ON BECOMING AN EDUKASYON SA PAGPAPAKATAO (ESP) TEACHER IN

DISTRICT 3, DEPED CAMARINES SUR

CHAPTER I

Introduction

Teachers are very important component of education.

They are the one who supervise the students and give

instructions. But, in order for them to successfully impart

knowledge to students, teachers should possess personal

attributes, teaching philosophies, teacher community

involvement, the teachers as a global and professional

teacher focuses mainly in Edukasyon sa Pagpapakatao (ESP)

teachers in District 3 Cooperating Schools, DepEd Camarines

Sur. In such manner that, it offers the greatest

flexibility of teachers’ performances and competencies in

teaching ESP subject.

In account to this, the proper guidance of teachers

takes place the Social construction of knowledge and

meaningful learning will occur the learners according to

Vygotskian Principle. Social learning Theory, the learning

takes place not only through observation Bandura’s

principle. John Dewey stresses the vital role that

reflection played in the growth and development of teachers.

It emphasized that teacher played varied important role in

the classroom and in the community in molding the young mind

to become a good person and an assist of the community. The

society expect much from the teacher qualities not only

within the walls of the classroom but beyond into the

community. Teachers look at ways on which the school can

initiate involvement. Link with the community provide

experiences which support the curriculum and enhance

students learning. As teacher teaching this subject matter

have a great accent of the values and attitudes of learners

and teachers anchored in-depth understanding in teaching

profession, for personal reflection and information of

concepts and further application.

This study has a great impact to the teachers in

classroom as well as in the community performance that will

improve and develop the teaching qualities. Moreover, the

philosophies and competencies that they already possess may

change in a positive way for better instruction and learning

as a major concern of teachers.

 Statement of the problem

This study will answer the following questions to

determine the effective qualities of teacher teaching ESP.

1. What are the personal attributes of the DepEd

elementary teachers handling ESP subject in district 3

cooperating schools?

2. What are the teaching philosophies of the DepEd

elementary teachers handling ESP subject?

3. What are the extension activities of ESP teachers?

4. What are the training needs in research and extension

of the DepEd elementary teachers handling ESP subject?

5. What are the competencies of teacher teaching ESP

subject?

Objective of the study

The main objectives of this study are the

following:

1. To determine the personal attributes of the DepEd

elementary teachers handling ESP subject?

2. To determine the teaching philosophies of the DepEd

elementary teachers handling ESP subject.

 3. To identify the extension activities of ESP

teachers.

4. To identify the training needs in research and

extension of the DepEd elementary teachers handling

ESP subject.

5. To determine the qualities of teacher teaching of

ESP subject.

Significance of the study

The result of this study will be beneficial to the

following:

Education Students. Results of this study will help

the students specially the pre-service teachers to have a

comprehensive view of the multifarious tasks of a teacher.

Also, this will be considered as valuable input to the

learning exposure of the education students and pre-service

teacher. Moreover, the results of the respective discipline

will be used as one of the standards of the personality

traits, philosophy, and competency of the BEED students.

 College of Development Education. The result of this

study will be utilized by the college in formulating and

conducting an Enhancement Program for Pre-Service Teachers

in terms of their Personal Attributes, Philosophy, Research

and Extension, and Personal Competencies to ensure that the

graduates are globally competitive.

Public School Teachers. Results of this study will

help the teachers of the various disciplines in improving

their teaching qualities. Moreover, the philosophies and

competencies that they already possess may change in a

positive way for better instruction and learning.

School Administrators and Supervisors. Results of this

study can serve as a useful reference in policy formulation

for the improvement of the instruction programs and

strategies to ensure learners’ development.

Curriculum planers. The result of this study will be

beneficial for curriculum planers that serve as a basis in

making programs that will suit to the needs of the pupils.

 Other Researchers. Results of this study can be used

as a reference material for further studies, giving

attention to the personal attributes, teaching philosophies,

research and extension training needs and competencies which

may not be discussed in this study.

