PROFESSIONAL DEVELOPMENT NEEDS OF TEACHERS OF BASIC EDUCATION

DEPARTMENT OF SACRED HEART COLLEGE

A Research

Presented to the
SHC Institutional Committee on Research

Submitted by:

Mr. Victor G. Samaniego

August 2017
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Table of Contents
ABSTRACT ....................................................................................................................... iii

Introduction ....................................................................................................................... 1

Statement of the Problem ................................................................................................. 4

Null Hypotheses................................................................................................................. 4

Conceptual Framework .................................................................................................... 5

Conceptual Paradigm ....................................................................................................... 8

Scope and Limitation ........................................................................................................ 9

Definition of Terms ......................................................................................................... 10

Research Locale .............................................................................................................. 11

Research Population and Sample .................................................................................. 11

Data Gathering Procedure ............................................................................................. 11

Research Instrument.......................................................................................................... 11

Statistical Treatment ...................................................................................................... 12

Part One Demographic Profile of the Respondents ....................................................... 13

Figure 2 Distributions of Respondents by Department Affiliation ................................... 13

Figure 3. Distributions of Respondents per Subject Area Taught .................................... 14

Part Two Professional Development Needs of IBED Teachers ..................................... 14

Part Three Preference in the Mode of Delivery of Professional Development ....... 20

Figure 4 Distribution of Responses on the Preference in the Mode of the delivery of

Professional development activities .............................................................................................. 21

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Part Four Test of Significant Difference .................................................................... 22

Interpretation ................................................................................................................... 23

Summary of Findings ........................................................................................................ 26

Conclusions ....................................................................................................................... 27

Recommendations ............................................................................................................. 27

References ......................................................................................................................... 29

Research Instrument.......................................................................................................... 31

Correspondence................................................................................................................. 34

B.3. Recommendations addressed to the Director of the Human Resource Department . 40

B.3. Recommendations addressed to the Principal of the Integrated Basic Education

Department .................................................................................................................................... 41

B.4. Recommendations addressed to the Vice-President for Academics ......................... 42

List of Recommendations and themes for Professional Development for Teachers of the

Integrated Basic Education Department of Sacred Heart College ................................................ 43

Bio-sketch of the Author ................................................................................................... 45

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ABSTRACT

Designing professional development programs for teachers is a crucial task commonly

assigned to human resource department of learning institutions. The process requires that it
begins with the identification of needs of teachers. The study is conducted to provide the director
of the human resource department a basis on what to include in the professional development
program, how to deliver the activities and whether there is a need to differentiate topics related to
professional development of teachers in terms of instruction.
The study is a descriptive-comparative and descriptive-evaluative research using
quanitative approach. Questionnaires based on current literatures are crafted by the researcher
and was validated using expert validation. 68 teachers participated in the online survey. Data is
analyzed using descriptive (frequency and weighted arithmetic means) and inferential statistics
(t-test and One-way analysis of variance).
Results indicated that teachers in the department are in need of professional development
in relation to instruction, that there is no significant difference in professional development needs
when teachers are grouped according to subject area taught and departmental affiliation and that
teachers prefer seminars and workshops over other modes.
This needs assessment is considered the 1st study conducted in the institution and it
specifically deals with instruction. Furthermore, the result is of great use to policy-makers in
general and the director of human resource department in particular.

KEYWORDS: Instruction, Professional Development of Teachers, Sacred Heart College

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THE PROBLEM

“Teachers as learners are the centerpiece of linking classroom and school improvement.”
Barrie Bennet and Peter Smilanich
Introduction

Scholars agree that student-achievement and school effectiveness are dependent on the

quality of teachers (Jacobs, 2012). The quality of teachers in a school dictates the kind of

instruction, student-achievement and student-discipline and all of these are indicators of the

quality of the school. Thus, it is a must for every school to hire, train and retain teachers who

possess competencies, skills, knowledge and attitudes that can bring out the very best in every

student through quality instruction. However, it is not always the case. From time to time, private

schools hire teachers who do not possess the required minimum qualification to exercise the

profession of teaching due to lack of qualified applicants. Further, at times, those who already

possess the qualifications often seek greener workplace.

Regardless of the situations described above, schools are obligated to provide

professional development activities that will enhance the capacities, skills, knowledge and

attitudes of teachers that they have acquired during their pre-service education (Kao, Tsai &

Shih, 2014; Ofper & Pedder, 2011; Jacobs, 2012; Bayar, 2014) to improve student-learning and

therefore achievement. Consequently, when student learning and student achievement are

improved, school image also benefits. Professional development of teachers is not only related to

the image of the school as the quality of teachers also affects nation-building (Jacobs, 2012; Orji

and Job, 2013, Musa, Jimba and Ogundele, 2015).

Professional development programs offered by schools for teachers are categorized into

content-based and profession-based programs. Content-based professional development

programs are those activities that enhance teachers’ knowledge of his/her content or field of
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expertise. Profession-based activities are those professional development programs or activities

that enhance teachers’ capacity to perform his/her duty as a teacher.

Oftentimes, schools both private and public provide seminars for professional

development of teachers. Also, schools tend to send their teachers to seminars outside the school

where they have to endure long days of separation from their families, shoulder considerable

amount for the expenses and absence from work. While seminars can cost less and can

accommodate more numbers of participants compared with non-traditional means of professional

development, scholars agree that it is less effective as one-size-fits-all seminars do not address

individual needs of teachers in terms of their professional growth. During seminars, participants

become passive listeners with no or little opportunities for reflection with the hope that they will

gain new insights on whatever topic is chosen and translate this new learning into meaningful

practices. This becomes problematic especially when professional development activities as well

as topics included in the activities are not based on the needs of teachers.

Bayar (2014), Glickman, Gordon & Gordon-Ross (2004) as cited in Samaniego & Palaw-

ay (2015) and Walter & Biggs (2012) all argued that for professional development for teachers to

be effective; it should be based on a need assessment. The significance of need assessment

before the implementation of any program is essential to its success. Without it, programs are

deemed to be ineffective. Other than need-assessment, Bayar 2014; Glickman, Gordon &

Gordon-Ross 2004; Walter & Biggs 2012 and Pranther, 2015 all contended that for professional

development of teachers to be effective; it must be differentiated, classroom-based, sustained,

provides for opportunities for mentoring and coaching and that teachers must be given the

opportunity to choose what and the form of professional development following the principle of

adult learning.
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In Sacred Heart College, the situation is not different. The Professional development of

teachers is a tasked delegated to the Human Resource Department. Oftentimes, teachers are

provided with seminars throughout the year with the bulk of input given before the opening of

new school year. In the case of the Integrated Basic Education Department which is the locale of

this study, some seminars are based on the recommendations of the Principal’s Council

composed of all subject coordinators, vice-principals and the principal.

Since there is no existing need assessment on the professional development needs of the

teachers of the department, the chance of providing seminars that do not correspond to the needs

of the teacher is more likely to happen. To eliminate the risk of spending resources for seminars

that do not meet the needs of the teacher and to enhance the professional development program

for the teachers of the department; the study was conceived. The present undertaking aims to

provide the Human Resource Department a set of professional development themes based on

need-assessment as well as their preference as to the mode of professional development that can

be used to craft a professional development program which is aligned and responsive to the

needs of the teachers.

