Research Paper
Research Paper
Research Paper
Introduction
Senior High School (SHS) is the additional Grade 11 and 12 being taught to the
high school students. Students who graduated in their 10 th grade is not considered
graduated students as long as they did not complete the additional two years design
for their preparation for college life and learning more in the application of knowledge
gained in real life. At Grade 11, students are being taught with different subject
disciplines based on the trach they are in. K to 12 offers HUMMS, ABM, GAS,
STEMM, Technical – Vocational and the Sports and Art.
SHS strands under the Technical –Vocational Livelihood are still among the
really important to Filipino students because it will teach them skills that are vital for
practical knowledge that one gets from the combination of modern technology and
science, creating the innovative and skilled manpower for betterment of the country.
skilled and technically fit for the Philippine industry and contributes a major share to
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the overall education system and plays an important role in the economic
Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic
Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,”
in the Philippines. Under the Republic Act 7796, the Technical Education and Skills
skills development programs for the Filipino learners. The Department of Education
(DepEd) is advocating having public senior high schools (SHS) serve as Technical
Vocational Livelihood (TVL) assessment centers. This is due to the fact that nearly
half of students under Senior High School Program for the school year 2018-2019
are taking up the TVL track. The DepEd is pushing for the establishment of additional
Authority (TESDA) and operated by Senior High Schools in the country. This was the
The said activity also aimed to provide a venue for the public Senior High Schools to
secondary schools offering SHS-TVL track on the process of application for TESDA
accreditation.
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Based on the Department of Education’s Enrolment Quick Count as of June
19, 2018, there are 37432 Grade 11 and 32337 Grade 12 students who took up the
Technical Vocational Livelihood Track. This translates to 42.8 percent and 44.9
percent of the total grade 11 and 12 respectively for Senior High School enrolment
private schools, industry, and other relevant stakeholders collaborate in planning and
implementing K to 12, especially Senior High School; a clearly articulated and well-
executed assessment system for all the levels of education, which should include
Livelihood track.
capable of training diverse groups of learners, despite the fact that they may not
possess in-depth knowledge of the competencies. In doing so, the trial supports the
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a more comprehensive view of students’ capabilities and competencies. These
issues among others gave rise to investigating three strategies for assessing
teachers, under the supervision of the school principal. Senior high schools generally
have examinations at the end of every quarter, regardless of the type of school.
These examinations are in most cases written. Students are obliged to take these if
they wish to continue and complete their high school education. The examination
period, including the time that it takes to mark the exams, is around three months in
each quarter. The assessment is designed to develop students’ skills useful for
livelihood projects at home. Students in this strand undergo TESDA assessment for
National Certifications (NCs) that increases their employability after their graduation
from SHS. The three Tech- Voc Schools in the 2 nd districts of Oriental Mindoro,
Technology and Fe Del Mundo NHS are homed to cater and produce senior high
graduates who are honing their technical skills like plumbing, welding, repair and
designer, ICT like hardware installation, computer programming and servicing, Agri-
Fishery Arts like animal and crop production, landscaping, food processing and
fisheries. These skills are regularly assessed by the assessors and the results of the
assessment reveal that most students are ready or prepare for a number of work
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Realizing these situations, the researcher considered needs assessment among
senior high school teachers to offer and can bring significant direction and undergo
modification if needed for more conveyance and offer effective solutions to increase
senior high school performance. Thus, this research will attempt to find out the right
methods and pedagogies on how TVL teachers’ instructions enhance retentions and
attitudes.
Theoretical Framework
similarly relevant in this study. The American psychologist Maslow devised a six-
level hierarchy of motives that, according to his theory, determine human behaviour.
Maslow ranks human needs as follows: physiological; security and safety; love and
and the need to understand. No single theory of motivation has been universally
pursue that behaviour most likely to bring about this desired state of no stimulation.
individuals are motivated to fulfil their potential in life. During the mid-20 th century, the
psychology. Though largely very different, these two perspectives shared general
assumptions that people are driven by forces beyond their control. In response to this
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humanists wanted to offer a more optimistic, agentive perspective on human striving.
Humanistic psychologists claimed that people are driven by higher needs particularly
the need to actualize the self. In contrast to the psychoanalysis and behaviorists who
physiological needs, safety and security, love and belonging, self-esteem and self –
actualization.
Physiological needs are biological requirements for human survival like food
and drinks, if these needs are not satisfied the human body can’t function optimally.
Safety and security needs include protection from elements, order, law, stability and
freedom from fear. Love and belongingness needs, after physiological and safety
needs have been fulfilled, social needs involve feeling of belongingness. The need
trust, and acceptance, receiving and giving affection and love. Self- esteem needs
include respect, confidence, good reputation and honour. The higher level needs
influence future human behaviour much more than lower level needs. Human activity
fulfils needs on higher level of hierarchy become irreplaceable in the mind of their
This has directly related to the current study as Maslow initially stated that
individuals must satisfy lower levels deficit needs before progressing on to meet
higher level growth needs. However, he later clarified that satisfaction of a needs is
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not an “all- or –none “phenomenon, admitting that his earlier statements may have
given “the false impression that a need must be satisfied 100 percent before the next
emerges “.( Simply Psychology 1987). When a deficit needs has been more or less
satisfied it will go away, and our activities become habitually directed towards
meeting the next set of ideas that we have yet to satisfy. These then become our
salient needs. However, growth needs continue to be felt and may even become
stronger once they have been engaged. Growth needs do not stem from a lack of
something, but rather from a desire to grow as a person. Once this growth needs
have been reasonably satisfied, one may be able to reach the highest level called
self- actualization. Every person is capable and has the desire to move up the
disrupted by a failure to meet lower level needs. Life experiences, including divorce
and loss of a job, may cause an individual to fluctuate between levels of hierarchy.
Therefore, not everyone will move through the hierarchy in a uni-directional manner
but may move back and forth between the different types of needs.
“being’s needs” that includes personal creative self – growth. As being discussed, the
current study is designed to gather data that would make a good foundation in
formulating a training program based from the answers of the respondents and the
Another theory relevant to this study is the Attachment Theory cited by Marvin
on-course adjustments. Such systems regulate behaviors in ways that need not be
rigidly innate, but it always depends on the person. An individual can adapt in greater
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or lesser degrees to the changes in environmental circumstances, provided that he
does not deviate too much from his environment of evolutionary flexibility.
heads are represented by the foregoing theory because their attachment determines
the intensity of relationship they have with their stakeholders and pupils as well. The
way by which teachers establish their personal relationship is closely linked to their
emotional intelligence as social skills and socialization are one of the components of
professional is influenced by the way they assess their attachment with the learners
which may result to a deeper commitment and relationship as school workers. This
results to their feeling of the sense of community which strengthens their bond
towards promoting organizational values, culture and aspirations. This condition will
also facilitate the accomplishment of the school vision, mission and objectives. It
and perform their job in a highly professionalized manner possible. It also shows that
because of attachment, both the school heads and the teachers may employ
the techniques under this theory. It emphasizes that change proceeds from top to
bottom because the teachers applied planned intervention based on the strength and
prepared and ready in any circumstances inside the classroom. They are the
superior being in the classroom, thus having more power, wisdom and discipline to
show to the students. And this characteristics can be acquire through a training that
(2005). It states that individuals have a 'personal theory' about what achievement
means to them for that specific situation or task. The characteristics of the situation
and task interact to impact the state of the goal the individual adopts. Achievement
behavior is "the behavior in which the goal is to develop or demonstrate to self and
others high ability or avoid demonstrating low ability". Ability is constructed in two
ways: first, ability can be judged high or low with reference to the individual's own
competence. Second, to demonstrate high capacity, one must achieve more with
equal effort or use less effort than others do for an equal performance.
Teachers and school heads in Oriental Mindoro aspire for an enhanced and
professional growth and development. These are all specified in the Key Result Area
(KRA) of the principal’s OPCRF and teachers IPCRF. School head and the faculty
members can merge their efforts towards successfully fulfilling the KRA’s objectives.
are traceable to the school projects for effective and efficient organization practices.
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are the justifiable results of effective human resource management (HRM) practices
optimize rather than minimize stimulation and are thus better able to account for
exploratory behavior, the need for variety, aesthetic reactions, and curiosity.
Mentioned by both Gutierrez (2012) and Tenedora (2016) in their respective studies,
Maslow distinguished two levels of motivation, based on two needs: deficiency needs
and growth needs. At the most basic levels are the physiological needs. He
contends that until these needs are at least partially satisfied, the individual will not
be concerned with the needs of the next level, those of safety and security. Maslow
does not mean to imply that every human being achieves full success in satisfying all
these needs. For instance, not everyone gets to enjoy prestige and social status, let
must be alert to the fact that persons cannot even consider some of their more social
needs when their basic needs are left unfulfilled. For instance, a hungry student or a
student riddled with anxieties due to traumatic family situation may not
Theory cited by Marvins and Britner and Goal Achievement Theory, a researcher
Research Paradigm
presented.
