Dear God,

You never said it was going to

be easy. You simply said trust me. My
faith is strong and I give myself to you.
I will live this life with gratitude
appreciating every little things, its
difficulties and pleasures. For all this
and more I am grateful.
We pray that you would
deepen our comprehension, broaden
our thinking, and transform our
understanding of what we are about to
undertake. For you are our wise
counsellor, our perfect teacher and
our faithful friend.
Amen.
MANAGEMENT OF LEARNING RESOURCE MATERIALS,
TECHNOLOGY UTILIZATION AND TEACHER’S
COMPETENCE OF SELECTED PUBLIC SCHOOLS
University of Caloocan City
Graduate Studies
Doctor of Philosophy major in Educational Management

ROWENA S. NAVIDAD
Researcher
May , 2018

DR. ROGER R. MORALLOS

Adviser
 INTRODUCTION

• The quality of education in • Raising the quality of education all

the Philippines is very throughout the country poses a
alarming because it had serious challenge to educational

sunk to its lowest level, leaders, school heads, master

teachers and classroom teachers,
Lapus (2015).
Briones (2017).
 One way of addressing this
dilemma is through management of
learning resources in school,
utilization of technology in class, and
articulation of teacher’s competence
in carrying out the vision of the
Department of Education to produce
globally competitive learners.
• cited that management of
Learning Resources
Materials is a challenging
and daunting task.
• In the Divisions of
CAMANAVA, he revealed in
his study that majority of
master teachers are
technologically challenged.

Domingo Cornelia
(2018 p. 30) (2015 p. 38)

• stated that the competence of public

school teachers can be used as a
redound to designing management
programs and projects that will
benefit all the stakeholders.

Rada (2015
p. 20)
 BACKGROUND OF THE STUDY
further explained that one of the most
important elements of the school system is
Spencer, (2010 p. 56) the proper management of the learning
resource materials.

in the Division of Caloocan City, observed that

despite the effectiveness of using different
learning resource materials , the learning
Mercado
resource material Portal of the Division
ironically falls short of resources for teachers.

To achieve effective teaching and

productive learning, teachers should
Corpuz (2012 p. see themselves as capable of
45-49) achieving the dimensions of
maximizing the use of technology in
class.
 STATEMENT OF THE PROBLEM
1 How do the master
4
teachers assess their level of
management of learning
resource materials in terms of:
1.1 planning
1.2 utilizing
1.3 monitoring
What is the level of
technology utilization of the
respondents in terms of:
4.1 knowledge and content
4.2 competence
4.3 sufficiency of resources

5 Is there a significant difference

How do the school heads in the assessment of technology
2
assess the level of utilization of the two groups of
management of learning respondents?
materials in terms of the
variables mentioned in No. 1? 6 . What is the level of teacher’s
competencies based on the
Is there a significant Individual Performance Commitment
3 difference between the level of Review Form (IPCRF) in terms of:
management of learning 6.1 Self-management
resource materials as assessed 6.2 Result Focus
by the two groups of 6.3 Teamwork
6.4 Innovation
respondents?
How may the findings of the study be utilized for a
7
proposed comprehensive management training program?
HYPOTHESIS
There is no significant difference
in the assessment of the level of
management of learning
Ho resources materials between the
school heads and master
Ho teachers in terms of planning,
utilizing, and monitoring.

There is no significant difference

in the assessment of technology
Ho utilization of the two groups of
respondents .
SIGNIFICANCE OF THE STUDY

Learners

Parents

Teachers

School Administrator

Curriculum Planner

Researcher

Future Researchers
 SCOPE AND DELIMITATION
CAMANAVA

Caloocan Malabon Navotas Valenzuela

14 14 12 12 8 8 10 10
School Master School Master School Master School Master
Tearchers
Heads Teachers Heads Teachers Heads Teachers Heads

