THE INFLUENCE OF COORDINATORSHIP DUTIES ON THE INSTRUCTIONAL

PERFORMANCE OF SELECTED NEOPHYTE PUBLIC SCHOOL TEACHERS IN

THE SCHOOLS DIVISION OF SAN JOSE DEL MONTE

A Proposed Chapters 1 to 2

Presented to the Faculty of

Graduate School of

Meycauayan College, Inc.

In Partial Fulfillment

of the Requirements for the Subject

Methods of Research

By:

URBANO, ABIGAIL ROSE DC.

DELA CRUZ, VERONICA MAE P.

CAPALES, THERESA L.

BORLONGAN, ANALYN C.

UNGSOD JR., EMMANUEL R.

MALIMBAN, IVY JOY B.

APRUEBO, MA. LOUISE JAYNE B.

CASIMIRO, ROSE ANN C.

MAed-AS
 Chapter I

THE PROBLEM AND ITS RELATED LITERATURE

Introduction

Multitasking of educators has reaped increased critical attention in the recent years.

Classroom instruction has been considered as the core duty of educators; nevertheless, there is a

multitude of tasks assigned to a teacher: ranging from student documents to non-teaching or

coordinatorship duties being disseminated by school leaders. In the case of public school

teachers in the country, these curricular and non-curricular loads are clearly stated in DepEd-

NCR Memorandum No. 105 s. 2015 dated May 29, 2015 entitled: “Teaching Loads and

Assignments of Public School Teachers”(LLego, 2019).

With these non-curricular tasks, educators’ potentials outside teaching were honed and

stretched; also helping school leaders to fully maximize human resource in the workplace.

However, researches on multitasking in the contemporary setting commonly affirms a

number of undesirable outcomes that heightened destruction, hindered learning and hampered

teachers’ performance and hence, students’ affecting student achievement (Terry, 2016).

Once a praised skill within a certain scholastic and professional environments,

multitasking has dramatically evolved (Monk, 2008, cited in Alquizar, 2019). Relatively,

Boehm-Davis (2008, cited in Alquizar, 2019) stated that in Michigan recently, a research

routinely noted that the detrimental effects of multitasking of teachers, the activity sometimes

persist as a touted professional competency. To be fair, multitasking is necessary for certain

professions and is an indisputable phenomenon in education and life (Zivcakova, 2015).

Multitasking can be efficient use of time; a relatively manageable endeavour when necessary; or

when well monitored or well-regulated and an effective tool in performing teachers’ duties and

responsibilities (Brasel & Gipps, 2011).

This space of possibilities raises an enormous challenge in understanding, on the other

hand, the human system’s astonishing capacity for multitasking, sometimes severe limitations on

multitasking performance (Salvucci, 2007).

Moreover, research also reports that conflicts can arise when multiple tasks require the

same peripheral resource or when multiple task require attention from the central procedural

resource. In essence, the interplay of resource parallelism with potential for resource conflicts

gives rise to a rich array of possible multitasking scenarios that demonstrate both the power and

limitations of human multitasking (Taatgen, 2007).

In fact, very limited research has been done specifically on multitasking of teachers.

Teachers must have rendered only of six (6) hours of actual classroom teaching and two (2)

hours work related task (DO 16, s. 2009) but some teachers experienced heavier task loads in

their workplace, suggesting that more research is necessary to address the burdens of majority of

the teachers in the workplace, especially the ones who are subject to receiving non-curricular

tasks in public schools: the neophyte teachers.

According to the DepEd Teacher Induction Program (TIP), permanent teachers with 0 to

3 years in DepED are considered newly-hired or neophyte teachers. (Llego, 2019). A study

conducted in a state university in Mindanao, Philippines found that inexperienced newly hired
teachers were facing many challenges (Dinagsao, 2013,cited in Aguirre and Faller, 2017).This

phenomenon also holds true among neophyte teachers in Asia.

Particularly, the Philippines is among the countries experiencing a constant turnover of

teachers. Heavy workload and the feeling of not having much control over the work environment

are among the reasons for quitting the teaching profession during the first years (Braid,

2015).found that inexperienced newly hired teachers were facing many challenges. The neophyte

teachers strongly expressed their need of instruction in classroom management in order to learn

how to keep time and how to maintain good order and discipline in the classroom.