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Statement of the Problem

This study sought to provide the Human Resource Department of Sacred Heart College a

list of themes that teachers in the Integrated Basic Education Department need to be part of the

professional development program of the department. To accomplish this task, the following

specific questions were asked:

1. What is the demographic profile of the respondents in terms of:

1.1.Department affiliation and

1.2. Subject area taught?

2. What are the professional development needs of IBED teachers in terms of professional

development in terms of instruction?

3. What is the preferred mode of professional development?

4. Is there a significant difference among the needs of teachers in terms of professional

development when they are grouped according to?

4.1.Department affiliation and

4.2.Subject area taught?

5. Based on the result of the study, what proposed professional development topics for

IBED teachers can be forwarded to policy-makers and implementers?

Null Hypotheses
As the study aimed to provide an enhancement to the professional development program

and activities for IBED teachers and to test whether the teachers of the department have different

professional development needs in terms of knowledge, skills and competencies required in

instruction, it purports the following:

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Ho there is no significant difference on the professional development needs of the

respondents when grouped according to demographic profile.

H1 there is significant difference on the professional development needs of the respondents

when they are grouped according to demographic profile.

Ho there is no significant difference on the professional development needs of the

respondents when grouped according to subject area taught.

H1 there is significant difference on the professional development needs of the respondents

when they are grouped according to subject area taught

Conceptual Framework

The process of crafting professional development programs for teachers can be likened to

lesson preparation. It begins by taking into consideration the readiness of the learners. Thus,

lesson, pedagogies, methodologies, learning materials, assessments should all be made while

considering the background of students. In designing this program, the status of the teachers

must be known, their experiences should become the basis for the activities within the program,

activities should be relevant to their role as teachers (Pranther, 2015) and their participation

becomes an important aspect of the development of the program (Iyer, 2013; Ofper and Pedder,

2010, Gregson and Sturko, 2007).

Ofper and Pedder (2010) described the significance of involving teachers saying

teachers are selective in participating in the different

programs and their participation as well as their learning is
influenced by their beliefs, knowledge, attitudes towards
the activity and to ensure the success of teacher
professional development programs; it must address the
individual characteristics of teachers, the characteristics of
professional development program and the support for
professional learning by the school.
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In the process, teachers must be able to identify their needs through a reflective process

which is challenging (Harris, 2000) and demanding.

Professional Development Programs for teachers are geared towards improvement in

both content-knowledge and instructional practices (Iyer, 2013; Klein and Riordan, 2009).

Oftentimes, schools provide professional development in terms of instructional practices while

for content enhancements teachers are sent to specialized training sponsored by organizations in

a particular area or discipline. As for the content of professional development program, suffice it

to say that professional development programs are geared towards the enhancement of

instruction. as to the content of the professional development program for teachers, Harris (2000)

while quoting Riegle (1987) identified the following persisting categories in terms of needs of

teachers i.e. teaching, learning curriculum and leadership needs; career needs; personal and

interpersonal needs; contemporary issues that may impact upon professional and personal needs

and school and system needs.

In 2017, the Integrated Basic Education Department of Sacred Heart College received a

set of recommendation from the accreditors of PAASCU that granted the institution a level 2

status. Included in its long list are recommendations to improve instruction particularly in the

following areas:

5.1.Integration of values in all subject areas

5.2.Appropriate motivational techniques

5.3.Questioning techniques

5.4.Processing of the learning experiences

5.5.Activities that enrich students’ lifelong experiences

5.6.Differentiated activities
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5.7.More opportunities for students to ask questions

5.8.Meaningful closure activities

5.9.Proper time management

5.10. Classroom management and

5.11. Effective use of multimedia technology to reinforce learning.

It is in this light that the questionnaires that were used in this study were framed in the

context of instruction as improvement in learning outcomes is only possible if instruction is

notable.
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Conceptual Paradigm
The figure below shows the conceptual paradigm that was utilized in the conduct of the

study. The input included the demographic profile of the respondents which covers the areas of

department affiliation and subject area taught. Another essential input for the study were the

professional development needs of IBED teachers in terms of instruction.

INPUT PROCESS OUTPUT

Demographic Profile Analysis of Significant

a. Department Difference of the
Affiliation Professional
b. Subject Area Taught Development of IBED
Teachers Proposed Professional
Professional Development Themes
Development Needs of Analysis of the for IBED teachers
IBED teachers in terms Preferred Mode of
of Instruction Professional
Development
Preferred Mode of
Professional
Development

Figure 1. Conceptual Paradigm

The inclusion of professional development needs of IBED teachers in terms of instruction

is based on Gregson’s and Sturko’s (2007) elements of teacher professional development needs

and Iyer’s (2013) identified competencies, skills and knowledge relative to classroom

instruction.

Along with the demographic profile which will become the basis of possible

differentiation of the professional development activities, the professional development needs of

teachers will be analyzed through the use appropriate statistical tools to determine whether there

is an existing significant difference in the professional needs of teachers from the Integrated
 9

Basic Education Department. The mode of professional development will also be analyzed to

ascertain the preference of IBED teachers. The output of the study is a proposed professional

development themes based on the needs of IBED teachers.

The result of the study will be forwarded to the Human Resource Department and to the

Principal of the Integrated Basic Education Department so that necessary revisions to the Faculty

Development Program for IBED teachers will be made and implemented in succeeding school

years.

Scope and Limitation

This study sought to identify the professional development needs of the teachers of the

Integrated Basic Education Department of Sacred Heart College for School Year 2017-2018 as

well as ascertaining their preference when it comes to the delivery of the activities or programs.

The study intended to provide a list of professional development themes were seen by teachers as

relevant thereby ensuring the enhancement of their competencies, skills and knowledge

necessary to carry out their classroom duties or functions effectively.

The study was interested in identifying the needs of the respondents as it relates to

classroom teaching process. In this regard, other functions of a teacher were not considered.

Further, the modes of professional development learning used in the study only covers self-

learning or self-directed, graduate studies, online learning, seminars, blended or combinations of

online and face-to-face methods as well as informal study groups.

In terms of respondents, the study was concerned with the needs of teachers of the

department. The principal, vice-principals and the Sister-in-charge of the Munting Paaralan ni

Hermana Fausta in Brgy. Barra, Dalahican Lucena City were excluded from the study.
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The study was conceived to offer research-based recommendations to the Human

Resource Department and to the Principal’s Council in relation to the topics that will be included

during seminars, in-service trainings and the inclusion of more modes of professional

development for the teachers of the department.

Definition of Terms
The following terms have been operationally defined in the study for better

understanding.

Professional Development Topics- refers to the common areas related to the

professional development of teachers particularly as he/she performs his/her role as classroom

teacher.

Professional Development Needs- refers to a wide variety of specialized trainings

delivered through various modes which aim to improve the competence, skills and knowledge to

become effective classroom teachers.

