Teachers’ Performance and Students’ Learning Outcome in the Division of Cavite Province, Philippines
DOI:
https://doi.org/10.31098/ijtaese.v2i2.388Keywords:
Teachers’ Performance, Learning Outcomes Assessment, Pedagogical Approaches, Knowledge of the Subject Matter, PhilippinesAbstract
The paper aimed to correlate the teachers’ performance and learning outcomes on grade 10 students’ first periodic test and the teachers' Performance as assessed by headteachers and students in relationships with the knowledge of the subject matter and pedagogical approaches such as constructivism, collaborative, integrative, inquiry-based and reflective approaches. The respondents were the schools offering the same strands on Information and Communications Technology, Cookery and Wellness Massage located in North Cluster, Division of Cavite Province in the Philippines. As to the knowledge of the subject matter and pedagogical approaches, the teachers' Performance was outstanding as assessed by headteachers. Amongst the pedagogical approaches, the integrative approach obtained the highest meanwhile. The reflective approach got the lowest mean.  The data were analyzed with the descriptive method and documentary analysis on teachers’ performance and learning outcomes on students’ first periodic tests. These were also the means of obtaining the data requirements of this research. The findings revealed that the teachers' Performance was highly satisfactory as assessed by students. Amongst the pedagogical approaches, constructivism approach acquired the highest mean while reflective approach got the lowest mean. Moreover, there is a significant difference on teachers' Performance as assessed by headteachers and by students, and there are a significant relationship and weak positive correlation on teachers' Performance on learning outcomes of students' first periodic test and on the assessments of students as to knowledge of the subject matter and pedagogical approaches except for reflective approach which has a very weak positive correlation.
References
Abdi, A. (2014). The Effect of Inquiry-Based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37– 41.
Abdul Manaf, A. H., Abdullah, M. S., & Osman, A. (2015). The Effect of Subject-Matter Knowledge, Educational Strategy, Lecture Quality, and Classroom Social Climate on Teaching Effectiveness. Mediterranean Journal of Social Sciences.
Aktamis, H., Highe, E., & Ozden, B. (2016). Effects of the Inquiry-Based Learning Method on Students’ Achievement, Science Process Skills and Attitudes Towards Science: A Meta-Analysis Science. Journal of Turkish Science Education, 13(4), 248–261.
Ann, C., & Emata, C. Y. (2018). An Integrative Approach Through Reading Comprehension to Enhance Problem Solving Skills of Grade 7 Mathematics Students. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Labourite
Davut Göker, S. (2016). Use of Reflective Journals in Development of Teachers’ Leadership and Teaching Skills. Universal Journal of Educational Research, 4(12A), 63–70.
DepEd reaffirms commitment to PPST-aligned RPMS. (2018, September 26). Retrieved January 16, 2020, from Sunstar website
Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013 | GOVPH. (2013, September 4). Retrieved July 5, 2019, from Official Gazette of the Republic of the Philippines website.
Jadama, L. (2014). Impact of Subject Matter Knowledge of a Teacher in Teaching and Learning Process. In Middle Eastern & African Journal of Educational Research. Retrieved from
July 2015 | Department of Education Region IV -A | CALABARZON. (, 2015). Retrieved November 9, 2019, from Depedcalabarzon.ph website: https://depedcalabarzon.ph/july-2015/
July 2016 | Department of Education Region IV -A | CALABARZON. (, 2016). Retrieved November 9, 2019, from Depedcalabarzon.ph website
Khanam, Afifa, Zahid, Madiha. (, 2019). Effect of Reflective Teaching Practices on the Performance of Prospective Teachers. Turkish Online Journal of Educational Technology - TOJET, 18(1), 32–43.
Mcleod, S. (2019, July 17). Constructivism as a Theory for Teaching and Learning. Retrieved August 30, 2019, from Simplypsychology.org website:
Nnene, B., Ene, F., & Chime, C. (2019). Collaborative Approach in Teaching And Learning Of English as A Second Language. JELTRAN: Journal of the English Language Teachers Association of Nigeria, 4(2014), 113–122.
Official Gazette of the Republic of the Philippines, Republic Act No. 10533 | GOVPH. (2013, May 15). July 5, 2019.
Republic of the Philippines Department Of Education Region IV-A CALABARZOI{ Gate 2, Karangalan Village, Cainta Rizal to Regional Memorandum no. 233 s.2016 ntendents From Subject Implementation Of The Pedagogical Approaches Mandated. (, 1053).
San Antonio, D. (2015). Republic of the Philippines Department of Education Region IV.A CALABARZON Gate 2, Karangalan Village, Cainta Rizal Email: I it'irt'ti-i o-li1.
What Is a Constructivist Approach to Teaching? (, 2011). Retrieved August 10, 2019, from The Classroom | Empowering Students in Their College Journey website:
Downloads
Published
How to Cite
Issue
Section
License
Content Licensing, Copyright, and Permissions
1. License
International Journal of Theory and Application in Elementary and Secondary School Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
International Journal of Theory and Application in Elementary and Secondary School Education objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal of Theory and Application in Elementary and Secondary School Education).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education.ÂÂ
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee.
8. Miscellaneous
International Journal of Theory and Application in Elementary and Secondary School Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee has become obligated to have the article published. International Journal of Theory and Application in Elementary and Secondary School Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers