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A. What is the profile of senior high
school faculty in terms of :
1. Teachers’ education
The conceptual model features the teachers’ profile and teachers’ needs
assessment of senior high school TVE teachers as main focus of this study. The
content and pedagogy, learning materials and learning environment, and students
learning outputs.
This study was trying to answer the problem about the needs of assessments
among senior high school faculty in a Technical – vocational schools that can be a
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2. What is the needs assessment of SHS TVE faculty in terms of:
Hypothesis
questionnaires.
faculty of technical- vocational HS as basis for faculty training program in school year
2019 – 2020.. The group of respondents was composed of sixty (60) senior high
school teachers teaching technical vocational subjects and one hundred twenty (120)
SHS students.. The teacher – respondents in the first group are twenty (20) from
Marcelo I. Cabrera Vocational High School, twenty (20 ) from Paradigm Colleges and
twenty (20) from Bongabong Technical Vocational School. And the student –
respondents. And out of one hundred twenty (120) students – respondents, the
researcher chose forty (40) students each respondent’s school using guessing who
they perform their tasks daily. It also delves on the 21 st century teaching and learning.
School heads. They could use this study as their personal reference to
characterize the level at which each one of the programs implemented impacts their
teacher for a more harmonious relationship between the PTA and the school
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administration. They could strongly affirm their commitment to the school and by
extending support and linkages to other school and various supportive agencies, in
the government or in the sympathetic non- government organizations both local and
national.
Students. As learners who are center of the school, they could strongly reflect
and commit themselves in assessment activities of the school for they could adapt
Future researchers. This study could offer a baseline data for future studies.
The findings that could be drawn from this study would serve as guide to either
support or add findings or even add scope that the researcher was not able to attend
to due to the limitation set on this study. Theoretically interested researchers could
even broaden the dimension by adding variables that are not present in this study.
Definition of Terms
The researcher defines all the terms used in this study using operational
definitions:
self-reflection and personal accountability among students about their own learning;
and to provide basis for the profiling of students’ performance on the learning
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Teachers’ Training- these are seminars, in- service trainings, workshops,
symposium, specialized trainings and learning action cells attended by the teachers.
school, during these years he has been rated depends on what and how extent she
satisfactory.
content within across curriculum and collaborate with colleagues in the conduct and
learning materials for better understanding of the lesson, address learners’ behaviors
activities.
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Students Learning – are gained knowledge from formal and informal
instructions inside and outside the classroom. This knowledge should see and
efficiency and provides adequate learning materials for his learners and promote
determined partly on subject matter to be taught and partly by the nature of the
learners.
Senior High School – refers to the last two years of the K to 12 programs that
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Chapter II
This chapter presents all the related literature and studies which have
vocational schools.
vocational education and training and the role that it plays in meeting the needs of
employers and learners (Clayton et al.(2015). This attention has been heightened
further in more recent years with the emerging priority of a national approach to
workforce and lengthening working lives (Billett et al. 2015). The current focus on
may not be suitable for achieving the aims of vocational education and training as
identified in the Annual National Report of the Australian Vocational Education and
recommends that lack of systemic validation and moderation processes within and
between providers and training systems is reducing the level of confidence in the
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The tendency on the part of assessors to develop and implement their own
assessors can help to minimize this risk. Included in the OECD’s (2016) discussions
keep in mind Sadler’s (2015) observations about learning and assessment earners
can be said to have learned something when three conditions are satisfied. They
must be able to do, on demand, something they could not do before. They have to be
teacher and members of a learning group (if any). And they must be able to do it well.
inferences about capability under these conditions, not the scaffold conditions.
Taras 2015) that appropriate assessment strategies are a key part of competency
for how such approaches might be useful in VET contexts for assessing
competencies.
students’ skills identifies their strengths and weaknesses. That is to say, a diagnostic
assessment provides trainers with information about what students know and do not
know. With this information, the type of instructional materials and activities to
cognitions that underpin students’ mathematics learning, which have been identified
as missing from traditional testing procedures (Battista 2015; Goldin 2016; Lesh and
Kelly 2015; Ball and RAND Mathematics Study Panel 2015). Cognition is the core of
in numeracy explored the impact of authentic (rich) task assessment on middle year
indicated that rich tasks were hard for students to access even though the literary
demands were low. The study found that a more diagnostic problem task that
required less English literacy and used concrete materials appeared to be more
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effective for students. In Betts et al. (2016) of mathematics teaching and learning in
competencies is used it can provide a diagnostic tool for quality assurance purposes.