Research Methodology
The research made use of descriptive-survey and descriptive comparative research

design. As a descriptive-survey, it aimed to describe the felt professional development needs of

teachers and their preferred mode of professional development using survey questionnaire. As a

descriptive comparative study, it aimed to compare the needs of teachers with the purpose of

differentiating the program. It hoped to identify whether significant difference exists in the

professional development needs of IBED teachers when they are grouped according to their

demographic profile with the end purpose of enhancing the Professional Development Program

of the Integrated Basic Education Department.

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Research Locale
The study was conducted at the Integrated Basic Education Department of Sacred Heart

College. The Integrated Basic Education Department offers complete basic education curriculum

from Kinder to Grade 10. It has been in operation and serving the people of Lucena City and

nearby provinces for more than 75 years. The department is a Level 2 PAASCU Accredited

learning institution and is currently working and aiming to obtain Level 3 PAASCU

Accreditation.

As the department commits itself to the delivery of quality instruction and learning for all

through the personalized education program; professional development of teachers becomes an

indispensable strategy to ensure effective delivery of services.

Research Population and Sample

The respondents in this study were the teachers of the Integrated Basic Education

Department for School Year 2017-2018. There are 97 teachers in the said department. However,

only 68 teachers were able to participate. The response rate is 70%.

Data Gathering Procedure

Research Instrument
The researcher made use of a questionnaire to gather data needed for the study. The

indicators for the professional development needs of teachers covered the areas of one’s function

as a classroom teacher based on Gregson’s and Sturko’s (2007) elements of teacher professional

development needs and Iyer’s (2013) identified competencies, skills and knowledge relative to

classroom instruction.

Before distributing the questionnaire to the respondents, the proponent submitted the

proposal and the questionnaire to the Director for Research, IBED Principal, Vice-Principals,

Vice-President for Academics and the Director for Quality Assurance for expert validation.
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Recommendations and suggestions were taken into consideration during the finalization of the

questionnaire.

Upon necessary revisions, the questionnaire was uploaded in Google Docs and was

administered to all respondents individually.

Statistical Treatment
Frequency-percentage was used to determine the demographic profile of the respondents

of the study. The formula for frequency-percentage is:

𝑓
𝑃= 𝑥 100
𝑁

Where P is the percentage

F is the frequency of the responses

N is the number of respondents

The Weighted Arithmetic Mean (WAM) was used to to determine the needs of the

respondents in terms of professional need. The formula for Weighted Arithmetic Mean is:

∑𝑓𝑤
𝑊𝐴𝑀 =
𝑛
Where WAM is the weighted mean
∑ 𝑓𝑤 is the sum of all products of the frequency and the weight
N is the total number of responses per item
The obtained weighted arithmetic mean for the needs of the teachers is qualitatively
described as follows:

Point Value Continuum Verbal Description

4 3.26-4.00 Very much needed

3 2.51-3.25 Needed
2 1.76-2.50 Somewhat needed
1 1.00-1.75 Not needed

Ranking was also used to determine the preference of teachers as to the mode of delivery

of professional development activities.

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To test the significant difference as per subproblem, the researcher used t-test with

significance level of .05 and one-way analysis of variance (ANOVA).

The test of significant difference between departmental affiliation and subject area taught

was computed using Statistical Software for Beginners (SSB).

PRESENTATION AND ANALYSIS OF FINDINGS OF THE STUDY

Part One Demographic Profile of the Respondents

Departmental Affiliation of Respondents

Lower Integrated
Basic Education
Department (LIBED),
Higher Integrated 19, 28%
Basic Education
Department (HIBED),
49, 72%

Lower Integrated Basic Education Department (LIBED)

Higher Integrated Basic Education Department (HIBED)

Figure 2 Distributions of Respondents by Department Affiliation

The study generated 68 responses out 97 teachers in the department or 70% of the total

teachers in the department participated in the study. 19 teachers from the Lower Integrated Basic

Education Department (Elementary) and 49 teachers from the Higher Integrated Basic Education

Department (Secondary) participated in the online survey.

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Distribution of Respondents per Subject Area

Taught

Total 99.98%
68
TLE 17.65%
12
Social Studies 8.82%
6
Science 11.76%
8
Mathematics 19.11%
13
MAPEH 5.88%
4
Filipino 11.76%
8
English 11.76%
8
Christian Living 13.24%
9

0 10 20 30 40 50 60 70

Percentage Frequency

Figure 3. Distributions of Respondents per Subject Area Taught

The figure above shows the distribution of respondents when they are grouped according

to subject area taught.

Part Two Professional Development Needs of IBED Teachers

Table 2.1 Distribution of Responses in terms of Professional Development Needs of IBED

teachers

The table below shows the distribution of responses in terms of professional development

needs of IBED in terms of instruction. Respondents from HIBED and LIBED rated the indicators

with 3.57 weighed arithmetic mean with verbal description of very much needed.

Indicators
I need competency, skills and knowledge in… GWAM VD
1 selecting learning contents that are appropriate to the demands of 3.56 VMN
the curriculum
2 selecting learning contents that are appropriate to the background, 3.57 VMN
interest and knowledge of the students.
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3 identifying objectives that match the content of lesson or unit 3.44 VMN
4 identifying objectives that are aligned to the goals of the curriculum. 3.53
VMN
5 selecting objectives that are aligned to the goals of the curriculum 3.58 VMN
6 formulating objectives beyond the knowledge, comprehension and 3.61
application. VMN
7 identifying standards, skills, outcomes and essential understanding 3.55 VMN
relevant to the topic and or unit.
8 identifying developmentally appropriate activities and contents that 3.54 VMN
will help realize the objectives of the lesson/unit
9 Selecting appropriate motivational activities to prepare students for 3.67 VMN
learning
10 Preparing varied instructional materials 3.69 VMN
11 identify appropriate materials that will enhance learning. 3.73 VMN
12 identifying appropriate technological support that will enhance 3.56
learning. VMN
13 understanding the background of the students including their skills, 3.66 VMN
knowledge, interests and abilities
14 planning instruction which is personalized and tailored to the needs 3.68 VMN
of the students.
15 identifying appropriate form of assessment that will measure the 3.59 VMN
attainment of the objectives
16 identifying varied resources to compliment the content of the lesson 3.51 VMN
found in the text manual.
17 Preparing pre-test and or diagnostic tests 3.39 VMN
18 Creating a classroom conducive to learning 3.59 VMN
19 creating classroom procedures and routines 3.58 VMN
20 implementing classroom procedures and routines consistently 3.59 VMN
21 eliminating situations that will disrupt or hinder learning 3.51 VMN
22 Introducing topics in an interesting and engaging way 3.68 VMN
23 Eliciting students’ prior knowledge, perceptions and experiences 3.51 VMN
about the topic
24 stating desired quality of work 3.48 VMN
25 ensuring all students active participation 3.71 VMN
26 translating the lesson plan into meaningful learning experiences. 3.67 VMN
27 using learning materials that are appropriate to the lessons. 3.72 VMN
28 utilizing different pedagogy and methodologies that are consistent 3.73 VMN
with the personalized education program of the department.
29 utilizing real life experiences that are close to the generation to 3.68 VMN
make the lesson more relevant
30 integrating values consistently in and across subjects (value infusion 3.66 VMN
and value integration)
31 integrating lessons and contents across all subjects. (vertical and 3.55 VMN
horizontal alignment)
32 utilizing questioning techniques that evoke HOTS. 3.60 VMN
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33 integrating technology during classroom encounters. 3.57 VMN

