European Online Journal of Natural and Social Sciences 2022; www.european-science.

com
Vol.11, No 1 (s) Special Issue on Education Research in COVID Era: The Future of the Next Generation
ISSN 1805-3602

National Competency Based-Teacher Standard as percieved by the Senior High

School Students of State Universities Colleges
Jefferson F. Serrano1, Lualhati A. Dela Cruz2
1
College of Human Kinetics/ Research Management Office, Polytechnic University of
the Philippines; 2College of Human Kinetics, Polytechnic University of the Philippines
1
jfserrano@pup.edu.ph

Abstract
Over the years, the issue on teachers’ competence has been a relevant topic among scholars
delves in the area of education. This current study aimed to assess the level of competency of Physi-
cal Education teacher’s assessed by students and the self-assessment of the teachers using the Na-
tional Competency- Based Teacher Standards (NCBTS) domains. Using an adapted survey ques-
tionnaire, the researcher surveyed 362 students using Cochran Formula and 29 Physical Education
teachers from the State Universities and Colleges (SUCs) in Metro Manila. A cluster sampling tech-
nique was used in the study. Teachers’ self- assessments revealed Low level of competency in six
domains of NCBTS- Social Regards for Learning, Learning Environment, Diversity of Learners,
Curriculum, and Personal Growth and Professional Development. Planning, Assessing and Report-
ing were rated Fair. Teachers found to have Fair level of competence in using ICT and technology in
teaching and learning. On the other hand, students’ assessments revealed teachers were Low in So-
cial Regards for Learning, Learning Environment, Curriculum, and Personal Growth and Profes-
sional Development. Planning, Assessing, Diversity of Learners, and Reporting were similarly rated
Fair. Results on the Mann Whitney U Test revealed no significant differences (p= 0.055) between
students’ assessment and teachers’ self- assessment on teaching competency and no significant dif-
ference when teacher respondents were grouped to their sex, educational attainment, and length of
service.
Keywords: Teacher Competency, NCBTS, Physical Education Teachers, State Universities
and Colleges (SUCs), Polytechnic University of the Philippines

Introduction
Investment in education is considered as investment in human capital and this increases la-
bour productivity, furthers technological innovation and produces rate of return markedly higher
then that of physical capital (Thakur, A. & Shekhawat, M. 2014). Over the past decades, education
has been based on teaching students the "3 R's" which are reading, writing and arithmetic as well as
some simple subjects in social studies and language. In this traditional approach, a teacher taught the
content by repetition, making students say or write the same thing over and over again which made
class less interesting (Alisman, H.A. and McGuire, P. 2015). The education aims changing very
quickly depending on the demand of the era. Knowledge and skills need to be enhance by the teach-
er and explore their teaching practices. Teachers’ competencies have been broadening with respect
to reform studies in education, development of the teachers education, scientific result of education
science and other field (Selvi 2017).
With regards with the 21st century leaners, Learning is not only limited by four walls class-
room which places the teachers as the main sources for the students. Technology helps the teachers
to create innovative teaching strategy by providing interesting activities helping the students im-
prove their competence. They are easy to search the materials from the internet and increase their

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

skills by educational technologies provided on their gadget. It is very common that students have got
the material before their teachers explain it in the classroom.
According to Dube (2017) that the generation enrolled in university have changed in current
times. They have less appreciation to the old teaching method that is so popular and effective.
Learning institution have been adopting and implementing strategies such as electronic learning,
blended learning and mobile learning as well. To name such, In a blended learning environment, the
information can be introduced in the form of a brief lecture, or reading of journal articles or a sec-
tion from a book or website. This is followed by clearly defining the outcomes that need to be
reached with the inquiry, by which means it needs to be done (define a problem question; gather da-
ta from different resources, printed or electronic; compare, organize, and analyze data, making use
of electronic programs where applicable; create or support a proposition; or propose a solution), as
well as how it needs to be reported (Eagleton, 2017). Moreover, new conditions of learning in mod-
ern University and a whole new contingent of students place new demands for the organization of
self-study work of students. It is more than just knowledge and skills. It involves the ability to meet
complex demands, by drawing on and mobilizing psychosocial resources including skills and atti-
tudes in a particular context (http://www.oecd.org).
Teaching in 21st century encourages teachers to be creative in providing interesting activities
for the students. Teaching is not only delivering material and assessing the students‟ ability but also
the process of involving the students to be active on the activities provided (Fatimah and Santiana
2017). It is important to the educational institution to ensure that their policy, curriculum and the
teaching and learning process to be updated with the current situation of education (Ahmad, et al
2019).
As an urgent response to the challenges, teacher education curriculum was revised in school
year 2004-2005 pursuant to CHED Memorandum order No. 30, s. 2004 or the Revised Policies and
Standards for Undergraduate Teacher Education (CHED Memorandum Order). The commission
initiated the introduction of the competency- based standards to teachers which aims to assess the
competency level of the teachers- both new and incumbent. It is designed for the purpose of rationa-
lizing the undergraduate teacher education in the country to keep pace with the demands of global
competitiveness. Likewise, the Department of Education shall provide cooperating teachers who
will serve as mentors for pre-service teachers. This framework is known as The National Competen-
cy – Based Teacher Standards (NCBTS). The framework is composed of 7 domains- Social Regard
for Learning, Learning Environment, Diversity of Learners, Curriculum, Planning, Assessing, Re-
porting, Community Linkages and Personal growth and Professionalism Variable.
The gap of this study is that the purpose of this article is to characterize a new generation of
students of the 21st century and determine the most optimal forms of organization of self-study
work of Millennial students during their University studies (Arzhilovskaya and Chumakova 2019).
Thus, this paper aims to know on how the physical educator meet the standard of teaching to clearly
identify if they achieve the high level of learning and the requirement being needed by the students
to the demand of the 21st century of learning education.
Theoretical Framework
The Department of Education (2010) is presently pursuing a package of policy reforms that
seek to improve the quality of basic education. These policy reforms are expected to create the criti-
cal changes necessary to further accelerate, broaden, deepen and sustain the improved education ef-
fort already started. One key element in the reform is the establishment of the National Competency
Based-Teachers Standards (NCBTS).