With the existing phenomena stated above, this study aims to identify the influence of

non-teaching duties, also classified as coordinatorship duties, on the classroom performance of

educators. The findings of this study will be used as a basis for a proposed coordinatorship

program.

Review of Related Literature

Individual Performance Review and Commitment Form (IPCRF) and its Purpose

The IPCRF Individual Performance Review and Commitment Form is an evaluation tool

for government employees to evaluate homework that a teacher has completed over a year. This

will serve as a tool in determining the teachers’ classroom performance.

IPCRF is comprised of the KRAs or Key Result Areas, which include literacy teaching,

professional growth, learning outcomes, community engagement, and special assignment that

must have at least 15 goals. To determine the final grade, we need performance indicators that

show the goals achieved and with the following ratings 5 - Excellent, 4 - Very satisfactory, 3 -
Satisfactory, 2 - Unsatisfactory and 1 Low performance. In addition, the work is performed

according to the MOV assessment or verification modes on each attached target.

The IPCRF is a general work plan that acts as a guide for educators. It should be

developed before the start of courses, implemented throughout the school year, and, as

previously stated, rated at the end of the school year. The objectives, on the other hand, are the

tasks and responsibilities that the instructor must fulfill. (Lopez, 2019)

These tools are easy to use, prioritize quality over quantity, ensure instructor

effectiveness, and encourage professional development and progress. This collection of RPMS

tools was created by and for teachers, addressing difficulties such as teachers struggling to come

up with their IPCRF and compiling irrelevant and lengthy MOVs, as well as ensuring that their

performance and teaching practice are evaluated in a systematic and objective manner. It is

crucial to highlight that, as a result of the development of these tools, teachers will no longer

need to create/develop their own Individual Performance and Commitment Review Form

(IPCRF), as the Manual's new RPMS tools will allow them to do so. (BHROD, 2021)

According to the DepEd Teacher Induction Program (TIP), permanent teachers with 0 to

3 years in DepED are considered newly-hired or neophyte teachers. (Llego, 2019)

DepEd Guidelines on Assigning Teaching and Non-Teaching Duties to Public School

Teachers

In addition to the guidelines stipulated in DepEd Order No. 31 s. 2012 which is still in

full force and effect as per DepEd Order No. 20 s. 2014 particularly on time allotment per

learning area and in the preparation of class program, DepEd-NCR Memorandum No. 105 s.
2015 dated May 29, 2015 entitled: “Teaching Loads and Assignments of Public School

Teachers”, is used to guide the school heads in assigning teaching loads.

This also states that in the demand of the service, the principal may deviate from

assigning teachers in ancillary services and instead assign teachers to actual teaching duties as

the need arises. A teacher with six (6) hours of actual classroom teaching and/or equivalent

teaching related activities and duties shall render the remaining two (2) hours of work within or

outside the school premises to comply with the eight-hour workday by engaging in the following

teaching- related activities and duties; preparation of lesson plans, action/work plans,

instructional materials, evaluation/assessment tools/rubrics; preparation and checking of

exercises; recording of academic performance results and classroom accomplishments; conduct

of research; attendance to seminars, workshops and similar programs; counseling, mentoring,

coaching of students including home visits; consultations and conferences with parents;

performance of coordination activities and duly recognized community social services;

participation in the maintenance and improvement of school facilities and equipment; and other

activities identified in the specific guidelines.

Furthermore, it states that 2. One (1) load is considered for being a School Paper

Adviser and another load for handling one (1) section; Journalism in either English or Filipino or

a particular grade level; hence, a School Paper Adviser (SPA), may get two (2) loads being an

SPA and handling a Journalism class, however, a Journalism teacher may not always be an SPA.

Only one (1) teacher shall be assigned as SPA in a school, who shall take charge of English

and/or Filipino publication. For large population, there could be two (2) SPAs, one (1) English

and one (1) Filipino. (This rule shall also apply to the Elementary Level SPAs)
 For small schools where English and Filipino classes are. combined or where the classes

are composed of different grade level, that are conducted as one (1) section, the load will be

considered only one (1).