for vocation education and training contexts. They state that the aim of authentic
what is assessed in the school and what students need to do in the workplace during
to (a) stimulate students to learn more deeply, (b) stimulate students to develop
professionally relevant skills and thinking processes used by professionals, and (c)
motivate students to learn by showing the immediate relevance of that what is learnt
for professional practice. There are, however, two points to consider. One is that
perception of what is authentic differs between people. The second is that this
(Rush et al. 2015) trainers need to be aware of the biases in them (Bennett
“formative inferences are not only subject to uncertainty, they are also subject to
systematic, irrelevant influences that may be associated with gender, race, ethnicity,
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disability, English language proficiency, or other student characteristics. Put simply, a
trainers need to recognize their biases and consider “evidence from multiple sources,
context.
rationality and justice of their own social and educational practices” (Kemmis et al.
2015). Simply communicating information alone does not seem to have a significant
impact on changes in training practice and assessment; therefore, there is a need for
described as an approach that “conveys a much more intimate, human and self-
defined space” (Smith 2015,). Community research relies on and validates the
and assessment of Indigenous VET students was developed. The cases focused on
the assessment approaches that trainers used in their training of VET students.
Synthesis
faculty need careful and serious planning and requires teachers’ knowledge in
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different classroom instructions that would increase students’ engagement and
related to technical vocational subjects. Thus, it is the role of the teacher to find for a
inferences about capability under these conditions, not the scaffold conditions.
Taras 2015) that appropriate assessment strategies are a key part of competency
for how such approaches might be useful in VET contexts for assessing
competencies.
(Rush et al. 2015) trainers need to be aware of the biases in them (Bennett
“formative inferences are not only subject to uncertainty, they are also subject to
systematic, irrelevant influences that may be associated with gender, race, ethnicity,
trainers need to recognize their biases and consider “evidence from multiple sources,
context.
performance. The more teachers have used appropriate strategies for the set
learners the more the chance the learners understand the lesson. Teachers’ learning
The fact that there only number of recorded literature and studies on assessment
techniques; it implies that this matter has not yet captured much attention. With this,
the researcher sees the solution with the use of appropriate and right assessment
conduct this study that will determine the assessment techniques and procedures as
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Chapter III
RESEARCH METHODOLOGY
This chapter presents the methodology that was used in the study which
includes the discussion of the research design, respondents of the study, research
instruments, data gathering procedures and the statistical treatment employed in the
Research design
This study will make use of the procedures of descriptive correlation research
selected senior high schools. Correlation research design will be used to determine
Colleges of Science and Technology during the fourth quarter of school year 2019-
2020 with a total of one hundred eighty (180). The researcher selected teachers, and
out of sixty (60) teachers respondents , the researcher were randomly selected
twenty (20) teachers from each respondents school using fishbowl method as well as
determining who will represent teachers group. And out of one hundred twenty (120)
students’ respondents, the researcher chose forty (40) students each respondent’s
school using guessing who method to identify and complete set of respondents.
VHS, Paradigm Colleges of Science and Technology and Bongabong VHS. Each
school has more than one thousands senior high school students and more than
thirty (30) senior high school teachers. However, to get equal number of teacher
respondents from each respondent’s school, the researcher chose twenty (20)
respondents using fishbowl method. Same procedure was used in getting the
number of students’ respondents, forty (40) students’ each respondents’ school were
identified.
Research Locale
The researcher will conduct the questionnaire among sixty (60) senior high
school teachers teaching technical vocational subjects and one hundred twenty (120)
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senior high school students in selected technical vocational high schools and
High School and Paradigm College of Science and Technology. These schools offer
technical vocational education for a decade and receive plaque of appreciation and
Likewise, the researcher chose these schools because of the notion that they
have vaster knowledge in technical vocational education that are contributory to the
Research Instrument
To determine the learning competency that will be covered during the quarter, the
researcher used the K to 12 Curriculum Guide for TVL Grades 11 and 12.
ensure that questions to be administered are covered during the quarter and the
competencies were taught by the TVE teachers. Two sets of questionnaires are
disagree and 1 strongly disagree, the researcher will surely categorize, analyze and
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Data Gathering Procedure
through a letter of request signed by the Dean of the Graduate School of Education.
The pilot testing was carried out on January 7, 2020 and the actual questionnaire
was administered on February 26 -27, 2020 in three respondents’ school. The test
questions and test results were collected, tabulated, analyzed and interpreted by the
researcher.
The data that was gathered was subjected to statistical analysis using mean,
Mean. It was used to find the average of the respondents’ answers. It reflects
the needs assessment among senior high school TVL teachers and be used as basis
To determine the needs assessment among senior high school TVL teachers,
T- Test for means. It was used to find out if there is significant difference
between the needs assessment among senior high school TVL faculty and the
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Chapter IV
This chapter presents, analyzes and interprets the data gathered by the
Chapter I.