44 School Heads and

44 Master Teachers
Survey
Questionnaire
Part I Part II Part III Part IV
(SH & MT assessment (SH & MT assessment of assessment of Teachers (Open – ended Question)
of Learning Resource) Technology Utilization) Competence
 RELATED LITERATURE AND STUDIES
Year of Reference/ Title of Journal / Research
Publication Author Dissertation Methodology Significant Findings
ON LEARNING Materials Design and Pedagogy
RESOURCE MATERIALS for Technology-Enhanced Advancement in technology has facilitated the
Language learning transmission and access to learning resources
Chiu, H. .http://www.elib.gov.ph/downloadfil materials, and communication among participants
e.php?uid=a3fa464aab5416675c1 Quantitati
2015 pp. 22- f41a168564151 ve in the teaching and learning process. technology-
34 RePEc:igg:jcallt:v:5:y:2015:i:1:p:2 enhanced learning environment does not
2-34 automatically produced high quality learning
outcomes..
International Curriculum mentioned that to acquire 21st century skills,
Sheykh of White Education, students must be encouraged to create new ideas,
Through Teacher’s Quantitat evaluate and analyze the material presented and
2014 jan p. Education for the 21 st ive apply that knowledge to their previous academic
23 Century. University of experiences. This is achieved by changing the
Kerala, India. methods of instruction.

the rise of virtual education over the last ten

Ushakov Learning Content years has forced educational institutions to
Management Systems in Quantitati
2017 pp. 25- ve
rethink how course materials and
Flt.RePEc:asi:ijells:2017
32 :p:25-32. educational resources are to be produced,
shared, and used.
Regression Analysis: A classroom tested Instructional resource.
Instructional Resource Through the resources many references related to
Quantitativ
2015 Stout, D. to Cost e online supplemental materials are provided
RePEc:taf:accted:v:24:y: including links to relevant video clips.
2015:i:1:p:57-73.
 RELATED LITERATURE AND STUDIES
Year of Reference/ Title of Journal / Research
Publication Author Dissertation Methodology Significant Findings
ON TECHNOLOGY
Engaging Digital Generation.
further stated that the key in engaging the digital
UTILIZATION
RePEc:sek:iacpro:010100 V. 5 generation is for educators to apply the right
Prensky y 2010. p. 26. technology at the right time. Using technology
(2010) advances, teachers can present lessons in ways
Media and Information Literacy Quantit
2017 cited by
(MIL) Competencies of Senior best suited to the cognitive styles of their
ative
Lacerna High School Teachers in the students. However accomplishing this means that
(2017) NCR Basis for designing a teachers as educators must view technology not
Proposed Faculty Training as the “enemy” but as a key tool to motivate and
Program.
engage students.
Possibilities of quality
enhancement in higher
This technology has made search, gathering,
Mishra, Education by intensive Quantit
2010 S.K. p.87 use of information ative
dissemination, storing, retrieval, transmission and
reception of knowledge easier, cheaper and faster.
technology. RePec.pra
8705.
An Analysis of Teacher
Hayat, S., Concerns towards Quantita
et.al (2014 educational technology at The main focus of the study was the utilization and
2014 Secondary School Level in
tive
pp. 100- availability of educational technology.
115) Khyber Pakhtunkhwa
(Pakistan).
Factors influencing teachers’ Several factors affect teachers’ adoption to one of
adoption and integration of the common Information provides ICT in the
International Journal of
Quantitati curriculum. Teachers must perceive the technology
2012 Buabeng- Education and Development
ve as better than previous practice and results of
Andoh, C. using Information and
Communication Technology, innovations are visible.
pp. 136-155.
 RELATED LITERATURE AND STUDIES
Year of Reference/ Title of Journal / Research
Publication Author Dissertation Methodology Significant Findings
ON TEACHER’S
University Lecturers’
COMPETENCE
Intention to Teach an Ethics The focus of teacher training and the need to
Chianese, Course Quantita
2015 develop appropriate competencies are the key
G. A Test of Competing Models. tive
RePEc: kap:jbuset. V. 126. elements promoting quality in lifelong learning.
2015 pp. 247-258