Scope and limitations

The study focused mainly on the Personal Attributes,

Teaching Philosophies, Research and Extension and Personal

Competencies of Edukasyon sa Pagpapakatao (ESP) teachers

from thirteen cooperating Deped Elementary Schools, school

year 2015-2016. The total numbers of respondents are 30 ESP

teachers from the 3rd District of Camarines Sur.

 CHAPTER II

Review of Literature

This chapter presents various literature and studies

which were found to be essential in the conduct of this

study.

Personal attributes

According to King Rice J, it is notable that finding

for these characteristics frequently differs for teachers at

the elementary school level and teachers at the high school

level and that the body of research on the subject of

teacher quality suggests that the context of teaching

matters. A refined understanding of how teacher attributes

affect their performance across these different teaching

contexts can be helpful in determining the range of

potentially effective policy options. The highlights of the

empirical evidence include:

Teacher experience several studies have found a positive

effect of experience on teacher effectiveness; specifically,

the “learning by doing” effect is most obvious in the early

years of teaching.

Teacher preparation programs and degrees. Research suggests

that the selectivity/prestige of the institution a teacher

attended has a positive effect on student achievement,

particularly at the secondary level. This may partially be a

reflection of the cognitive ability of the teacher. Evidence

suggests that teachers who have earned advanced degrees have

a positive impact on high school mathematics and science

achievement when the degrees earned were in these subjects.

Evidence regarding the impact of advanced degrees at the

elementary level is mixed.

Teacher coursework.

Teacher coursework in both the subject area taught and

pedagogy contributes to positive education outcomes.

Pedagogical coursework seems to contribute to teacher

effectiveness at all grade levels, particularly when coupled

with content knowledge. While the studies on the field

experience component of teacher education are not designed

to reveal causal relationships, they suggest positive

effects in terms of opportunity to learn the profession and

reduced anxiety among new teachers. Teachers’ own test

scores.

Tests that assess the literacy levels or verbal

abilities of teachers have been shown to be associated with

higher levels of student achievement. Studies show the

National Teachers Examination and other state-mandated tests

of basic skills and/or teaching abilities are less

consistent predictors of teacher performance.

The findings from the literature imply that there is no

merit in large-scale elimination of all credentialing

requirements. Nor are improvements in teacher quality likely

to be realized through the status quo. Rather, teacher

policies need to reflect the reality that teaching is a

complex activity that is influenced by the many elements of

teacher quality.

(http://education.msu.edu/NCRTL/PDFs/NCRTL/IssuePapers/ip896

.pdf)

The Teacher Philosophy of Education

Flode R.E and Buchmann M. argued that teachers' subject

matter knowledge should go beyond simple additions to their

mastery of the facts and skills of the discipline. Teachers

must not only be capable of defining for students the

accepted truths in a domain.

Zeichner argued teacher educators of the efforts they

must make to prepare reflective teachers. Though education

has limited power, schools still have a particular

responsibility when it comes to empowering persons to live

in this world. To be an educator is intentionally to move

people to what are conceived to be more desirable states of

mind, to bring them to care about what is significant and

worthwhile. (Greene, 1981, p. 31)

The Teacher in the Community

Teachers are the ones responsible to work creatively

with their students, to translate and shape curricular goals

and theoretical notions into effective classroom and school-

wide practices, and to provide an environment for effective

learning. There many factors contribute to achieving these

goals, what teachers know and are able to do is one of the

most important factors influencing student learning

(Darling-Hammond & Sykes, 1999; Fullan, Hill & Crevola,

2006; Wilson, Floden & Ferrini-Mundy, 2001).

The act of teaching is becoming increasingly complex

and that highly competent teachers continue to learn, are

adaptive, build up a sophisticated pedagogical repertoire,

and are able to apply a range of practices for varying

purposes that incorporate and integrate different kinds of

knowledge, used in various combinations flexibly and

fluently (Bransford, DarlingHammond & LePage 2005; Cole &

Knowles, 2000; Darling-Hammond, 1998; Turner-Bisset, 2001).

 http://www.edutopia.org/teacher-development-research-

keys-success#graph3

Globally Competitive Teacher

Vanessa Vega (2013) professional standards, Research

has found that the National Board certification is a way to

identify teachers who are more effective in increasing

student engagement, learning, and achievement, and a variety

of evidence shows that NBPTS-certified teachers may be more

likely to stay in the profession, as compared to teachers

who have not achieved certification (NBPTS, 2012; NBPTS

Research page). Additionally, the standards themselves

influence teacher mentoring, leadership, team building,

professional development and evaluation, curriculum

development, efficacy, and overall school leadership (NBPTS:

Impact of National Board Certification page; NBPTS Research

page). Useful feedback connected to professional-learning

opportunities and reviewed by an oversight committee to

ensure fairness and consistency.

