant 3.21 H.E. 3 3.43 V.E. 4 3.32 V.E. 4
for their future
success.
4. Master
Teachers understood
the purpose of the 3.31 V.E. 1 3.57 V.E. 3 3.44 V.E. 1
training and why it
was conducted.
Total Mean 3.23 H.E. 3.52 V.E. 3.38 V.E.

54
 The data presented by the table shows that the master teacher evaluated

the continuing professional development in terms of relevance with a mean of 3.23

which is interpreted as high evident while the school heads evaluated it with a mean

of 3.52 which is interpreted as very evident with overall mean of 3.38 which is very

evident.

The master teacher agreed that they understand fully the propose of the

training which was disagreed upon by school heads however they agreed upon

that they have learned the immediate employment of what they have learned and

that they obtained relevant and useful information to their work. Although overall,

it was shown from both group of respondents that the master teachers have

understood the purpose of their training and why it was conducted.

This implied that the respondents have different view in the continuing

professional program in terms of relevance, this should be improved moreover

master teachers should a clear view on how to apply the learnings on the job.

University of Twente, (2016) on a study to investigate what evaluation

characteristics are seen as relevant by learning professionals in designing an

evaluation approach on behaviour level with the goal to determine the

effectiveness of the training, found out that skill trainings, contrary to knowledge

training, seem suitable for an evaluation on behaviour level according to the

learning professionals.

55
 Table 4 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal customer satisfaction under reaction.

Table 4

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Customer Satisfaction under Reaction

c. Customer Master Teacher School Head Overall

Satisfaction Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers
recommend the same
3.19 H.E. 5 3.30 V.E. 4 3.22 H.E. 5
training to their co-
teachers.
2. Master Teachers
were satisfied with the 3.31 V.E. 4 3.39 V.E. 3 3.35 V.E. 3
worth of the training.
3. Master Teachers
had no doubts that the
3.34 V.E. 2 3.30 V.E. 4 3.32 V.E. 4
training/program fully
met their expectations.

4. Master Teachers
had agreed that the
presentations/styles of
3.32 V.E. 3 3.61 V.E. 1 3.47 V.E. 1
the instructors
contributed to their
learning experience.

5. Master Teachers
had received
3.39 V.E. 1 3.43 V.E. 2 3.41 V.E. 2
suggestive information
after the program.

Total Mean 3.31 V.E. 3.41 V.E. 3.36 V.E.

56
 In could be glimpse in the data that the master teachers and school heads

evaluated the customer satisfaction as very evident with means of 3.31 and 3.41

and overall mean of 3.36 interpreted as very evident.

Master Teachers had received suggestive information after the program

ranked 1 in the response of master teacher while school head respondents had

agreed that the presentations/styles of the instructors contributed to their learning

experience ranked 1 in their response. Both respondents agreed upon the

response of school heads which was highest overall.

This implied that customer satisfaction is very evident in the continuing

professional development however the same training should be provided to

teachers under teacher I to III level.

Dorri, Akbari , and Sedeh (2014) evaluated the effect of in-service training;

using Kirkpatrick model. The in-service training course was evaluated in reaction,

learning, behavior, and results level of the Kirkpatrick model. It was revealed that

the effectiveness score obtained in the reaction level (first level in the Kirkpatrick

model) was 4.2 ± 0.32. The effectiveness score in the second level of model or the

learning level was 4.70 ± 0.09, which is statistically significant (P < 0.001). The

effectiveness score at the third and fourth level were 4.1 ± 0.34 and 4.3 ± 0.12,

respectively. Total effectiveness score was 4.35.

Parallel with the present study, results of this study showed that CPR in-

service training has a favorable and satisfying effect on all four levels of the

Kirkpatrick model for nurses and nurse’s aide.

57
 Table 5 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of knowledge under learning.

Table 5

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Knowledge under Learning
a. Knowledge Master Teacher School Head Overall
Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers gained
certain ideas in the
training that were useful
3.31 V.E. 3 3.60 V.E. 1 3.46 V.E. 1
in the improvement of
the instruction specially
to their specialization.
2. Master Teachers had
learned accurate and
applicable learnings for 3.23 H.E. 5 3.35 V.E. 5 3.25 V.E. 5
their daily delivery of
instruction.
3. Master Teachers had
learned relevant ideas
in the improvement of
school competence in 3.25 V.E. 4 3.43 V.E. 4 3.34 V.E. 4
the standardized
examination (NAT, DAT
and SAT).
4. Master Teachers had
learned from the
program that can be 3.36 V.E. 1.5 3.48 V.E. 2 3.42 V.E. 2
shared to their co-
teachers.
5. Master Teachers had
learned updated
3.36 V.E. 1.5 3.45 V.E. 3 3.41 V.E. 3
knowledge and relevant
to their work.
Total Mean 3.30 V.E. 3.46 V.E. 3.38 V.E.

58
 It could be seen in the table that both respondents evaluated the continuing

professional development as very evident with means of 3.30 and 3.46, with a total

mean of 3.38 which interpreted as very evident.

Master Teachers agreed that they had learned from the program that can

be shared to their co-teachers and that they had learned updated knowledge and

relevant to their work while the school heads agreed that master teachers gained

certain ideas in the training that were useful in the improvement of the instruction

specially to their specialization which was agreed upon overall by both master

teacher and school head respondents. Both respondents agreed that master

teachers had learned accurate and applicable learnings for their daily delivery of

instruction should be improved.

This implied that continuing professional development program is effective

in proving knowledge to the master teacher. It also implies that the continuing

professional development provides big lift in improving the performance of master

teachers.

The result is parallel with the study of Borate (2014) which was conducted to

evaluate the effectiveness of training program in quality department at multinational

company. Using Kirkpatrick model (1976) for evaluating effectiveness of

continuous quality improvement training program and have found out using paired

sample t-test that the employees find the training program effective. The mean of

hypotheses were significantly higher than the theoretical mean giving the

effectiveness of the overall training program.

59
 Table 6 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of skills under learning.

Table 6

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Skills under Learning

b. Skills Master Teacher School Head Overall

Mea Ran Mea
Mean VI Rank VI VI Rank
n k n
1. Master Teachers
improved their skills
after the training and it V.E V.E
3.34 V.E. 3 3.52 1 3.43 2
helped them deliver the . .
curriculum effectively to
the students.
2. Master Teachers
applied the skills in
V.E V.E
their instructional 3.36 V.E. 2 3.48 2.5 3.42 3
. .
supervision to other
teachers.
3. Master Teachers
had learned updated V.E V.E
3.39 V.E. 1 3.48 2.5 3.44 1
skills that were relevant . .
to their work.
4. Master Teachers
applied the skills given
from the training
V.E V.E
because they were 3.34 V.E. 3 3.43 4.5 3.39 4
. .
accurate and
applicable in their area
of specialization.
5. Master Teachers
applied the skills in V.E V.E
3.31 V.E. 3.5 3.43 4.5 3.37 5
their daily delivery of . .
instruction.
Total Mean V.E V.E
3.35 V.E. 3.47 3.41
. .

60
 It could be glimpse at the table that both respondents agreed that continuing

professional development program in terms of skills was very evident as with

means of 3.35 for master teachers and 3.47 for school head with an overall mean

3.41 which was interpreted as very evident.

Master Teachers believed that they had learned updated skills that were

relevant to their work which was evaluated as rank one and for the school heads

they believed that Master Teachers improved their skills after the training and it

helped them deliver the curriculum effectively to the learners however this was rank

second in overall computation which means that this should be enhanced through

the mentioned program.

