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TEACHERS’ PSYCHOSOCIAL ATTRIBUTES
AND THEIR INSTRUCTIONAL COMPETENCE
IN THE NEW NORMAL: A SPRINGBOARD
FOR INNOVATION
MARY EDMAVETTE L. FUENTES
2022
2
COMPLETED RESEARCH APPROVAL SHEET
The research approval attached hereto, entitled “TEACHERS’ PSYCHOSOCIAL
ATTRIBUTES AND THEIR INSTRUCTIONAL COMPETENCE IN THE NEW
NORMAL: A SPRINGBOARD FOR INNOVATION,” prepared and submitted by
MARY EDMAVETTE BAGUIO LAGUA - FUENTES, KUYA NATIONAL HIG
SCHOOL,MARAMAG III DISTRICT, SY 2021 – 2022, is hereby accepted and
approved by the division research committee.
IRENE C. CULASTE-QUIMBO, PhD
SEPS Planning & Research/Member
________________________
Date Signed
_____________________________
CID Learning Area Concerned or
SGOD Program Holder Concerned/ Member
________________________
Date Signed
ARTEMIO REY S. ADAJAR, PhD
Chief, SGOD/ Co-Chair
________________________
Date Signed
ELBERT R. FRANCISCO, PhD
Chief, CID/ Co-Chair
________________________
Date Signed
LANILA M. PALAPAR, PhD
ASDS/ Chair
________________________
Date Signed
AUDIE S. BORRES, PhD
ASDS/Chair
________________________
Date Signed
RANDOLPH B. TORTOLA, PhD
SDS/Adviser
________________________
Date Signed
3
DISTRICT COMPLETED RESEARCH APPROVAL SHEET
The research approval attached hereto, entitled “TEACHERS’ PSYCHOSOCIAL
ATTRIBUTES AND THEIR INSTRUCTIONAL COMPETENCE IN THE NEW
NORMAL: A SPRINGBOARD FOR INNOVATION,” prepared and submitted by
MARY EDMAVETTE BAGUIO LAGUA - FUENTES, KUYA NATIONAL HIG
SCHOOL,MARAMAG III DISTRICT, SY 2021 – 2022, has been examined and
recommended for acceptance and approval in the Division Research Committee.
DISTRICT PANEL OF EXAMINERS
Approved by the District Research Committee on Oral Examination with a grade of
_____________________ on ___________________.
(Average Grade) (Date Approved).
____________________________
Member
____________________________
Member
____________________________
Member
____________________________
Member
____________________________
Chair
4
SIGNED DISTRICT RESEARCH PROPOSAL APPROVAL SHEET
(scanned copy here)
5
QUALITY CONTROL CHECKLIST FOR COMPLETED BASIC RESEARCH
Instructions: Write N/A in the fields of information is Not Applicable. Ensure that the information indicated
in this checklist is properly filled out.
Research Title:
TEACHERS’ PSYCHOSOCIAL ATTRIBUTES
AND THEIR INSTRUCTIONAL COMPETENCE
IN THE NEW NORMAL: A SPRINGBOARD FOR
INNOVATION
Funding Year:
N/A
Region:
X
Schools Division Office:
DIVISION OF BUKIDNON
School and/or Functional
Division Conducted:
MARAMAG III DISTRICT/KUYA NATIONAL HIGH
SCHOOL
Author:
[Lead Proponent]
Name: MARY EDMAVETTE L. FUENTES
Position: TEACHER II
Contact Details: maryedmavette.lagua@deped.gov.ph/
09260386411
[Author 2]
Name: _N/A
Position: N/A
Contact Details: N/A
[Author 3]
Name: N/A
Position: N/A
Contact details: N/A
SCORE SHEET
Instructions: Fill out the fields below based on the results of the evaluation of the research report. For
research for acceptance, check the “Accept” box only if the completed research has received ALL Fully
Evident “FE” marks; check the “Return to Proponent” box otherwise.
For research for archiving, check the “General public disclosure” box only if the completed research has
received ALL “FE” marks and does not fall under the category of research for limited public disclosure;
check the “Limited Public Disclosure” box otherwise.
Date of
Evaluation:
No. of Times Evaluated
(including this one):
☐ 1st
☐ 3rd
☐ 2nd
☐ Other:
DECISION:
6
(a) For Acceptance:
☐
ACCEPT
☐
RETURN TO
PROPONENT
(b) For Archiving:
☐
GENERAL PUBLIC
DISCLOSURE
☐
LIMITED PUBLIC
DISCLOSURE
Full Score
NE
(Not Evident)
PE
(Partially Evident)
FE
(Fully Evident)
Credible
6
Contributory
3
Communicable
2
Conforming
3
TOTAL
14
COMMENTS:
Prepared by:
Approved by:
(Name/Position/Office)
(Name/Position/Office)
CHECKLIST
Completed Action Research
Directions: Put a check (🗹) mark in the box under the appropriate column (NE = “not evident”; PE = “partially
evident”; and FE = “fully evident”) if the conditions indicated in each criterion below were satisfied by the
completed action research. Consult the Instruction Guide for Evaluators for additional guidance in
evaluating each criterion. (IMPORTANT: The completed action research must receive all FE marks to be
eligible for acceptance.)
CHECKLIST
Completed Basic Research
Directions: Put a check (🗹) mark in the box under the appropriate column (NE = “not evident”; PE =
“partially evident”; and FE = “fully evident”) if the conditions indicated in each criterion below were satisfied
by the completed basic research report. Consult the Instruction Guide for Evaluators for additional
guidance in evaluating each criterion. (IMPORTANT: The completed basic research must receive all FE
marks to be eligible for acceptance/archiving.)
A. Credible
The completed basic research…
No
Criterion
Relevant Sections
NE
PE
FE
Remarks
1
Participates in a
scholarly and/or
policy discussion
by citing relevant
theories and/or
studies.
Check entire paper
but especially the
Literature Review
☐
☐
☐
2
Utilizes a
research design
that is correct
Research
Methodology
☐
☐
☐
7
and appropriate
for the research
questions and
context.
3
Describes the
chosen research
design and
resulting
research
processes in a
manner that is
understandable
to other
researchers
conducting
similar work.
Research
Methodology
☐
☐
☐
4
Is written in a
way that is
indicative of
coherent
research
planning.
Whole paper
☐
☐
☐
5
Uses quantitative
(statistical)
and/or
qualitative
(thematic /
content analysis,
process tracing)
tools that are
appropriate to
the research
question and
design to analyze
data.
Research
Methodology
☐
☐
☐
6
Presents its
findings in a
manner that is
accurate and in
line with the
results of its data
analysis and is
situated with the
reviewed and
cited literature
and studies
Discussion of
Results and
Recommendations
☐
☐
☐
B. Contributory
The completed basic research…
No
Criterion
Relevant Sections
NE
PE
FE
Remarks
7
Addresses issues
and challenges
that are
interesting,
novel, and
current to the
group being
studied.
Introduction of the
Research and
Research Questions
☐
☐
☐
8
8
Reports results
that can be
utilized by at
least one of the
following
groups: decision-
makers,
practitioners, and
members of the
group being
studied.
Discussion of
Results and
Recommendations
but also watch for
findings cited in the
Abstract, and
Introduction
☐
☐
☐
9
Reports new
results,
knowledge,
and/or
conclusions that
are falsifiable.
Discussion of
Results and
Recommendations
but also watch for
findings cited in the
Abstract, and
Introduction
☐
☐
☐
10
Reports results
or findings that
are applicable to
a broader
population,
and/or useful in
contexts other
than the one
studied.
Discussion of
Results and
Recommendations
but also watch for
findings cited in the
Abstract, and
Introduction
☐
☐
☐
11
Contributes to
theory and/or the
knowledge base
for enhancing
future practice.
Discussion of
Results and
Recommendations
but also watch for
findings cited in the
Abstract, and
Introduction
☐
☐
☐
C. Communicable
The completed basic research…
No
Criterion
Relevant Sections
NE
PE
FE
Remarks
12
Documents the
research process
and results in
accordance with
the prescribed
rules.
Whole paper
☐
☐
☐
13
Utilizes language
that is
appropriate and
understandable
to the group
being studied.
Whole paper
☐
☐
☐
D. Conforming
The completed basic research…
No
Criterion
Relevant Sections
NE
PE
FE
Remarks
14
Cites and
acknowledges
sources per the
guidelines of
Whole paper
☐
☐
☐
9
ONLY one style
guide, whether
required by
another
authority or
chosen by the
researcher,
throughout the
research paper.
15
Secures the free,
prior, and
informed
assent/consent
of research
participants (and
their
parents/legal
guardians if the
participants are
children).
Research
Methodology; Also
check consent forms
in supporting
documents
☐
☐
☐
16
Includes a clear
and feasible
advocacy plan
(only for BERF-
funded
research), a
discussion of
recommendation
s for future
research, and a
set of policy
and/or program
recommendation
s.
Dissemination and
Advocacy Plan
☐
☐
☐
10
COMPLETED RESEARCH APPLICATION FORM
AND ENDORSEMENT OF IMMEDIATE SUPERVISOR
A. RESEARCH INFORMATION
RESEARCH TITLE:
“TEACHERS’ PSYCHOSOCIAL ATTRIBUTES AND THEIR INSTRUCTIONAL
COMPETENCE IN THE NEW NORMAL: A SPRINGBOARD FOR INNOVATION”
SHORT DESCRIPTION OF THE RESEARCH:
The purpose of my study is to assess the relationship of psychosocial attributes
of teachers’ and their instructional competence in the Maramag 3 District for SY 2021-
2022.