To complete the load of a Journalism teacher, he/she must be assigned in English or

Filipino to teach subject/s to allow more opportunities to discover potential journalists in the

class/school.

In RA7079, sec. 2 Implementing Rules and Guidelines, the following shall be observed in

the assignment of teaching and non-teaching loads to teachers:

1) Feeding Teacher (with 2-3 hours teaching Number of Feeding Teacher may vary
helper) loads depending on the number of enrolment and
feeding programs.

2) Canteen Teacher 2 hours teaching Number of Canteen Teacher will depend on the
loads number of j enrolment and availability of i teachers.
4 hours canteen Specific duties are stipulated in DepEd Order No. 8,
services s. 2007

3) Teacher Librarian 3 hours teaching Number of Teacher Librarian may vary on the
3 hours library number of enrolment.
duties

4) Teacher Property 2-4 hours teaching Depending on the school population as stipulated in
Custodian loads DepEd Memorandum No. 328, s. 2009

5) Guidance Teacher 3 hours teaching Number of Guidance Teacher may vary on the
loads number of enrolment.
3 hours guidance
services

6) ALS Teacher 8 hours Eight (8) hours in/out of school campus per
approved/ prescribed by the School Head

7) Teacher Nurse 3 hours teaching

loads
3 hours clinic
services
8} Teacher Registrar/ 3 hours teaching
School Clerk loads
3 hours registrar
services

9) Journalism Teacher 4 teaching loads Legal Basis: RA 7079, sec. 2 Implementing Rules
1 SPA and Guidelines. See Inclosure A for details.

10) Teacher Coordinator 5 teaching loads

11) Sports Coaching 1 or 2 teaching 1 teaching load for individual sports

loads
2 teaching loads for team sports

Related Studies

Individual Performance and Commitment Review Form (IPCRF)

To different persons in the educational enterprise, continuous assessment and assessment

signify different things. Assessment is defined by (Greaney, 2011) as "any technique or activity

meant to collect information on the learner's knowledge, attitude, or skills." Thus, assessment can

be characterized in the context of education as a preset method for judging the quality of a

student's performance in the three domains of educational objectives (cognitive, affective, and

psychomotor) (Awofala & Babajide, 2013). In its broadest sense, evaluation can be separated

into two types: unstructured/unplanned and structured/planned. The former (unstructured

assessment) includes activities such as a series of spontaneous questions that teachers ask a

sample of the class during/after an instruction to determine whether the lesson(s) in the

instruction were understood, or even unplanned class exercises that teachers give to students to

keep them occupied for a short period of time (without necessarily taking note of them).
 According to a study conducted by the Philippine Normal University - North Luzon

Campus, evaluation is the systematic process of gathering and analyzing data in order to

determine the current status of the subject of evaluation, compare that status to a set of criteria,

and choose an alternative solution from two or more data to arrive at a sound decision. (Zulueta,

2007) also characterized evaluation as a continual process of inquiry into the study, assessment,

and improvement of all factors within the educational enterprise.

According to McKenna (2009), the major goal of evaluation is to collect feedback on

instructional outcomes that can be seen in students' performance, such as whether they are

attaining or not achieving the course objectives teachers set for them to achieve at the end of

instruction.

Marsh, et al. (2009) claimed that some teachers believe that evaluation is important for

improving teaching outcomes. However, other educators argue that students should not be

included in evaluations or that students' evaluations should not be used to make crucial decisions

by the school administration.

Therefore, the IPRCF of the respondents will be an effective tool for the researchers in

determining teacher performance.

The Neophyte Teachers

New teachers are faced with various challenges especially during the first year.

According to Goodwin (2012), new teachers struggle with classroom management, curricular

freedom, and unsupportive working environment. A case that may overwhelm a new teacher is

how to instill discipline inside the classroom. A neophyte teacher has no experience in handling a

chaotic and unruly class with students displaying misbehavior.

