TEACHER’S INSTRUCTIONAL COMPETENCE

AND STUDENTS’ LEARNING MOTIVATION

OF GADDANI NATIONAL HIGH SCHOOL

A Thesis Proposal Presented to the Graduate School Faculty

Divine Word College of Bangued
Bangued, Abra

In Partial Fulfillment of the Requirements for the Degree

Master in Arts in Education

MARNELLI P. DELA CRUZ

October, 2018
 TABLE OF CONTENTS

Chapter 1 THE PROBLEM

Background of the Study ………………………………..1
Conceptual Framework …………………………………20
Statement of the Problem ……………………………….22
Scope and Delimitations ………………………………..24
Significance of the Study ……………………………….24
Operational Definition of Terms ……………………….26

Chapter 2 RESEARCH METHODOLOGY

Research Design …………………………………………29

Population and Locale of the Study …………………….30

Data Gathering Instrument ………………………………34

Data Gathering Procedure ……………………………….35

Statistical Treatment of Data …………………………….35

 Chapter 1
THE PROBLEM
Background of the Study

School is a home for learners where they feel the love, support and

understanding of their second parents, the teachers. It is a place of serenity and

happiness making it a child friendly institution. Students look forward in going to

school every day because they are welcome, accepted, motivated and inspired by

efficient and competent teachers.

Magnificent things are the products of dynamic education. The

metamorphosis brought about by education is salient in the society. Changes are the

fruits of the sacrifices and labors of the good teachers. They are really the keys towards

growth and development and transition towards socio-economic security. They are

regarded as builders and architects of the three great pillars that support our national

edifice- the Filipino Mind, the Filipino Heart and the Filipino Soul (Balneg, 2001)

Teachers make up a school organization with its organizational behavior

and organizational culture. The school is influenced by how the teachers view teaching

profession. Teaching is the noblest profession; and the teacher likewise, one of the

noblest human beings.

Noble and highly respected, that is how people look at teachers. Their

personal qualities affect their performance and their relationship with the learners.

Having been charged with the learning of children in school, teachers are generally
 2

aware that they serve as models to them. The behavior and attitudes they display are

imitated by learners (Bustos and Espiritu,1985).

The teacher is not just a cog in the wheel, he is the wheel in the total

complex of the educational system. He is the central figure in the school system, not

-withstanding the pupils/students (Zulueta, 2006). A teacher inspires and keeps the

learners in the phase of the race. Teachers then, are expected to uphold the professional

standard of the teaching profession through the manifestation of their genuine

enthusiasm and pride in their calling.

A teacher who displays desirable behavior is one of the factors that

motivate a learner considering him a hero and an idol. N.L. Gage as cited by Aquino

(2003) in an article entitled “Desirable Behavior of Teachers” offers the following

teacher behaviors: warmth, cognitive organization, orderliness, indirectness, and ability

to solve instructional problems. A teacher who displays desirable behavior is one of the

factors that motivate a learner considering him a hero and an idol.

A teacher is also about her character, her values and attitudes (Modern

Teacher vol. 66, 2017). Like Christ, the greatest rabbi a teacher gives importance to her

missionary work which entails a great deal of sacrifice on her part and family.

A teacher occupies an important position and is a key element in the

operations of the school system. Teacher’s competence, knowledge, interest, devotion,

 3

commitment, dedication, professional training, attitude and personality make up matters

and largely determine the quality of services provided by the teacher (Onike, 2010).

When teachers are asked of what keeps them in the teaching profession

different answers are given like: love to the learners, better job opportunities in

teaching, and it is a passion. One of my classmate expressed it through a poem.

“What keeps you in the Teaching Profession?”

In my first year of teaching I had encountered different

Types and kinds of students-students that push me maxi
Mize my patience. But, what keeps me in the teaching profession?
Teaching is not about money, teaching is about passion,
Passion on sharing knowledge with the students, passion
On molding and developing one skill and making them to be
The better version of themselves.
As a teacher the reasons that keep me in teaching are:
1.The word “Thank you ma’am whenever they learned new
Lesson, new skill.
2.Priceless emotion when you see the outcome of teaching.
3.To encourage my students that they can do better, that I
Believe in their capacity.
4.To be a part of their lives and to be a stepping stone
For their success.
Teaching is a profession that serves as a foundation to all
the professions. Teaching is low paying but high satisfactory
feeling.

Twinkle Thirteen M. Barril

The teacher should have a definite and comprehensive plan

characterized by a series of related and progressive acts she should perform to

accomplish the specific aims of the lesson for the day. Methods can be considered
 4

effective when it makes use of the principles of learning, considered individual

differences and stimulates thinking (Zulueta, 2006).

Moreover, the highly effective and competent teacher has a clear vision

of what he wants his students to become. He innovates and devises new ways to

facilitate or enrich his students’ education. He takes advantage of all the resources

available to him. Flexible with the strategies and methods in teaching so with the

activities suited to the learners.

Good teachers inspire young people to be lifelong learners. Good teachers

encourage independent thoughts and independent learning. They are role models who

set an example to pupils and lead them towards a brighter future. Good teachers have

the skills to know exactly how to deal with individual differences and bring out the best

in them. The trust and attachment between a teacher and pupil creates the perfect

learning environment (Carpio, 2017)

A learner sets aside his fear, indifference most specially his weaknesses

when he feels the consistent support, encouragement and motivation of the teacher. He

builds his confidence knowing that the teacher accompanies him in his journey to

success.

In Abraham Maslow’s Hierarchy of Needs, the first and second levels,

basic needs, safety and security are provided and satisfied by the parents. The third level

is love care and acceptance of family, friends and other people. The teacher is one who
 5

gives attention and care to the learner. She pushes a student to do her best and accepts

her weaknesses.