Table 1
Frequency and Percentage Distribution of the Profile of SHS TVE
Faculty in Terms of Teacher’s Educational Attainment
Indicators Frequency Percentage
1. With Doctorate Degree 4 6.67%
2. With Doctorate Units 7 11.67%
3. With Master’s Degree 10 16.67%
4. With Master’s Units 30 50%
5. BSED Graduate 9 15%
Total 60 100%
Table 1 presents the frequency and percentage distribution of the Senior High
As shown in the table, most of the faculty members in the SHS TVE program
have earned units in master’s degree with 30 teachers which correspond to half of
the total respondents or 50 percent. This was followed by faculty members who are
master’s degree graduate with 10 or 16.67 percent, and BSED graduate with 9 or 15
percent. It is interesting to note that some faculty members are gearing toward higher
level of education by enrolling on their doctorate degree, on which seven (7) of them
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or 6.67 percent have already earned doctorate program while seven or 11.67 percent
The data above implies those faculties members in the selected TVE schools
Table 2
Frequency and Percentage Distribution of the
Profile of SHS TVE Faculty in Terms of Teacher’s Training Attended
Indicators Frequency Percentage
1. Trainers’ Methodology II Holder 10 16.67%
2. Trainers’ Methodology I 10 16.67%
3. National Certificate Level III holder 15 25%
4. National Certificate Level II holder 15 25%
5. National Certificate Level I holder 10 16.67%
Total 60 100%
Table 2 shows the frequency and percentage distribution of the profile of the SHS
It can be gleaned from the table that 15 faculty members who corresponds to 25
percent were National Certificate Level III (NC III) holders while another 15 faculty
members were National Certificate Level II (NC II) passers. The remaining faculty
members were either Trainer’s Methodology II, Trainer’s Methodology I and National
Based on the data above, all faculty members have obtained the required
certification level to qualify them to teach in the TVE program. This is also in
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1.3 Teacher’s Teaching Experience
Table 3
Frequency and Percentage Distribution of the
Profile of SHS TVE Faculty in Terms of Length of Teaching Experience
Indicators Frequency Percentage
1. 26- 30 years in service 7 11.67%
2. 20- 25 years in service 12 20%
3. 15- 19 years in service 20 33.33%
4. 10- 14 years in service 15 25%
5. 9 years and below 6 10%
Total 60 100%
Table 3 presents the frequency and percentage distribution of the profile of the
SHS TVE faculty in selected TVE secondary schools in Oriental Mindoro in terms
corresponds to 33.33 percent. This was followed by teachers with 10-14 years of
teaching experience with seven or 11.67 percent. Meanwhile, only six (6) faculty
members or 10 percent of total respondents have less than nine years of teaching
experience.
The data above implies that the faculty members were experienced teachers
Table 4
Needs assessment of SHS TVE Faculty Members
in terms of Knowledge of Contents and Pedagogy
Indicators Mean Rank Description
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1. Applies knowledge of content and pedagogy 3.71 1 Strongly
within across curriculum teaching areas. Agree
2. Collaborates with colleagues in the conduct and 2.88 5 Agree
application of research to enrich knowledge of
content and pedagogy
3. Ensures the positive use of ICT to facilitate the 3.65 2 Strongly
teaching and learning process. Agree
4. Lead the colleagues in the advancement of the 3.18 4 Strongly
arts and science of teaching based on their agree
comprehensive knowledge of research and
pedagogy.
5. Promote effective strategies in teaching and 3.63 3 Strongly
learning process. Agree
Overall Mean 3.41 Strongly
Agree
Based from the table, item number 1 which states applies knowledge of
content and pedagogy within across curriculum teaching areas obtained the highest
rank with a weighted mean of 3.71 described as strongly agree. This result is
Mindoro.
registered the lowest rank with a weighted mean value of 2.88 described as agree.
The overall computed mean is 3.41 described as strongly agree. The finding
implies that most of the faculty members in the SHS TVE program are
Table 5
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Needs assessment SHS TVE Faculty Members in terms of
Learning Materials and Learning Environment
learners’ participation obtained the highest rank with a weighted mean of 3,73
described as strongly agree. Meanwhile, item number 4 which states that uses/
proposes to all set of learners registered the lowest rank with a weighted mean of
The overall mean is 3.66 described as strongly agree. The finding implies that
Table 6
Table 6 shows the needs assessment of SHS TVE faculty members in terms
of learning output.