This implied that the continuing professional development program provides

necessary skills to capacitate the master teachers however there should be

improvement in providing application of skills in daily delivery of instruction to

improve teaching strategies.

According to Homklin (2014) on a study entitled “Doctoral Dissertation

Training Effectiveness of Skill Certification System: The Case of Automotive

Industry in Thailand”, organizations can improve learning by ensuring that trainees

believe that they have the capabilities to successfully learn the new knowledge and

skills from training (self-efficacy for learning). This can be improved by (1) showing

trainees that other employees who have received the training have successfully

improved their knowledge and skills and (2) providing information for trainees on

how the learner can achieve success under the training context.

61
 Table 7 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of attitude under learning.

Table 7

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Attitude under Learning

c. Attitude Master Teacher School Head Overall

Ran Mea Ran
Mean VI Rank Mean VI VI
k n k
1. Master Teachers
were clearly informed
V.E V.E
about the importance 3.28 V.E. 2.5 3.57 1 3.43 1
. .
of attending a CPD
program.
2. Master Teachers
believed the content
V.E V.E
of the CPD was 3.23 H.E. 5 3.39 3.5 3.31 5
. .
important for the
success of their job.
3. Master Teachers
believed it was
worthwhile to apply V.E V.E
3.28 V.E. 2.5 3.57 1 3.43 1
on their job what they . .
had learned from the
training.
4. Master Teachers
used what they had V.E V.E
3.26 H.E. 4 3.43 4 3.35 4
learned from the . .
training.
5. Master Teachers had
initiated to apply the
V.E V.E
knowledge and skills 3.30 V.E. 1 3.52 3 3.41 3
. .
they had learned
from the training.
Total Mean V.E V.E
3.27 V.E. 3.50 3.38
. .

62
 The table presents the evaluation of the master teacher and school head of

the continuing professional development program with means of 3.27 and 3.50

respectively both were interpreted as very evident with overall mean of 3.38 which

was interpreted as very evident.

The master teachers believe that they had applied the knowledge and skills

they had from the training which improves the attitude under learning that ranked

first however this was disagreed upon by the group of school head respondents

which agreed that master teachers believed it was worthwhile to apply on their job

what they had learned from the training which ranked one on the overall

computation.

This implies that continuing professional development program is helpful for

teachers in learning and applying the knowledge and skills to enhance and benefit

from what they learned however master teachers believing the content of CPD was

important for the success of their job still needs to improve.

Homklin (2014) on his study found that only aggregate of reaction tended to

correlate positively with learning. Learning including declarative knowledge,

procedural knowledge, and retention had significant relationships with behavior.

The results of descriptive review on individual trainee and work environment

characteristics indicated that self-efficacy, learning motivation, motivation to

transfer and social support have direct effects on the training effectiveness.

However, little previous empirical studies focused on those characteristics as

63
moderators on the relationships between training outcome variables, specifically

on the relationship of reaction, learning, and behavior.

Table 8 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of confidence under learning.

Table 8

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Confidence under Learning
d. Confidence Master Teacher School Head Overall
Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers
were confident that they
could provide the resources
unavailable on their work 3.36 V.E. 2.5 3.52 V.E. 3 3.44 V.E. 3
for them to apply the new
knowledge and skills they
had gained from the CPD.
2. Master Teachers
gained confidence about
the application of what they 3.35 V.E. 5 3.39 V.E. 5 3.37 V.E. 5
had learned back on the
job.
3. Master Teachers
agreed that the training
gave them assurance to 3.36 V.E. 2.5 3.52 V.E. 3 3.44 V.E. 3
apply what they had
learned.
4. Master Teachers
had the confidence that
3.36 V.E. 2.5 3.52 V.E. 3 3.44 V.E. 3
what they had learned will
work.
5. Master Teachers
had confidence that there
could be adequate system
3.36 V.E. 2.5 3.61 V.E. 1 3.49 V.E. 1
of accountability to ensure
the application of what they
had learned.
Total Mean 3.36 V.E. 3.51 V.E. 3.44 V.E.

64
 The table above shows the data collected from the evaluation of both master

teacher and school head respondents that shows that the first group of

respondents have a total mean of 3.36 and 3.51 for the second group of

respondents which is ranked very evident and that has an overall total mean of

3.44 with a ranking of very evident.

Master teachers believe that they are confident that they could provide the

resources unavailable on their work, agree that training gave them assurance to

apply what the learned and confident that what they had learned will work however

the school head respondents believe that they had confidence that there could be

adequate system of accountability to ensure the application of what they learned

which was agreed upon by both respondents which rank one in the overall data.

This implied that the respondents have different views with continuing

professional development programs with regards to their confidence under

learning and that master teachers gaining confidence about the application of what

they had learned back on the job is still in need of improvement.

The study was supported by the findings of Al-Mughairi, (2018 that training

characteristics had no relationship between training outcomes. Furthermore, the

training environment (followed by trainer performance and behaviour including

confidence) was the strongest factor supporting learning.

Table 9 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

65
Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of commitment under learning.

Table 9

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Commitment under Learning

e. Commitment Master Teacher School Head Overall

Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers had
high commitment
because they do not
have the necessary 3.21 H.E. 4 3.43 V.E. 4 3.32 V.E. 4
knowledge and skills
obtained from the
CPD.
2. Master Teachers had
high commitment
because they do have
necessary resources 3.25 H.E. 3 3.48 V.E. 2.5 3.37 V.E. 2
to apply what they had
learned from the CPD
program.
3. Master Teachers had
high commitment
because they do have
3.17 H.E. 5 3.48 V.E. 2.5 3.33 V.E. 3
the human support to
apply what they had
learned from the CPD.
4. Master Teachers had
submitted themselves
to initiate the
knowledge and skills 3.27 V.E. 2 3.35 V.E. 5 3.31 V.E. 5
they had learned from
the training and will
succeed.
5. Master Teachers had
high commitment to
apply what they have
learned from the CPD
3.30 V.E. 1 3.52 V.E. 3.5 3.34 V.E. 1
because they had
clear picture of what
was expected of them
to do.
Total Mean 3.24 H.E. 3.45 V.E. 3.35 V.E.

66
 The table shows the collected data from the group of respondents that

shows the master teachers with a total mean of 3.24 that is highly evident and the

school heads with a total mean of 3.45 that is very evident that shows an overall

total mean of 3.35 and a verbal interpretation of very evident.

Master teachers believe that they have high commitment to apply what they

had learned from the continuing professional development however the school

head respondents believe that the master teachers had high commitment because

they have the human support and necessary resources to apply what they had

learned from the CPD and further push their commitment.

This implies that the extent of continuing professional development in terms

of commitment under learning is beneficial for master teachers to improve on what

they had submitted themselves to initiate the knowledge and skills they had learned

from the training and that they will succeed.

According to Boas (2013), an effective teacher should be committed. In

accordance, engaging in continuous professional development means being

committed.

Synonymously with the result, Crisostomo (2013), on her study entitled “

Factors affecting level of Morale and Commitment of Public Elementary School

Teachers in District of Cardona found out that gender is not significant to the level

of commitment of teachers in terms of extending working hours, accepting other

assignments, conducting research, understanding learners and community

partnership.

67
 Table 10 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of on the job behavior.

Table 10

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of On the Job Behavior
On the Job Behavior Master Teacher School Head Overall
Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers
applied on the job
3.34 V.E. 2 3.48 V.E. 1 3.39 V.E. 1
what they had learned
in the CPD trainings.
2. Master Teachers
applied what they had
learned from the CPD
3.33 V.E. 3.5 3.26 V.E. 4.5 3.31 V.E. 4.5
because they have a
clear picture of what is
expected of them.
3. Master Teachers
prioritized the
application of what 3.33 V.E. 3.5 3.26 V.E. 4.5 3.32 V.E. 4.5
they had learned from
the CPD program.
4. Master Teachers
received positive
feedback because of
their improved on job 3.31 V.E. 5 3.30 V.E. 5 3.28 V.E. 3
behavior as a result of
the CPD they
attended.
5. Master Teachers
understood that their
on the job behavior
learned from the CPD 3.42 V.E. 1 3.39 V.E. 2 3.35 V.E. 2
supports the
organizations, priority
goals and objectives.
Total Mean 3.35 V.E. 3.34 V.E. 3.33 V.E.

68
 It could be glimpse at the table that continuing professional development

programs in terms of on the job training was very evident with a total mean of 3.35

for master teachers and very evident with a total mean of 3.34 for school heads

that show an overall total mean of 3.33 with a verbal interpretation of very evident.

Master teachers agree that they understood that they’re on the job behavior

learned from the CPD supports the organizations, priority, goals and objectives

however, the school head respondents believe that they had applied what they had

learned in the CPD trainings which ranked first for them at their overall

This implies that the extent of continuing professional development in terms

of their on the job behavior is helpful for the master teachers to improve their work

ethic by applying what they learned.

The study of Reyes (2016) on the extent of work habits affecting the

performance of teachers as perceived by the teacher-respondents is verbally

interpreted as Always. The test rejected the null hypothesis for the significant

difference on the extent of work habits affecting the performance of teachers with

respect to punctuality, attendance and character when respondents are grouped

by age and length of service. The study concluded that punctuality, attendance

and character of the respondents differ significantly when grouped by age and

length of service. It is found out that there is a significant relationship between the

performance of teachers and their work habits.

69
 Table 11 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of learning indicators under results.

Table 11

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Learning Indicators under Results

a. Learning Indicators Master Teacher School Head Overall

Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers
became more
productive in their
3.24 H.E. 3 3.43 V.E. 3 3.28 V.E. 4
work because of the
CPD they had
attended.
2. Master Teachers had
improved the quality
of their teaching
3.29 V.E. 1 3.39 V.E. 4 3.34 V.E. 3
competency because
of the CPD they have
attended.
3. Master Teachers had
led the increase in
the performance and
3.22 H.E. 4 3.35 V.E. 5 3.29 V.E. 5
participation of the
students in their
class.
4. Master Teachers had
increased personal
confidence due to the 3.25 H.E. 2 3.57 V.E. 1.5 3.41 V.E. 1
training they obtained
from the CPD.
5. Master Teachers had
gained more respect
from their peers as a 3.22 H.E. 4 3.57 V.E. 1.5 3.40 V.E. 2
result of the CPD
they had attended.
Total Mean 3.24 H.E. 3.46 V.E. 3.35 V.E.

70
 The table presents the gather data from both respondent that shows a total

mean of 3.24 and highly evident for master teachers and 3.46 and very evident for

school head respondents that have an overall total of 3.35 and a verbal

interpretation of very evident.

The master teachers believe that they had the quality of their teaching

competency because of the CPD they have attended improved however the school

head respondents believe that they rather had increased in their personal

confidence and gained more respect from their peers due to the training they

obtained from the CPD. In the results of both respondents, it shows that the master

teachers had only increased their personal confidence however they still need

improvement in leading the increase in the performance and participation of the

students in their class.

This implies that continuing professional development in terms of learning

indicators under results improve their work ethic in the school.

Dorri, Akbari , and Sedeh (2014) evaluated the effect of in-service training;

using Kirkpatrick model. The in-service training course was evaluated in reaction,

learning, behavior, and results level of the Kirkpatrick model. It was revealed the

effectiveness score at the third and fourth level (behaviour and result) were 4.1 ±

0.34 and 4.3 ± 0.12, respectively. Parallel with the present study, results of this

study showed that CPR in-service training has a favorable and satisfying effect on

all four levels of the Kirkpatrick model for nurses and nurse’s aide.

71
 Table 12 presents the mean, verbal interpretation and rank of the evaluation

of the master teacher and school head respondents on the extent of the Continuing

Professional Development for the last two years in the Schools Division of Antipolo

City and Schools Division of Rizal in terms of desired outcomes under results.

Table 12

The Extent of the Continuing Professional Development of Schools Division

of Antipolo City and Rizal in terms
of Desired Outcomes under Results
b. Desired Outcomes Master Teacher School Head Overall
Mean VI Rank Mean VI Rank Mean VI Rank
1. Master Teachers
had assured that the
quality of my paper works
(learners’ records,
3.26 V.E. 5 3.48 V.E. 1 3.37 V.E. 1
assessment result, other
school forms) are now
better because of the CPD
they had attended.
2. Master Teachers
had changed positive
mindset and attitude
3.27 V.E. 4 3.35 V.E. 3 3.31 V.E. 3
towards their teaching
duties and responsibilities
and other related tasks.
3. Master Teachers
had guaranteed that the
performance of their
3.30 V.E. 2 3.26 V.E. 5 3.28 V.E. 5
school is better now than
before because of the
CPD.
4. Master Teachers
had observed that the
CPD training they had
attended positively 3.29 V.E. 3 3.39 V.E. 2 3.32 V.E. 2
improved their mission as
to the accomplishment of
the school.
5. Master Teachers
had developed a positive
impact on the school’s 3.31 V.E. 1 3.30 V.E. 4 3.31 V.E. 4
access, efficiency and
effectiveness.
Total Mean 3.28 V.E. 3.36 V.E. 3.32 V.E.

72
 The table above shows the gathered data from both group of respondents

which show that the total mean of master teachers is 3.28 and 3.36 which for the

school heads which are both very evident that has an overall total mean of 3.32

and a verbal interpretation of very evident.

The master teachers believe that they had developed a positive impact on

the school’s access, efficiency and effectiveness but on the other hand, the school

head respondents believe that they had assured the quality of their paper works

are now better because of the CPD they had attended which ranked one in their

overall gathered data.

This implies that continuing professional development programs in terms

of their desired outcomes under results helps improve the behavioral aspect of

teachers when it comes to educating learners however, they lack improvement in

guaranteeing that the performance of their school is better than before because

of the CPD.

The study is contrary with the findings of Al-Mughairi, (2018) that training

characteristics had no relationship between training outcomes. Furthermore, the

training environment (followed by trainer performance and behaviour including

confidence) was the strongest factor supporting learning.

73
 Table 13 presents the composite table of mean, verbal interpretation and

rank of the evaluation of master teachers and school head respondents on the

extent of accuracy of the continuing professional development program.

Table 13

Composite Table of Evaluation of Master Teachers and School Heads

on the Continuing Professional Development Program
Criteria Master Teacher School Head Overall
Mean VI Rank Mean VI Rank Mean VI Rank
1. Reaction 3.28 V.E. 3 3.45 V.E. 2 3.37 V.E. 2
2. Learning 3.30 V.E. 2 3.49 V.E. 1 3.40 V.E. 1
3. Behavior 3.35 V.E. 1 3.34 V.E. 4 3.35 V.E. 3
4. Result 3.27 V.E. 4 3.41 V.E. 3 3.34 V.E. 4
Total
3.30 V.E. 3.42 V.E. 3.36 V.E.
Mean

The table shows the evaluation of master teachers and school heads on the

extent of the accuracy of the continuing professional program with means of 3.30

and 3.42 respectively both interpreted as very evident and an overall mean of 3.36

interpreted as very evident.