 A good classroom management encompasses the ability to impose cooperative learning

among the learners, but for a beginner teacher just to get the attention of the students is already a

hard thing. Lack of support material and guidance is another issue for new teachers. They are

usually faced with varied responsibilities such as curriculum preparation, lesson planning,

grading, and even extracurricular activities (Fry, 2007). “Ideally, new teachers should be fully

guided during the induction period but on the contrary, they are exposed to an unsupportive

environment with difficult interactions with colleagues, and neglect of administrators” Fry,

(2007, p. 229) and also the problem with veteran teachers who are hostile and uncooperative

(Goodwin, 2012).

Moreover, students have high expectations of teachers; therefore, they are expected to be

equipped with varied teaching skills. An unsettled institutional and scholarly landscape are some

of the challenges that should be expected when neophyte teachers enter into university teaching

context (Seddon, 2014). The academic identities of teachers are always at stake; brought about

by changing institutional environment and resulted to an unclear expectations of what service

they can offer as teachers (Billot, 2010; Hemmings, 2012; Seddon, 2014).

Neophyte teachers experienced anxieties related to an effective teaching because of

changing agenda, philosophies, expectations, and qualities (Devlin, 2006; Hemmings, 2012;

Hemmings & Kay, 2010; Nyquist & Wulff, 1996; Oldland, 2011; Whelan, Smeal, & Grealy,

2002), Although it is not as rampant as in the United States and other highly developed countries,

this experience of teachers’ attrition is also true in the Philippines. This is being attributed to

some common reasons such as very long hours of work with low salary. A beginner teacher

receives a meager monthly salary, and very often a significant portion of it is allotted for

classroom improvement and learning-generation materials.

 As mentioned before, neophyte teachers oftentimes are deployed without follow-up

support from more-experienced teachers and school officials, leaving them to survive on their

own. It is relevant to investigate which factors motivate teachers to look at teaching as a long-

term profession and to address the issue on frequent turnover of teachers affecting the quality of

learning (Braid, 2015). The case studies conducted by Hebert (2002) on the experiences of four

first-year teachers revealed that these teachers have encountered difficulties and challenges

expected for new teachers. The teachers’ struggle on learning the “ropes” of teaching as coined

by the author, developing their own teaching styles, understanding the culture and how it fits into

teaching strategies and classroom management, and adjusting to teaching while still maintaining

some type of personal life (Hebert, 2002).

Furthermore, the study concluded that teaching for the first time was extremely difficult

for beginning teachers. Without the support of administrators, other teachers, especially mentors,

family, and friends, it would be difficult for a beginning teacher to get through that first year of

teaching. Administrators could dig deeper on operations of mentor-mentee relationships in order

to meet mentoring program requirements and develop a culture supportive of mentoring

processes (Pang, 2012).

Additional Non-teaching Work Loads and Their Impact on Teacher’s Instructional

Performance

In “Teacher Workload: A Formula for Maximizing Teacher Performance and Well-

Being” (Norma, 2010), researchers have indicated some definitive concepts with respect to the

teaching workload of Canadian teachers: (a) The workloads of Canadian teachers are

intensifying, (b) their nonteaching roles are becoming significantly more extensive, and (c)
teachers are being asked to take on responsibilities for which they are not properly trained

(Belliveau, Liu, & Murphy, 2002; Canadian Teachers Federation, 2007; Dibbon, 2004; Emerick,

Hirsch, & Berry, 2005; Harvey & Spinney, 2000; Kamanzi, Riopel, & Lessard, 2007; Naylor,

2001a; Smaller, Tarc, Antonelli, Clark, Hart, & Livingstone, 2005; Sutton & Huberty, 2001).

A number of factors have contributed extensively to this phenomenon over the past

decade, including increased levels of accountability; integration of new technology; the 100%

retention rate; inclusive education; a growing lack of teacher support by the stakeholders in

education, particularly the provincial government; and outcomes-based curriculum (Belliveau, et

al., 2002; Canadian Teachers Federation, 2007; Dibbon, 2004; Emerick, et al., 2005; Harvey &

Spinney, 2000; Kamanzi, et al., 2007; Naylor, 2001a; Smaller et al., 2005; Sutton & Huberty,

2001). Despite teachers’ protests and defections, teacher workload continues to increase. “One in

Three,” (2005); Dibbon, (2004); and Kamanzi, et al., (2007) cited workload as a major reason

why teachers are leaving the profession long before having taught for 35 years or reaching age-

service index of 85. Stemming the premature loss of qualified teachers will necessitate positive

educational change.