34 maintaining good appropriation of time allotted on work. 3.53 VMN
35 Optimizing the use of time during class encounter 3.55 VMN
36 Utilizing reacting techniques effectively 3.50 VMN
37 Utilizing e-books, e-journals and e-gadgets in instruction. 3.34 VMN
38 providing students with varied forms of formative assessment 3.53 VMN
techniques.
39 ensuring sustained participation of students 3.38 VMN
40 maintaining discipline in the classroom with highly diversified 3.28 VMN
students.
41 designing classroom that responsive to personalized education 3.58 VMN
program.
42 Preparing table of specifications 3.41 VMN
43 using reinforces to strengthen learning. 3.69 VMN
44 utilizing questioning techniques that evoke HOTS. 3.60 VMN
45 utilizing different forms of assessment strategies that compliments 3.57 VMN
the desired outcomes and objectives of the lesson/units.
46 summarizing lessons using different techniques 3.56 VMN
47 providing seatworks, assignments and projects that are intended to 3.46 VMN
measure learning.
48 selecting appropriate assessment techniques 3.59 VMN
49 developing appropriate tests and quizzes 3.61 VMN
50 administering appropriate assessment 3.54 VMN
51 Interpreting the result of the assessment and evaluation 3.65 VMN
52 communicating results of assessment and evaluation to students 3.63 VMN
53 communicating results of assessment to parents and authorities for 3.54 VMN
possible interventions
54 crafting rubrics for more objective scoring of essays, projects and 3.59 VMN
other activities.
55 interpreting informal and formal teacher-made assessment 3.61 VMN
56 Utilizing test and other assessment result as basis for re-designing 3.56 VMN
plan of teaching.
57 Identifying unethical practices in the administration of assessment 3.49 VMN
and evaluation
TOTAL 3.57 VMN

Legend
3.26-4.00 Very Much Needed (VMN) 2.51-3.25 Needed (N)
1.76-2.50 Somewhat Needed (SN) 1.00-1.75 Not Needed (NN)

Based on table, it can be gleaned that the top professional development needs of teachers

of the department in relation to instruction are; 1st identify appropriate materials that will
 17

enhance learning and utilizing different pedagogy and methodologies that are consistent with the

personalized education program of the department with 3.73 WAM. 2nd, using learning

materials that are appropriate to the lessons with 3.72 WAM. 3rd, ensuring all student’s active

participation with 3.71 WAM. 4th using reinforces to strengthen learning and preparing varied

instructional materials with 3.69 WAM. 5th, planning instruction which is personalized and

tailored to the needs of the students, introducing topics in an interesting and engaging way

utilizing real life experiences that are close to the generation to make the lesson more relevant

with 3.68 WAM. 6th, selecting appropriate motivational activities to prepare students for

learning and translating the lesson plan into meaningful learning experiences with 3.67 WAM

and integrating values consistently in and across subjects (value infusion and value integration)

with 3.66 WAM.

It should also be noted that all the competencies, skills and knowledge used as indicators

have received a “very much needed” rating.

Analysis

How important are the identified professional development needs of teachers in the

department? Here, I opted to discuss the top 5 professional development needs of IBED teachers

in terms of instruction.

The study uncovered that teachers in the department needs professional development

activities that relate first and foremost to the identification (3.73 WAM) and use (3.72 WAM) of

learning materials that will enhance learning (3.73 WAM) and are appropriate to the lessons

(3.72 WAM). Here learning materials include a wide array of tools that can be used by teachers

to enhance teaching and learning processes. It includes text manuals, workbooks, apps, websites

among others. There could be several reasons behind the identification of such needs; one, the
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availability of these materials in the department; two, the appropriate use of such materials in

classroom instruction. Effective and efficient use of these learning materials is different from

merely using such during classroom encounters. We can presume that it is in this regard that the

PAASCU recommends that to enhance instruction in the department, effective use of multimedia

technology is suggested.

The result of the study also showed that teachers in the department need to be updated

with the utilization of different pedagogies and methodologies that are consistent with the

personalized education program of the department (3.73 WAM) and planning instruction which

is personalized and tailored to the needs of students (3.68 WAM).

The personalized education program (PEP) has long been the battle cry of the

department. Personalization of education demands that students are treated as “persons” who are

individuals with different learning needs and different attitudes towards learning and diverse

learning backgrounds. Thus, a one-size-fits-all instruction or method of teaching is inappropriate.

In a personalized environment, pedagogies and methodologies used during classroom encounters

differs substantially compared in a traditional learning environment. Because the department

spouses personalized education, teachers are in constant need to be updated with different

pedagogies and methodologies that are consistent with this approach.

Constituting methodology is the ability of teachers to introduce topics in an interesting

and engaging way (3.68 WAM), utilizing real life experiences that are close to the generation to

make the lesson more relevant (3.68 WAM) and selecting appropriate motivational activities to

prepare students for learning (3.67 WAM). These are all essential in maintaining students’ active

participation (3.71 WAM).

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In discussing the identified needs above, we will attempt to associate it with boredom

(Tze, Daniels, and Klassen, 2015). Methodologies are classroom techniques created, advanced

and used to affect students learning. When methodologies used are inconsistent with the

demands of the students, boredom strikes, discipline issues arise and therefore learning is

therefore impeded (La Marca and Longo, 2017, Tze, Daniels and Klassen, 2015). Students are

often disconnected with what is happening inside the classroom because they felt that what

teachers are doing are not related to what they want in life (La Marca and Longo, 2017) and that

teachers can do a lot to prevent boredom by providing different and meaningful opportunities for

students to learn. Thus, it becomes essential that teachers have knowledge and skills that relate to

those identified needs.

Value-infusion consistently in and across subjects (3.66 WAM) is also one of those

identified needs that need to be provided to the teachers in the department.

Further, some of the identified needs of IBED teachers are also mentioned in the

PAASCU Recommendation which states that: the team recommends:

The improvement of classroom instruction through the following:

a. Integration of values in all subject areas

b. Appropriate motivational techniques

c. Questioning techniques

d. Processing of the learning experiences

e. Activities that enrich students’ lifelong experiences

f. Differentiated activities

g. More opportunities for students to ask questions

h. Meaningful closure activities

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i. Proper time management

j. Classroom management and

k. Effective use of multimedia technology to reinforce learning.

Out of the 11 recommendations made by the accreditors 3 were directly mentioned by the

respondents i.e. integration of values and use of appropriate motivational techniques, effective

use of multimedia technology to reinforce learning. Other identified needs of the teachers of the

department are indirectly related to the recommendations as in the case of utilizing real life

experiences that are close to the generation as a motivational factor.