The master teachers highest rated were the criteria under behavior while

the highest for the school heads were learning however master teachers rated last

the result and the principals were the behavior.

This implied that the continuing professional development program was

effective based on the aforementioned criteria however there should be

improvement in the criteria of result.

Mwita (2014) examined teachers’ perception on the benefits of continuous

professional development (CPD) on their teaching effectiveness in private

74
secondary schools in Mombasa County. The study revealed that a majority of the

private secondary schools in Mombasa often participated in various CPD activities

and found them beneficial. Teachers became more effective; the students became

more interested and enthusiastic about learning; teaching became a more fulfilling

profession; teachers were able to relate and collaborate better with their colleagues

and students were able to achieve better grades in final examinations.

In addition, Takacs (2017), revealed that teachers with novice level

experience have greater perceptions of the effectiveness of professional

development related to the integration of technology into the curriculum than

experienced teachers.

Table 14 presents the test of significance of the evaluation of the two groups

of respondents on the extent of the accuracy of the continuing professional

development program in City Schools Division of Antipolo and Schools Division of

Rizal.

Table 14

Test of Significant Difference between the Evaluation of the Master

Teachers and School Heads Respondents at two tailed test
Criteria T Sig. Ho VI
1. Reaction 1.56 0.121 Accepted NS
2. Learning 1.79 0.075 Accepted NS
3. Behavior 0.09 0.928 Accepted NS
4. result 1.34 0.182 Accepted NS
Critical value: 1.97, degrees of freedom 219 and level of significance: 0.05.

It could be glimpse in the table the computed value for reaction, learning,

behavior and result were 1.56, 1.79, 0.09 and 1.34 respectively, all were lesser than

75
the tabular t value of 1.97 with 0.05 level of significance under two tailed test therefore

the null hypothesis that there is no significant difference between extent of accuracy

of the continuing professional development program for the last two years in the

Schools Division of Antipolo and Schools Division of Rizal as evaluated by the master

teachers and school head respondents is accepted.

This implies that the continuing professional development program is effective

based on the mentioned criteria.

The result is contrary with the study of Tan (2016) which determined the

effectiveness of Continuing Professional Development (CPD) to the career

advancement of Certified Public Accountant (CPA) when analysed by profile.

Results revealed that the overall level of contribution of CPD to career

advancement was held negligible as it was found weakest on enhancement of

personal competencies.

Table 15 presents the performance of the master teacher respondents in

senior high school in Schools Division of Antipolo and Schools Division of Rizal as

indicated in their individual performance commitment review form with respect to

professional development.

The table shows that the master teacher in Schools Division of Antipolo

have an average of 1.58 while the master teacher in Schools Division of Rizal have

an average of 1.59 ratings on professional growth and development for the last two

years.

76
 Table 15

The Performance of Master Teacher Respondents as Indicated in Individual

Performance Commitment review in terms of Professional Growth
and Development

Division
Professional Growth and Development

SY 2016 - 2017 SY 2017 - 2018 Average Rank

1. Antipolo 1.58 1.59 1.58 2
2. Rizal 1.60 1.57 1.59 1
Total Mean 1.59 1.58 1.59

This data shows that the master teacher in Schools Division of Rizal

performed better that the master teacher in Schools Division of Antipolo based on

acquiring their education, trainings and doing their action research however the

difference of their performance were to small that could be neglected

This implies that master teacher continues to acquire professional

development in any means such as education, training, seminar and pursue their

researches for their development.

Reynders, Vermeulen, Kessels and Kreijns (2015) stated that it is often

suggested that not all teachers participate in continuous professional development

(CPD) while CPD is important for improving the quality of teachers. As a

consequence, the question arises why certain teachers do not participate in CPD

and how these teachers’ engagement in CPD participation can be triggered. Many

countries have used different incentives to enhance teachers’ CPD, however the

results of those incentives are not very effective.

Table 16 presents the performance of the master teacher respondents in

senior high school in Schools Division of Antipolo and Schools Division of Rizal as

77
indicated in their individual performance commitment review form with respect to

instructional competence.

Table 16

The Performance of Master Teacher Respondents as Indicated in Individual

Performance Commitment review in terms of Instructional Competence

Division
Instructional Competence

SY 2016 - 2017 SY 2017 - 2018 Average Rank

1. Antipolo 1.58 1.63 1.60 2
2. Rizal 1.66 1.57 1.62 1
Total Mean 1.62 1.60 1.61

It could be glimpse on the table the performance of the master teachers in

Antipolo have a rating of 1.60 in instructional competence while the master teacher

in Rizal have a rating of 1.62.

The data shows that the master teachers in Schools Division of Rizal have

a better rating than the master teacher of Schools Division of Antipolo however the

difference was to small which was almost neglectable.

This implied that the master teachers continuously performed primary duty

of a teacher as they prepare their daily lesson plan, instructional materials and

observed teaching and learning process as they assess the improvement of the

learners through National Achievement Test and quarterly periodical test.

The result is supported by the findings of Jimenez (2011), that teachers

operate effectively at all stages of the teaching and learning cycle, including

planning for learning and assessment, developing learning programs, teaching,

assessing, providing feedback on student learning and reporting to parents. For a

78
school to be a model learning organization, all faculty members should be

professional learners: They should engage in deep, broad study of the learning

they are charged to cause.

The findings also reflects Villanueva (2014), in her study determine the level

of instructional competencies of secondary public school teachers to be able to

develop an action plan that will enhance their instructional competence which

revealed that both the school heads and teachers possessed the level of

instructional competence in terms of content and pedagogy and the teachers were

proficient in terms of their behavior in actual teaching experiences can affect the

delivery of their instructional competencies.

Table 17 presents the performance of the master teacher respondents in

senior high school in Schools Division of Antipolo and Schools Division of Rizal as

indicated in their individual performance commitment review form with respect to

instructional supervision.

Table 17

The Performance of Master Teacher Respondents as Indicated in Individual

Performance Commitment review in terms of Instructional Supervision

Division
Instructional Supervision

SY 2016 – 2017 SY 2017 - 2018 Average Rank

1. Antipolo 0.63 0.63 0.63 1
2. Rizal 0.62 0.62 0.62 2
Total Mean 0.63 0.63 0.63

79
 The data presents the rating of master teachers in Schools Division of Antipolo

City with an average of 0.63 while the master teachers in Schools Division of Rizal

with an average of 0.62 for the last two years.

The data showed that the master teacher in Antipolo City done better than the

master teacher in Rizal in terms of instructional supervision however the difference

was so small that it could be ignored.

This implies that the master teachers assisted the school heads in the

development of their school in terms of class observation, class monitoring and

providing technical assistance to teachers. It also implies good relationship between

the master teachers and principals.

The findings reflect the result obtain by Nadal (2016) about school

leadership and institutional performance that when the principals have good

management have good management leadership qualities, the teachers are likely

to be more satisfied with job. The school are doing good in terms of the institutional

performance indicators used in the study which means to say that the teachers will

more likely to assist school head on instruction and development of school

depending on leadership style.

Table 18 presents the performance of the master teacher respondents in

senior high school in Schools Division of Antipolo and Schools Division of Rizal as

indicated in their individual performance commitment review form with respect to plus

factor.