RESEARCH CATEGORY (check
only one)
o National
o Region
o Schools Division
o District
o School
(check only one)
o Action Research
o Basic Research
RESEARCH AGENDA CATEGORY
(check only one main research theme)
Kindly check (/)
A. Theme 1-Teaching and Learning (by
subject area)
o A. 1. English
o A. 2. Mathematics
o A. 3. Science
o A. 4. Filipino
o A. 5. Araling Panlipunan
o A. 6. Edukasyon sa Pagpapakatao
o A. 7. MAPEH
o A. 8. Mother Tongue
B. Theme 2-Child Protection
o B. 1. Bullying
o B. 2. Early Pregnancy
o B. 3. Premarital Sex
C. Theme 3-Human Resource
Development
o C. 1. Professional Development
o C. 2. Scholarship Grant
o C. 3. Awards and Recognition
o C. 4. Employees Welfare
o C. 5. Succession and Exit
o C. 6. Career Guidance
D. Theme 4-Governance
o D. 1. Disaster Risk Reduction and
Management (DRRM)
o D. 2. Gender and Development (GAD)
o D. 3. Inclusive Education
o D. 4. School Operation
o D. 5. School Management
E. Continuous Improvement
FUND SOURCE (if applicable)*:
YEAR THE RESEARCH WAS CONDUCTED: 2021-2022
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B. RESEARCH INFORMATION
LEAD RESEARCHER/INDIVIDUAL RESEARCHER
LAST NAME:
Fuentes
FIRST NAME:
Mary Edmavette
MIDDLE NAME:
Lagua
BIRTHDATE
(MM/DD/YYYY):
09/22/1989
SEX:
FEMALE
POSITION/DESIGNATION:
TEACHER II
SCHOOL/
OFFICIAL ADDRESS:
Kuya National High School
Kuya, Maramag, Bukidnon
CONTACT NUMBER 1:
09851885376
CONTACT
NUMBER 2:
09260386411
EMAIL ADDRESS:
maryedmavette.lagua@deped.gov.ph
EDUCATION
ATTAINMENT
(DEGREE TITLE)
(enumerate from
bachelor’s degree up to
doctorate degree)
TITLE OF THESIS/RELATED RESEARCH
PROJECT
BS Education major in
Biology
Phytochemical Analysis of the Two Lakes of Bukidnon:
Lake Apo and Lake Pulangi
MS - GenSciEd
Parents’ Involvement and Psychosocial Attributes on
Science Teachers’ Instructional Competence: A Causal
Model
PHD -
Analysis of 21st Century Technological Pedagogical and
Content Knowledge (TPACK-21) and Demograohic
Variables in Relation to Technostress among High
School Teachers
SIGNATURE OF
RESEARCHER:
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached Basic Research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.
VILMA M. BUSTOS, PhD
School Head
Date: ___________________
GLADYS B. LUCERNAS
Public Schools District Supervisor
Date: ___________________
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DECLARATION OF ANTI-PLAGIARISM
1. I, MARY EDMAVETTE B. LAGUA - FUENTES, understand that plagiarism is
the act of taking and using another’s ideas and works and passing them off as one’s
own. This includes explicitly copying the whole work of another person and/or
using some parts of their work without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all
the references used. I further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. I shall use
appropriate citations in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education.
MARY EDMAVETTE B. LAGUA -FUENTES
Teacher II
March 10, 2022
13
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, MARY EDMAVETTE B. LAGUA - FUENTES, understand that conflict of
interest refers to situations in which financial or other personal considerations may
compromise my judgment in evaluating, conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that
my research proposal may be returned to me if found out that there is conflict of
interest during the initial screening.
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
4. I understand that I may be held accountable by the Department of Education for
any conflict of interest which I have intentionally concealed.
MARY EDMAVETTE B. LAGUA -FUENTES
Teacher II
March 10, 2022
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ABSTRACT
MARY EDMAVETTE L. FUENTES. Kuya National High School, Maramag III
District, Division of Bukidnon. Teachers’ Psychosocial Attributes and their Instructional
Competence in the New Normal: A Springboard for Innovation.
The study aimed to develop a descriptive-correlational basic research on
psychosocial attributes towards teachers’ instructional competence. The instructional
competence of teachers and psychosocial attributes were assessed and evaluated using
questionnaires.
There were seventy-four (74) teachers and their responses were analyzed using
descriptive-correlational designs.
The result of the study revealed that teachers had positive psychosocial attributes
and with high extent of instructional competence. Thus, teachers’ instructional competence
was significantly correlated with human relations, decisiveness and stress tolerance.
Therefore, a well-developed psychosocial attributes make the teachers more
competent and effective.
Keywords: instructional competence, psychosocial attributes
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ACKNOWLEDGMENT
First and foremost, praises and thanks to God, the Almighty, for His
showers of blessings throughout this basic research completion.
I would like to express my heartfelt gratitude to Dr. Vilma M. Bustos, Dr. Charlyn
Sabares and Ma’am Violeta Cheng, for sharing their expertise and valuable suggestions,
for having such time to check and provide important comments to my manuscript during
the research proposal.
I am extremely grateful to my parents for their love, prayers, caring and
sacrifices for educating and preparing me for my future. I am very much thankful to
my husband, Cyril Dave and my daughter, Faith Alyzza for their love, understanding,
prayers and continuing support to complete this study. Also I express my thanks to my
sisters, brothers, sister in law and brother in laws as well as my friends, Merie Joy and
April Rose for their support and valuable prayers.
I am extending my thanks to the Schools Division Superintendents, Dr.
Randolph B. Tortola of the Division of Bukidnon, Maam Gladys B. Lucernas, our
Public Schools District Supervisor of Maramag III District, Dr. Vilma M. Bustos,
School Head of Kuya National High School, Dr. Charlyn Sabares, School of Head of
San Miguel National High School and Ma’am Violeta B. Cheng, School Head of Kuya
National High School – La Roxas Annex for allowing me to conduct my questionnaires
to their schools of jurisdiction.
To my colleagues in Kuya National High School and teachers of Kuya National
High School – La Roxas Annex and San Miguel National High School who
participated and responded on my questionnaires, my heartfelt gratitude Ma’am’s and
Sirs.
Finally, my thanks go to all the people who have supported me to complete the
research work directly or indirectly.
MARY EDMAVETTE BAGUIO LAGUA - FUENTES
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TABLE OF CONTENTS
PAGE
Title Page
1
Completed Research Approval Sheet
2
District Completed Research Approval Sheet
3
Signed District Research Proposal Approval Sheet
Quality Control Checklist for Completed Basic Research
5
Completed Research Application Form and Endorsement of
Immediate Supervisor
10
Declaration of Anti-plagiarism
12
Declaration of Absence of Conflict of Interest
13
Abstract
14
Acknowledgment
15
Table of Contents
16
Introduction
17
Literature Review
19
Research Questions
30
Hypothesis
30
Scope and Limitation
31
Research Methodology
31
Research Design
31
Sampling Method
31
Data Collection Methods
32
Ethical Consideration
33
Data Analysis Plan
33
Discussion of Results
34
Conclusion
50
Recommendation
50
GANTT Chart
51
Financial Report
52
Dissemination and Advocacy Plans
52
References
53
Appendices
57
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INTRODUCTION
School plays a very important role in every person’s life especially in promoting
interests and empowering the learners with opportunities to become successful individuals
(Sujatha, 2011). Schools should have a sound management system which involves the
participation of various stakeholders, including teachers, parents and other external
stakeholders. It should also establish a good management culture to facilitate the
professional development of teachers and create a harmonious atmosphere (Role of
Schools, 2010).
In the new normal of education, teachers serve as the front liners in implementing
the different Distance Learning (DL) modalities. They must also possess psychosocial
attributes – human relations, decisiveness and stress tolerance that will suffice the
requirements in delivering the lessons which is also stated in Department of Education
(DepEd Order) No. 66, s. 2007. Furthermore, they expect to be highly competent as the
DepEd expected them to produce quality students who are capable and can compete
globally despite the ongoing public health crisis.
Competent teachers are vital in an excellent educational system, contributing to the
learners’ holistic formation (Szymańska, 2017; Sonia, 2017). Their unique role enables the
students to maximize their potentials to become critical thinkers (Bada & Olusegun, 2015;
Ford et al., 2014). Further, they are agents of knowledge and awareness for learners and for
the growth and development in the building of our nation (Darling-Hammond, 2017).
Therefore, they must manifest high value and respect for professional competence to
advance this mission (Badri et al., 2016; Vangrieken et al., 2017).
Meanwhile, global competitiveness necessitates the teachers to become competent
in equipping the learners with 21st-century skills (Zhao, 2010; Grosemans et al., 2015).
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Correspondingly, Department of Education reinforce teaching competence responsive to
21st-century demands. Also, it establishes measures for the teachers’ professional learning
and effective pedagogical practices in advancing quality education (Department of
Education [DepEd], 2017).
In the Philippines, there were studies conducted on the competence of teachers:
among public basic education teachers (Abulon, 2014), among professors in a public
graduate school (Daguplo, 2013), among higher institutions (Gavino, 2013), among
chemistry teachers (Lucenario et al., 2016), and among Catholic schools (Petalla &
Madrigal, 2017; Roberto & Madrigal, 2018; Queroda & Nama, 2018).
In this context, it is essential to explore and understand the factors that may
influence the instructional competence of teachers. Although psychosocial attributes has
been extensively studied in many countries, however, there has been a dearth of literature
on teaching competence, in relation to psychosocial attributes of teachers. This will be the
research gap which this study would like to fill in.
For these reasons, the researcher believed that teachers have an enormous,
significant role in achieving quality basic education, and thus, she came up with this idea
of conducting a study on the relationship of teacher’s instructional competence on their
psychosocial attributes for the academic year 2021 – 2022 which will be the basis for
innovation.