Despite teachers’ protests and defections, teacher workload continues to increase. This

problem impacts the educational system because the system is losing qualified and effective

teachers; teaching positions are not always replaced when teachers leave; ergo, workload for

remaining teachers intensifies (Dibbon, 2004).

From a professional development standpoint of Reckin (2016) multitasking is not at all a

disadvantage. In fact, multitasking has been proven to lead to lower levels of creativity, higher

levels of stress and a higher reduction in cognition than people who are using prohibited drugs.
 When people are multitasking, their brain is jumping back and forth from one subject to

another. The human brain can, at most, focus on two subjects at a time before losing cognitive

abilities. The worst part is that completing small tasks feeds our brain a small amount of

dopamine. While taking up all the available space of the brain to process and make connections,

this does not leave any space for creativity. When someone focuses on some topic at a time, they

leave the rest of the brain available for creative thinking.

When multitasking, the brain becomes overlay taxed and does not have the faculties

available to be creative or solve problems. Instead, we are actually performing at lower cognitive

levels in a study of Rovick (2014), shows that multitasking can lower intelligent quotient (IQ),

which this all started because of the wants to be able to handle more tasks and be more

productive. Multitasking can decrease productivity and can make the problem worse.

Another study conducted by Travina (2013), shows that people who multitask experience

a higher heart when multitasking as well as increased level of stress. There are a variety

strategies to combat multitasking. The basic idea is that it is important to focus on one task at a

time and minimize your interruptions. This allows us to put all our cognitive faculties into one

task and increase productivity. Good organization can also be a key to minimizing the

multitasking efforts.

Instead of jumping to that task, create a system that allows you to file that thought or idea

away quickly and come back to it at a later time. Help yourself to more productive and

ultimately, less stressed-out by creating and an environment of minimal but multitasking and

reduced distractions. This will not only help you to be a more effective teacher but also allows

you to more fully enjoy your life outside the classroom, Shutti (2014, as cited in Alquizar, 2019)
 Multi-tasking is doing more than one activity simultaneously (Pashler, 2014). Within the

extant literature, multi-tasking is typically indirectly defined via the interference it produces. For

example, the inability to simultaneously perform two or more overlapping tasks when each

requires selecting a response (i.e., a decision task) due to a general slowing in the performance of

the second task (Levy & Paschler, 2011; McCann & Johnston, 2012; Pashler, Harris, &

Nuechterlein, 2013; Schumacher et al., 2011;Welford, 2012).

This interference arises from a constraint in decision-making also referred to as Cognitive

Bottleneck (Welford, 2015). Although there are several theories that propose the constraint of a

cognitive bottleneck and they differ with respect to where in the process the bottleneck occurs

(Deutsch & Deutsch, 1963; Norman, 1968; Solso, MacLin, & MacLin, 2007), generally, the

effects of a cognitive bottleneck and the related slowing in the performance of the secondary task

have been very well established. However, some researchers have demonstrated conditions under

which these effects can be overcome. For example, Meyer et al. proposed an alternate model of

dual-task interference, called Executive-Process/Interactive-Control (EPIC), where practice plays

an important role (Meyer et al., 1995). Specifically, skilled performance is accomplished by

converting declarative knowledge into procedural knowledge through practice. Once this

conversion has been accomplished, the processes required to complete two tasks at once can be

performed simultaneously (Meyer et al., 1995; Schumacher et al., 2011).

In a contrasting perspective, Magalong and Torreon ( 2021 ) conducted a research on the

relationship of teacher’s demographic profile on their effectivity (particularly their years in

service and educational attainment) and determined that there is no significant relation between

the extent of management of teachers’ teaching workload and their overall wellbeing; and

between the extent of management of teachers’ teaching workload and their teaching. Therefore,
it was concluded that teaching effectiveness does not depend on the tasks and functions given to

the teachers, hence, they are still achieve satisfactory rating despite the fact that they are

bombarded with designation and responsibility.