success of educational plans depends on the

Relationship between
Personality Factors and
2011 Tupaz ,P. Behaviors. The Modern
Teacher of Education. Vol LVI
No. 8
Instructional Leadership in
Enhancing Pedagogic
Tedy, A. et. Teachers’ Competence at
2017 three universities guided
al. schools in Malang City.
RePEc:jso:coejss:v:6:y:2017:
i:2:p:319-326
teachers armed with scientific competencies and
Quantitati
professional skills. Teacher’s personality affects
ve
their performance toward molding pupil’s behavior
and relationship, besides pupil’s personality is
profoundly influenced by theirs
A study in relation to Instructional leadership in
enhancing pedagogic teachers competence. It
showed that instructional leadership and
Quantita
tive teachers competence covered ability to
understand learners instructional planning and
implementation.

aimed to develop a structured competency

model of science teacher . Three variables
Rozdi, M., Competency Model of Quantita
consist of professional development, perceived
2016 et.al. Science Teacher in 21st tive
p. 40 organizational support and teacher efficacy are
Century.
identified to have a significant and positive
correlation with Teachers’ competency.
THEORETICAL FRAMEWORK

SHARED
SCHOOL MASTER
MANAGEMENT TEACHERS
HEADS

Figure 1. Theory of Shared Decision-Making

(Adapted from Miller, 2001)
 RESEARCH PARADIGM

Level of
• Self-management management
• Result Focus of learning
• Team work resources,
• innovation technology
utilization and
teachers
competence

Figure 2. Research variables showing its relationship

 RESEARCH DESIGN AND METHODOLOGY

will be used for the

selection of school heads
Purposive Sampling and master teachers
Technique respondents in the
Division of CAMANAVA.
Aquino (2010).
RESEARCH METHODOLOGY

QUANTITATIVE Survey
DESIGN Questionnaire
(Creswell 2012)
for SOP 1, 2, 4, and 6

QUALITATIVE Open –
DESIGN ended
(Charmaz 2010) questions
for SOP 7
Validation of the Research Instrument

• Master teacher (English Dept.)

• Adviser’s suggestions and
revisions
• 2 Doctors of Education
• 2 school Principals
• 2 school heads

Final Validation
• Pilot tested to 10 MT in Division
of Caloocan
 STATISTICAL TREATMENT OF THE DATA
Statistical Intended
Tool Descriptions for
• This will be used to determine the level of management of
learning resources as assessed by the master teachers and
school heads.
SOP #
• It will also be used in determining the level of technology
Weighted
utilization as assessed by the respondents in public schools
mean
in CAMANAVA for the school year 2018-2019.
1, 2, 4
• This will be used to determine the level of teacher’s and 6
competence based on Individual Performance Commitment
and Review Form (IPCRF).

• This will be used to determine the significant difference in the

assessment between the master teachers and school heads in SOP #
t-test the management of learning resource materials and the level of
technology utilization. 3 and 5
 A four-point Likert scale will be used in the level of management
of learning resources and technology utilization.

Level of management Level of Technology

Weight Scale Weight Range
Scale of Learning Utilization
Range
Resources
4 3.50 - 4.00 Highly Utilized (HU)
4 3.50 - 4.00 Strongly Agree (SA)
3 2.50 – 3.49 Utilized (U)
3 2.50 – 3.49 Agree (A)
2 1.50 – 2.49 Moderately Utilized (MU)
2 1.50 – 2.49 Disagree (D)

1 1.00 - 1.49 Strongly Disagree (SD) 1 1.00 - 1.49 Slightly Utilized (SU)

A five-point Likert scale will be used in assessing the

competencies of teachers.

Teachers
Scale Weight Range
Competencies
5 4.50 – 5.00 Excellent (E)

4 3.50 - 4.00 Very Satisfactory (VS)

3 2.50 – 3.49 Satisfactory (S)

2 1.50 – 2.49 Fair (F)

1 1.00 - 1.49 Needs Improvement (NI)