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LITERATURE REVIEW
Conceptual and Theoretical Framework
Psychosocial Attributes
A psychosocial approach to human behavior involves the relation between
intrapersonal psychological and environmental aspects. Psychosocial characteristics is
commonly described as an individual’s psychological development in relation to his/her
social and cultural environment. “Psychosocial” means “pertaining to the influence of
social factors on an individual’s mind or behavior, and to the interrelation of behavioral
and social factors” (Oxford English Dictionary, 2012).
Skaland (2016) views the function of the teacher as extending beyond the simple
performance of their profession. Teachers are expected to be role models as well as to
safeguard and care for their students in a supportive relationship (De Cordova et al., 2019).
Teachers are typically driven by a desire to collaborate with and for the benefit of others,
to watch students learn and develop, and to make a difference in their lives. Indeed, ideals,
ethical objectives, and intrinsic motivation are frequently cited as reasons for choosing to
become a teacher. Although most teachers see their position as compassionate and
educational in the end, it also includes maintaining discipline and dealing with student
unrest.
Promoting well-being among teachers is an ethical concern but it is also in the interest
of students and society as a whole, since it affects the quality of education they provide
(DepEd Order No. 66, s. 2007). Well-being is a multidimensional construct that is subject
to a range of personal, environmental, and relational factors. Occupational well-being
among teachers has not only been defined in terms of the presence of positive aspects, but
also as the absence of negative factors such as, for instance, the absence of stress, which
20
can arise from various sources such as numerous and onerous demands, a low level of
autonomy, a lack of “social support”, and difficult relationships with students and their
parents (Gitman, 2018).
Human Relations
Human relations skills, according to Gitman (2018), are interpersonal abilities that
teachers employ to achieve goals through the utilization of human resources. This set of
abilities includes the capacity to comprehend human behavior, successfully communicate
with others, and motivate people to achieve their goals. Giving students or peers favorable
comments, being attentive to their specific needs, and being willing to empower
subordinates are all examples of effective human relations abilities. In the Department of
Education, identifying and promoting personnel with human relations skills are necessary.
A teacher with little or no people skills can end up using an authoritarian leadership style
and alienating peers, students as well as the parents.
Educational leadership is dependent on human relations, according to Human
Relations in the School System and the Importance of Relationships in the Teaching-
Learning Process (2016). It is all about relationships at every level, including relationships
with teaching staff, administrative staff, and students. It is impossible for a leader to obtain
strong academic performance without a good relationship with the teacher. It is nearly
difficult to manage a school in a perfect order without the assistance of administrative staff
and teachers; teachers are the essence of a school, and without their assistance, the school
would be a shambles. As a result, solid relationships between a leader and his school's
teachers are critical to the school's success and teachers' overall effectiveness.
The bond between the teacher and the student is equally crucial. A positive
relationship between them will lead to improved school performance and academic
achievements, which will be a success for the leader. As a result, it is the leader's obligation
21
to offer a better atmosphere in which teachers and students can develop positive
relationships. Get together from time to time and take a tour of the school with the
instructors and students, or organize co-curricular events in the school with both teachers
and students.
The importance of the teacher-parent relationship in achieving better academic
results and improving student performance cannot be overstated. Because students spend
more time at home than at school, it is critical for a teacher to advice parents about their
child's strengths and flaws. As a result, it is the role of a school head to schedule regular
teacher-parent meetings in order to foster better relationships between the two groups.
Decisiveness
Decisiveness involves giving consideration to a matter, identifying the desired end
result, determining the options to get to the end result, and then selecting the most suitable
option to achieve the desired purpose. Teacher decisions about the issues just mentioned
ultimately will influence student learning (Fuller, 2011).
When teachers commit to being active participants in the decision-making process,
they can play a larger role in the overall success of the school. Furthermore, teachers must
believe that they have something more to contribute to the school than simply teaching in
their classroom. It is suggested that schools recognize that when teachers take an active role
in managing their work environment, the entire system would benefit. Finally, before
successful implementation, everyone should be given access to as much current research
on participatory decision-making procedures as possible. Simultaneously, specific training
should be provided (Thapa, 2011).
Teachers consider and make judgments on content, instructional tactics, the use of
instructional resources and technology, delivery styles, classroom management and
discipline, assessment of student learning, and a variety of other related topics even before
22
instruction begins. Teachers must make these decisions during class while interacting with
students in a dynamic fashion.
According to Mincu (2014), there is a need to create collective capacities in schools,
with a focus on teacher professional development and their involvement in decision-making
processes outside of the classroom, in order to improve school performance. According to
research findings on teacher empowerment (Poekert, 2012; Mincu, 2014), the development
of teacher leaders is a type of professional development that has a significant impact on
many aspects of schools, including student learning outcomes and the school's ability to
adapt to changing circumstances. Fuller (2011, p.3) assesses the teachers' energy, their
inner motivation, as "the central driving force" in the process of a successful reform of the
education system.
Stress Tolerance
Teacher stress is characterized as unpleasant negative feelings experienced by
teachers as a result of certain aspects of their employment, such as anger, frustration,
anxiety, despair, and anxiousness (Alhija, 2015). Teachers feel stress when the demands of
the circumstance surpass their ability to deal, and teachers experience stress when the
demands of the situation exceed their ability to cope. Some academics have even linked
high teacher attrition rates in some regions of the world to high levels of job-related stress
that teachers face and fail to manage (Ferguson et al., 2017; Greenberg et al., 2016).
Teachers, according to research, are subjected to a variety of stressors. Teaching
uninspired children, maintaining classroom discipline, a hard workload, being exposed to
frequent changes, being assessed by others, having difficult or challenging relationships
with coworkers and administrators, and terrible working circumstances are just a few
examples (Terada, 2021).
23
Stressors encountered by one teacher are unique to him or her, according to Terada
(2021), and are dependent on the individual interaction between the teacher's personality,
values, talents, and circumstances. Furthermore, various elements such as coping
mechanisms and tactics, personality traits, and environmental characteristics might interact
to influence a teacher's judgment of how stressful a scenario is.
Based on extensive review of the literature on teacher stress and a broad review of
theoretical teacher stress models, Herman et al., (2017), proposed a model of key constructs
related to teacher stress and coping and their interrelationship. According to their model,
teachers are involved in intra-individual processes that consist of the experiences and
evaluations of external stressful events, which stem from different aspects of teachers'
professional life such as students, administration, colleagues, workload demands, and
features of the school environment. Furthermore, problems in teachers' personal life, such
as relationship with a partner or financial problems may also affect their emotional,
cognitive and behavioral state. Once the stressful event is appraised, teachers engage in
active or passive coping strategies and perhaps both. Active strategies can take the forms
of cognitive, behavioral, or emotional strategies. This type of strategy is also evident in
individuals' physical responses or health posture. On the contrary, passive coping strategies
such as resignation, wishful thinking and avoidance are characterized by lack of direct
engagement with the stressful event en route to its resolution. Personality traits, also known
as personality mediators (i.e., attitude posture, motivated behavior), play a role in the size
of the interactions illustrated in Herman et al., (2017) core model. In addition, the degree
to which people feel supported in their professional and personal lives mediates
relationships. Background characteristics such as gender, educational qualifications, and
years of experience, as well as characteristics of the vocational environment such as grade
7
24
level taught, average class size, subject taught, and type of school, are stable characteristics
that may have some effect on intra-individual processes of dealing with stress effects.
Instructional Competencies
Competencies are the abilities and knowledge that a teacher needs to be effective.
Teachers must have knowledge in a wide range of abilities to maximize student learning in
a particularly complicated setting where hundreds of key judgments are required each day.
Teaching is one of the few professions that necessitates the application of both professional
judgment and evidence-based competencies.
Instructional Skills
Skills are the most specific instructional behaviors. These include such techniques
as questioning, discussing, direction-giving, explaining, and demonstrating. They also
include such actions as planning, structuring, focusing, and managing (Nama & Queroda,
2018).
Lucenario et al., (2016) explained that teachers' content knowledge and
instructional skills are crucial in helping students improve their academic performance.
This presentation focuses on seven techniques to strengthen instructional abilities, which
are sometimes missed in the classrooms daily back-and-forth.
While each suggestion is addressed separately to stress its value, they must be
linked together. Each has the same goal: to help teachers improve their ability to
encourage critical thinking about the subject matter (Petalla et al., 2017). Students are
more likely to accomplish at high levels when teachers have a solid foundation of content
knowledge and mastery of effective teaching methods. These seven pointers can help you
get there.
25
Management Skills
Teachers must employ a wide range of talents in order to be successful in planning,
organizing, leading, and regulating their classrooms. A skill is the ability to perform a task
well. Technical, human relations, and conceptual abilities are the three primary types of
management talents. Technical skills are specialized areas of knowledge and expertise, as
well as the ability to apply that information. Understanding human behavior,
communicating successfully with others, and motivating people to achieve their goals are
all examples of human relations abilities. Conceptual skills include the ability to view the
organization as a whole, understand how the various parts are interdependent, and assess
how the organization relates to its external environment (Nama & Queroda, 2018).
With respect to classroom management (CM) as a crucial dimension of instructional
quality (Charalambous & Praetorius, 2018), there is evidence that teachers’ skills are more
predictive for their management actions in the classroom than their knowledge, thus
suggesting a mediating role between knowledge and performance (Konig & Kramer, 2016).
As a teacher, you may win half of the war by assuring good student behavior.
However, in order to be an excellent teacher, you must be able to assist students in
developing good study and work habits. Setting specific ground rules to emphasize the
significance of classroom dignity is the first step in good classroom management. Teachers
should have patience as well as a strong sense of caring and kindness for their students.
You will win the hearts of your students as an empathic teacher by displaying sympathy,
especially during student conflicts (Kosgei et al., 2013).