According to the collection of related literature and studies garnered by the researchers,

neophyte teachers are yet to learn and master the mechanism of classroom management and

effective instruction. They are still transitioning from the practice teaching setup to the real-

world classroom setting (Pang, 2012, cited in Alquizar, 2019). However, more work load,

including coordinatorship and non-curricular tasks were usually assigned to neophyte teachers,

resulting to an increased levels of accountability that makes teachers less effective in the

classrooms, having a toll on the student performance as well. (Alquizar, 2018). In a completely

different perspective, promoting teachers as leaders, or assigning non- teaching tasks and

responsibilities does not affect teacher performance and effectiveness in the classroom.

(Magalong and Torreon, 2021 ).

Theoretical Framework

This study is viewed from the perspective of Meyer and Kieras (2000), the study of

multitasking performance of teachers. Mayer and Moreno’s (2003) research-based cognitive

theory of learning and information overload provides a framework to understand how

multitasking can affect the learning process. There are four assumptions based on the evidence of

how we process information: 1. The human information processing system has two channels—

visual and auditory; 2. Each channel has a limited capacity for cognitive processing; 3. Capacity

is used when selecting and processing presented stimuli; and 4. Meaningful learning requires that
a substantial amount of cognitive processing happen in either the visual or auditory channels

(Chun et al., 2011; Mayer & Moreno, 2003).

Cognitive overload occurs when processing demands evoked by a learning task exceed

the processing capacity of the cognitive system (Mayer & Moreno, 2003). Mayer and Moreno

(2003) distinguish between three types of cognitive demands during the learning process: (1)

Essential processing refers to the basic cognitive processes required for making sense of

presented material, including tasks such as selecting and organizing words and images from

presented materials and integration of those words and images; (2)Incidental processing refers to

cognitive processes that are not required for making sense of the presented materials; and (3)

Representational holding refers to processes that hold mental representations in working

memory.

Mayer and Moreno’s (2003) theory of learning and information overload states that

humans have a finite amount of cognitive processes available at any one time and that these

processes can be overloaded by additional stimuli. Specifically, a learner must have enough

capacity for representational holding and essential processing in order to be able to learn

material. If these processes are overloaded through incidental processing, deeper cognitive

processing and learning cannot occur. This theory of learning and information overload is

supported by cognitive science research showing that R. Junco / Computers in Human Behavior

28 (2012) 2236–2243 2237 human information processing is limited by a cognitive bottleneck

that slows a task performed in tandem with another (Koch et al., 2011; Marois & Ivanoff, 2005;

Strayer & Drews, 2004; Tombu et al., 2011; Wood & Cowan, 1995). In the classroom, off-task

technology use engages incidental processing, which obstructs representational holding of the

presented material and also the essential processing of this material. When this occurs, students
will be unable to process the material in ways that lead to deeper learning. Therefore,

multitasking during class time should negatively affect measures of learning such as grades.

This theory emphasized the role of various processes as representative of distinct

resources on particular of the task domains. Further work codified into related but distinct

theories of processing of multitasking which specified tasks using separate resources may

proceed simultaneously without interference, but in the presence of resource conflicts (Salvucci,

2007).

Multitasking behavior can be represented as the performance of multiple task,

coordinated by a serial cognitive processor and distributed across multiple processing resources

(Anderson, et. al., 2004).

The distinction helps to account for a separation between memory related and procedural

interference occurs in multitasking, including how practice and learning can lead to

proceduralization and changing usage of cognitive resources.

Decreased
Multitasking creativity and
Divided focus on effectiveness
tasks

Figure 1. Effect of Multitasking on Teacher Effectiveness

 The figure above shows demonstrate the profound negative effects that multitasking has

on the productivity and effectiveness of teachers. Yet, multitasking is worn as a badge of honor.

However, research consistently shows that teachers who are multitask suffer a wide array of

negative effects from wasting productive time while switching task to experiencing a heightened

susceptibility to distractions (Shallice, 2010).

Teachers’ work much more effectively when concentrating on a single task at any given

time, and that switching between multiple tasks leads to a host of negative effects (Spencer,

2012). Simple trying to do different task simultaneously is enough to reduce one’s effectiveness

severely. Switching between tasks can cause a loss of productivity compared to a single tasking

and teachers who multitask are much less likely to engage in creative thinking than those whose

task is not fragmented. Habitual multitasking appears to have a long-term negative effects

(Cooper, 2014).