80
 Table 18

The Performance of Master Teacher Respondents as Indicated in Individual

Performance Commitment review in terms of Plus Factor

Division
Plus Factor

SY 2016 – 2017 SY 2017 - 2018 Average Rank

1. Antipolo 0.13 0.13 0.13 1.5
2. Rizal 0.12 0.14 0.13 1.5
Total Mean 0.13 0.14 0.13

It could be glimpse in the table in the ratings of master teachers in Schools

Division of Antipolo City and School Division of Rizal both with an average of 0.13

for the last two years.

This data showed that master teachers in both divisions performed equally

as they rated the same, this implied that master teachers in both division performed

even though they have different objectives in terms of their plus factor such as

awards received, conduct of action research, doing of community services and

other related task to teaching.

The study supports the statement of Jimenez (2011), that teachers operate

effectively at all stages of the teaching and learning cycle, including planning for

learning and assessment, developing learning programs, teaching, assessing,

providing feedback on student learning and reporting to parents. For a school to

be a model learning organization, all faculty members should be professional

learners: They should engage in deep, broad study of the learning they are charged

to cause.

81
 Table 19 presents the enrollment of the Schools Division of Antipolo and

Schools Division of Rizal for the last two years, percentage of increase and rank.

Table 19

The Enrollment of Schools Division of Antipolo and Schools Division of

Rizal for the Last Two Years

Division
Enrolment

Percentage
SY 2016 - 2017 SY 2017 - 2018 Rank
of Increase
1. Antipolo 3097 6167 99.13 2
2. Rizal 5625 11567 105.64 1
Total 8722.00 17734.00 102.38

If could be glimpse in the table the number of enrolment of students in

Schools Division of Antipolo and School Division of Rizal for school year 2106 – 17

and 2017 – 18 with the total of 8772 and 17734 respectively a percentage of

increase of 102.38

The data implied that there was an increase of enrolment for both division

for the last two years, the increase of enrolment happen due to additional grade

level from the existing grade eleven of the previous year and grade 12 of school

year 2017 – 18.

The result is parallel with the data provided in the new website of DepEd. It

shows better performance in terms of enrolment rate across all secondary school

in the country. It rose from 82.54% during the school year 2008 – 2009 to 85.30%

of school year 2012 – 2013. Although there is an increase of gross enrolment rate,

still there is a gap of 14.70% to make the enrolment rate from elementary to

secondary level a perfect one. DepEd Central (2014).

82
 Table 20 presents the dropout of the Schools Division of Antipolo and

Schools Division of Rizal for the last two years, percentage of increase and rank.

Table 20

The Dropout of Schools Division of Antipolo and Schools Division of Rizal

for the Last Two Years

Division
Dropout

Percentage
SY 2016 - 2017 SY 2017 - 2018 Rank
of Increase
1. Antipolo 48.00 88.00 83.33 2
2. Rizal 188.00 135.00 -28.19 1
Total 236.00 223.00

The data shows that Schools Division of Antipolo has a 83.33 percentage

of dropout from 48 students of the previous school year then increased to 88 of the

following school year while the School Division of Rizal decreased with a

percentage of 28.19 from 188 of SY 2016 – 17 decreased to 135 of SY 2017 – 18.

This data implied that the Schools Division of Rizal performed better than

the Schools Division of Antipolo in terms of decreasing dropout students near to

the National target of zero dropout rate. It also implies decrease in drop-out rate

which indicates improving education situation in the Division of Rizal and Antipolo.

The result is contrary with data of Department of Education which showed

that secondary education dropout rates nationwide rose as of school year 2005-

2006. Dropout rates for both elementary and secondary levels went up by above 7

percent and nearly 13% in school year 2005-2006, from 6.98% and 7.99%,

respectively, in school year 2004-2005.

83
 On the other hand, the result is also parallel with different researches

conducted in correlation with poverty since most of the public students came from

low income family. Hamond, C.,Linton, D., and Drew, S. (2007) found out that

dropout rates particularly correlate with high poverty rates, poor school

attendance, poor academic performance, grade retention(i.e., being held back)

and disengagement from school.

Table 21 presents the completion of the Schools Division of Antipolo and

Schools Division of Rizal for the last two years, percentage of increase and rank.

Table 21

The Completion of Schools Division of Antipolo and Schools Division of

Rizal for the Last Two Years
Division
Completion

Percentage
SY 2016 - 2017 SY 2017 - 2018 Rank
of Increase
1. Antipolo 3092 6087 96.86 2
2. Rizal 5152 11247 118.30 1
Total 8244 17334 107.58

The table shows the completion of School Division of Antipolo City as 3092

and 6087 for the last two years with a percentage increase of 96.86 while the

Schools Division of Rizal as 5152 and 11247 with a percentage of increase of

118.30.

The data implies the increase of completion for both Division with a

percentage in of increase above one hundred percent. This indicates improving

school performance indicators in the Division of Rizal and Division of Antipolo City.

84
 The study is synonymous with the analysis of UNESCO (2008) since

retention rate is directly correlated with dropout. According to UNESCO, the

Philippine Education for All 2015 Implementation and Changes disclose that the

2005 targets in dropout and repetition rates were likewise not achieved. Highest

rates for both indicators were in Grade 1. Actual 2005 performance was short of

3.57 % and 1.71 percentage points, respectively from the said targets for that year.

Although dropout and repetition rates decreases in percentage as grade level

increases, this is a significant wastages in the system when translated in absolute

values. In fact, there was hardly any improvement in the last five years.

Undoubtedly, different dropout prevention programs should be intensified and

strengthened.

Table 22 presents the Graduation of the Schools Division of Antipolo and

Schools Division of Rizal for the last two years, percentage of increase and rank.

Table 22

The Graduation of Schools Division of Antipolo and Schools Division of

Rizal for the Last Two Years

Division
Graduation

Percentage
SY 2016 - 2017 SY 2017 – 2018 Rank
of Increase
1. Antipolo 0 2745 0 2
2. Rizal 0 5095 0 1
Total 0 7840 0

The data shows that the Schools Division of Antipolo has 2745 students

graduated in senior high while the Schools Division of Rizal has a 5, 095

85
students, this implied that the School Division of Rizal has a better number of

graduated students compare to Schools Division of Antipolo.

This implies that the Province of Rizal has a bigger population than the City

of Antipolo alone. It also implies that the two Divisions are doing interventions and

effective programs to sustain the number of students which are candidates for

graduation. The data further implies that the K to 12 program produced pioneer

graduates in which the effectiveness of the new curriculum could be measure.

The result is parallel with that of Robertson, Smith, and Rinka (2016) which

surveyed 23 North Carolina high schools that had markedly improved their

graduation rates over the past five years. The administrators reported on the

dropout prevention practices and programs to which they attributed their improved

graduation rates. The majority of schools reported policy changes, especially with

suspension. The main interventions that showed positive impact were

improvements in academic support, school/classroom climate, and transition from

middle to high school. School districts did support their schools, but only 61% gave

additional financial support. Several school administrators reported success of

specific programs, teachers having engaging lessons and high expectations, close

monitoring of students, giving students more chances to succeed, and improved

individual/family support as contributors to their improved graduation rates

86
 Table 23 presents the National Achievement Test of the Schools Division of

Antipolo and Schools Division of Rizal for the last two years, percentage of

increase and rank.