Kosgei et al. (2013) added, when the teacher shows that he or she is willing to listen
to his or her students' difficulties, they will develop better student-teacher relationships.
Teachers must establish a solid connection with students in order to create a happy,
productive, and safe learning environment in the classroom.
26
Personal and Social Skills
Humans are social beings who engage in various aspects of their life, from infancy
through adulthood, within the contexts of family, friends, and work. Unlike other
professions, it is critical for teachers at various levels of education to understand how to
develop these relationships in a harmonic manner, therefore generating a suitable learning
climate, or “teaching by example,” as it is popularly known. Because social skills are a part
of everyday life, it is vital to learn about them in order to modify them and, lastly, to know
how to do so (Indeed Editorial Team, 2021).
Daguplo (2013) emphasize that teachers, as effective facilitators, play a critical role
in ensuring students' holistic development by not only providing knowledge and developing
cognitive skills, but also by nurturing personal-social qualities and necessary skills, such
as effective communication in personal and social relationships, so that they can perform
at their best in every aspect of their lives. Teachers, students, and other stakeholders in the
classroom/school can assist create a conducive environment by instilling and demonstrating
personal-social qualities such as care, concern, sensitivity, acceptance, empathy,
cooperation, and so on.
School plays an important role in students' life, especially given the number of years
they spend there. The school environment provides a backdrop for children to develop their
personal-social characteristics, which impacts their learning and behavior in all aspects of
their lives. As a result, teachers must recognize the relevance of these qualities and skills
as a source of support for children's learning and holistic development. When working in
groups at school, kids from all backgrounds contribute their unique experiences, personal
characteristics, interests, and abilities to the development of their personal-social qualities.
Personal and social capacity assists pupils in becoming self-assured individuals capable of
making sound judgments in all aspects of their lives. Teachers can assist a shift in their
27
students' beliefs, feelings, mental processes, and behavior so that they can focus on their
academic goals and perform at their highest levels in all aspects of their personal and social
lives (Manrique, 2016).
A healthy learning environment is created by teachers who are experienced in
communication, classroom management, and appropriate discipline measures (Manrique,
2016). Being well-versed in their subject area is critical, but being able to express important
concepts in a way that students can understand is even more important. Teachers can help
students learn to speak effectively and meaningfully by using their effective
communication abilities. They interact with kids and others in the school in more helpful
and encouraging ways and set behavioral guidelines by imbibing and demonstrating
personal-social skills. As a result, teachers, via their own competencies and talents,
encourage their students to do the same. The local study of Indac (2015) also emphasizes
that personal and social skills are essential in this 21st century. Thus, Manrique (2016) also
claimed that social skills of teachers deem essential for school success.
Guidance Skills
Teachers with guidance skills have the best situations for students’ social and
emotional growth. They have mutual relationships with students and always observe their
behavior. Observation is the first step in guidance and consultation activities, and these
situations are provided at school for teachers more than everyone else (Gitman, 2018).
The teacher should manage the learners to ensure efficient and effective teaching
and learning, as well as the achievement of the process's goals. Guidance in the classroom
has been referred to as "excellent teaching." As a guide, the teacher also exhibits some
leadership qualities that have an impact on the students' conduct (Gagnon, 2019).
A good teacher should be concerned about significant stages in the learning process
and use practical tactics to influence students while teaching. In order to obtain the best
28
results, the teachers should be familiar with the management of the learning process in
addition to having a thorough understanding of the subject matter (Indac, 2015).
The teacher should lead the students through the application of a number of learning
theories, including Thorndike's Connectionism theory and Gagne's learning conditions
theories, among others. Thorndike felt that all learning is explained by the connections or
bonds generated between stimuli and responses. Thorndike proposed three major learning
laws in 1913: (readiness, exercise and effect). These laws are intertwined and work together
to ensure that the learner's goals are met. Students can only learn when they are ready, and
when a link is created between stimuli and responses, learning processes are enhanced. He
realized that practice alone was not enough if there was no strengthening of the bond by
reinforcement, in which case the law of effect must be in operation (Indac, 2015).
Teachers play a big impact in students' and schools' success, according to Gitman
(2018), therefore preparing for this valuable capital will be reasonable and desirable.
Success is not by chance; it is the result of careful preparation and hard work in such a
beneficial and scientific job. We envision a better future using past experience and current
science, and don't forget that every society's civility and progress is dependent on the
number of genteel teachers. As a result, professional teacher training will be required in
order to produce sage and wise individuals.
Evaluation Skills
Evaluation is a way of collecting, evaluating, and interpreting data to determine
how well students are accomplishing their educational goals. Elassy, (2015) provided the
most comprehensive definition of evaluation, describing it as "the systematic collecting and
interpretation of evidence leading as part of a process to a judgment of value with a view
to action."
29
Only through evaluating anything can one distinguish between good and terrible.
The appraisal process is crucial to the entire cycle of social development. In education, the
only way to measure how successful a child has been in achieving his goals is to evaluate
him. As a result, there is a strong link between evaluation and objectives (Evaluation in
Teaching and Learning Process, 2016).
Evaluation is said to be an essential inseparable tool in establishing performance in
the classroom. Its significant contribution ranges from quantifying the intellectual ability
and in making relevant characteristics of the learner to the formulation of the various
teaching strategies and techniques to ascertain that effective learning would be achieved
(Hilliard, 2015).
It acts as a built-in monitor within the software, allowing you to check on your
learning progress at any moment. It also provides useful input on the program's design and
implementation. As a result, evaluation is crucial in any educational program (Petalla et al.,
2017).
Petalla et al., (2017) added the importance of evaluation in the teaching-learning
process cannot be overstated. It aids teachers and students in their efforts to improve their
teaching and learning. Evaluation is an ongoing process that occurs on a regular basis. It
aids in the formation of judgmental values, educational status, and student accomplishment.
In teaching-learning, evaluation in some form or another is unavoidable, as it is in all areas
of educational activity where decisions must be made.
On the other hand, Rivera (2017) agreed that evaluation skills aids in the creation
of learning objectives, the design of learning experiences, and the evaluation of learner
performance. Aside from that, it is quite beneficial in terms of improving teaching and
curriculum. It ensures that society, parents, and the educational system are held
accountable. Thus, it is the goal of evaluation which is to determine how effective teaching,
30
teaching tactics, methods, and approaches are. It gives teachers with feedback on their
teaching and learners with feedback on their learning.
RESEARCH QUESTIONS
The study aims to assess the relationship of teachers’ psychosocial attributes on
their instructional competence in Maramag 3 District for the academic year 2021 – 2022.
The research questions providing focus for this study are:
1. What psychosocial attributes do teachers have in terms of:
a. human relations;
b. decisiveness, and
c. stress tolerance?
2. What is the level of teachers’ instructional competence in terms of:
a. instructional skills;
b. management skills;
c. personal and social skills;
d. guidance skills, and
e. evaluation skills?
3. Is there a significant relationship between teachers’ instructional competence and
their psychosocial attributes?
Hypothesis of the Study
The purpose of this study is to assess the relationship of science teachers’
psychosocial attributes on their instructional competence. Thus, this claim will lead to the
following null hypothesis set at 0.05 level of significance.
H01: There is no significant relationship between teachers’ psychosocial attributes and
instructional competence.
31
SCOPE AND LIMITATION
The study focused on determining the relationship of teachers’ psychosocial
attributes on their instructional competence in the new landscape of education in Maramag
III District for the School Year 2021 – 2022 through random sampling.
RESEARCH METHODOLOGY
This chapter serves as an orientation and explanation of the research methodology
of this basic research. It further presents the research design, sampling method, data
gathering procedure and ethical issues as well as the data analysis.
Research Design
This study generally used the quantitative research design, particularly descriptive-
correlational which was used to describe the results of psychosocial attributes in relation to
the instructional competence of teachers. The Pearson-product-moment correlation design
was employed to establish the relationship between the psychosocial attributes on the
instructional competence of teachers which aimed to develop a correlation that would serve
as the basis of improving the instructional competence of teachers according to
psychosocial attributes.
Sampling Method
A random population sampling method was employed in the determination of
samples of the study. Slovin’s formula was also used to determine the needed number of
participants to be surveyed in the district of Maramag III.
32
Data Collection Methods
In gathering the necessary data, the researcher asked permission to the
PSDSs/school heads/Principals of the Maramag III District to conduct the study. Assistance
from the secondary school principals and master teachers were also requested during the
administration of the questionnaires (hard copy or in google form).
Participants were informed through a letter or google form that they are chosen to
take part in this undertaking. After their positive response, an Informed Consent for
Participation were presented, stipulating conditions attached to it. Questionnaires and other
related activities were done automatically after both parties agreed.
There were two (2) set of questionnaires to be filled-up by the participants. The first
set of questionnaire dealt with the psychosocial attributes of teachers. This was adopted
from DepEd Order No. 66 s. 2007 with a Cronbach’s alpha coefficient of 0.942. The
questionnaire consists of fifteen (15) items, with five (5) items for each of the subscales:
human relations, decisiveness and stress tolerance. The following limits and qualitative
interpretation will be used to describe the extent at which teachers possess or practice the
psychosocial attributes.
Scale
Range
Descriptive Rating
Qualitative Interpretation
5
4.50 – 5.0
Strongly agree
Highly Positive
4
3.50 – 4.49
Agree
Positive
3
2.50 – 3.49
Uncertain
Moderately Positive
2
1.50 – 2.49
Disagree
Negative
1
1.00 – 1.49
Strongly disagree
Highly Negative
To measure the instructional competence of teacher, a questionnaire adapted from
Nama and Queroda (2018) with a Cronbach’s alpha coefficient of 0.970. It’s composed of
five (5) domains constituted of thirty – eight (38) items. The following limits and qualitative
interpretation were used to describe the extent of instructional competence.