Moreover, Bradshaw (2012) cited that multitasking makes teachers less capable of

appropriately regulating their work habits, it makes teachers less productive, less creative and

more likely to get thrown off task by distractions. Stated by Schumacher (2011) that multitasking

is perhaps the number one killer of productivity of teachers in their workplace. By reducing

multitasking of teachers can not only improve productivity but they get the benefits of better

visibility and insight into areas that needs improvement. When multitasking is reduced, teachers

can understand the real status of task and see the bottlenecks and take actions to remove those

(Lee, 2013, as cited in Alquizar, 2019).

 Relative to this, the competence level of teachers based on their demographic profile,

particularly in terms of highest educational attainment and years of teaching in service

consequently

Apple’s (1986) workload intensification thesis is used as the classical theoretical

framework or “knowledge claim” (Creswell, 2003) upon which to base the study. Workload

intensification with regard to education is not a new concept. Apple (1986) developed the

intensification thesis in which the researcher attempted to explain how teachers were being faced

with the growing demands of not only policy makers but also of society.

The study suggested that, because of workload intensification, teachers were becoming

preoccupied with administrative, assessment, and other types of duties, which were detracting

from quality teaching time. One outcome of this was that teachers were coming to rely more

upon prepackaged curricula materials because of their preoccupation with these duties and the

lack of time to create materials relevant to the local context (Apple, 1986). An additional claim

that Apple made was that intensification was, in fact, “misrecognized by some teachers as

professionalism” (Apple, 1986, p. 45). Hence, work intensification became self-imposed to meet

the standards set by the policy makers and to retain, in teachers’ minds, the status of “effective

teacher” (p. 45).

These phenomena, together with intrusion upon instructional time, unmanageable class

size/class composition, inadequate preparation time, multiple meetings with parents, and

increasing administrative duties have continued to erode teacher effectiveness at the onset of the

21st century. This is evidenced in international research completed in Canada, the United States,

and the United Kingdom (Belliveau et al., 2002; Canadian Teachers Federation, 2007; Dibbon,
2004; Emerick et al., 2005; Hall, 2004; Harvey & Spinney, 2000; Naylor, 2001a; Smaller et al.,

2005; Sutton & Huberty, 2001).

The concept of workload intensification continues to be a topic of concern to researchers

at the beginning of the 21st century. Ballet (2005), Ballet and Kelchtermans (2002), and Ballet et

al., (2006) have sought to refine Apple’s 1986 version of workload intensification as follows:

First, the experience of intensification is not only induced by changes at the macro level, but

there appear to be multiple sources for intensification. Secondly, the intensification impact does

not operate in a linear and automatic way, but is mediated. Finally, the impact of intensification

turns out to be different among different teachers. (Ballet et al., 2006, p. 211)

Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLE

 Demographic Profile  Instructional

 Coordinatorship Duties Performance

Figure 2. Conceptual Paradigm of the Study

 Figure 2 presents the IV-DV Conceptual Framework model that will be utilized in the

entirety of the study. The independent variables (IV), which are “demographic profile “ and

“coordinatorship duties” will serve as the factors that may affect the teachers’ instructional

performance, which is the dependent variable .

Statement of the Problem

The general problem of the study is, “How may the influence of coordinatorship duties of

the selected neophyte public school teachers in the Schools Division of San Jose del Monte on

their instructional performance be analyzed and served as basis for a proposed coordinatorship

program?”

Specifically, it will seek answers to the following questions:

1. How may the demographic profile of the respondents be described in terms of:

1.1 age;

1.2 gender;

1.3 number of years in service;

1.4 highest educational attainment; and

1.5 relevant trainings and seminars?

2. How may the coordinatorship duties of the respondents be described in terms of:

2.1 Canteen Teacher;

2.2 Teacher Librarian;

 2.3 Teacher Property Custodian;

2.4 Guidance Teacher;

2.5 ALS Teacher;

2.6 Teacher Nurse;

2.7 Teacher Registrar/ School Clerk;

2.8 Journalism Teacher;

2.9 Teacher Coordinator; and

2.10 Sports Coaching?

3. How may the instructional performance of the respondents be described in terms of IPRCF

results?