Part Three Preference in the Mode of Delivery of Professional Development

Respondents of the study were asked to rank the type or modality in which they want the

professional development program or activities be delivered with 1 as the most preferred and 6

as the least preferred. Modality includes online learning community which focuses on the use of

social networking sites and other technologies that support online learning, informal study

groups, seminars or workshops, blended learning or the combination of both online and face-to-
 21

face interaction such as seminars and workshops, graduate schooling and self-learning.

Modes of Professional Development Delivery

Self-learning Self-learning, 3.24

Graduate Graduate, 4.06

Blended or
Blended or combination of online and face-to-face combination of online
and face-to-face, 4.21
Seminar, workshops
Seminar, workshops and other face-to-face methods and other face-to-face
methods, 2.29

Informal Study Groups,

Informal Study Groups
4.28

Online Learning
Online Learning Community
Community , 3.94

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

Figure 4 Distribution of Responses on the Preference in the Mode of the delivery of

Professional development activities
Results indicate that teachers in the department ranked seminars, workshops and other

face-to-face methods and self-learning as their most preferred mode of deliver of professional

development. Also, results show that they least preferred informal study groups and blended or

combination of online and face-to-face methods.

Analysis

It is interesting to note that despite the limitation of seminars, workshops and other face-

to-face professional development program, respondents still rated the above-mentioned process

as their most preferred mode of professional development. Perhaps the reason behind this is that

we have not considered or explored other forms or modes of delivery of the professional
 22

development program or activities in the locale of the study. Further, oftentimes graduate studies

become a personal commitment of teachers to advance his/her professional career.

Seminar is the cheapest and the most convenient mode of delivery of professional

development. It does not require intensive preparation on the part of organizers and is able to

accommodate everybody. Other forms or modes of professional development require extensive

training as in the case of other modes included in the questionnaire.

Part Four Test of Significant Difference

The study made use of t-test to determine whether difference between the professional

development needs of teachers in relation to instruction exist when respondents are grouped

according to departmental affiliation and subject area taught.

Table 4.1 Test of Significant Difference in terms Professional Development Needs of

teachers of the Integrated Basic Education Department when the respondents are

grouped according departmental affiliation

Variables Compared df Mean t-value Decision Impression at 0.05

level of significance
HIBED Teachers PD 112 57 Computed Critical Accept the The result is not
Needs (X) Null significant at 0.05
LIBED Teachers PD 1.27 1.981 Hypothesis level of
Needs (Y) confidence

Interpretation

Based on the result of t-test, the computed value is 1.27 while the critical value is 1.981.

Since, the computed value is smaller than the tabular value, the study accepts the null hypothesis

i.e. there is no significant difference in professional development needs of teachers of the

department when they are grouped according to departmental affiliation (HIBED and LIBED).

The result is not significant at 0.05 with df of 112.

 23

Table 4.2 Test of Significant Difference in terms Professional Development Needs of

teachers of the Integrated Basic Education Department when the respondents are
grouped according to subject area taught

Variables df Mean t-value Decision Impression at

Compared 0.05 level of
significance
PD Needs of dfb 7 359.159 Computed Critical Accept the The result is
Teachers when dfw 448 327.148 Null not
Grouped dfz 455 1.098 1.96 Hypothesis significant at
According to 0.05 level of
Subject Area confidence
Interpretation
A one-way analysis of variance was conducted to determine if there is a significant

difference in the professional development needs of teachers of the Integrated Basic Education

Department when they are grouped according to subject area taught.

The analysis of variance shows that there is no significant difference, F (7, 448) = 1.098,

p= .295 in the professional development needs of teachers in the department when they are

grouped according to subject area taught at the p<.05 level.

This led the researcher to conclude that there is no significant difference in the

professional development needs of teachers of the Integrated Basic Education Department when

they are grouped according to subject area.

Analysis

First, it is quite interesting to note that the answers of the respondents in all indicators can

be verbally translated as very much needed. It shows several possibilities which can include; one,

mismatch between the trainings provided and the needs of the teachers in the department, two,

insufficient training and exposure during pre-service education and three, seminars often do not

provide teachers the opportunity to enhance the knowledge or skills they have acquired. As this

study basically relied on quantitative data and its purpose is to identify the professional
 24

development needs of teachers in terms of instruction, it is difficult to assume what causes the

result. Therefore, it becomes essential to investigate the situation using qualitative approach or

case study to verify the reasons.

Second, the study shows that there is no significant difference in the professional

development needs of teachers when they are grouped according to departmental affiliation and

subject area taught. Literature is silent as to differences in the professional development needs of

teachers belonging to one institution as studies reviewed for this purpose often talks about the

characteristics of a successful professional development program for teachers, frameworks in

creating a professional development program for teachers, relationship between professional

development program for teachers and student achievement or identification of needs without

comparison. Perhaps this is due to the fact that all studies conducted are aimed to assess the

professional development of teachers whether their needs are addressed or whether the programs

or activities created are effective. It could mean that the locale considered in many literatures

have already conducted need-assessments. Due to this, it can be assumed that there is no need to

diversify the topics included in the professional development training program in terms of

instruction.

While t-test and one-way analysis of variance results revealed that there are no significant

differences in the professional development needs of teachers when they are grouped according

to departmental affiliation and subject area taught, it is good to look at how the respondents from

both departments ranked their top 5 professional development needs.

 25

Table 4.3 Ranking of identified needs of teachers based on departmental affiliation

Indicators HIBED Rank Indicators LIBED Rank

Planning instruction which is Using reinforcers to
personalized and tailored to 3.73 1.5 strengthen learning 3.79 1.5
the needs of the students
Introducing topics in an Ensuring all students’
interesting and engaging way 3.73 1.5 active participation 3.79 1.5
Utilizing different pedagogies Identifying appropriate
and methodologies that are materials that will enhance
consistent with the 3.71 3 learning 3.79 1.5
personalized education
program of the department
Using learning materials that Preparing varied
are appropriate to the lessons 3.69 4.5 instructional materials 3.79 1.5
Integrating values Utilizing different
consistently in and across pedagogies and
subjects (Values infusion and 3.69 4.5 methodologies that are 3.74 5
value integration consistent with the
personalized education
program of the department

In the table above, teachers assigned in HIBED identified the following needs: planning

instruction which is personalized and tailored to the needs of students and introducing topics in

an interesting and engaging way as their top need. It is followed by utilizing different pedagogy

and methodologies that are consistent with the personalized education program of the department

and using learning materials that are appropriate to the lessons and integrating values

consistently in and across subjects.

On the other hand, teachers in LIBED have identified the following needs: using

reinforcers to strengthen learning, ensuring all students’ active participation, identify appropriate

learning materials that will enhance learning, preparing varied instructional materials and

selecting objectives that are aligned to the goals of the curriculum. The data shows us that

teachers from both departments have different priorities in terms of knowledge, skills and

competencies related to instruction.

 26

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings
The following are offered as findings of the study:

1. Teachers in the department need professional development training that could help

them improve classroom instruction.