The curriculum is continuously changing to adapt with the needs of the

society specially with the kind of learners. Highly competent mentors are expected to

cater with the needs of every student. The Department of Education designs trainings

and seminar-workshops which are avenues of new teaching methodologies and

strategies with the revision or change of the curriculum to ensure a better teaching-

learning process.

As curriculum implementers, we have to plan in detail the learning

opportunities we are going to provide to our learners. We have to bear in mind that as

classroom teachers and facilitators, we need to carefully plan the procedure that we

have to undertake (Bustamente, 2017)

While an architect prepares a blueprint of a floor plan to serve as a guide

in constructing a house, so does a teacher who prepares a lesson plan which instruct her

on what, when, and how to teach a particular subject. Like any plan before any

important undertaking, it should be made with meticulous care to ensure a smooth and

success guaranteed classroom encounter (Salandanan, 2001). Lesson plan is a guide

which must be followed by a teacher in order to attain the stated objectives. As stated by

Benjamin Franklin, “If you fail to plan, you plan to fail”. A teacher must never fail to

plan for her lesson.

 6

According to Aquino (2003) majority of asked school administrators and

supervisors in a study of the qualities and qualifications of excellent teachers agreed

that an excellent teacher “is a person: Who has those personal qualities of

agreeableness, consideration for others, sincerity, and the like, which, all will agree,

make e a desirable associate; Who is professionally interested and competent; Who has,

among other qualities, scholarship and culture; and Who, in addition, respects children

and is respected by children and establishes wholesome pupil-teacher relationships.”

In addition, the Code of Professional Ethics for Public School Teachers

and Officials, Article IV Section 2- The Teacher and the profession states that, every

school official or teacher should maintain the highest possible standards of the

profession by acquiring the prescribed qualification for his position. Teachers should

keep the flame burning in their aspiration to learn and become outstanding in the

teaching field.

Great teachers help create great students. Research shows that an inspiring

and informed teacher is the most important school-related factor influencing student

achievement. Efficient teachers are essential for the effective functioning of the

educational system. Offering quality education is the main goal of the department. Good

school foundation is formed by good teachers.

Nichols as cited by Aquino (2003) that there are “better ways” to learn

than those practiced in conventional schools and that they are sensible ways. A student
 7

will learn when these “sensible ways” are present. The complete formulation of these

“sensible ways” follows: If a student…has a clear idea of what is to be learned; …

accepts these objectives as valid targets for learning;…knows and values the positive

consequences of achieving the objectives;…is given learning tasks appropriate to

his/her capability;…receives regular feedback of progress toward objectives; …is given

individual help with specific difficulties; …experiences repeated success; …receives the

anticipated positive consequence for achievement the student will learn.

A research show that a summary of the available studies accumulated

over the past 40 years on a key education driver, teacher competencies offers practical

strategies, practices, and rules to guide teachers in ways to improve instruction that

improves student performance and the quality of the work experience.

Competence spells success in the teaching profession. It focuses on one’s

abilities in terms of knowledge of subject matter and skills in teaching methodologies.

Competence in both knowledge and skills is gained initially during pre-service training

and continued throughout their stay in the field. A continuous updating of content as

well as practice in new instructional delivery modes make up the quality training

programs that can guarantee growth and advancement in the teaching profession.

Competent teachers produce competent students. (Salandanan, 2001).

Competencies are the skills and knowledge that enable a teacher to be

successful. To maximize student learning, teachers must have expertise in a wide-

 8

ranging array of competencies in an especially complex environment where hundreds of

critical decisions are required each day (Jackson, 1990).

Hence, competency is essential to an educator’s pursuit of excellence.

Teachers need a wide range of competencies in order to face the complex challenges of

today’s world. Teaching competency is an inherent element of an effective training

process, one that aspires to contribute to the welfare of a particular country or the world

itself (Nessipbayeva, 2012).

Instructional competence is acquired and gained through hard work and

desire to improve. Thus a big challenge lies in the hands of teachers because it is

entrusted to them that their job is to sharpen the minds, hearts, and hands of the youth,

as stressed by Dela Rama (2010). Therefore, the development of teachers’ competency

involving the efforts of fostering positive attitudes (Awang, Jindal- Snape & Barber,

2013) was a major agenda to strengthen the teaching profession and to ensure great

development of the education quality in many countries around the world.

A quest for competence in area can be addictive---and it’s an important

component of student improvement. Let’s work to ensure that all students have

experiences of feeling competent in school everyday (Elias, 2018). A competent teacher

produces a competent student who goes to the battlefield with full battle gear of

knowledge and skills ready to combat in her chosen career in any place of the world.
 9

“Global competence in teachers is a set of essential knowledge, critical

dispositions and performances that help poster development of learners global

competence. A globally competent teacher has knowledge of the world, critical global

issues, their local impact, and the cultural background of learners; manifests

intercultural sensitivity and acceptance of difference; incorporates this knowledge and

sensitivity into classroom practice; and develops the skills to foster these dispositions,

knowledge and performances in learners. The teacher models socially responsible action

and creates opportunities for learners to engage in socially responsible action.” NAFSA

cited by Soppelsa and Manice, 2015.

Global competence for teachers is no longer for elite few, but rather is an

essential element of preparation for all teachers. It is time to partner more deeply with

colleges of education and alternative training routes to emphasize this reality as they

prepare tomorrow’s teacher.

The transformational power of an effective teacher is something many in

performance. Research confirms this common perception of a link and reveals that of

all factors under the control of a school, teachers are the most powerful influence on

student success (Babu & Mendro, 2003; Sanders & Rivers, 1996).

Furthermore, an examination of the research on education practices that

make a difference shows four classes of competencies yield the greatest result: delivery
 10

of instruction; classroom management; formative assessment; and personal

competencies (soft skills).