Based from the table, item number 5 which states aligns the learning outcome
with corresponding activities and procedures obtained the highest rank with a
which states produces relevant learning outcome and useful to learners registered
The overall computed mean is 3.68 described as strongly agree. The finding
implies that the faculty members are capable of producing desirable outcomes based
Table 7
Profile Needs Assessment
teacher education and needs assessment of faculty. The computed r values of 0.87
for knowledge and pedagogy, 0.88 for learning materials and learning development
and 0.86 for learning outputs denote high relationship. This means that the higher the
teacher educational attainment the higher the level of their performance in applying
output.
terms of teacher training attended. The computed r values of 0.91 for knowledge and
pedagogy, 0.88 for learning materials and learning development and 0.89. For
learning outputs denote high relationship. This means that the higher the teacher
who attended varied and varies training have the higher the level of performance in
learning output.
terms of teacher’s training experience. The computed r values of 0.84 for knowledge
and pedagogy, 0.88 for learning materials and learning development and 0.87. For
learning outputs denote high relationship. This means that the higher the teacher
who were exposed to a higher level of trainings have higher the level of performance
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in applying knowledge and pedagogy, development of instructional materials and
learning output.
Table 8
Significant Difference in the Needs Assessment of SHS TVE
Faculty and the Assessors
Computed t value Verbal Description Interpretation
Knowledge of 0.43 Not significant Accepted
content and
pedagogy
Learning Materials 0.35 Not significant Accepted
and Learning
Development
Learning Outputs 0.37 Not Significant Accepted
Level of Significance: 0.05, (0.679)
and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of
content and pedagogy, learning materials and learning development and learning
outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus
5. What faculty training program can be proposed for SHS TVE faculty?
The formulated faculty development program designed for SHS TVE teachers
to help improve teachers teaching performance. This plan would also identify and
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Purpose
The purpose of this plan is to help enhance teachers’ knowledge for the effective
delivery of their lessons to their students. It also helps them to improve themselves
as learning front liners and for the successfully fulfillment of the requirements as
highly proficient teachers .The faculty members and the department recognize the
Timetable
varied activities in TVE classes specifically in these three schools (Dangay NHS,
Paradigm Colleges and Marcelo I. Cabrera VHS). The implementation of this plan will
start on school years 2020- 2021 and if this plan will be proven effective probably it
will be continuously adopted in the school years 2021-2022 and 2022-2023 by these
Statement of Responsibilities
adopted by three (3) schools, its effectiveness will be surely a gauge whether
applicable both on the part of TVE teachers and learners. This plan will serve as a
used to establish priorities and expectations for the faculty member. Some
development activities may require more than one year. Both faculty members and
department heads should review the development plan to ensure accordance with
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Development Activities
Goal
implementation
Expected Outcomes:
manner.
School Commitments
Monitoring:
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1. Peer faculty observations of teaching will be conducted at least twice a month
during the improvement plan period and debriefings with faculty member held
2. Department head will meet with faculty member at least once a month during the
visits.
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CHAPTER V
recommendations:
Summary of Findings
the selected secondary schools in Oriental Mindoro have earned units in master’s
percent. This was followed by faculty members who are master’s degree graduate
note that some faculty members are gearing toward higher level of education by
enrolling on their doctorate degree, on which seven (7) of them or 6.67 percent have
already earned doctorate program while seven or 11.67 percent are presently
gleaned some of them are National Certificate Level III (NC III) holders while others
are National Certificate Level II (NC II) passers. The remaining faculty members were
either Trainer’s
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Methodology II, Trainer’s Methodology I and National Certificate Level I holders,
Teachers with 15-19 years of teaching experience constitute the greatest number
of faculty members with 20 which corresponds to 33.33 percent. This was followed
teachers with 26-30 years of teaching experience with seven or 11.67 percent.
Meanwhile, only six (6) faculty members or 10 percent of total respondents have less
than nine years of teaching experience. Faculty members were experienced teachers
knowledge of contents and pedagogy. Based from the result, item number 1 which
states applies knowledge of content and pedagogy within across curriculum teaching
areas obtained the highest rank with a weighted mean of 3.71 described as strongly
design and development through various seminars and training facilitated by DepEd
Oriental Mindoro.
registered the lowest rank with a weighted mean value of 2.88 described as agree.