Table 23

The National Achievement Test of Schools Division of Antipolo and

Schools Division of Rizal for the Last Two Years

Division
National Achievement Test

2013 2014 2015 Average VI Rank

1. Antipolo 49.84 53.55 47.39 Nearly
50.26 1
Mastered
2. Rizal 45.23 49.12 43.80 46.05 Unmastered 2
Overall 47.53 51.33 45.60 48.15 Unmastered
Mean

The data presents the National Achievement Test for both Schools Division,

the Schools Division of Antipolo has an average of 50.26 for the school year 2013

– 2015 which was interpreted as nearly mastered while Schools Division of Rizal

has an average of 46.05 with a verbal interpreted as unmastered with an overall

mean of 48.15 which interpreted as unmastered.

This implies that the Schools Division of Antipolo performed better than the

Schools Division of Rizal. This also implies weak performance and academic

achievement among students.

The result of the study is parallel with the analysis made by Vallo (2014) found

out that the level of performance in National Achievement Test in English, Science

and Health and Mathematics of the Grade Six pupils in the District of Tanay II

was consistently decreasing in the last three consecutive years.

87
 Table 24 presents the School Based Management Rating of Senior High

Schools in Schools Division of Antipolo and Schools Division of Rizal for the last

two years, percentage of increase and rank.

Table 24

The School Based Management Rating of Schools Division of Antipolo and

Schools Division of Rizal for the Last Two Years

Table 25

Division
School Based Management

2016 2017 Average Rank

1. Antipolo 1.55 1.69 1.62 1
2. Rizal 1.31 1.66 1.48 2
Total 1.43 1.68 1.55

The data presents the School Based Management of School Division of

Antipolo rated as 1.55 and 1.69 for the last two years with an average of 1.62 while

the Schools Division of Rizal as 1.31 and 1.66 for the last two years with an average

1.55.

This implied that the Schools Division of Antipolo performed better than

Schools Division of Rizal. This also implies that that the implementation of School-

Based Management is effective in terms of allocation of materials for the school

use, inventory of existing resources and needs of school. The table also implies

that schools have network of involving stakeholders towards the improvement of

the budget process leading to correct allocation of materials.

88
 The result supports the statement of Sangil (2008) that successful

decentralization and School-Based Management will not only make school more

effective, instead, best results for the basic education sector in terms of learning

and management will be produced

Table 25 presents the test of significant correlation between the extent of

accuracy of the continuing professional development to the professional growth

and development of the master teachers in Schools Division of Antipolo and

Schools Division of Rizal

Table 25

Test of Significant Correlation between the Extent of Accuracy of the

Continuing Professional Development to Performance of the Master
Teachers in Schools Division of Antipolo and Schools Division of Rizal
Respondents in Terms of Professional Growth at two tailed test

Criteria r Strength of p value Ho VI

Correlation
1. Reaction 0.07 Weak Positive 0.449 Accepted NS
2. Learning -0.01 Weak Negative 0.911 Accepted NS
3. Behavior 0.20 Weak Positive 0.021 Rejected S
4. Results 0.12 Weak Positive 0.182 Accepted NS
5. Overall 0.11 Weak Positive 0.193 Accepted NS
degrees of freedom 135 and level of significance: 0.05.

The data shows the correlation of the professional growth of the master

teachers to the reaction, behavior, result and overall mean of the extent of the

accuracy of the continuing professional development with r values of 0.07, 0.20, 0.12

and 0.11 respectively all were weak positive correlation while the learning has a r

value of -0.01 which was a negative correlation.

89
 All computed p values were greater than 0.05 level of significance except for

behavior. Therefore the null hypothesis that there is no significant difference between

the extent of accuracy of the continuing professional development program in terms

of behavior in relation with professional growth and development was rejected.

This implies that there is a need to enhance training of master teachers more

specifically in learning variable in order to strengthen the correlation of the attended

training of the master teacher to their professional growth and development.

The study is contrary with Al-Mughairi (2018) which found out that pre-training

intervention and practices were positively and significantly related to expectations of

training outcomes, and only trainee readiness was found to be positively and

significantly related to the expectations of training environment and expectations of

trainer performance and behaviour. The result confirmed the positive and significant

correlation between reaction and learning, and between behaviour and results.

Moreover, the results indicated that trainer performance and behaviour were

positively and significantly related to the two training outcomes: reaction and learning;

and in addition, training environment had a strong and positive impact on learning.

Training content and objectives were positively and significantly related to behaviour.

Meanwhile, the result is contrary with the study of Shah,Khan, and Ahmed

(2012) about the impact of Continuous Professional Development (CPD) Program

on Teachers’ Professional Development in Pakistan. Findings of the study revealed

that more than ninety percent respondents were agreed or strongly agreed in the

`improvement in the teachers’ performance as a result of CPD, the district

Sheikhupura was at the highest position while district Faisalabad was at the lowest,

90
and urban locality was on a higher position than rural locality regarding the impact

of CPD.

Table 26

Test of Significant Correlation between the Extent of Accuracy of the

Continuing Professional Development to Performance of the Master
Teachers in Schools Division of Antipolo and Schools Division of Rizal
Respondents in Terms of Instructional Competence at two tailed test

Criteria r Strength of Sig. Ho VI

Correlation
1. Reaction -0.02 Weak Negative 0.797 Accepted NS
2. Learning -0.06 Weak Negative 0.487 Accepted NS
3. Behavior -0.01 Weak Negative 0.911 Accepted NS
4. Results 0.00 Weak Positive 0.998 Accepted NS
5. Overall -0.03 Weak Negative 0.773 Accepted NS
degrees of freedom 135 and level of significance: 0.05.

The data presents the correlation of the instructional competence of the master

teachers to the reaction, learning, behavior, and overall mean of the extent of the

accuracy of the continuing professional development with r values of -0.02, -0.06, -

0.01 and -0.03 respectively all were weak negative correlation while the result has a

r value of 0.00 which was a positive correlation.

All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the performance of

master teachers in terms of instructional competence was accepted.

This implies that the training should improve in all aspect more specifically in

reaction, learning, behavior and overall for the exhibit negative correlation for the

91
trainings were intended to improve teaching delivery and teaching and learning

process in whole which was under the instructional competency of master teachers.

In accordance, Nombutho Mashologu, M.W. (2012). assessed the

implementation of Continuous Professional Teacher Development (CPTD)

programmes for Lady Frere rural senior secondary school teachers. The purpose

of the study is to assess the implementation of the CPTD programmes for teachers

in the rural secondary schools of Lady Frere in the Eastern Cape. The study

revealed that teachers after the training session were actually implementing what

they had been taught, both content and pedagogy. The only challenge revealed by

the study was the fact that if teachers were lectured on in their development

programmes they would do the same once they get back to their classes.

Table 27

Test of Significant Correlation between the Extent of Accuracy of the

Continuing Professional Development to Performance of the Master
Teachers in Schools Division of Antipolo and Schools Divisionof Rizal
Respondents in Terms of Instructional Supervision at two tailed test

Criteria r Strength of Sig. Ho VI

Correlation
1. Reaction 0.08 Weak Positive 0.364 Accepted NS
2. Learning -0.01 Weak Negative 0.942 Accepted NS
3. Behavior -0.05 Weak Negative 0.552 Accepted NS
4. Results -0.08 Weak Negative 0.381 Accepted NS
5. Overall -0.02 Weak Negative 0.834 Accepted NS
degrees of freedom 135 and level of significance: 0.05.

The data presents the correlation of the instructional supervision of the master

teachers to the learning, behavior, result and overall mean of the extent of the

92
accuracy of the continuing professional development with r values of -0.01, -0.05, -

0.08 and -0.02 respectively all were weak negative correlation while the reaction has

a compute r value of 0.08 which was a positive correlation.

All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the performance of

master teachers in terms of instructional supervision was accepted.

This implies that the training under continuing professional development

program should promote improvement of the master teacher in skills and strategy for

this knowledge should be carried out by the master teachers because they were the

one provided technical assistance to their fellow teachers.

Al Neaimi (2013) on his study revealed that most of the surveyed teachers

are aware of the importance and need for in-service training and professional

development programs however, the data collected from teachers’ and

supervisors’ surveys confirmed that they believe there is a lack of resources and

adequate professional development programs

93
 Table 28

Test of Significant Correlation between the Extent of Accuracy of the

Continuing Professional Development to Performance of the Master
Teachers in Schools Division of Antipolo and Schools Divisionof Rizal
Respondents in Terms of Plus Factor at two tailed test

Criteria R Strength of Sig. Ho VI

Correlation
1. Reaction 0.05 Weak Positive 0.592 Accepted NS
2. Learning 0.06 Weak Positive 0.493 Accepted NS
3. Behavior 0.00 Weak Positive 0.973 Accepted NS
4. Results -0.02 Weak Negative 0.826 Accepted NS
5. Overall 0.03 Weak Positive 0.770 Accepted NS
degrees of freedom 135 and level of significance: 0.05.

The data presents the correlation of the plus factors on the performance of the

master teachers to the reaction, learning, behavior and overall mean of the extent of

the accuracy of the continuing professional development with r values of 0.05, 0.06,

0.00 and 0.03 respectively all were weak positive correlation while the result has a

compute r value of -0.02 which was a negative correlation.

All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the performance of

master teachers in terms of plus factor of the performance was accepted.

This implies that the training under the continuing professional program should

improve more specifically in the results which dealt in the assessment of the master

teacher to the students in dealing their learning outcome this might not evident in

large perspective under the plus factor on the performance of master teacher

however in small and keen observation result variable was needed in order to pick

94
students which is trainable and winnable in contest, where high performing students

exhibit understanding and coachable behavior.

The result contradicts the findings of Mohamed (2017) on his study about

employee training and development which evaluate employee training and

development practices in an organization and to propose adjustments towards its

enhanced use. The analysis of these information revealed that staff has positive

attitude on training as it improves their performance. Based on these results it is

suggested to make trainings as centrally coordinating activities, strengthen current

training mechanism and also provide developmental opportunities for employees

to enrich both knowledge and experience.

Table 29

Test of Significant Correlation between the Extent of Accuracy of the

Continuing Professional Development to Performance of the Master
Teachers in Schools Division of Antipolo and Schools Division
of Rizal Respondents at two tailed test

Criteria r Strength of Sig. Ho VI

Correlation
1. Reaction 0.06 Weak Positive 0.494 Accepted NS
2. Learning -0.02 Weak Negative 0.798 Accepted NS
3. Behavior 0.10 Weak Positive 0.271 Accepted NS
4. Results 0.04 Weak Positive 0.650 Accepted NS
5. Overall 0.05 Weak Positive 0.540 Accepted NS
degrees of freedom 135 and level of significance: 0.05.

The data shows the correlation of the performance of the master teachers to

the reaction, behavior and overall mean of the extent of the accuracy of the continuing

professional development with r values of 0.06, 0.10, 0.04 and 0.05 respectively all

95
were weak positive correlation while the learning has a compute r value of -0.02 which

was a negative correlation.

All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the performance of

master teachers in the performance was accepted.

This implies that the training under the continuing professional development

program should be enhance more specifically in learning for this may affect the

performance of the master teachers, whatever knowledge and skills they gained in the

training are knowledge and skills they will bring in the classroom and the knowledge

that they transmit to their fellow teachers through technical assistance.

According to Phorabatho, T. and Mafora, P. (2013) on their study which

explored how curriculum coordinators and school management teams managed

teachers’ continuing professional development for curriculum reform implementation,

teachers’ continuing professional development is ineffectively managed. Some flawed

management practices and systemic barriers that emerged as underlying infective

management are outlined.

96
 Chapter IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter shows the summary of findings, conclusions drawn from the

findings and recommendations of the researcher as oofshoots of the insights

gained from the study conducted.

Summary of Findings

Based on the analyzed, the following are gained findings found by the

researcher:

1. SOP1 seeks to the extent of accuracy of the Continuing Professional

Development for the last two years in the Schools Division of Antipolo City and

Schools Division of Rizal as evaluated by the master teacher and school head.

 1.1. Reaction.

 1.1.1. Engagement. Both master teachers and school heads evaluated the

continuing professional development in terms of engagement with means of 3.28

and 3.41 both interpreted as very evident with overall total mean of 3.34 which is

interpreted as very evident.

 1.1.2. Relevance. The master teacher evaluated the continuing professional

development in terms of relevance with a mean of 3.23 which is interpreted as high

evident while the school heads evaluated it with a mean of 3.52 which is interpreted

as very evident with overall mean of 3.38 which is very evident.

 1.1.3. Customer Satisfaction. The master teachers and school heads

evaluated the customer satisfaction as very evident with means of 3.31 and 3.41

and overall mean of 3.36 interpreted as very evident.

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 1.2. Learning.

 1.2.1. Knowledge. Both respondents evaluated the continuing professional

development as very evident with means of 3.30 and 3.46, with a total mean of

3.38 which interpreted as very evident.

 1.2.2. Skills. Both respondents agreed that continuing professional

development program in terms of skills was very evident as with means of 3.35 for

master teachers and 3.47 for school head with an overall mean 3.41 which was

interpreted as very evident.

 1.2.3. Attitude. The evaluation of the master teacher and school head of the

continuing professional development program with means of 3.27 and 3.50

respectively both were interpreted as very evident with overall mean of 3.38 which

was interpreted as very evident.

 1.2.4. Confidence. The evaluation of both master teacher and school head

respondents that shows that the first group of respondents have a total mean of

3.36 and 3.51 for the second group of respondents which is ranked very evident

and that has an overall total mean of 3.44 with a ranking of very evident.

 1.2.5. Commitment. The group of respondents that shows the master

teachers with a total mean of 3.24 that is highly evident and the school heads with

a total mean of 3.45 that is very evident that shows an overall total mean of 3.35

and a verbal interpretation of very evident.

 1.3. Behavior.

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 1.3.1. On the Job behavior. The continuing professional development

programs in terms of on the job training was very evident with a total mean of 3.35

for master teachers and very evident with a total mean of 3.34 for school heads

that show an overall total mean of 3.33 with a verbal interpretation of very evident.

 1.4. Results.

 1.4.1. Leading Indicators. Both respondent that shows a total mean of 3.24

and highly evident for master teachers and 3.46 and very evident for school head

respondents that have an overall total of 3.35 and a verbal interpretation of very

evident.

 1.4.2. Desired Outcome. Both group of respondents which show that the

total mean of master teachers is 3.28 and 3.36 which for the school heads which

are both very evident that has an overall total mean of 3.32 and a verbal

interpretation of very evident.

SOP2. Seek to find if there a significant difference between the extent of the

continuing professional development for the last two years in the Schools Division

of Antipolo and Schools Division of Rizal as evaluated by school

The computed value for reaction, learning, behavior and result were 1.56, 1.79,

0.09 and 1.34 respectively, all were lesser than the tabular t value of 1.97 with 0.05

level of significance under two tailed test therefore the null hypothesis that there is no

significant difference between extent of accuracy of the continuing professional

development program for the last two years in the Schools Division of Antipolo and

Schools Division of Rizal as evaluated by the master teachers and school head

respondents is accepted.