Globally Competitive Teacher

A review of the literature on global competence

resulted in predetermined knowledge and skill-based

competencies, as well as dispositional attributes, by which

the authors analyzed the respective policy documents and

teacher educators’ perceptions as elucidated through face-

to-face interviews. The preparation of teachers with a

global perspective is considered an “absolute priority”

(Burch, 1997).

Measuring the impacts of a globally focused university

education on future practice is considered challenging both

conceptually and operationally (e.g., Stearns, 2009),

Largely due to the absence of standardized terminology.

Nonetheless, the emphasis on global competencies teacher

preparation programs merits examination. The authors

developed a framework from which to analyze educational

standards and teacher educators’ perceptions of global

competence. Dimensions of global competence were

categorized by knowledge, skills, and dispositions, or

competency domain.

As cited in (Dimensions of Global Competence by

Knowledge, Skill, and Disposition)(1)Teachers must be global

interdependence, global issues and problems, human

diversity, perspective consciousness, technology knowledge,

understanding of interdisciplinary, global connections to

curriculum and world regions.(2) Teachers must possess

creative thinking skills, critical thinking skills,

communication, skills with subcategories, cross-cultural

skills, digital literacy skills, second language skills

social and political action skills. (3) Teachers should

concern for environment and sustainability, curiosity,

empathy, teachers must observe the justice and fairness in

every situation, open-mindedness to new ideas and

experiences, self-awareness self and others as change agent,

value and respect for diversity.

Professional Teacher

Extensive evidence of quality teaching for

tenure (e.g., using Peer Assistance and Review programs as

described in Darling-Hammond, (2012). To promote student

learning and achievement, research indicates that teacher

advancement systems should compensate teachers for their

expert contributions, particularly in economically

disadvantaged schools where teaching challenges tend to be

greater (Accomplished California Teachers, 2012). Finally,

researchers discourage the use of value-added modeling in

teacher evaluation practices due to their low levels of

statistical reliability across years and limited validity

for detecting individual teacher effects (Darling-Hammond,

2012).
 Theoretical Framework

The theoretical framework is a guide for the

researchers in the conceptualization of the study. This

study is anchored on Albert Bandura’s Social learning

Theory; John Deweys’ Reflective Education; and Vygotskian’s

Principle of Social Construction of Knowledge.

Bandura’s Social Learning Theory posits that people

learn from one another, via observation, imitation, and

modeling. The theory has often been called a bridge

behaviorist and cognitive learning theories because it

encompasses attention, memory, and motivation. People

learn through observing others’ behavior, attitudes, and

outcomes of those behaviors. “Most human behavior is

learned observationally through modeling: from observing

others, one forms an idea of how new behaviors are

performed, and on later occasion this coded information

serves as a guide for action.” (Bandura). Social learning

theory explains human behavior in terms of continues

reciprocal interaction between cognitive, behavioral, and

environment influences.

Vygotskian’s Principle of Social Construction of

Knowledge states that meaningful learning and construction

of knowledge will occur if learners work hands-on in

relevant settings and with the proper guidance. Social

constructivism is a variety of cognitive constructivism that

emphasizes the collaborative nature of much learning.

Constructivism is the label given to a set of theories about

learning which fall somewhere between cognitive and

humanistic views. If behaviorism treats the organism as a

black box, cognitive theory recognizes the importance of

the mind in making sense of the material with which it is

presented. Nevertheless, it still presupposes that the role

of the learner is primarily to assimilate whatever the

teacher presents. Constructivism — particularly in its

"social" forms — suggests that the learner is much more

actively involved in a joint enterprise with the teacher of

creating ("constructing") new meanings.