33
Scale
Range
Descriptive Rating
Qualitative Interpretation
5
4.50 – 5.0
Highly Practiced
Highly Competent
4
3.50 – 4.49
Practiced
Competent
3
2.50 – 3.49
Moderately Practiced
Moderately Competent
2
1.50 – 2.49
Very Little Practice
Less Competent
1
1.00 – 1.49
Not Practiced
Incompetent
Ethical Consideration
As to the requirements for conducting research using human subjects, the researcher
considered the protection and the rights of the research participants as defined by ethical
considerations. In recruiting participants, prospects were informed that participation would
be voluntary and that they could withdraw from the study at any time. Participants’
responses as well were kept confidential. They were provided with a written document
outlining the purpose of the study, their rights as participants, and confirmation that their
information remained anonymous throughout the entire process.
Data Analysis Plan
The data that were gathered from the questionnaires were encoded, tabulated, and
analyzed with the use of the following statistical methods:
Descriptive statistics was used to describe the basic features of the data in the study.
It provided simple summaries about the sample and the measures.
Pearson – Product – Moment Correlation was used to establish the relationships of
psychosocial attributes towards the instructional competence of Teachers.
34
DISCUSSION OF RESULTS
This chapter deals with the discussion of data gathered from 74 teachers in
Maramag III District of Maramag, Division of Bukidnon.
Teachers Psychosocial Attributes
The extent at which teachers possess and practice worthwhile psychosocial
attributes was measured through human relations, decisiveness and stress tolerance. These
three (3) indicators are part of the basis of teacher’s promotion as stated in the DepEd Order
number 66 series of 2007. These attributes are important for every teachers’ especially in
the field.
Human Relations
Table 1 displays the teachers’ human relations attributes. It garnered an overall
mean score of 4.38, which is described as “positive” attribute. Indicator " I observe proper
decorum in relating with parents, superiors and peers” obtained the highest mean score of
4.52, as “highly positive” attribute. On the other hand, the item with the lowest score 4.22
falls on “I internalize work changes with ease and vigor. Thus, if there were no good
relations between the school head and his teachers, there will be no school improvement
and the over-all performance of teachers are poor.
Table 1. Teachers’ psychosocial attributes in terms of human relations
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I observe proper decorum in relating with parents,
superiors and peers.
4.52
Strongly
Agree
Highly Positive
2. I accept constructive criticisms objectively whether
from my subordinates, peers or superiors.
4.42
Agree
Positive
3. I adjust to the variety of personalities, ranks and
informal groups in the school and community.
4.39
Agree
Positive
4. I take the initiative to organize work groups, adopt
procedures and standards in my own level.
4.33
Agree
Positive
5. I internalize work changes with ease and vigor.
4.22
Agree
Positive
OVER – ALL MEAN
4.38
Agree
Positive
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Strongly agree
Highly Positive
3.50 – 4.49
Agree
Positive
2.50 – 3.49
Uncertain
Moderately Positive
1.50 – 2.49
Disagree
Negative
1.00 – 1.49
Strongly disagree
Highly Negative
35
The result of human relations in the premise of Psychosocial attributes implied that
teachers of the District of Maramag III do have good human relation skills wherein they
adjust to the variety of personalities, ranks and informal groups which they take initiative
to organize work groups and adopt procedures and standards in their own level. Teachers
are willing to accept constructive criticisms which are very important in their personal and
professional developments.
The Human Relations Management of Mayo (1924) supports the result presented.
Accordingly, teachers’ behavior, productivity and motivation can be increased through
positive social bonds in the workplace and acknowledges them as unique individual.
Human relation management theory holds to the thought that to improve working
conditions (empowerment, participation, positive treatment, and positive treatment) lead to
increased productivity. This is also true with the article Human Relation in School System
and Importance of Relationships in Teaching Learning Process (2016). Hence, good
relationship with parents, superiors and peers are vital to achieve better academic results
and enhance the performance of students as well as the teachers (Gitman, 2018).
The result is also supported by Cargo (2016) wherein psychosocial attribute
particularly human relations is advocated for effective education as it recognizes individual
differences and promote unity, cooperation and maximization of individual abilities,
talents, skills and knowledge for corporate achievement. Thus, it helped teachers to be
instructionally competent.
Decisiveness
Table 2 provides the level of teachers’ decisiveness. Data revealed that the
decisiveness of teachers garnered an overall mean of 4.36, described as “agree” and
interpreted as “positive”. Maramag III teachers’ decisiveness, wherein, teachers’ consider
alternative and recommends solution when faced with problem, think logically and act
accordingly regarding the school’s concern, has flexible decision-making, participates in
schools decision-making and give constructive criticisms and suggestions.
36
Table 1. Mean Score of Teachers’ psychosocial attributes in terms of decisiveness
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I consider alternatives and recommends
solutions when faced with problem situations.
4.51
Strongly Agree
Highly Positive
2. I think logically and act accordingly.
4.43
Agree
Positive
3. I exercise with flexibility in all decisions in
class.
4.31
Agree
Positive
4. I act quickly and makes the best decision
possible.
4.27
Agree
Positive
5. I give convincing recommendations and
suggestions.
4.27
Agree
Positive
OVER – ALL MEAN
4.36
Agree
Positive
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Strongly agree
Highly Positive
3.50 – 4.49
Agree
Positive
2.50 – 3.49
Uncertain
Moderately Positive
1.50 – 2.49
Disagree
Negative
1.00 – 1.49
Strongly disagree
Highly Negative
The indicators under decisiveness showed mean values that give positive decision
making skill. The statement “I consider alternatives and recommends solutions when face
with problem situations” has the highest mean score of 4.51. Teachers think logically and
act accordingly has a mean score of 4.43. The item that indicate the flexibility of teachers
in decision making in class has a mean score of 4.31 and when they act quickly and makes
the best decision possible has a mean score of 4.27. As well as, to the indicator in which
teacher give convincing recommendations and suggestions.
Simon Decision Making Theory (1947) supports the result data of this study.
Effective decision making is an integral part of modern workplace management. School
head, teachers or even parents need to make rational and sound decisions every day. Thus,
decisions are based on bounded rationality—humans behave differently when there are
risks and uncertainty involved. According to Thapa (2011), teachers can take a greater role
in the overall success of the school when they commit to being active participants in the
decision-making process. Moreover, teachers need to feel they have more to offer to the
school than teaching within their classroom. Thus, it benefits the entire school system.
Mincu (2014) also added that there is a need to build collective capacities in schools,
focusing on teacher professional development and their commitment beyond class, in
decision-making processes to improve performance.
Pagurayan (2017) conforms to the result of the study that decision-making ability
and personality attributes of teachers affects its performance. Consequently, good decision
– making skills makes a competent teacher.
37
Stress Tolerance
Table 3 shows the mean scores of teachers’ psychosocial skill in terms of stress
tolerance. The finding of the study showed a “positive” level of stress tolerance of the
teachers with an over-all mean of 4.25. “Positive” level of stress tolerance was also found
in all of the five (5) indicators of stress tolerance. The highest mean score of 4.35 was
gleamed from the indicator showing that the teachers used coping mechanisms to handle
creatively tensions in work. It is followed by the indicator showing that teachers perform
satisfactorily their duties and functions despite the tension-laden situation with a mean
score of 4.35. A mean score of 4.34 was gleamed from two (2) indicators presenting that
teachers exercise high degree of tolerance to stress caused by increased workload and
channeled negative emotions into good and helpful pursuits. Lastly, with a mean score of
4.23, teachers can take control their unpleasant emotional manifestations.
Table 3. Mean Score of Teachers’ psychosocial attributes in terms of stress tolerance
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I perform satisfactorily my duties and
functions in a tension-laden situation.
4.35
Agree
Positive
2. I use coping mechanisms to handle
creatively tensions resulting from one’s
work.
4.28
Agree
Positive
3. I channel negative emotions to positive and
constructive endeavors.
4.24
Agree
Positive
4. I exercise high degree of tolerance for tension
resulting from increasing volume of work,
organizational change, environmental
conflicts, etc.
4.23
Agree
Positive
5. I control negative manifestations of
emotions.
4.14
Agree
Positive
OVER – ALL MEAN
4.25
Agree
Positive
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Strongly agree
Highly Positive
3.50 – 4.49
Agree
Positive
2.50 – 3.49
Uncertain
Moderately Positive
1.50 – 2.49
Disagree
Negative
1.00 – 1.49
Strongly disagree
Highly Negative
The result of this study is supported by Lazarus and Folkman Theory of Stress
(1984). Stress is a particular relationship between the person and the environment that is
appraised by the person as taxing or exceeding his or her resources and endangering his or
her well-being. In addition, many factors, such as means of coping and strategies,
personality traits and characteristics of the environment can interactively affect teacher’s
38
perception of the degree to which situations are stressful. Teachers under stress cannot
perform well and their job satisfaction and motivation levels are decreased and they show
unwanted behaviors like absenteeism, mistakes during work, they tend to have more health
related physical and psychological complaints (Khan et al., 2012). Apparently, this study
discloses that the teachers of Maramag III have “positive” or good stress tolerance. Several
studies have emphasized the significance of stress tolerance on teachers’ instructional
competence. Iyore (2018) emphasizes that stress lessens teachers’ quality of instructional
delivery, lowers teachers’ morale, job satisfaction, job performance and increases attrition
among teachers.
Summary of Teachers’ Psychosocial Attributes
Table 4 displays the summary of the sub-variables of teachers’ psychosocial
attributes. The overall mean of teachers’ psychosocial attributes on human relations 4.38;
on decisiveness 4.36; and on stress tolerance 4.25. The average mean of the teachers’
psychosocial attributes is 4.33 which corresponds to “positive” attribute.