An inspiring teacher can affect students profoundly by stimulating their

interest in learning. It is equally true that most students have encountered teachers who

were uninspiring and for whom they performed poorly. However, both effective and

ineffective teachers have no readily discernable personality differences. Some of the

very best teachers are affable, but many ineffective mentors can be personable and

caring. Typically, the finest teachers display enthusiasm and excitement for the subjects

they teach. More than just generating excitement, they provide a road map for students

to reach the goals set before them. The best teachers are proficient in the technical

competencies of teaching: instructional delivery, formative assessment, and classroom

management. Equally significant, they are fluent in a multilayered set of social skills

that students recognize and respond to, which leads to greater learning (Attakorn, Tayut,

Pissithawat & Kanokorn, 2014). These skills must be defined as clear behaviors that

teachers can master for use in classrooms.

The main task of a teacher is to facilitate learning and advance the

achievements of students requiring him to have a high instructional competence since a

teacher teaches other professionals. Teachers are the provider of education, they are

indispensable for the effective working of the educational system (Alambra, 2017-

Modern Teacher, vol.66,2017)

 11

Lucas and Corpuz ( ) stated that a teacher must be able to manage his

students no matter how much potential you have in order to control the students in the

classroom. Otherwise, little learning will take place. Teacher’s personality, philosophy,

and teaching style will directly affect his managerial and disciplinary approach. There

are many approaches, but the one you adopt must be comfortable for you and must

coincide with your personal characteristics.

The teacher is a key person in the teaching-learning situation, the

facilitator of learning, and the evaluator of pupil achievements. Hence, he must have a

mastery of the subject matter. This is based upon the principle that one cannot give what

he does not have. This is unless he knows his subject matter thoroughly, he can never

teach well. Otherwise, he does not have any moral right to stand before his class and

teach. (Calderon, 2005).

Research tells us what can be expected from a teacher employing

instructional strategies and practices that are proven to lead to increased mastery of

lessons. Better learning happens in a dynamic setting in which teaches offer explicit

active instruction that in situations in which instruction that teachers do not actively

guide and instead turn control over content and pace to instruction to students (Hattie,

2009).

Mastery is essential for the retention of learning regardless of the age of

learners. It has been observed that instruction without exercises and drills will not attain
 12

the desired learning outcome. The teacher’s mastery of the subject matter and the

strategy and method he employs in instruction will help in the attainment of learning

objectives.

Salandanan (2010) stated that in the teaching profession, efficient

working performance is synonymous to competence. No single factor can contribute

more to an improved pupil achievement than a guarantee of a quality teacher in every

classroom. No amount of classroom facilities and instructional materials can produce

the desired learning outcome without a teacher at the center stage.

When teachers are given feedback pertaining to classroom-level

instructional outcomes, they have different reactions. Others can not admit the fact that

they lack something or they are weak in certain areas. Some put the blame to the parents

or to the child. Others resist change. They want to confine themselves in their comfort

zones. Some teachers attend trainings and seminars for compliance and some are just to

earn certificates while others are eager to learn more in order to grow professionally.

They go back to school to sharpen their instructional competence. Many of them claim

that they are competent in teaching because of the long years spent in the service.

Others blame the voluminous work assigned to them like preparation of reports and

instructional devices, performance of ancillary functions and the different school

activities such as sports, scouting and contest, insufficient textbooks and other

instructional materials and the overlapping of some government trusts and programs

(Tallo, 2016)
 13

It was revealed by the Commission on Education (EDCOM, 1991) that

teachers nowadays do not teach very well. The indictment is hurled to all teachers in all

levels of education. This could not be just brushed aside because there could be some

truth about it, so it has to be looked into.

John Dewey said, “If we teach today’s students as we taught yesterday’s,

we rob them of tomorrow”. In almost all seminars and trainings, teachers are

encouraged to get away from the traditional way of teaching and make learning fun,

collaborative and experiential. Modern skills in teaching should be enhanced to all

teachers. It is believed that efficiency of teachers will affect the learning motivation of

the learners.

According to Redman ( ), teachers who excel in domain 3, instruction

create an atmosphere of excitement about the importance of learning and the

significance of the content. They care deeply about their subject and invite students to

share the journey of learning about it. Students are engaged in meaningful work that

carries significance beyond the next test and can provide skills and knowledge

necessary for answering questions or contributing to important projects. Such teachers

do not have to motivate students because the ways in which teachers organize and

present the content, the roles they encourage the students to assume and the student

initiative they expect serve to motivate students to excel. The work is real and

significant, and it is important to students as well as to teachers. Skills in domain 3 are

demonstrated through classroom interaction, either observed in person or videotaped.

 14

The European commission made sure that Europe’s six million teachers

have the essential competencies to be effective in the classroom which is one of the

keys to raising levels of pupil attainment, encouraging teachers to continue developing

and extending their competencies.

Further, member states increasingly acknowledge the need to define

clearly what teaching staff need to know, and be able to do; such framework of teacher

competencies can be the basis for: defining the learning outcomes of initial teacher

education program, defining criteria for recruitment and selection to teaching posts,

assesing teachers’ needs for in-service trainings, and arranging the provision of

professional learning opportunities so that teachers continue to develop their

competencies throughout their whole careers.

Deci and Ryan cited by Crawford, the climate of each classroom is more

accurately characterized by a belief that gives trust, opportunity, and encouragement,

most young adolescents will try to do what is expected and appropriate. This

philosophical mindset is not merely grounded in the teachers understanding of what

adolescents need to learn and self-manage but also in basic psychological theory related

to the universal human need for autonomy, relatedness, and competence.

In the Philippines, pursuant to section 15 of Article IV of Republic Act

No. 1032 known as the “Continuing Professional Development Act”, the Professional

Regulation Commission (PRC) and the Professional Regulatory boards (PRB), in

 15

consultation with the CPD Councils and their stakeholders, hereby adopt and

promulgate this Implementing Rules and Regulations to carry out the provisions of

Republic Act No. 10912. Section 2 hereby declared the policy of the State to promote

and upgrade the practice of professions in the country. Towards this end, the State shall

institute measures that will continuously improve the competence of the professionals in

accordance with the international standards of practice, thereby, ensuring their

contribution in uplifting the general welfare, economic growth and development of the

nation”.