2. The identified needs of the teachers in the department are:

a. identify appropriate materials that will enhance learning and utilizing different

pedagogy and methodologies that are consistent with the personalized education

program of the department

b. using learning materials that are appropriate to the lessons with 3.72 WAM.

c. ensuring all students active participation

d. using reinforces to strengthen learning and preparing varied instructional

materials with

e. planning instruction which is personalized and tailored to the needs of the

students, introducing topics in an interesting and engaging way utilizing real life

experiences that are close to the generation to make the lesson more relevant

f. selecting appropriate motivational activities to prepare students for learning and

translating the lesson plan into meaningful learning experiences

g. integrating values consistently in and across subjects (value infusion and value

integration)

3. Seminars and workshops are the preferred mode of delivery of professional

development activities.
 27

4. There is no significant difference in the professional development needs of teachers

when they are grouped according to departmental affiliation and subject area taught.

Conclusions
Creating a highly individualized and personalized teacher professional development

program requires that a need-assessment is conducted so that whatever is provided by the school

for the professional development of teachers will have better effect. The study showed that there

is no need to diversify training topics for teachers that belong to one school. Perhaps, this is the

contribution of the study to rich literature of professional development of teachers. However,

differentiating and diversifying the methods and perhaps the extent of the topics covered during

seminars should be highlighted because there is a difference in the specific needs of teachers

teaching elementary students with those teachers teaching secondary students.

Recommendations
Based on the findings and conclusion of the study, the following are recommended:

1. For the Director of the Human Resource department to conduct an annual professional

development need-assessment of teachers of the department.

2. For the Director of the Human Resource department in collaboration with the Principal’s

Council to create a framework for professional development of teachers in the

department.

3. For the Director of the Human Resource department and the Principal’s Council to

continuously collaborate and to provide direction in the conduct of seminars and

workshops by utilizing the identified needs of teachers of the department.

4. For the Director of the Human Resource Department in collaboration with the Principal’s

Council to ascertain the degree to which the seminars and workshops provided to

teachers help them improve instruction.

 28

5. For the human resource department in collaboration with the principal’s council to

consider the result of the study.

6. For the Director of the Human Resource Department working together with the

Principal’s Council to conduct an annual review and evaluation of seminars of workshops

by analyzing it vis-à-vis student learning, student achievement and school image.

7. For the human resource department in collaboration with the principal’s council to

introduce various modalities of professional development.

8. For future school-based researchers to validate the result of the study through qualitative

approach.

9. For future school-based researchers to conduct related studies that focus on other

functions of teachers in the school.

 29

References

Bayar, A. (2014). The components of effective professional development activities in terms of

teachers’ perspectives. International Online Journal of Education and Sciences. 6(2),

319-327. DOI: dx.doi.org/10.15345/iojes.2014.02.006

Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2001). Supervision & instructional

leadership (5th ed.). Needham Heights, MA: Allyn & Bacon.

Gregson, J., & Sturko, P. (2007). Teachers as adult learners: Re-conceptualizing professional

development. Journal of Adult Education, 36(1), Retrieved from proquest.com

Harris, B. (2000). A strategy for identifying the professional development needs of teachers: A

report from New South Wales. Journal of In-service Education, 26(1), 25-47, DOI

10.1080/13674580000200109

Iyer, R. B. (2013). A correlation study between professional development and character

education implementation. Educational Quest 4(2) 117-122, DOI 10.5958/j.2230-

7311.4.2.007

Jacobs, B. (2012). Professional development of Science and Physics teachers in England.

Journal of Education and Future. 1, 61-77.

La Marca & Longo (2017). Addressing student motivation, self-regulation and engagement in

flipped classroom to decrease boredom. International Journal of Information and

Education Technology. 7(3). DOI http://dx.doi.org/10.18178/ijiet.2017.7.3.871

Orji, K.E.& Maekae, J. (2013). The role of education in national development: Nigerian

experience. European Scientific Journal. 9(28) 312-320.

 30

Kao, C.P., Tsai, C-C., Shih, M. (2014). Development of a survey to measure self-efficacy and

attitudes toward web-based professional development among elementary school teachers.

Educational Technology and Society. 17(4), 302-315, DOI.

Klein, E. & Riordan, M. (2009). Putting professional development into practice: A framework

for how teachers in expeditionary learning schools implement professional development.

Teacher Quarterly Education.

Musa, J.M., Jimba, Daku N., & Olarewaju, M. (2015). The role of teachers in transforming

Nigeria: Challenges and the way forward. Asia Pacific Multidisciplinary Research. 3(2)

56-62. Retrieved from http://www.apjmr.com/wp-content/uploads/2015/05/APJMR-

2015-3-2-008-The-role-of-teachers-in-transforming-Nigeria.pdf

Ofper, D. & Pedder, D. (2011). The lost promise of teacher professional development in

England. European Journal of Teacher Education. 34(1), 3-24, DOI:

10.1080/02619768.2010.534131

Organization for Economic Co-operation and Development (OECD). Teaching and learning

international survey. Retrieved from https://www.oecd.org/edu/school/43081350.pdf

Pranther, L. (2015, November 12). Professional development and adult learning theory.

Retrieved from https://www.teachingquality.org/content/blogs/liz-prather/professional-

development-and-adult-learning-theory.

Samaniego, V., & Palaw-ay, S. (2016). Instructional leadership challenges and practices among

public senior high school heads in the Division of Quezon. Unpublished Work

Tze, V.M, Daniels, L & Klassen, R. (2015). Evaluating the relationship between boredom and

academic outcomes: A meta-analysis. Educational Psychology Review. 28. DOI

10.1007/s10648-015-9301-y
 31

APPENDICES
Research Instrument

THE PROFESSIONAL DEVELOPMENT NEEDS OF THE TEACHERS OF THE

INTEGRATED BASIC EDUCATION DEPARTMENT OF SACRED HEART COLLEGE
Questionnaire
Part One: Demographic Profile: Please put a (/) in the appropriate item that best describe
you.
1. Department Assigned
( ) Lower Integrated Basic Education Department
( ) Higher Integrated Basic Education Department
2. Area
( ) Science ( ) Social Studies
( ) Mathematics ( ) MAPEH
( ) English ( ) Christian Living
( ) Filipino ( ) TLE
Part Two: Mode of delivery of Professional Development Programs. Please rank the items below
with 1 as your most preferred and 6 as your least preferred
( ) Online learning community
( ) Informal study groups or learning community
( ) Seminar, workshops and other face-to-face methods
( ) Blended combination of online and face-to-face methods
( ) Graduate study
( ) Self-learning
Part Three: Directions: Please indicate your judgment on the following indicators as it
relates to the statement of the problem: “What are the professional development
needs of IBED teachers?”
Put a (/) mark on the appropriate box to Use the rating scale below with its
corresponding verbal descriptions
4 – Very Much Needed 2 – Somewhat Needed
3 – Needed 1 – Not Needed
Indicators 4 3 2 1
I need competency, skills and knowledge in…
1 selecting learning contents that are appropriate to the demands of the
curriculum
2 selecting learning contents that are appropriate to the background,
interest and knowledge of the students.
3 identifying objectives that match the content of lesson or unit
4 identifying objectives that are aligned to the goals of the curriculum.
5 selecting objectives that are aligned to the goals of the curriculum
 32