Table 4. Summary of Teachers’ Psychosocial Attributes
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
Human Relations
4.38
Agree
Positive
Decisiveness
4.36
Agree
Positive
Stress Tolerance
4.25
Agree
Positive
OVER – ALL MEAN
4.33
Agree
Positive
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Strongly agree
Highly Positive
3.50 – 4.49
Agree
Positive
2.50 – 3.49
Uncertain
Moderately Positive
1.50 – 2.49
Disagree
Negative
1.00 – 1.49
Strongly disagree
Highly Negative
This study expresses that the JHS and SHS teachers have a “positive” psychosocial
attributes. They have been highlighting all of their capabilities for them to be assets to the
entire education system and utilizes their talents and expertise to the maximum in order to
deliver the quality education deserve by the Filipino learners specifically in the Maramag
III District of the Province of Bukidnon. According to Hammond & Snowden (2015), a
competent teacher explicitly establishes high standards, provides frequent feedback on
students' progress, intentionally prepares the learning environment, involves parents in their
39
children's learning process, and collaborates with his or her colleagues and superiors. Thus,
the result is supported by Social Cognitive Theory (SCT) of Bandura (1977) which
describes the influence of individual experiences, the actions of others, and environmental
factors on individual health behaviors – psychosocial attributes of a person. This explain
that teachers regulate their behavior through control and reinforcement to achieve goal-
directed behavior that can be maintained over time.
The result is also supported by study of Cargo (2016) on transformational
leadership, curriculum design, school environment and psychosocial attributes of private
teachers wherein psychosocial attribute is advocated for effective education as it recognizes
individual differences and promote unity, cooperation and maximization of individual
abilities, talents, skills and knowledge for corporate achievement. Thus, it helped teachers
to be instructionally competent.
Teachers’ Instructional Competence
The degree of teachers’ instructional competence is measured using the
questionnaire of Nama & Queroda (2018) with the following key areas: instructional skills,
management skills, personal and social skills, guidance skills and evaluation skills.
Instructional skills
The teachers’ instructional competence, in terms of instructional skills, is presented
in Table 5. This research revealed that teachers in Maramag III were consistently practicing
their instructional skills with an over-all mean of 4.24 and qualitatively interpreted as
“competent”. Teachers able to relate previous lessons to present (4.41), followed by
communicating it in a manner understood by students (4.38), integrate desirable values in
the lesson (4.36). On the other hand, indicators in which teachers’ identify specific needs,
interests and capacities of each student (4.18), evolve and tries strategies that meet peculiar
needs and problems of students in the chosen learning delivery modality (4.18) and develop
the lesson (i.e. from self-learning module) logically (3.96) got the lowest mean.
40
Table 5. Mean score of Teachers’ instructional competence in terms of instructional skills.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I am able to relate previous lessons to
present.
4.41
Practiced
Competent
2. I communicate in a manner understood by the
students.
4.38
Practiced
Competent
3. I integrate desirable values in the lesson.
4.36
Practiced
Competent
4. I provide opportunities for free expression of
ideas through their portfolio.
4.34
Practiced
Competent
5. I demonstrate mastery of the lesson.
4.26
Practiced
Competent
6. I am able to ask relevant questions of various
levels.
4.24
Practiced
Competent
7. I am able to ask questions skillfully to
develop critical thinking and creativity.
4.22
Practiced
Competent
8. I use motivational techniques that elicit
students’ interests in science.
4.19
Practiced
Competent
9. I provide varied learning experiences for
student development, interpretation and work
skills.
4.19
Practiced
Competent
10. I identify specific needs, interests, and
capacities of each student.
4.18
Practiced
Competent
11. I evolve and tries strategies that meet peculiar
needs and problems of students in the chosen
learning delivery modality.
4.18
Practiced
Competent
12. I develop the lesson (i.e. from Self-Learning
Module) logically.
3.96
Practiced
Competent
OVER – ALL MEAN
4.24
Practiced
Competent
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
The finding of the research implies that teachers in the Maramag III district set firm
foundation of content knowledge, mastery of the lessons and uphold critical thinking skills,
which is necessary for better instructional performance.
The necessity of 21st-century instructional skills in education is now more
important than ever before in order to give learners with the necessary competency in
education that they can effectively use in facing the challenges of the real-world.
Professional knowledge, subject content knowledge, pedagogical content knowledge,
pedagogical technology knowledge, and professional values are all strongly linked to
instructors' understanding of their subject's contents. The finidings of Ahmad Yunus and
Ab. Halim (2010) sustain the result of the study that mastery and understanding of topic
content among teachers, is critical for ensuring the success of teaching and learning.
41
Because a teacher's understanding of the topic material differs from that of subject content
specialists. Also, according to Mohammad Rusdi (2017), pedagogical content knowledge
is related to knowing a subject. Teachers' understanding of pedagogical technology is vital
in enhancing their instructional skills. According to Koehler et al. (2013), who claim that
teachers should use technology in teaching and learning sessions creatively and "think
outside the box" while studying their teaching subject. As a result, teachers must possess
both theoretical and practical knowledge and skills in the areas of science, learning, and
science education.
Management skills
Table 6 depicts the level of teachers’ instructional competence in terms of
management skills. The result shows that the teachers’ overall mean for management skills
was 4.29. It is described as “practiced” and interpreted as “competent” skills. This means
that teachers have consistently demonstrated management skills in which it plays a pivotal
role in establishing a good rapport with students so that a positive, productive and safe
learning environment is created.
Table 6. Mean score of teachers’ instructional competence in terms of management skills.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I keep records of the releasing and
retrieval of modules.
4.54
Practiced
Competent
2. I accept suggestions from students in
structuring the classroom.
4.34
Practiced
Competent
3. I provide opportunities for student
participation in decision making.
4.20
Practiced
Competent
4. I maximize the use of available
resources for developing various
skills.
4.20
Practiced
Competent
5. I direct and control students’ activities
to attain the objectives of the lesson.
4.19
Practiced
Competent
6. I utilize instructional time
productively.
4.19
Practiced
Competent
7. I provide learning activities for
maximum student involvement and
development.
4.16
Practiced
Competent
OVER – ALL MEAN
4.29
Practiced
Competent
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
42
Moreover, teachers keep records of the releasing and retrieval of modules (4.54),
accept suggestions from students in structuring the classroom (4.34), provide opportunities
for student participation in decision making (4.20) and maximize the use of available
resources for developing various skills. Teachers’ were less competent in directly and
controlling students’ activities to attain the objectives of the lesson (4.19), utilizing
instructional time productively (4.19) and providing learning activities for maximum
student involvement and development (4.16). The latter statement obtained the lowest
mean. This may be attributed due to the learning modality used in school – modular
learning printed wherein teachers’ followed only the activities indicated in the modules.
Keeping a good record of the release and retrieval of modules, shows a good
management skills of teachers. This record then serve as a basis on what activities to be
implemented whether to give remedial or enrichment programs to the students. It served as
the basis if home visitation will be needed for follow-up.
Apparently, the study discloses that the teachers are instructionally competent in
terms of management skills. The study of Nama and Queroda (2018) partially sustain the
result of the study. There was a high level of competence in terms of management skills
where it can be seen that most of the teachers believed that they are moderately competent
in terms of utilizing instructional time productively. However, Charalambous & Praetorius
(2018) stressed out that with respect to classroom management as a crucial dimension of
instructional quality, there is evidence that teacher’s skills are more predictive for their
management actions in the classroom than their knowledge such as in classroom
structuring. Claessens and Van Rutte (2007) stated that better management skills, which
includes the ability to set achievable goals, identify priorities, and remain organized can
lead more effective used and ultimately more favorable outcomes, including reduced job
stress and increased job performance, in some settings.
Thus, the result corroborate with the findings of Nessipbayeva (2015) and Roldan
(2017) that a competent teacher demonstrate effective classroom management maximizing
efficiency, maintaining discipline, promoting teamwork to students, planning,
communicating, focusing on results, evaluating progress and making constant judgments.
Personal and Social Skills
Table 7 provides the teachers’ instructional competence in terms of personal and
social skills in Maramag III district. It has an overall mean of 4.52, which is described as
43
“strongly practiced” and interpreted as highly competent. This shows that the teachers
practiced a high sense of cordial relationship with colleagues, parents and school
administrators with honesty and integrity.
Table 7. Mean score of Teachers’ instructional competence in terms of personal and
social skills.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I exemplify honesty and integrity.
4.66
Highly
Practiced
Highly
Competent
2. I exemplify a high sense of cordial
relationship with parents.
4.59
Highly
Practiced
Highly
Competent
3. I exemplify a high sense of cordial
relationship with colleagues.
4.55
Highly
Practiced
Highly
Competent
4. I exemplify a high sense of cordial
relationship with community people.
4.54
Highly
Practiced
Highly
Competent
5. I exemplify a high sense of cordial
relationship with supervisor.
4.51
Highly
Practiced
Highly
Competent
6. I exemplify a high sense of cordial
relationship with School administrators.
4.47
Practiced
Competent
7. I exemplify a high sense of cordial
relationship with local officials.
4.41
Practiced
Competent
8. I exemplify a high sense of cordial
relationship with civic organizations.
4.39
Practiced
Competent
OVER – ALL MEAN
4.52
Highly
Practiced
Highly
Competent
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
Moreover, the indicator that states that “I exemplify a honesty and integrity” got the
highest mean value (4.66), followed by exemplify a high sense of cordial relationship with
parents (4.59), and exemplify a high sense of cordial relationship with colleagues (4.55).
Indicators that exemplify a high sense of cordial relationship with school administrators
(4.47), local officials (4.41) and civic organizations (4.39), these three has the lowest mean
values.