John Deweys’ Reflective Education stressed that the

vital role that reflection played in the growth and

development of teachers. Reflection allows the learner

explore his/her experiences in order to arrive a new

understandings or insights. It may be done individually or

through sharing or discussion with others.

Dewey defined reflective thought as ‘active,

persistent, and careful consideration of any belief or

supposed form of knowledge in the light of the grounds that

support it and the further conclusions to which it tends’

(Dewey 1933: 118). He set out five phases or aspects. These

states of thinking are as follows: Suggestions, in which the

mind leaps forward, to a possible solution, an

intellectualization of the difficulty or perplexity that has

been felt (directly experienced) into a problem to be

solved, the use of one suggestion after another as a leading

idea, or hypothesis, to initiate and guide observation and

other operations in collection of factual material, the

mental elaboration of the idea, or supposition as an idea or

supposition, testing the hypothesis by overt or imaginative

action. (See Dewey 1933: 199-209.

VYGOTSKY
Principle of Social Construction of
ALBERT BANDURA knowledge
Social Learning Theory Knowledge states that
Learning takes place meaningful learning and
not only through construction of knowledge
observation. will occur if learners
 settings and with the
proper guidance.

ON BECOMING AN EDUKASYON SA

PAGPAPAKATAO TEACHERS IN DISTRICT 3,

DEPED CAMARINES SUR

JOHN DEWEYS
Reflective Education
The vital role that reflection played in
the growth and development of teachers.
Reflection allows the learner explore
his/her experiences in order to arrive a
new understandings or insights. It may
be done individually or through sharing
or discussion with others.

Conceptual Paradigm
 The following paradigm shows the process by which this

research was conceptualize. Based on the figure below, the

independent factors of the study are the following: Legal

foundations such as RA no. 7722,in which the CMO no. 30

embodies the policies and standards for the undergraduate

teacher education curriculum; the Code of Ethics of

professional teachers, 1997 states that “licensed

professional who possess dignity and reputation, with high

moral values as well as technical and professional

competence. She/he adheres to, observes, and practices a

set of ethical and moral principles, standards, and values”.

The National Competency-Based Teacher Standards (NCBTS)

which is a set of competencies (behaviors, attitudes, and

skills) that each teacher must possess to function

effectively and satisfactorily. Moreover, there are other

independent factors such as TEIS Education Curriculum,

Personal Profile, Seminar and Trainings, Educational

Attainment, Teachers’ Personal Attributes, Teaching

Philosophy, Research and Extension, Training Needs of DepEd

Teachers and Personal Competencies which are believed that

contributes to the ESP elementary DepEd teachers of District

3 in Camarines Sur.
 On the process of determining the Teachers’ Personal

Attributes, Teaching Philosophy, Research and Extension, and

Personal Competencies of teachers teaching ESP in District

3, DepEd Camarines Sur there are so many factors affecting

on it that’s why teachers’ performance varies from one

another.

With these inputs and processes of the study, the

researchers expect that comprehensive and factual data can

be gathered from the ESP elementary DepEd teachers of

District 3 in Camarines in terms of: Personal Attributes of

the teacher, teacher philosophy of education, the teachers

community involvement, the global teacher, the teacher as a

professional and the qualities of teacher teaching ESP.

Moreover, this study expects that the In-Service Teachers

will conduct an Enhancement Program and Continuing

Professional Development Program for the In-Service Teachers

to become a globally competitive teacher.

 Process Output
Input
Seek the approval of
the DepEd Camarines
Sur. ON BECOMING
The teacher as a Ask the approval of
the of the schools AN EDUKASYON
person.
administrator,
cooperating schools SA
The teacher
in the District 3,
DepEd Camarines Sur. PAGPAPAKATAO
philosophy of
Get the time and
(ESP)
Education effort of the
teachers as a major TEACHERS IN
The teacher in the respondent of the
study in a good DISTRICT 5,
community manner.
Distribute the DEPED
The global teacher
questionnaire and
The teacher as a get as the time the CAMARINES
teacher requested.
Distribute the SUR
professional
questionnaire to the
assigned group for
tabulation of data.