Compliance to R.A. 1032 is a great help to teachers in one of the most

difficult aspects of becoming a teacher, it is how to motivate the students. Students who

are not motivated will not learn effectively. They won’t retain information, they won’t

participate and some of them may become disruptive. A student may be unmotivated for

a variety of reasons: They may feel that they have no interest in the subject, find the

teacher’s method unengaging or be distracted by external forces. Some students are self-

motivated, with a natural love of learning. But even with the students who do not have

this natural drive, a great teacher can make learning fun and inspire them to reach their

full potential. (https://teach.com/what/teachers-chage-lives/motivating-studets/)

According to former U.S. Secretary of Education, Terrel Bell, there are

three things to remember about education. The first is motivation. The second is

motivation. The third is motivation (Ferlazzo, 2015). Although this is one of the most
 16

challenging part of a day’s lesson this must not be neglected because it sets the positive

atmosphere in the classroom.

Motivation is another important factor in learning. Without motivation,

not much or no learning will take place. It is the process of arousing and sustaining

interest in an activity in order to achieve a goal. It is also the creation of desire on the

part of the learner to perform an activity to satisfy a need (Calderon, 2005).

Teachers have a lot to do with their students’ motivational level. A

student may arrive in class with a certain degree of motivation. But the teacher’s

behavior and teaching style, the structure of the course, the nature of the assignment and

informal interactions with students all have a large effect on student motivation.

(http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html )

Today, our role leans more towards facilitator or “guide on the side”. Our

role is to increase student motivation and develop the skills or strategies that make a

student more competent and to structure the learning environment so that students are

able to take ownership of their own learning (Theroux, 1994)

Furthermore, one aspect of the teaching function that needs attention is

motivation. That the learner must be motivated to learn is a basic principle in the

teaching-learning process. The task of motivating students, however, is not a simple

one. Every student in a classroom is a unique individual. He comes to school with

certain concepts about himself, about others, and about every element in the learning
 17

situation. Each student, therefore, may perceive a particular learning situation

differently (Bustos and Espiritu, 1985).

Espiritu and Bustos further explains that there are two types of

motivators which may be applied by a teacher in motivating students to learn. These are

extrinsic and intrinsic motivators. Extrinsic motivators are forces that arise from outside

the individual such as honors, monetary rewards, medals and the like. Intrinsic

motivators, on the other hand, arise from the individual’s genuine desire to learn

because he realizes the benefit he will derive from what he will learn.

“Enabling students to experience accomplishments and improvement

builds their feeling of competence- a powerful intrinsic motivator.” (Elias, 2018). He

further explains that as children come to feel effective in accomplishing something, they

are more likely to try to replicate that feeling by trying to accomplish more challenging

tasks. Feeling competent can be addictive. Those accomplishments are more meaningful

when they are authentic, and feeling competent is itself a meaningful reward- better

than a collection of stickers or small trinkets or much too scarcely distributed

recognitions like” which can lead the majority of students to become resigned to failure

despite effort.

Martin Luther King Jr said, “Everyone can be great, because everyone

can serve”. A thought that recognizes the impact and power of doing things for others.

We can help students feel more engaged and connected to their schools by giving them

roles in making the school a positive environment such as participating in safety patrols,
 18

focusing on recycling, keeping public spaces clean, upstanding in the face of

harassment and bullying, being on school committees to solve problems related to

gangs or drugs and alcohol, and so on (Elias, 2018)

Paris & Turner, 1994; Rueda & Moll, 1994 cited by Omrod 2014. When

Anya comes to school each day, she brings her strong interest in art with her. But

motivation is not necessarily something that learners bring to school; it can also arise

from environmental conditions at school. When we talk about how the environment can

enhance a learner’s motivation to learn particular things or behave in particular way we

are talking about situated motivation. We’ll find that as teachers, we can do many things

to motivate students to learn and behave in ways that promote their long-term success

and productivity.

Calderon further stresses the importance of motivation such as: directs

activities towards the achievement of a goal; controls and directs human behavior;

inculcates spiritual and moral values in the minds of the young; and gives satisfaction

and happiness to the individual.

Brozo states that when students claim they are not interested in anything

educators must help them discover what actually interest them. Furthermore, another

way to help youth expand their repertoire of interest is by arranging systematic

opportunities for them to interact with community members who are engaged citizens

and have a wide variety of life experiences.

 19

According to Danguilan, 2017, teachers’ involvement in the school is not

limited to classroom instruction only. For the whole school as an organization, all

teachers need to be involved. Experts say that people support what they help to create.

Thus, if teachers are involved in the different areas of the entire school system such as

leadership, curriculum and instruction, learning environment, school-community

relations, management of resources, there would be a lesser chance for the school to fail

in its effort to render quality service to its customers.

In Gaddani National High School, school, home and community

involvement of the teachers is being observed. Functional Homeroom PTA is organized

and maintained every year. Homeroom PTA meetings are conducted to report the

learner’s progress. School policies, plans, programs, and accomplishments are

disseminated to the school’s clientele. Involvement of parents in school programs and

activities are encouraged. And the teachers participate in community projects and in

civic organization.

Every teacher accepts the challenge of molding students to become God

fearing, humane, nationalistic and environment friendly. Moreover, a teacher aims to

produce productive and globally competitive individuals who are believed to uplift the

country’s economy. With these, a teacher must be competent in instruction and can

motivate students to pursue their studies.

The objective of this study is to find out the teachers’ instructional

competence of the teachers in Gaddani National High School and how it affects the
 20

students’ learning motivation. The researcher believes that instructional competence of a

teacher is one of the many factors that motivate students to learn.