This study discloses that the teachers have “positive” instructional competence in
terms of management skills. They were able to exemplify sense of relationship to their
colleagues, parents and other stakeholders of the school as well as to their learners. Several
studies have emphasized the significance of teachers’ personal and social skills into their
instructional competence as well as to their learner’s performance. Manrique (2016)
44
highlighted that it is essential for teachers at different levels of education to know how to
establish relationship in a harmonious manner because if foster an appropriate climate for
the learning process. She also added that social skills were statistically correlated with
teachers’ competence. Gresham (2002) consider that social skills are specific social
behaviors or abilities required to carry out efficiently a task of an interpersonal nature, being
a set of acquired and learned behaviors and not a personality trait, which allows us to
interact with others.
The local study of Indac (2015) also emphasizes that personal and social skills are
essential in this 21st century. Gresham, et. al. (2002) also claimed that social skills of
teachers deem essential for school success. Thus, school success result from instructionally
competent teachers (Nessipbayeva, 2015).
Guidance Skills
The level of teachers’ guidance skills is shown in Table 8. The overall mean of 4.33
described the teachers as “competent”. This implies that the teachers in Bukidnon
particularly in Maramag III district were competent enough in guiding their students in the
learning process.
The highest mean (4.58) falls on the indicator “keep records of performance about
each student”. On the other hand, the item “give variety of activities adapted to the needs
and interest of students in this time of pandemic” got the lowest mean (4.09). This may be
caused by the kind of learning modality that the school implemented – modular distance
learning (printed). With this kind of modality, teachers’ have difficulty in applying different
teaching strategies that suit each student’s interest and needs. Though, from the records of
students, teachers may base his/her program in conducting remediation or enrichment
activities.
45
Table 8. Mean score of Teachers’ instructional competence in terms of guidance skills.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I keep records of performance about each
student.
4.58
Highly
Practiced
Highly
Competent
2. I stimulate and compliment the students
to elicit their positive engagement in
answering their modules.
4.42
Practiced
Competent
3. I show interests in student’s problems
and needs, and make provisions for
these.
4.34
Practiced
Competent
4. I utilize the learning process effectively
to develop self-discipline in students
even in distance learning.
4.31
Practiced
Competent
5. I maximize the involvement of the
students in the learning process.
4.26
Practiced
Competent
6. I give variety of activities adapted to the
needs and interest of students in this
time of pandemic.
4.09
Practiced
Competent
OVER – ALL MEAN
4.33
Practiced
Competent
The result of the study is supported by the finding of Hamidi & Bagherzadeh (2010)
that teachers have significant role in students and school success. They also added that
teachers, although they are not consultants and advisors, they are intimate to students and
have the most influence on them. Their role as a teachers is so important that the success
and failure of contribution and activities. Alutu (2006) stressed out that guidance in the
classroom has been described as “teaching at its best” and if teacher demonstrate some
leadership roles, these has an impact on the learners’ behavior.
According to Indac (2015), a 21st century teacher must balance direct instruction
strategically with project-oriented teaching methods. Thus, a teacher must possess guidance
skills which is essential in delivering the lessons. Hence, a success on instructional
competence of the teacher.
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
46
Evaluation Skills
Table 9 displays the level of teachers’ instructional competence in terms of
evaluation skills. It showed that the overall mean (4.19), described as still “practiced” and
interpreted as “competent”. The highest mean (4.31) falls on the item “use result of tests
and other evaluative measures as basis for improving instruction”. On the other hand, the
item “select, develop and use varied evaluative devices to assess individual students’
progress’ has the lowest mean of 4.04. All of the indicators under evaluation skills
described as “practiced” and interpreted as “competent”.
Table 9. Mean score of Teachers’ instructional competence in terms of evaluation skills.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
1. I use result of tests and other
evaluative measures as based for
improving instruction.
4.31
Practiced
Competent
2. I take time to correct student’s
works, and returns these promptly.
4.28
Practiced
Competent
3. I make a continuing assessment of
individual students’ performance.
4.20
Practiced
Competent
4. I assist individual students in
recording, analyzing and interpreting
test results and other evaluative
measures.
4.11
Practiced
Competent
5. I select, develop and use varied
evaluative devices to assess
individual students’ progress.
4.04
Practiced
Competent
OVER – ALL MEAN
4.19
Practiced
Competent
Legend:
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
The result shows that the teachers were weak in assessing the effectiveness of
teaching, teaching strategies, methods and techniques. They stick to one evaluation process.
They do not use varied techniques in evaluating students’ progress. Overall, the study
shows that teachers were competent on evaluation skills.
This result is supported by the article, Evaluation in Teaching and Learning Process
(2016) that evaluation plays an enormous role in the teaching – learning process. It helps
47
teachers and also learners to improve and develop teaching and learning. Thus, it is a
continuous process and a periodic exercise. Evaluation in Teaching and Learning Process
article (2016) also added that the goal of evaluation is to determine how effective teaching,
teaching tactics, methods, and approaches. It gives teachers with feedback on their
teaching.
In order to be instructionally competent, the result of the study corroborate with the
findings of Nessipbayeva (2015) in which an effective teacher has effective evaluation
skills wherein learners developed assessment strategies that help them become aware of
their strengths and needs and encourage them to set personal goals for learning. It also
conforms in the study of Indac (2015) on Twenty-first century skills of teachers that using
a range of strategies (such as formative assessments/evaluation) to reach diverse students
and to create environments that support differentiated teaching and learning makes a
teacher competent.
Summary of Teachers’ Instructional Competence
Table 10 displays the summary of the respective science teachers’ instructional
competence. Overall, the teachers are instructionally competent with a grand mean of 4.31.
Likewise, the same level of instructional competence was obtained from all the five (5)
domains. The teachers have the highest mean score of 4.52 in Personal and Social Skills;
lowest mean score of 4.19 in Evaluation Skills.
Table 17. Summary of teachers’ instructional competence.
Indicators
Mean
Descriptive
Rating
Qualitative
Interpretation
Personal and Social Skills
4.52
Highly
Practiced
Highly
Competent
Guidance Skills
4.33
Practiced
Competent
Management Skills
4.29
Practiced
Competent
Instructional Skills
4.24
Practiced
Competent
Evaluation Skills
4.19
Practiced
Competent
OVER – ALL MEAN
4.31
Practiced
Competent
Range
Descriptive Rating
Qualitative Interpretation
4.50 – 5.0
Highly Practiced
Highly Competent
3.50 – 4.49
Practiced
Competent
2.50 – 3.49
Moderately Practiced
Moderately Competent
1.50 – 2.49
Very Little Practice
Less Competent
1.00 – 1.49
Not Practiced
Incompetent
48
The data shows that, in the face of the tremendous health crisis we are facing today,
teachers demonstrated better levels of competency in personal and social skills, implying
that teachers model a high level of harmonious relationships with students, parents,
colleagues, administrators, and community members. This competency is necessary in
nurturing, and communicating in personal and social relations, which will enable the
students to perform their best as well as the teachers despite the faced challenges.
Teachers’ instructional competence has a good impact on students' academic
development and skills, as well as assisting teachers in improving their teaching methods.
This study recommends the notion of Nessipbayeva (2015) that competencies are the skills
and information that a teacher must have in order to be effective and successful. These
involves the ability to meet complex demands by drawing on and mobilizing psychosocial
resources (including skills and attitude) in a particular context. Teachers must be well-
versed in a wide range of skills in order to enhance student learning in a complex context
where hundreds of crucial judgments must be made every day. Nessipbayeva (2015) also
added that a competent teacher must have an effective classroom management, effective
teaching practices, effective assessment and technology skills. Similar to the result of
Nama, et.al. (2018) and Roldan (2017), experience teachers are more competent in terms
of instructional skills, personal and social skills, guidance skills and evaluation skills. With
the competencies that teachers have showed in the study, it can basically create an idea that
learners will also be able to show a significantly high level of academic performance since
teachers are considered as the most important school-related factor that influence students’
achievement (Cheng & Xie, 2018).
The result of the study conformed in the Theory of Teachers’ Competence
advocated by Guerriero and Revai (2017) and Theory of Action of Brown (2017).
Teacher’s learning, with the leaning coming from different sources, these opportunities
influence teachers’ professional competence in terms of content and pedagogical
knowledge and may also affect their motivational competence.
49
Correlation Analysis of the Variables
Pearson-product-moment Correlation was used to assess the level of relationship
between continuous variables explored. Mainly, Pearson r was run to determine the
relationship between the dependent variable, the science teachers’ instructional
competence, and the independent variables, which are the parent’s involvement and
psychosocial attributes.
The correlation analysis of the relationship between teachers’ instructional
competence and psychosocial attributes is summarized in Table 11.
The correlation result that science teachers revealed high significant relationship
with their instructional competence r = 1 (p<0.000). Its measured variables like
instructional skills r = 0.90 (p<0.000); management skills r = 0.92 (p<0.000); personal and
social skills r = 0.75 (p<0.000); guidance skills r = 0.93 (p<0.000); and evaluation skills r
= 0.85 (p<0.000). Since the correlation is highly significant, this indicates that as the teacher
increases, so does the instructional competence would progress.
Table 11. Correlation analysis on Teachers’ Instructional Competence in Psychosocial
Attributes
VARIABLES
CORRELATION
EFFICIENT (r)
PROBABILITY (p)
Psychosocial Attributes
0.70
0.00**
Human Relations
0.60
0.00**
Decisiveness
0.65
0.00**
Stress Tolerance
0.66
0.00**
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
On the other hand, there is a significant relationship between the instructional
competence and teachers psychosocial attributes such as human relations, decisiveness and
stress tolerance. The result implies that teachers’ instructional competence is correlated
with psychosocial attributes. Thus, the first null hypothesis, which states “there is no
correlation between teachers’ instructional competence and psychosocial attributes” is
rejected.