Assumptions of the Study

This study presents the following assumptions:

1. DepEd teachers teaching ESP are subjected to answer

the survey questionnaire.

 2. Teachers in ESP possess the different qualities such as

personal attributes, teaching philosophies, community

involvement, the global teacher, and the teacher as a

professional.

Statement of Hypotheses

1. There is no relationship between the teacher

qualities such as personal attributes, teaching

philosophies, community involvement, the global

teacher, and the teacher as a professional in

teaching ESP subject.

Operational Definition of Terms

The following terms were operationally used for better

understanding of the variables of the study.

Personal attributes- this are the qualities to become

an effective teacher such as: intelligence, emotional

stability, resourcefulness, compassion, buoyancy,

objectiveness, self- motivation, self-confidence,

pleasantness, refinement, cooperativeness and reliability.

Teaching Philosophy- this refers to the belief or

philosophy about teaching the education. This is the

fundamental window to the world and compass in life of

teachers in the field of teaching that the teacher should

be run such as essentialism, perennials, progressivism,

realism, constructivism, existentialism, and behaviorisms.

Training Needs- this refers to the trainings that the

DepEd Elementary and Secondary teachers need to develop in

order for the improvement of teacher’s qualities of

education and to be globally competitive.

Personal Competency- this refers to the behaviors,

attitudes and skills that each teacher possess to function

effectively and satisfactorily.

Globally Competitive Teacher- this refers to a

competent teacher who is armed with enough skills,

appropriate attitude and universal values to teach the

pupils as well as the use of modern technologies in

education in any place in the world.

CHAPTER III

METHODOLOGY

This chapter presents the overall design and

methodology that were used in the conduct of this study.

This includes the Research Design, Instrumentation,

Respondents, Data collection, and Data analysis.

Research method

This study will use descriptive-development methods of

research. Descriptive method will be used to describe the

personal attributes, teaching philosophies, research and

extension programs, and personal competencies of ESP

teachers. Development Method will also be used in coming up

with In-Service Enhancement Program for ESP teachers.

Respondents of the Study

The respondents of this research are the ESP teachers

from thirteen cooperating Deped Elementary Schools, school

year 2015-2016. The total numbers of respondents are 30 ESP

teachers from the 3rd District of Camarines Sur.

Instrumentation

The research instrument used in this study is a

questionnaire. The questionnaire is composed of six parts.

Part 1 is about the personal profile of the respondents. It

contains name, sex, age, designation, position in teaching

force, employment status, no. of years in service, highest

educational attainment, area of specialization and subjects

currently teaching.

Part II is composed of the teacher’s personal

attributes.

Part III contains the different teaching philosophies

of the teachers.

Part IV is the involvement in extension/community

service. These are the school activities that the

respondent’s school conducted which allows the participation

of the people in the barangay/community.

Part V is a table to be filled out by the respondents

about their training needs in extension and training needs

in extension.

And the last part contains the teacher’s different

personal competencies in accordance to the NCBTS strands.

Data Gathering Procedure

Prior to the conduct of the study, a communication

letter will be made to seek consent from the Department of

Education Division of Camarines Sur. The letter will be

addressed to the Superintendent of DepEd, Division of

Camarines Sur, and concerned offices. The different subject

teachers in Elementary DepEd schools of the Division of

Camarines Sur are the main source of the data which will be

gathered during the FS6 off campus observation of the BEEd

students.

Questionnaire containing items to be checked or

questions to be answered regarding with their personal

profile, personal attributes, teaching philosophy,

involvement in extension/community service, training needs

in extension and research and their personal qualities where

given to all the respondents to gather the data to where the

frequency count and percentage employed. Moreover,

conducting interviews will be scheduled to validate the data

and determine the training needs in research and extension

of the teacher respondents.

Statistical Treatment

The researcher will use frequency count and percentage

to determine the personal profile, teacher’s

involvement/community service, and training needs in

extension and research.

 Weighted mean is used to measure the teaching

philosophy and personal competencies of the respondents.