4. Do the coordinatorship duties, singly or in combination, exert significant influence on the

teacher’s instructional performance?

5. What coordinatorship program may be proposed based from the findings of the study?
Hypothesis

This study will test the following null (H0) and alternative (Ha) hypotheses:

H0: Non-teaching/coordinatorship duties have no significant impact on teacher’s classroom

performance.

Ha: Non-teaching/coordinatorship duties have a significant impact on teacher’s classroom

performance.

Significance of the Study

This chapter presents the importance of the results of the study to the students, teachers,

school leaders and future researchers.

Students

Students from the Schools Division of San Jose del Monte will benefit from the results of

the study as it will lead understanding of how their teachers are affected by non-curricular duties

assigned to them: whether it increases or decreases effectiveness of their educators’ instructional

performance.

Teachers

The neophyte teachers are the main benefactors of this study as it will help determine

whether these non-teaching duties have positive or negative influence on their performance in

the classroom. From these findings, their school leaders can make adjustments on their work

loads and help them become more effective in their core task: teaching, without necessarily

taking away non-curricular tasks that help them exercise leadership and multitasking ability.
School Leaders

The findings of this study will help administrators, principals and other school leaders in

improving their human resource management approaches and raise awareness on the

consideration of capabilities possessed by neophyte teachers; thus avoiding overexposing them

to non-curricular tasks/coordinatorship duties in the beginning stage of their teaching career.

The results can also be utilized as a basis for a proposed coordinatorship program for

neophyte teachers.

Future Researchers

The outcomes of this study may also be used for a longitudinal research on the same or

related area of study.

Scope and Delimitation

This study aims to analyze the influence of coordinatorship duties on the instructional

performance of selected neophyte public school teachers from the Schools Division of San Jose

del Monte.

The population of the study will be selected neophyte public school teachers with 0-3

years of teaching experience in DepEd San Jose del Monte.

The sampling technique that will be used is purposive sampling prioritizing three criteria

in general: (1) with 0-3 years in DepEd; (2) currently handling teaching loads ; (3) currently

handling 2 or more teaching and non-teaching/coordinatorship loads from the ones prescribed in

the DepEd guidelines .

 Through the sampling technique, there will be only fifty (50) public school teachers from

as the Schools Division of San Jose del Monte as informants of this study. To prevent bias, the

informants will be well representing all the grade levels from the research locale.

Moreover, the quantitative data analysis technique will be utilized in the process of data

collection and analysis. Survey questionnaires will be distributed to target participants of the

stud, strictly complying with the imposed health protocols by using Google Forms in place of

printed survey questionnaires.

Results may differ depending on the area where the testing will be conducted. Hence, the

research locale was limited to public school teachers under the Schools Division of San Jose del

Monte, Bulacan.

The informant’s demographic profile will be an important instrument for limiting the

likelihood of extraneous variables intervening in the interpretation of data and formulation of

conclusion.

Furthermore, the research questions are as follows:

Definition of Terms

For a better understanding of the study, the following terms are defined operationally and

conceptually:

Coordinatorship Duties. According to the Meriam Dictionary, are tasks not relating to or

engaged in teaching curriculum planning. In this study, it is defined as the non-teaching loads

prescribed in DepEd-NCR Memorandum No. 105 s. 2015 dated May 29, 2015 entitled:

“Teaching Loads and Assignments of Public School Teachers”.

Instructional Performance. As defined in Instructional Approaches: A Framework for

Professional Practice by Regina, SK, these refers to the teacher’s performance in the most

specific category of teaching behaviors, constantly as part of the total process of instruction. In

this research, it is described and measured in terms of the range and adjectival meaning of the

first three Key Result Areas in the IPCRF.

Neophyte teachers. following an accepted criterion (Veenman, 1984), for the purpose of this

study “neophyte teacher” and “beginning teacher” were defined as a teacher with 5 or fewer

years of classroom experience. In this study, neophyte teachers are defined as public school

teachers with 0-3 years in DepEd.