The overall computed mean is 3.41 described as strongly agree. The finding implies
that most of the faculty members in the SHS TVE program are knowledgeable in the
promotes learners’ participation obtained the highest rank with a weighted mean of
40
3,73 described as strongly agree. Meanwhile, item number 4 which states that uses/
proposes to all set of learners registered the lowest rank with a weighted mean of
3.57 but still described as strongly agree. The overall mean are 3.66 described as
strongly agree. The finding implies that faculty members are capable of providing
learning3) learning outputs states aligns the learning outcome with corresponding
activities and procedures obtained the highest rank with a weighted mean of 3.81
relevant learning outcome and useful to learners registered the lowest mean of 3.50
strongly agree. The finding implies that the faculty members are capable of producing
3. The perceptions of the assessors in the need’s assessment of SHS TVE faculty
when grouped according to the profile. There is a significant relationship between the
faculty. The computed r values of 0.87 for knowledge and pedagogy, 0.88 for
learning materials and learning development and 0.86 for learning outputs denote
means that the higher the teacher educational attainment the higher the level of their
terms of teacher training attended. The computed r values of 0.91 for knowledge and
41
pedagogy, 0.88 for learning materials and learning development and 0.89. For
learning outputs denote high relationship. This means that the higher the teacher
who attended varied and varies training have the higher the level of performance in
learning output.
terms of teacher’s training experience. The computed r values of 0.84 for knowledge
and pedagogy, 0.88 for learning materials and learning development and 0.87. For
learning outputs denote high relationship. This means that the higher the teacher
who were exposed to a higher level of trainings have higher the level of performance
learning output.
and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of
content and pedagogy, learning materials and learning development and learning
outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus
Conclusions
In view of the preceding findings, the following conclusions are finalized by the
researcher:
contributes and deepens students’ knowledge and develops innovative skills which in
42
turn, help improve school performance and services. Trainings and seminars they
since they are dealing and applying knowledge and competencies they have learned.
These trainings and seminars attended help improve students’ general skills, improve
accumulated experience in the same grade level, subject they taught. More
experience teachers confer benefits to their colleagues, their students and to the
school as a whole.
that they apply knowledge of content and pedagogy within across curriculum
teaching areas. In the domain 1 of PPST, teachers should have the knowledge of
content and pedagogy for them to meet the standard of K-12 program. They also
prepared daily learning materials for their students and learning environment or
reflected in their submitted outputs. It implies that the faculty members are capable of
students.
grouped according to the profile. The higher the teacher educational attainment,
trainings attended and teaching experiences contributes for the level of their
43
4.There is no significant relationship in the needs assessment of SHS TVE faculty
and the assessors. The computed t values of 0.43, 03.5 and 0.37 for knowledge of
content and pedagogy, learning materials and learning development and learning
outputs are lower than the tabular t value of 0.679 at 0.05 level of significance. Thus
5. The formulated faculty development program designed for SHS TVE teachers
to help improve teachers teaching performance. This plan would also identify and
manage teachers’ personal and professional growth and development. (see annex)
Recommendations
classes ,trainings and seminars. Their teaching experiences should also apply and
2. Senior high school faculty members should apply knowledge of content and
pedagogy to their learners within across curriculum teaching areas They should also
encourage to prepare daily learning materials for their students and the learning
participation.
44
3.It is recommended based on assessors’ perceptions that SHS TVE faculty
seminars and use their teaching experiences properly as required and needed.
References
A. Books
Cash, R. (2011). Advancing differentiation: Thinking and learning for the 21st
century. Minneapolis, MN. Free Spirit Publishing. P. 112.
Davis, G. A., &Rimm, S. B. (2010). Education of the gifted and talented (5th ed.).
Boston: Pearson Education.
45
Kostelnik, M. J., Soderman, A. K. &Whiren, A P. (2014). Developmentally
Appropriate Curriculum: Best practices in early childhood education (3rd ed.).
Columbus: Pearson, Merrill Prentice Hall.
Dunn, R. &Honigsfeld, A. (2003, March/April). High school male and female learning-
style similarities and differences in diverse nations. The Journal of Educational
Research, 96(4), 196-197.
Gadt-Johnson, C. D. & Price, G. E. (2010). Comparing students with high and low
preferences for tactile learning. Education , 1(20), 581-585.
Levy, R. (2008). Meeting the needs of all students through differentiated instruction:
Helping every child reach and exceed standards. [Electronic version]. Clearing
House, 81(4), 161-164.
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Servilio, K. (2009). You get to choose! Motivating students to read through
differentiated instruction. [Electronic version]. Teaching Exceptional Children
Plus, 5(5), 2-1l.
Tenedero, H. S. (2009). Ways to Bring Out Your Best: A Learning Style Approach.
Educator Magazine, July-August 18–19, 2009.