The researcher, being a teacher of Gaddani National High School,

believes that through this study on teachers’ instructional competence and students’

learning motivation in Gaddani National High School it will motivate more the teachers

to improve their instructional competency.

Conceptual Framework

The research paradigm of this study shows that the independent variables

focused on the level of instructional competencies of the teachers of Gaddani National

High School in terms lesson planning and delivery, technical assistance (for Master

teachers), Learner’s achievement and School, home, and community involvement.

On the other hand, the dependent variable considered is the level of the

students’ learning motivation of the selected students from Grade 8-10 of Gaddani

National High School. Meanwhile the intervening variable that may affect the

instructional competence of the teachers of Gaddani National High School is their

profile along: highest educational attainment, length of service in teaching, teaching

rank and designation.

The paradigm shows that instructional competence is associated with

students’ learning motivation. Hence, instructional competence has a significant

influence on the respondents’ learning motivation.

 21

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Instructional Competence of
the teachers of Gaddani
National High School

a. Lesson Planning
and delivery

b. Technical
Assistance for Level of students’
Master teachers Learning Motivation of
only Gaddani National High
School
c. Learner’s
achievement

d. School, home
,and community
involvement

INTERVENIG VARIABLE

Profile of the teachers of

Gaddani National High
School

1. Highest Educational
attainment

2. Length of service in
teaching

3. Teaching rank

4. Designation

Figure 1. RESEARCH PARADIGM

 22

Statement of the Problem

This study aims to find out the teachers’ instructional competence and students’

learning motivation in Gaddani National High School, Tayum, Abra for the school year

2018-2019.

Specifically, it sought to provide answers to the following questions:

1. What is the level of instructional competence of the teachers of Gaddani National

High School along:

a. Lesson planning and delivery

b. Technical assistance (for Master Teachers only)

c. Learner’s achievement

d. School, home, and community involvement

2. What is the level of students learning motivation in Gaddani National High School?

3. What is the profile of the teachers of Gaddani National High School in terms of the

following

a. Highest Educational attainment

b. Length of service in teaching

c. Teaching Rank
 23

d. Designation

4. Is there a significant relationship between the level of teachers’ instructional

competence and the students’ learning motivation of Gaddani National High School?

5. Is there a significant relationship between the students’ learning motivation and the

teachers’ profile of Gaddani National High School?

6. Is there a significant relationship between the teachers’ instructional competence and

the teachers’ profile of Gaddani National High School.

Null Hypotheses

Based on the problem, the following null hypothesis will be tested

1. There is no significant relationship between the level of teachers’ instructional

competence and the students’ learning motivation of the selected students of

Gaddani Natioanal High School.

2. There is no significant relationship between the students’ learning motivation

and the teacher’s profile of Gaddani National High School.

3. There is no significant relationship between the teachers’ instructional

competence and the teachers’ profile of Gaddani National High School.

 24

Scope and Delimitations

This study is on the teachers’ instructional competence and students

learning motivation of Gaddani National High School.

The respondents of the study are 35 teachers of Gaddani National

High School who are major in Filipino, English, Mathematics, Science, History, T.L.E,

and E.S.P. and 40 Grade 8 students, 50 Grade 9 students and 50 Grade 10 students

during the school year 2018-2019

The research focuses on the effects of teachers’ instructional competence

on the students’ learning motivation of Gaddani National High School. It will find out

how it correlates with teaching competencies such as instructional skills and classroom

management.

Significance of the Study

The study on Teachers’ Instructional competence and Students’

Learning Motivation of Gaddani National High School is deemed significant to the

following:

School Heads, to regularly observe classes (formal and informal) so that

he can monitor the performance of both the teacher and the learners.
 25

Guidance designate, to plan activities and programs which form part of

the faculty and will contribute to the development of quality instruction.

Teachers, to manifest desirable qualities and a high level of

instructional competence that will motivate and inspire students to attend classes and

help save the SARDOS (Students at Risk of Dropping Out).

Parents, to send their children in Gaddani National High School where

competent, respected, committed and dedicated teachers offer quality education and the

love of a family in a home.

Students and student leaders may initiate school-based activities that

strengthen student-teacher relationship and promote the importance of education, well-

being and social competence among their fellow students.

The researcher as a teacher in Gaddani National High School will use

the findings and recommendations of the study to improve her level of instructional

competence.

Moreover, the result may further serve as basis for future researchers

who will be conducting similar studies regarding effects of teachers’ instructional

competence on the students’ learning motivation.

 26

Operational Definition of Terms

The terms to be used will be defined from the operational point of view

of the researcher to help the readers comprehend the study efficiently.

Teachers. Refers to both junior and senior high school faculty of Gaddani

National High School who will serve as respondents

Instruction. This refers to the transfer of learning from the teacher to the

learners through the use of various strategies and methods in teaching which is in line

with the curriculum design.

Instructional Competence. This refers to the ability of the teachers in

delivering a lesson with mastery of the subject matter, create innovative instructional

devices and decide what appropriate teaching methods and strategies to be used to

stimulate the learners, and to uplift the students’ performance in the teaching-learning

process.

Instructional Skills. Refers to the teacher’s skills that enhances the teaching-

learning process such as ICT skills, communication skills, managerial skills, and

entrepreneurial skills.

Highest Educational Attainment. This refers to the bachelor’s degree, master’s

and doctoral degree finished by the teacher respondents.

 27

Length of Service. In this study, it refers to the years of teaching rendered by

the teachers both in the private and public schools.

Teaching Rank. Refers to the position occupied by a teacher upon signing the

appointment paper and after promotion.

Designation. This refers to the special assignment given by the school head to
the teacher.
Motivation. Refers to what arouse the interest of the learners that will lead to a

good instruction, good classroom management, and good classroom atmosphere.

Lesson planning and delivery. This refers to the sequential activities done in

the classroom which are patterned to the set objectives prepared by the teacher.