6 formulating specific, measurable, attainable, result-oriented and

time-bound objectives
7 formulating objectives beyond the knowledge, comprehension and
application.
8 identifying standards, skills, outcomes and essential understanding
relevant to the topic and or unit.
9 identifying developmentally appropriate activities and contents that
will help realize the objectives of the lesson/unit
10 Selecting appropriate motivational activities to prepare students for
learning
11 Preparing varied instructional materials
12 identify appropriate materials that will enhance learning.
13 identifying appropriate technological support that will enhance
learning.
14 understanding the background of the students including their skills,
knowledge, interests and abilities
15 planning instruction which is personalized and tailored to the needs
of the students.
16 identifying appropriate form of assessment that will measure the
attainment of the objectives
17 identifying varied resources to compliment the content of the lesson
found in the text manual.
18 Creating a classroom conducive to learning
19 creating classroom procedures and routines
20 implementing classroom procedures and routines consistently
21 eliminating situations that will disrupt or hinder learning
22 Introducing topics in an interesting and engaging way
23 Eliciting students’ prior knowledge, perceptions and experiences
about the topic
24 stating desired quality of work
25 ensuring all students active participation
26 translating the lesson plan into meaningful learning experiences.
27 using learning materials that are appropriate to the lessons.
28 utilizing different pedagogy and methodologies that are consistent
with the personalized education program of the department.
29 utilizing real life experiences that are close to the generation to
make the lesson more relevant.
30 integrating values consistently in and across subjects (value infusion
and value integration)
31 integrating lessons and contents across all subjects. (vertical and
horizontal alignment)
32 utilizing questioning techniques that evoke HOTS.
33 integrating technology during classroom encounters.
34 maintaining good appropriation of time allotted on work.
35 Optimizing the use of time during class encounter
 33

36 Utilizing reacting techniques effectively

37 Utilizing e-books, e-journals and e-gadgets in instruction.
38 providing students with varied forms of formative assessment
techniques.
39 ensuring sustained participation of students
40 maintaining discipline in the classroom with highly diversified
students.
41 designing classroom that responsive to personalized education
program.
42 Preparing table of specifications
43 Conducting item analysis
44 utilizing questioning techniques that evoke HOTS.
425 utilizing different forms of assessment strategies that compliments
the desired outcomes and objectives of the lesson/units.
46 summarizing lessons using different techniques
47 using reinforcers to strengthen learning.
48 providing seatworks, assignments and projects that are intended to
measure learning.
49 selecting appropriate assessment techniques
50 developing appropriate tests and quizzes
51 administering appropriate assessment
52 Interpreting the result of the assessment and evaluation
53 communicating results of assessment and evaluation to students
54 communicating results of assessment to parents and authorities for
possible interventions
55 crafting rubrics for more objective scoring of essays, projects and
other activities.
56 interpreting informal and formal teacher-made assessment
57 Utilizing test and other assessment result as basis for re-designing
plan of teaching.
 34

Correspondence
B.1. Intent to Conduct a Study

17 April 2017

Dr. Raquel R. Sena

Director, Institutional Research

Dear Dr. Sena:

Peace of the Lord!

I, Victor G. Samaniego, faculty of the Integrated Basic Education Department would like to
inform you of my intent to conduct a need-assessment in relation to professional development of
teachers from the department. This would also be my output for the months of May and June.

Attached to this letter is the proposal for your initial critiquing. Should you have any questions or
clarification about the proposal, please feel free to call my attention.

Hoping for your approval and consideration.

Respectfully yours,

Victor G. Samaniego
Faculty, Integrated Basic Education Department
 35

B.2. Request to Validate Survey Questionnaire

29 June 2017

Mr. Lloyd L. Alzola

Principal
Integrated Basic Education Department

Dear Mr. Alzola:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty will be conducting a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for and based on the needs of teachers of
the department. Upon the recommendation of the panel composed of Dr. Raquel Sena, Engr.
Elda Aranilla and Mr. Harby Nanad; I was asked to proceed to the validation of the instrument
that will be used in the study.

In this regard, may I seek your valuable assistance by validating the questionnaire for the
study. May I also take this opportunity to explain briefly the nature and purpose of the study for
your guidance in evaluating the questionnaire. Below are some of the considerations:
a. Professional Development Needs is used in the study to mean the activities that will
enable IBED teachers to become better classroom teachers. In this light, the questionnaire
that you will be evaluating contains indicators that cover pre-instruction, actual
instruction and post-instruction phases.
b. Post-instruction phase in this study means assessment and evaluation although evaluation
is also part of the instruction phase.

I would also like to ask if I can retrieve the document on Monday?

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director
 36

9 June 2017

Mrs. Imelda I. Unlayao

Vice-Principal
Higher Integrated Basic Education Department

Dear Mrs. Unlayao:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty will be conducting a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department. Upon the recommendation of the panel
composed of Dr. Raquel Sena, Engr. Elda Aranilla and Mr. Harby Nanad; I was asked to proceed
to the validation of the instrument that will be used in the study.

In this regard, may I seek your valuable assistance by validating my questionnaire for the
study. May I also take this opportunity to explain briefly the nature and purpose of the study for
your guidance in evaluating the questionnaire. Below are some of the considerations:
a. Professional Development Needs is used in the study to mean the activities that will
enable IBED teachers to become better classroom teachers. In this light, the questionnaire
that you will be evaluating contains indicators that cover pre-instruction, actual
instruction and post-instruction phases.
b. Post-instruction phase in this study means assessment and evaluation although evaluation
is also part of the instruction phase.

I would also like to ask if I can retrieve the document on Monday?

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director
 37

29 June 2017

Ms. Priscila R. Cabile

Vice-Principal
Lower Integrated Basic Education Department

Dear Ms. Cabile:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty will be conducting a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department. Upon the recommendation of the panel
composed of Dr. Raquel Sena, Engr. Elda Aranilla and Mr. Harby Nanad; I was asked to proceed
to the validation of the instrument that will be used in the study.

In this regard, may I seek your valuable assistance by validating my questionnaire for the
study. May I also take this opportunity to explain briefly the nature and purpose of the study for
your guidance in evaluating the questionnaire. Below are some of the considerations:
a. Professional Development Needs is used in the study to mean the activities that will
enable IBED teachers to become better classroom teachers. In this light, the questionnaire
that you will be evaluating contains indicators that cover pre-instruction, actual
instruction and post-instruction phases.
b. Post-instruction phase in this study means assessment and evaluation although evaluation
is also part of the instruction phase.

I would also like to ask if I can retrieve the document on Monday?

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director
 38

29 June 2017

Mrs. Adela D. Goniea

Executive Director
Mission and Quality Assurance

Dear Mrs. Goniea:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty will be conducting a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department. Upon the recommendation of the panel
composed of Dr. Raquel Sena, Engr. Elda Aranilla and Mr. Harby Nanad; I was asked to proceed
to the validation of the instrument that will be used in the study.