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

National Competency Based on Teacher Standards (NCBTS) is being used to test the level
of competitiveness of a teacher. NCBTS defines “effective teaching as being able to help all types of
students learn the different learning goals in the curriculum, provides a single framework that shall
define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher
development, it is based on the core values of Filipino teachers and on effective teaching and learn-
ing with seven (7) domains namely 1.Social Regard for Learning 2.Learning Environment
3.Diversity of Learners 4.Curriculum 5.Planning, Assessing, reporting 6.Community Linkages
7.Personal growth and Professionalism”.
This framework presents the NCBTS serves as a guide to physical educator teacher teaching
ability and skills. It has seven domains that can help all physical Educator teachers to continue to
improve their teaching to help them to become an effective teacher.

Figure 1.Seven (7) Domains of National Competency Based-Teacher Standard

These are the seven (7) domains of NCBTS with their corresponding meaning. These do-
mains assist the enhancement and development of the effectiveness of teaching of the physical edu-
cator teachers. Also, these domains help to assess the readiness of the physical educator teachers
when it comes in teaching. Each of them have their own indicators that can identify the strength,
weakness and also the teaching performance that should be develop through the use of NCBTS.
Domain 1. Social Regard for Learning. It is focuses on the ideal that teachers serve as pos-
itive and powerful models and values in teaching different efforts to learn students. The actions of
teachers, statements, and various types of social and student communication. This domain is about
teachers with a deep understanding principle to facilitate the learning of students. This domain has
an important role for society to increase student knowledge.
Domain 2. Learning Environment. This domain focuses on the importance of providing a
social, psychological and physical environment. It focuses on the importance of providing a physical
environment to all students, regardless of their individual learning disparity. It helps to increase
learning and also increase the standard of study.
Domain 3. Diversity of Learners. Teachers emphasize the learning process, to different
types of learners, by identifying and respecting individual differences and using knowledge about
student differences to design different sets of studies for students to achieve the purpose of study.
The student expects to identify, understand and acknowledge the diverse knowledge of the students

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

and his experiences as a teacher that you know how to organize students and you know what a stu-
dent needs.
Domain 4. Curriculum. This domain refers to all the elements of the teaching-learning
process working in convergence to help students achieve high curricular goals. In the domain to
know if the teacher is able to properly teach the subject he holds and if he clearly teaches his subject
matter, it will also know how to teach different teachers this domain helps to organize and demon-
strate the ability to teach and understand what methods are used in teaching.
Domain 5. Planning Assessing and Reporting. This domain is focused on using the in-
structional learning planning analysis data, creating an instructional material and ensure that the
teaching method is appropriate to the students. They would also become creative and innovative in
thinking of alternative teaching approaches, and evaluate the effectiveness of such approaches in
improving student learning.
Domain 6. Community Linkages. focuses on ideal school activities related to schools and
local community connections between schools and community resources. it is the use of school fa-
cilities or sharing facilities of other school resources. It is an educational process to continuously
improve teaching knowledge.
Domain 7. Personal Growth and Professional Development it is a perfect value for teach-
ers to have high personal regard, this domain refers to professional development toward teacher im-
provement and sets out time for personal and professional development through participation in se-
minars for study workshops, regular reading of study materials and focused on educational research
to continuous improvement as teachers.
The study will determine the competency level of the teacher and identify the ability of the
teachers as to assessed by the students.
Conceptual Framework
This study aimed at assessing the teachers’ level of competency in two perspectives: Self-
assessment and Students’ Assessment on teachers. Figure 2 shows the concept and flow of the study
where student and self (teacher) will assess the competency of the teacher based on social regard for
learning; learning environment; diversity of learners; curriculum; planning, assessing, reporting,
community linkages, personal growth, and professionalism.
Independent Dependent

Self-assessment
(Teachers)
Teacher’s Profile
NCBTS DOMAINS
-Social Regard for Learning
-Learning Environment
-Diversity of Learners
-Curriculum
-Planning, Assessing, Report-
ing
-Community Linkages
-Personal growth and Profes-
sionalism
Students’ Assessment

Figure 2. The concept and flow of the study with students’ and self (teacher) assessment of the
competency of the teacher.