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SOP3. Seek to find the performance of the master teachers in senior high school in

the Schools Division of Antipolo City and Schools Division of Rizal as in dictated by

the Individual Performance Commitment Review Form with respect to.

 3.1. Professional Development. The master teacher in Schools Division of Antipolo

have an average of 1.58 while the master teacher in Schools Division of Rizal have

an average of 1.59 ratings on professional growth and development for the last two

years.

 3.2. Instructional Competence. The performance of the master teachers in Antipolo

have a rating of 1.60 in instructional competence while the master teacher in Rizal

have a rating of 1.62.

 3.3. Instructional Supervision. The rating of master teachers in Schools Division of

Antipolo City with an average of 0.63 while the master teachers in Schools Division

of Rizal with an average of 0.62 for the last two years.

 3.4. Plus Factor. The ratings of master teachers in Schools Division of Antipolo City

and School Division of Rizal both with an average of 0.13 for the last two years.

SOP4. Is indicative of the performance of the Schools Division of Antipolo and

Schools Division of Rizal for This data showed that master teachers in both

divisions performed equally as they rated the same, this implied that master

teachers in both division performed even though they have different objectives in

terms of their plus factor.

SOP 4 is indicative of the performance of Schools Division of Antipolo City and the

Schools Division of Rizal for the last two years in terms of:

 4.1. Access

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 4.1.1. Enrolment. The number of enrolment of students in Schools Division

of Antipolo and School Division of Rizal for school year 2106 – 17 and 2017 – 18

with the total of 8772 and 17734 respectively a percentage of increase of 102.38

 4.2. Efficiency.

 4.2.1. Dropout. The Schools Division of Antipolo has a 83.33 percentage of

dropout from 48 students of the previous school year then increased to 88 of the

following school year while the School Division of Rizal decreased with a

percentage of 28.19 from 188 of SY 2016 – 17 decreased to 135 of SY 2017 – 18.

 4.2.2. Completion. The completion of School Division of Antipolo City as

3092 and 6087 for the last two years with a percentage increase of 96.86 while the

Schools Division of Rizal as 5152 and 11247 with a percentage of increase of

118.30.

 4.2.3. Graduation. The Schools Division of Antipolo has a 2745 students

graduated in senior high while the Schools Division of Rizal has a 5095 students,

this implied that the School Division of Rizal has a better number of graduated

students compare to Schools Division of Antipolo.

 4.3. Quality.

 4.3.1. National Achievement Test. The National Achievement Test for both

Schools Division, the Schools Division of Antipolo has an average of 50.26 for the

school year 2013 – 2015 which was interpreted as nearly mastered while Schools

Division of Rizal has an average of 46.05 with a verbal interpreted as unmastered

with an overall mean of 48.15 which interpreted as unmastered.

 4.4. Governance.

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 4.4.1. School Based Management. The School Based Management of

School Division of Antipolo rated as 1.55 and 1.69 for the last two years with an

average of 1.62 while the Schools Division of Rizal as 1.31 and 1.66 for the last

two years with an average 1.55. This implied that the Schools Division of Antipolo

performed better than Schools Division of Rizal.

SOP5. Is indicative of the test of significance of correlation between the continuing

Professional Development to the performance of master teacher in senior high

school in the Schools Division of Antipolo City and the Schools Division of Rizal.

 The correlation of the professional growth of the master teachers to the

reaction, behavior, result and overall mean of the extent of the accuracy of the

continuing professional development with r values of 0.07, 0.20, 0.12 and 0.11

respectively all were weak positive correlation while the learning has a r value

of -0.01 which was a negative correlation.

 All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the

performance of master teachers in terms of professional growth and

development was accepted however the learning exhibit significant correlation

to the professional growth and development of the master teachers in

abovementioned divisions.

 The correlation of the instructional competence of the master teachers to the

reaction, learning, behavior, and overall mean of the extent of the accuracy of

the continuing professional development with r values of -0.02, -0.06, -0.01

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 and -0.03 respectively all were weak negative correlation while the result has

a r value of 0.00 which was a positive correlation.

 All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the

performance of master teachers in terms of instructional competence was

accepted.

 The correlation of the instructional supervision of the master teachers to the

learning, behavior, result and overall mean of the extent of the accuracy of the

continuing professional development with r values of -0.01, -0.05, -0.08 and -

0.02 respectively all were weak negative correlation while the reaction has a

compute r value of 0.08 which was a positive correlation.

 All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the

performance of master teachers in terms of instructional supervision was

accepted.

 The correlation of the plus factors on the performance of the master teachers

to the reaction, learning, behavior and overall mean of the extent of the

accuracy of the continuing professional development with r values of 0.05,

0.06, 0.00 and 0.03 respectively all were weak positive correlation while the

result has a compute r value of -0.02 which was a negative correlation.

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  All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the

performance of master teachers in terms of plus factor of the performance was

accepted.

 The correlation of the performance of the master teachers to the reaction,

behavior and overall mean of the extent of the accuracy of the continuing

professional development with r values of 0.06, 0.10, 0.04 and 0.05

respectively all were weak positive correlation while the learning has a

compute r value of -0.02 which was a negative correlation.

 All computed p values were greater than 0.05 level of significance therefore

the null hypothesis that there is no significant difference between the extent of

accuracy of the continuing professional development program to the

performance of master teachers in terms of plus factor of the performance was

accepted.

Conclusions.

Based on the research findings, the following are the conclusion.

1. The extent of the accuracy of the continuing professional program is very

evident. The continuing professional development program was effective based on

the aforementioned criteria however there should be improvement in the criteria of

result.

2. There is no significant difference on the evaluation of the two groups of

respondents on the extent of the accuracy of the continuing professional

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development program in City Schools Division of Antipolo and Schools Division of

Rizal.

3. The performance of master teachers in both division have an overall

satisfactory rating where master teachers in Schools Division of Rizal performed

better in professional growth and development and instructional competence while

master teachers in Schools Division of Antipolo performed better in instructional

supervision. They have the same performance in terms of the plus factor.

4. The Schools Division of Rizal performed better in enrolment, dropout,

completion, graduation while Schools Division of Antipolo performed better in

National Achievement Test and School Based Management.

5. The correlation of the performance of the master teachers to the reaction,

behavior and overall mean of the extent of the accuracy of the continuing professional

development were weak positive correlation while the learning has a negative

correlation.

There is no significant difference between the extent of accuracy of the

continuing professional development program to the performance of master teachers

in performance of master teachers was accepted.

Recommendations

1. Curriculum and Training Designers should continue pursuing the excellence in

improving training and seminar which is under continuing professional development

program for master teacher more specifically in the results and learning where

contents, knowledge and skills should be gained by the master teachers.

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2. Feedback mechanism that could assist the master teachers in their

professional growth and development more specifically in the seminars and training

for master teachers under continuing professional development program. Such

feedback mechanism would systematically track key results area of the master

teachers indicated in their IPCRF.

3. A training design that could assist the master teachers to develop their

instructions, enhanced their strategies and improved their classroom assessment,

such training design should be carefully plan the could strengthen the relationship of

their performance and the extent of the accuracy of Continuing Professional

Development Program.

4. The success of the Continuing Professional Development must be measured

in terms of the performance of master teachers in their respective schools. There

should be a mechanism that would determine the impact of the program, seminar and

training under the Continuing Professional Development Program.

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