Technical Assistance. Refers to Master teacher’s help in the improvement of

instruction through the use of instructional materials, conduct of in-service trainings

action researches and close supervision of teaching.

Learner’s Achievement. This refers to the progress of the learners after a

certain period of time as well as the recognition, rewards and honors received.

School, home and Community Involvement. In this study, it refers to the

organization of functional Homeroom PTA, conduct of meetings, and conferences with

parents of problem students, home visitation and active participation in barangay and

town fiestas and other related community functions.

 28

Students. This refers to the selected students of Gaddani National High School

from grade 8- grade 10 who will serve as respondent

 Chapter 2

RESEARCH METHODOLOGY

This chapter encompasses the different procedures used in conducting

this research. It includes the discussion of the research design, population and locale,

data gathering tool, data gathering procedure and the statistical treatment of the data.

Research Design

This study will use the descriptive-correlation. It describes the effects of

teachers’ instructional competence on the students’ learning motivation in Gaddani

National High School. It will also describe the profile of the teachers along: highest

educational attainment, length of service in teaching, teaching rank and designation and

the context of their teaching competencies.

On the other hand, the correlation design will be utilized to determine

the significant relationship between the respondents’ teaching competencies and each of

their profile. It will also be used to establish the relationship between teachers’

instructional competence and the students’ learning motivation.

 30

Population and Locale of the Study

The teachers of Gaddani National High School will stand as respondents

of this research study with a total of 33. There are 5 teachers major in Filipino, 8

teachers major in English, 6 teachers major in Math, 7 teachers major in Science, 3

teachers major in History, 2 teachers in T.L.E and 2 teachers major in E.S.P. The

population of the study included 144 students from grade 8- grade 10.

This study will be conducted at Gaddani National High School located in

barangay Gaddani where it derived its name. It was founded on June 1992 through the

efforts of the late Municipal Mayor, Martin T. Alagao. It is one of the seven public

schools in the municipality of Tayum. For twenty- six years of existence, Gaddani

National High School produced numerous successful alumni such as architects,

engineers, accountants, nurses, seafarers, teachers and many more. Some of them

unselfishly share their blessings to the school through donations. Three of the teachers

were products of this institution.

At present Gaddani National High School has a population of nine

hundred eighty (980) making it the third biggest school in the Division. There are

twenty sections from grade seven to grade twelve. The school cater to students from the

seven barangays in Tayum and nearby barangays of Bangued like Macray and

Patucannay. There are thirty- three teachers, one Administrative Officer II, one

Administrative Officer III and the school principal, Mr. Crisostomo T. Balneg. The
 31

teachers have different educational attainment with different level of teaching

competence.

Gaddani National High School made its name in the Division of Abra

through the different awards received in various competitions such as:

1. 2006 Division Schools Press Conference

First

2. 2008 Boy Scouting Month Celebration

First Place- Essay Writing Contest

3. 2008 Division Schools Press Conference

First Runner-up-Broadcasting Secondary

4. 2008 STEP Division Skills Development and Competitions

Third Runner –up Secondary

5. Third Radio Broadcasting Filipino

6. 2009 Division Schools Press Conference

Fourth Runner-up Secondary English

7. 2009 Division Schools Press Conference

 32

Third Runner-up Secondary Filipino

8. 2011Division Schools Press Conference

Second Runner-up Secondary

9. 2014 Division Schools Press Conference

First Runner-up Secondary Level

10. 2014 Division Schools Press Conference

Second Runner-up Secondary Filipino

11. 2014 Division Schools Press Conference

Second Runner-up Secondary English

12. 2015 Buwan Ng Wikang Pambansa

Second Runner-up Antas Secondarya

13. 2015 Division Schools Press Conference

Fourth Runner-up Over-all Secondary

14. 2015 Division Schools Press Conference

Third Runner-up Secondary English

15. Third Values Education Ripple

 33

16. Division Values Education Ripple

First Runner-up Secondary Sayawit

17. 2017 Division Schools Press Conference

Over-all Fourth Runner-up Secondary Level

18. 2017 Division Festival of Talents

First Runner-up
 34

Data Gathering Tools

Questionnaires will be used in gathering data needed to substantiate the study. It

will be segmented into two parts. The first part will be designed to gather the profile of

the teachers in terms of highest educational attainment, length of service, teaching rank

and designation while the second part, the Performance Appraisal System for Teachers

(PAST) will be used to assess the instructional competence of the faculty members of

Gaddani National High School. Instructional competence covers lesson planning and

delivery, technical assistance, learner’s achievement, and school, home, and community

involvement.

Motivational style (BIS/BAS) Behavioral Inhibition and Behavioral Activation

Scales Questionnaire(https://www.excelatlife.com>bisbas) was adopted and modified to

suit the needs of the respondents which will be used as students’ questionnaire on

learning motivation.

35

Data Gathering Procedure

The researcher will prepare a formal letter addressed to the Schools Division

Superintendent asking permission for the conduct of the study who will be making an

endorsement letter addresses to the principal of Gaddani National High School for

approval to conduct the study. There will be a proper coordination with the principal

regarding the schedule of administering the questionnaire to both the teachers and

students.

The distribution of the questionnaires to the teachers will be during their vacant

periods while the distribution of questionnaires to the students will be during the vacant

period of the researcher with proper coordination with the concern subject teacher. After

which, these questionnaires will be retrieved, checked and tallied for presentation with

the analysis and interpretation of data.

Statistical Treatment of the Data

In the treatment of data, the following statistical techniques will be used:

- Frequency counts and percentage distribution will be used in describing the

respondents’ age, gender, civil status, position and years in service.

- Weighted Mean will be used to determine the respondents’ context of teaching

competence and learning motivation 36

- Bivariate analysis will be utilized to determine the relationship between the

respondents’ context of instructional competence and each of their profile and

the relationship between the context of instructional competence and the

learning motivation of the respondents.