In this regard, may I seek your valuable assistance by validating my questionnaire for the
study. May I also take this opportunity to explain briefly the nature and purpose of the study for
your guidance in evaluating the questionnaire. Below are some of the considerations:
a. Professional Development Needs is used in the study to mean the activities that will
enable IBED teachers to become better classroom teachers. In this light, the questionnaire
that you will be evaluating contains indicators that cover pre-instruction, actual
instruction and post-instruction phases.
b. Post-instruction phase in this study means assessment and evaluation although evaluation
is also part of the instruction phase.

I would also like to ask if I can retrieve the document on Monday?

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director
 39

29 June 2017

Dr. Luzviminda G. Calzado

Vice-President for Academics

Dear Dr. Calzado:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty will be conducting a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department. Upon the recommendation of the panel
composed of Dr. Raquel Sena, Engr. Elda Aranilla and Mr. Harby Nanad; I was asked to proceed
to the validation of the instrument that will be used in the study.

In this regard, may I seek your valuable assistance by validating my questionnaire for the
study. May I also take this opportunity to explain briefly the nature and purpose of the study for
your guidance in evaluating the questionnaire. Below are some of the considerations:
a. Professional Development Needs is used in the study to mean the activities that will
enable IBED teachers to become better classroom teachers. In this light, the questionnaire
that you will be evaluating contains indicators that cover pre-instruction, actual
instruction and post-instruction phases.
b. Post-instruction phase in this study means assessment and evaluation although evaluation
is also part of the instruction phase.

I would also like to ask if I can retrieve the document on Monday?

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director
 40

B.3. Recommendations addressed to the Director of the Human Resource Department

30 August 2017

Mrs. Ma. Marietta A. Asia

Executive Director
Human Resource Development

Dear Mrs. Asia:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty have conducted a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department.

In this regard and based on the result of the study, I am forwarding to your office the list
of themes that we should prioritize in our professional development activities as all indicators
included in the survey were rated by the respondents as very much needed. Similarly, I have
attached a copy of the recommendations for your kind consideration.

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director

Mr. Lloyd L. Alzola

Principal, Integrated Basic Education Department
 41

B.3. Recommendations addressed to the Principal of the Integrated Basic Education Department

30 August 2017

Mr. Lloyd L. Alzola

Principal, Integrated Basic Education Department

Dear Mr. Alzola

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty have conducted a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department.

In this regard and based on the result of the study, I am forwarding to your office the list
of themes that we should prioritize in our professional development activities as all indicators
included in the survey were rated by the respondents as very much needed. Similarly, I have
attached a copy of the recommendations for your kind consideration.

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director

Mr. Lloyd L. Alzola

Principal, Integrated Basic Education Department
 42

B.4. Recommendations addressed to the Vice-President for Academics

Dr. Luzviminda G. Calzado

Vice-President for Academics

Dear Dr. Calzado:

Peace of the Lord!

I, Victor G. Samaniego, IBED Faculty have conducted a study entitled Professional

Development Needs of IBED Teachers of Sacred Heart College. The purpose of the study is to
submit a proposed professional development themes for IBED faculty based on the needs of the
faculty of the Integrated Basic Education Department.

In this regard and based on the result of the study, I am forwarding to your office the list
of themes that we should prioritize in our professional development activities as all indicators
included in the survey were rated by the respondents as very much needed. Similarly, I have
attached a copy of the recommendations for your kind consideration.

I am hoping for your valuable support in this endeavor.

Respectfully yours,

Mr. Victor G. Samaniego

Researcher

Noted by:

Dr. Raquel R. Sena

Institutional Research Director

Mr. Lloyd L. Alzola

Principal, Integrated Basic Education Department
 43

List of Recommendations and themes for Professional Development for Teachers of the
Integrated Basic Education Department of Sacred Heart College

Recommendations

Based on the findings and conclusion of the study, the following are recommended:

1. For the Director of the Human Resource department to conduct an annual professional

development need-assessment of teachers of the department.

2. For the Director of the Human Resource department in collaboration with the Principal’s

Council to create a framework for professional development of teachers in the

department.

3. For the Director of the Human Resource department and the Principal’s Council to

continuously collaborate and to provide direction in the conduct of seminars and

workshops by utilizing the identified needs of teachers of the department.

4. For the Director of the Human Resource Department in collaboration with the Principal’s

Council to ascertain the degree to which the seminars and workshops provided to

teachers help them improve instruction.

5. For the human resource department in collaboration with the principal’s council to

consider the result of the study.

6. For the Director of the Human Resource Department working together with the

Principal’s Council to conduct an annual review and evaluation of seminars of workshops

by analyzing it vis-à-vis student learning, student achievement and school image.

7. For the human resource department in collaboration with the principal’s council to

introduce various modalities of professional development.

8. For future school-based researchers to validate the result of the study through qualitative

approach.
 44

9. For future school-based researchers to conduct related studies that focus on other

functions of teachers in the school.

Based on the study, the following themes were identified as very much needed by the

teachers of the department in relation to instruction:

Professional Development Topics for teachers of the Integrated Basic Education Department of
Sacred Heart College, Lucena City (Priority Lists)
Learning Materials
Preparation of and utilization of varied and relevant learning materials

Personalized Education Program of the Department

- Planning instruction which is personalized and tailored to the needs of students
Methodologies that can:
a. Ensure students active participation
b. Value-infusion in and across subjects
c. Selection and utilization of appropriate motivational activities
d. Introducing topics in engaging and interesting way
e. Utilizing real life experiences to enhance learning
f. Using reinforces to strengthen learning
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Bio-sketch of the Author

VICTOR G. SAMANIEGO
M.A. in Religious Studies (SAST, CARMA)
Student, M.A. Ed. Major in Curriculum and Instruction (PNU)

Victor G. Samaniego is a faculty of the Integrated Basic Education Department. Prior to

his stint as faculty of the Integrated Basic Education Department, he has served as RE Facilitator,

Institutional Sports Coordinator and a member of the sports committee in the college department

of Sacred Heart College.

He is now currently assigned as the Prefect of Discipline of the Integrated Basic

Education Department and is pursuing his Master’s Degree on Curriculum and Instruction at the

Philippine Normal University.

He has worked on several school-based researches. His pioneering work in the field of

research is entitled “Institutional Need Assessment of student-athletes, trainers and coaches of

Sacred Heart College: Basis for Developing Institutional Sports Program” which resulted to the

creation of the Office of the Institutional Coordinator for Sports in Sacred Heart College. His

interests in research enabled him to conduct school-based studies which are aimed towards the

improvement of Sacred Heart College in general and in Community Extension Services, Faculty

Development in particular. At present, he is commissioned along with 2 other personnel to work

on succession planning in the institution.

When not writing researches for the school, he busies himself studying multicultural

education and its relation to Catholic schools, evaluating and improving instruction and school’s

programs or playing his favorite online game.