Banalan, K. C. (2013). Multiple Intelligences Profile of the First Two Sections of the
Fourth Year Students at Makiling National High School, Makiling, Calamba
City, School Year 2012-2013 and Its Relationship to Their Academic
Performance: A Survey. A Master Thesis. Liceo de Calamba, Calamaba City.
47
Okongo, B. C. O. (2009). Promoting Child Development Through Music: A
Comparison of Preschool Teachers’ Perspectives in Kenya and United States.
A Master Thesis. Kenyatta University, Kenya.
Fleming, N. (2011). The Visual Auditory Kinesthetic (VAK) Model. (Retrieved from
https://prezi.com/6mauldn0jdmp/vak-learning-styles-model/ on September 29,
2015).
Lomax, R. I & Li, J. A. (2010). Correlational Research. The Gale Group. (Retrieved
from http://www.education.com/reference/article/correlational-research/ on
September 21, 2015).
http://talakayanatkalusugan.com/2011/09/23deped-issues-directive-for-raising-nat-
scores/ on February 12, 2016
F. Other Sources
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Baron-Cohen, S. (2009). “Autism: The Empathizing-Systemizing (E-S) Theory”.
Annals of the New York Academy of Sciences (New York Academy of
Sciences) 1156 (The Year in Cognitive Neuroscience 2009): 68–80.
RA 10533, “Enhanced Basic Education Act of 2013, otherwise known as “An Act
Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefore and for Other Purposes
49
APPENDIX A
LETTER REQUEST TO THE SCHOOLS DIVISION SUPERINTENDENT
Ma’am :
I am currently enrolled in thesis writing as a final requirement for the degree Master of Arts
in Education major in Educational Management at the University of Perpetual Help System
Dalta, Las Pinas City. My study is entitled “ Needs Assessment Among Senior High School
Faculty in Technical –Vocational School: Basis for Training Program “.
In relation with this, I would like to humbly request permission to allow me conduct my study
among selected senior high school teachers, school heads and assessors in the second
congressional district of oriental Mindoro this second week of March, 2020.
Rest assured that all responses to be gathered from the respondents will be treated with
utmost professionalism and confidentiality. It would be my honor to furnish you with the
results of this study for your reference and basis in designing training program for senior high
school teachers and among others.
Respectfully yours,
Recommending Approval:
(SGD)
Approved:
50
APPENDIX B
Ma’am/ Sir :
I am currently enrolled in thesis writing as a final requirement for the degree Master
of Arts in Education major in Educational Management at the University of Perpetual
Help System Dalta, Las Pinas City. My study is entitled “ Needs Assessment Among
Senior High School Faculty in Technical –Vocational School: Basis for Training
Program “.
In relation with this, I would like to humbly request permission to allow me conduct
my study among your senior high school teachers outside their class hours.
Rest assured that all responses to be gathered from the respondents will be treated
with utmost professionalism and confidentiality. It would be my honor to furnish you
with the results of this study for your reference and basis in designing training
program for senior high school teachers and among others.
Respectfully yours,
Recommending Approval:
(SGD)
Approved:
(SGD) _________________
School Principal
51
APPENDIX C
Questionnaires
Dear Respondents:
Kindly answer the following questions. Rest assured that all results and data will be
held confidentially.
Thank you very much. God Bless!
Directions: Please supply the informations requested by putting a check (√) mark or write
your specific answer on the space provided.
Likert Scale
4 – Strongly Agree
3- Agree
2- Disagree
1-Strongly Disagree
2 Teachers’ Profile
A. Teachers’ Education
Indicators 4 3 2 1
3 Teacher is a Doctoral Degree
4 Teacher has Doctoral Units
5 Teacher is Masters Degree
6 Teachers has Masters Units
7 Teacher is BSED Graduate
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C. Teaching Experience
Indicators
6. Teacher has 26- 30 years in service
7. Teacher has 20- 25 years in service
8. Teacher has 15- 19 years in service
9. Teacher has 10- 14 years in service
10. Teacher has 9 years and below
11 Needs Assessment
Likert Scale
4 – Strongly Agree
3- Agree
2- Disagree
1-Strongly Disagree
C. Learning Output
53
Indicators
6. Identifies learning outcome what learners
can do after the topic/ lesson or unit is
complete
7. Measures test clearly to achieve learning
outcome.
8. Focuses on specific and creates actions on
the behavior, learning outcome and
cognitive process
9. Produces relevant learning outcome and
useful to learners.
10. Aligns the learning outcome with
corresponding activities and procedures.
REGENALD G. RUFON
( MAED- Candidate)
54