REFERENCES
Awang, M, Jundal-Snape,D.,& Barber, T. (2013) A Documentary Analysis of the
Government’s Circulars on Positive Behavior Enhancement Strategies.
Retrieved March 30,2017 from http://www.ccsnet.org/journal/index.php/
ass/article/view/26980/16469

Balneg, Leonardo T. “Managerial and Instructional Competencies as Related to Pupils’

Academic Achievement in Selected Districts of Abra” Unpublished
Thesis, UNP, Vigan Ilocos Sur 2001

Brigola, Mark Albert P. “Self-Efficacy and Instructional Competence of the Basic

Education Teachers of Divine Word College of Bangued” Unpublished
Thesis, DWCB, Bangued, Abra 2017

Bustamente, Raymond T. “Thoughts pondered on DEPED ORDER NO.42, S.2016”. The

Modern Teacher, vol.66 August 2017

Bustos, Alicia S. and Espiritu, Socorro C. Psychological, Anthropological and

Sociological Foundations of Education 1985

Carpio, Jennifer S. “Why Technology cannot replace Teachers in Future Classrooms”. The
Modern Teacher volume 66 June 2017

Dela Rama, C. “Who are the best teachers? Are you one”. The Modern Teacher
Volume 58, December 2009 Issue no.5

Diala, Sherwin I. “21st Century Skills”.The Modern Teacher volume 66 June 2017

Elias, Maurice J. “Nurturing Intrinsic Motivation in Students”. Retrieved January 5,

2018 (https://www.edutopia.org/article/nurturing-intrinsic-motivation-
Students)

Ferlazzo, Larry “ Creating the conditions for Student Motivation ( https://www.edutopia

 .org/blog/creating-conditions-for-student-motivation-larry-ferlazzo)
Retrieved March 19,2015

Onike, (2010) Teacher as a key factor affecting Learning. Retrieved 28, 2017 from
(http://searchwarp.com/swa 596810-Teacher-As-a Key- Factor)

Salandanan, Gloria G. Teacher Education Journal 2001 and 2010

Tallo, Febe D. 2016 “Instructional Competence of Public Elementary School Teachers

In Candon City Division”. Unpublihed Thesis, UNP, Vigan, Ilocos Sur

Theroux, P. “For Educators: Teaching Strategies, Social/ Emotional Development

Underachievement 1994

APPENDIX A

Letter of request to conduct the study

AMADOR D. GARCIA Sr., PH.D.
Schools Division Superintendent

Dear Sir,

Greetings in the name of the Divine Word!

I am Marnelli P. Dela Cruz, a graduate student of the Divine Word College of Bangued. In our continuous quest for
excellence, it is imperative to maximize all opportunities for professional growth and development.

In connection to this, I am humbly asking your good office for the support and approval of conducting the research
study on “TEACHERS’ INSTRUCTIONAL COMPETENCE AND STUDENTS’ LEARNING MOTIVATION
OF GADDANI NATIONAL HIGH SCHOOL”. The said study is a requirement for the partial fulfillment of the
degree Master of Arts in Education which I am currently enrolled.

In this regard, I am humbly asking you permission in administering the questionnaire to the teachers and selected
grade 8- grade 10 students of Gaddani National High School. I believe that with your support, results of this study
will be beneficial to Gaddani National High School. I look forward to hearing a positive response on this research
endeavor.

Thank you very much.

Respectfully yours,

(Sgd) MARNELLI P. DELA CRUZ

Researcher

Noted:

(Sgd)ELMERITA B. PALCON, Ph.D.

Adviser

Endorsed:

(Sgd)FLORA A. VELASCO, Ed. D.

Dean, Graduate School

Approved:

(Sgd)AMADOR D. GARCIA Sr., Ph.D

Schools Division Superintendent

APPENDIX B

Letter of Request to float Questionnaires

CRISOSTOMO T. BALNEG
Principal I

Dear Sir,

Greetings in the name of the Divine Word!

I am Marnelli P. Dela Cruz, a Graduate student of the Divine Word College of Bangued. I am currently
conducting a research study on “TEACHERS’ INSTRUCTIONAL COMPETENCE AND
STUDENTS’ LEARNING MOTIVATION OF GADDANI NATIONAL HIGH SCHOOL” as a
requirement in partial fulfillment of the degree Master of Arts in Education at the Divine Word College of
Bangued.

I would like to ask permission from your good office to please allow me administer the questionnaires to
the teachers and selected grade 8- grade 10 students of Gaddani National High School.

Thank you very much in anticipation of your kindness and cooperation in this research endeavor.

Respectfully yours,

(Sgd)MARNELLI P. DELA CRUZ

Researcher

Noted:

(Sgd)ELMERITA B. PALCON, Ph.D.

Adviser

Endorsed:

(Sgd)FLORA A. VELASCO, Ed.D.

Dean, Graduate School

Approved;

(Sgd)CRISOSTOMO T. BALNEG
Principla I

Appendix C

Questionnaire for Teachers

Part I Profile of Teacher Respondents

Direction: Please put a check on the blank or space provided after each item.

1. Highest Educational Attainment

Bachelor’s degree _____________

With M.A. units/MA Academic_____________

MA Degree _____________

With Doctoral units _____________

Doctoral Degree _____________

2. Length of Service

1-8 years ______________

9-18 years ______________

` 19-28 years ______________

29 years and above ______________

3. Teaching Rank

Teacher I ______________
 Teacher II ______________

Teacher III ______________

Master Teacher I ______________

Master Teacher II ______________

4. Designation

Class Adviser ______________

Subject Teacher ______________

Coordinator ______________

Part II Instructional Competence

Direction: Below are the items on four (4) components of instructional competence.

Please read them carefully and give your perception of your level of

Instructional competence by checking under the appropriate column.

Please be guided by the following equivalents in your responses.

PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)

PERFORMANCE INDICATORS 10 8 6 4 2

10- Outstanding

8- Very Satisfactory

6- Satisfactory

4- Unsatisfactory

2- Poor

I. INSTRUCTIONAL COMPETENCE

1. Lesson Planning and Delivery

1. Formulates/adopts objectives of lesson plan.

2. Selects contents and prepares appropriate

instructional material

3. Selects teaching methods and strategies

4. Relates new lesson with previous knowledge

skills

5. Provides appropriate motivation.

6. Presents and develops lessons.

7. Conveys ideas clearly.

8. Utilizes the art of questioning to develop higher

level of questioning.
 9. Ensures pupils/students participation.

10. Addresses individual differences.

11. Shows mastery with the subject matter.

Assessment

12. Diagnoses learner’s needs.

13. Evaluates learning outcomes.

14. Assesses lesson to determine desired outcomes

within the allotted time.

Management of time and learning

environment

15. Maintains clean and orderly classroom

16. Maintains classroom conducive to learning.

2.Technical Assistance (for Master Teacher only)

a. Provides assistance to teachers in improving

their teaching competence.

b. Prepares prototype instructional materials for

use.

c. Assists in the conduct of in-service

trainings/conference.

d. Serves as demonstration teacher on innovative

teaching techniques, classroom management,
materials development.

2. Learner’s Achievement (for Teachers, for Master

Teachers)

a. Improves learner achievements level over

 pretest.

3. School, Home, and Community Involvement

1) Organizes and maintains functional homeroom/PTA.

2) Conducts Homeroom/PTA meetings to report learner’s

progress.

3) Disseminate school policies, plants, programs,

accomplishments to the school’s clientele.

4) Participates in community projects and in civic

organization.

5) Encourages involvement of parents in school programs

and activities.
 Appendix D

Questionnaire for Students

Direction: Below are the items on four (4) components of instructional competence.

Please read them carefully and give your perception of your teacher’s level of

Instructional competence by checking under the appropriate column.

Please be guided by the following equivalents in your responses.

PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)

PERFORMANCE INDICATORS 10 8 6 4 2

10- Outstanding

8- Very Satisfactory

6- Satisfactory

4- Unsatisfactory

2- Poor

Part I INSTRUCTIONAL COMPETENCE

1. Lesson Planning and Delivery

1. My teacher formulates/adopts objectives of

lesson plan.

2. My teacher selects contents and prepares

appropriate instructional material

3. My teacher selects teaching methods and

strategies

4. My teacher relates new lesson with previous

 knowledge skills

5. My teacher provides appropriate motivation.

6. My teacher presents and develops lessons.

7. My teacher conveys ideas clearly.

8. My teacher utilizes the art of questioning to

develop higher level of questioning.

9. My teacher ensures pupils/students participation.

10. My teacher addresses individual differences.

11. My teacher shows mastery with the subject

matter.

Assessment

12. My teacher diagnoses learner’s needs.

13. My teacher evaluates learning outcomes.

14. My teacher assesses lesson to determine desired

outcomes within the allotted time.

Management of time and learning

environment

15. My teacher maintains clean and orderly

classroom

16. My teacher maintains classroom conducive to

learning.

2.Technical Assistance (for Master Teacher only)

a. My teacher provides assistance to teachers in

improving their teaching competence.

b. My teacher prepares prototype instructional

materials for use.

c. My teacher assists in the conduct of in-service

Part II Motivation Styles (BISBAS) Behavioral Inhibition and Behavioral
Activation Scales(https://www.excelatlife.com>bisbas) Questionnaire

This questionnaire assesses your motivational style, what motivates you.

Directions: Each item of this questionnaire is a statement that a person may either agree
with or disagree with. For each item, indicate how much you agree or disagree with
what the item says. Please respond to all the items; do not leave any blank. Choose only
one response to each statement. Please be as accurate and honest as you can be.
Respond to each item as if it were the only item. That is, don't worry about being
"consistent" in your responses.

Legend:

4- Very true for me 3- Somewhat true for me

2- Somewhat false for me 1- Very false for me

A. INTRINSIC MOTIVATION 4 3 2 1
1.Learning enables me to think clearly.
2.I feel good when I succeed in class.
3.Hearing feedback about my progress makes me an effective
student.
4.When I’m doing well at something I love to keep it up.
5.I’m always willing to try something new if I think it will be fun.
6.I respond well to the challenge of mastering a difficult and complex
subject.
7.My teacher’s expectations of my performance influence my
achievement.
8.Criticism or scolding hurts me quite a bit.
9.I participate when my interest is used in classroom learning.
10.My goal inspires me to attend class everyday.
11.Praises encourage me to perform better.
12.Success increases my level of aspiration and achievement.
B. EXTRINSIC MOTIVATION 4 3 2 1
1.I feel pretty worried or upset when I don’t meet the expectations of
my family in my rank in class.
2.When I see an opportunity for something I like I get excited right
away.
3.I aim for excellence because of honors.
4.I am motivated to accomplish a school activity when I understand
its relevance and I am motivated to please the teacher.
5.Monetary rewards motivate me to perform better in school.
6.When good things happen to me, it affects me strongly.
7.I feel worried when I think I have done poorly at something
important.
8.I crave excitement and new sensations.
9.I am highly motivated by positive adult attention.
10.Competitions enhance my motivation.
11.It would excite me to win a contest.
12.I hardly accept failure.
 TEACHER’S INSTRUCTIONAL COMPETENCE
AND STUDENTS’ LEARNING MOTIVATION
OF GADDANI NATIONAL HIGH SCHOOL

A Thesis Proposal Presented to the Graduate School Faculty

Divine Word College of Bangued
Bangued, Abra

In Partial Fulfillment of the Requirements for the Degree

Master in Arts in Education
MARNELLI P. DELA CRUZ
October, 2018