In the study of Nessipbayeva (2015) showed a positive relationship between the
teachers’ competencies and psychosocial attributes of teachers. The result showed that
there was a moderate positive correlation between the two.
50
Finally, the table further discloses that teachers’ instructional competence and
psychosocial attributes to teachers such as human relations, decisiveness and stress
tolerance have shown coefficients of correlation which are significant at 0.01 level. This
means that science teachers’ instructional competence had a high relationship with
psychosocial attributes.
CONCLUSION
Based on the results of this research, the following conclusions were derived:
Maramag III teachers had a positive psychosocial attributes are positive. This means
that they possess such skills which indicates capabilities in delivering quality education and
utilizes their talents and expertise to the maximum especially in delivering the modular
distance learning.
Furthermore, teachers’ indicators for instructional competence was found to be
“practiced”. Hence, they are consistently demonstrating that they are competent. Thus,
teachers demonstrate mastery of the lesson, exemplify and create harmonious relationship
with parents, students and other stakeholders and of course, cultivate professionalism and
ethics in the workplace.
Psychosocial attributes such as human relations, decisiveness and stress tolerance
had significant relationship to teachers’ instructional competence. Thus, the null hypothesis
that there is no significant relationship was rejected.
RECOMMENDATION
The following recommendations were made regarding the instructional competence
of teachers based on the findings and conclusions of the study:
DepEd may also provide more psychosocial training seminars or webinars that
would help teachers heighten their attributes from positive to highly positive human
relations skills, decisiveness and stress tolerance.
DepEd may design, develop and spearhead programs such as workshop trainings
and webinars for the teachers to be given opportunities to strengthen their instructional
competence from being competent to highly competent. School administrators may
51
encourage and motivate their teachers to enroll and attend to any programs for professional
and personal development.
Teachers may encourage to maintain and promote high and positive psychosocial
attributes since these are the major contributor to their instructional competence, based on
the findings.
Teachers’ endeavors may integrate, human relations, decisiveness and stress
tolerance, role to generate the goals of their competencies that are aligned to the DepEd
standards and expectations. This may enhance their disposition for better performance in
all their undertakings. Also, future researchers may encourage to conduct other valuable
unidentified factors that may possibly contribute to the instructional competence of
teachers.
BASIC RESEARCH GANTT CHART
GANTT Chart on the implementation of the basic research on the relationship of teachers’
psychosocial attributes on their instructional competence in the new landscape.
Activities/Tasks
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
J
F
M
A
M
J
J
A
S
O
N
D
1. Pre - Implementation
Preparation of Research Proposal
Submission of Research Proposal
to Division Office
2. Implementation
Asking permission to conduct the
study
Preparation of questionnaires thru
google form
Conduct the survey
questionnaires to all the teachers
in the Maramag 3 District,
Division of Bukidnon
Program Evaluation
3. Post Implementation
Encoding of Data
Data analysis
Preparation of the research report
Dissemination of research
findings
52
FINANCIAL REPORT
Eligible Items
(DO 16, s. 2017)
Description
Quantity
Unit
Cost
Total Cost
Supplies and
Materials
Bond paper
2 ream
250
500
Printer ink (set)
4 bot
450
1800
Transportation
Expenses
Fare
1000
1000
Communication
expenses
Internet
3
500
1500
Reproduction,
printing and
binding
Photocopy, printing
and binding
1,500
1,500
Other related
Expenses
(contingency fund)
2,000
GRAND TOTAL
8,300.00
DISSEMINATION AND ADVOCACY PLANS
The result of the study will be communicated to the internal and external
stakeholders of the school, district office, division office, regional office as well as in the
national office and even in the international education sectors.
The study will give baseline data for the planning and formulation of more enhanced
programs for the professional development of teachers. The findings will be presented both
local and abroad. This will be published in both online and print journals of publications
53
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APPENDICES
58
Appendix 1. Questionnaire on Psychosocial Attributes (Adopted from DepEd Order
No. 66 s.2007)
Please answer each item by encircling one of the number after each item which are
described as follows:
5 – if you STRONGLY AGREE with the statement
4 – if you AGREE with the statement
3 – if you are UNCERTAIN
2 – if you are DISAGREE with the statement
1 – if you STRONGLY DISAGREE
Psychosocial Attributes.
SD
D
U
A
SA
A. Human Relations
1
2
3
4
5
1. I adjust to the variety of personalities, ranks and
informal groups in the school and community.
1
2
3
4
5
2. I internalize work changes with ease and vigor.
1
2
3
4
5
3. I accept constructive criticisms objectively whether
from my subordinates, peers or superiors.
1
2
3
4
5
4. I observe proper decorum in relating with parents,
superiors and peers.
1
2
3
4
5
5. I take the initiative to organize work groups, adopt
procedures and standards in my own level.
1
2
3
4
5
MEAN
B. Decisiveness
1. I think logically and act accordingly.
1
2
3
4
5
2. I consider alternatives and recommends solutions when
faced with problem situations.
1
2
3
4
5
3. I give convincing recommendations and suggestions.
1
2
3
4
5
4. I act quickly and makes the best decision possible.
1
2
3
4
5
5. I exercise with flexibility in all decisions in class.
1
2
3
4
5
MEAN
C. Stress Tolerance
1. I exercise high degree of tolerance for tension resulting
from increasing volume of work, organizational change,
environmental conflicts, etc.
1
2
3
4
5
2. I use coping mechanisms to handle creatively tensions
resulting from one’s work.
1
2
3
4
5
3. I control negative manifestations of emotions.
1
2
3
4
5
4. I perform satisfactorily my duties and functions in a
tension-laden situation.
1
2
3
4
5
5. I channel negative emotions to positive and
constructive endeavors.
1
2
3
4
5
MEAN
59
Appendix 2. Questionnaire on Teachers’ Instructional Competence
(Adapted from Nama and Queroda, 2018)
Select one level of agreement for each statement to indicate your level of
competency. Answer each item by encircling one of the number after each item which
are described as follows:
5 – if you are HIGHLY COMPETENT
4 – if you are COMPETENT
3 – if you are MODERATELY COMPETENT
2 – if you are LESS COMPETENT
1 – if you are INCOMPETENT
I
LC
MC
C
HC
A. Instructional Skills
1
2
3
4
5
1. I develop the lesson (i.e. from Self-Learning Module and
activities) logically.
1
2
3
4
5
2. I demonstrate mastery of the lesson.
1
2
3
4
5
3. I am able to relate previous lessons to present.
1
2
3
4
5
4. I provide opportunities for free expression of ideas
through their portfolio.
1
2
3
4
5
5. I am able to ask relevant questions of various levels.
1
2
3
4
5
6. I identify specific needs, interests, and capacities of each
student.
1
2
3
4
5
7. I communicate in a manner understood by the students.
1
2
3
4
5
8. I am able to ask questions skillfully to develop critical
thinking and creativity.
1
2
3
4
5
9. I use motivational techniques that elicit students’
interests in science.
1
2
3
4
5
10. I integrate desirable values in the lesson.
1
2
3
4
5
11. I evolve and tries strategies that meet peculiar needs
and problems of students in the chosen learning delivery
modality.
1
2
3
4
5
12. I provide varied learning experiences for student
development, interpretation and work skills
1
2
3
4
5
MEAN
B. Management Skills
I
LC
MC
C
HC
1. I utilize instructional time productively.
1
2
3
4
5
2. I direct and control students’ activities to attain the
objectives of the lesson.
1
2
3
4
5
3. I provide opportunities for student participation in
decision making.
1
2
3
4
5
4. I maximize the use of available resources for developing
various skills.
1
2
3
4
5
5. I accept suggestions from students and parents in
structuring the classroom.
1
2
3
4
5
6. I provide learning activities for maximum student
involvement and development.
1
2
3
4
5
7. I keep records of the releasing and retrieval of modules.
1
2
3
4
5
MEAN
C. Personal and Social Skills
I
LC
MC
C
HC
60
1. I exemplify honesty and integrity.
1
2
3
4
5
2. I exemplify a high sense of cordial relationship with
colleagues.
1
2
3
4
5
3. I exemplify a high sense of cordial relationship with
School administrators.
1
2
3
4
5
4. I exemplify a high sense of cordial relationship with
supervisor.
1
2
3
4
5
5. I exemplify a high sense of cordial relationship with
parents.
1
2
3
4
5
6. I exemplify a high sense of cordial relationship with
community people.
1
2
3
4
5
7. I exemplify a high sense of cordial relationship with
local officials.
1
2
3
4
5
8. I exemplify a high sense of cordial relationship with
civic organizations.
1
2
3
4
5
MEAN
D. Guidance Skills
I
LC
MC
C
HC
1. I utilize the learning process effectively to develop self-
discipline in students even in distance learning.
1
2
3
4
5
2. I stimulate and compliment the students to elicit their
positive engagement in answering their modules.
1
2
3
4
5
3. I show interests in student’s problems and needs, and
make provisions for these.
1
2
3
4
5
4. I give variety of activities adapted to the needs and
interest of students in this time of pandemic.
1
2
3
4
5
5. I maximize the involvement of the students in the
learning process.
1
2
3
4
5
6. I keep records of performance about each student.
1
2
3
4
5
MEAN
E. Evaluation Skills
I
LC
MC
C
HC
1. I take time to correct student’s works, and returns these
promptly.
1
2
3
4
5
2. I assist individual students in recording, analyzing and
interpreting test results and other evaluative measures.
1
2
3
4
5
3. I make a continuing assessment of individual students’
performance.
1
2
3
4
5
4. I select, develop and use varied evaluative devices to
assess individual students’ progress.
1
2
3
4
5
5. I use result of tests and other evaluative measures as
based for improving instruction.
1
2
3
4
5
MEAN
27