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

Statement of the Problem

This study aimed to answer the following questions:
1. How do teachers assess their level of competency terms of:
1.1 Social Regard for Learning;
1.2 Learning Environment;
1.3 Diversity of Learners;
1.4 Curriculum;
1.5 Planning, Assessing, reporting;
1.6 Community Linkages;
1.7 Personal growth and Professionalism?
2. How do students assess the competency level of the teachers in terms of:
2.1 Social Regard for Learning;
2.2 Learning Environment;
2.3 Diversity of Learners;
2.4 Curriculum;
2.5 Planning, Assessing, reporting;
2.6 Community Linkages;
2.7 Personal growth and Professionalism?
3. Is there a significant difference in the competency level of teachers as assessed perceptive-
ly by students and the teachers?
4. Is there a significant difference in the teacher’s competency level when grouped according
to profile variables?

Methodology
Quantitative- descriptive research was used in this study. In descriptive research, the re-
searcher is simply studying the phenomenon of interest as it exists naturally, no attempts made to
manipulate the individuals, conditions, or events. Descriptive research is defined as ‘a research me-
thod that describes the characteristics of the population or phenomenon that is being studied’. This
methodology focuses more on the “what” of the research subject rather than the “why” of the re-
search subject (Nassaji, 2015).
There were 29 Physical Education teachers and 362 Senior High School Students from three
(3) selected State Universities and Colleges (SUC) namely: Polytechnic University of the Philip-
pines (PUP), Rizal Technological University (RTU) and Marikina Polytechnic College (MPC) Aca-
demic Year 2019-2020. The Cochran formula allows you to calculate an ideal sample size given a
desired level of precision, desired confidence level, and the estimated proportion of the attribute
present in the population.
The researcher used the cluster sampling technique. It is defined as a sampling method where
multiple clusters of people are created from a population where they are indicative of homogeneous
characteristics and have an equal chance of being a part of the sample. In this sampling method, a
simple random sample is created from the different clusters in the population (Bhat, 2019).
The prepared modified questionnaire for teachers and the students were administered based
on the National Competency Base-Teachers Standard. The questionnaire has 7 sections as its is
stated on the National Competency Based Teacher Standards which are the following: (1) Social
Regard for Learning (2) Learning Environment (3) Diversity of Learners (4) Curriculum (5) Plan-
ning, Assessing, reporting (6) Community Linkages (7) Personal growth and Professionalism ac-
cording to their own perspectives.

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

Result and Discussion

Teachers’ assessment of their level of competency of NCBTS

Table 1.Teachers’ Self- assessment on the Competency Level of Physical Education Teachers
in the National Competency-Based Teacher Standard (NCBTS)
Self- assessment
Domains Verbal Interpreta-
Median
tion
1. Social Regards for Learning 1 Low
2. Learning Environment 1 Low
3. Diversity of Learners 1 Low
4. Curriculum 1 Low
5. Planning, Assessing and Reporting 2 Fair
6. Community Linkages 2 Fair
Personal Growth and Professional Development 1 Low
Overall Median 1 Low
Legend: “Low (1.0-1.5)”, “Fair 11(1.51-2.50)”, “Satisfactory (2.51-3.50)”, “High (3.51-4.0)”

Table 1 summarized the overall means of the seven domains of the NCBTS. Teachers were
have a Fair level of competence in Planning, Assessing and Reporting and Community Linkages
( = 2). Other domains were rated Low level of competence. Teachers need an urgent development
in these domains to improve their knowledge, skills and attitudes towards teaching.
It can be gleaned in the summary that teachers have weaknesses in skills indicated in the
NCTS standards. On the contrary, a study of Vecaldo, et al. (2017) on pre- service teachers, the re-
sults of the study revealed that pre- service teachers were high in terms of Social Regards of Learn-
ing which he noted that teachers abide in teaching policies particularly on attendance and participa-
tion to activities. He also noted that teachers, even pre- service are very competent in this domain.
The result on Learning Environment was also contradictory to the findings of Vecaldo, et al
(2017) and Gregory (2013). Thus, this study suggests that teachers were problematic in terms of
classroom management particularly in providing conducive learning environment. Gregory (2013)
noted that teachers and students are ineffective in negative environments. Such negative environ-
ments are threats to students’ learning and teaching effectiveness.
The result of the finding in Curriculum domain was also contrary to the findings of Somblin-
go (2014) which posits that teachers, even pre- service exhibits high competence level in this do-
main. Teachers must be exposed to an improved and focused curriculum to facilitate and enrich their
understanding of the learning content as well as the art of teaching in order for them to rightfully
share their knowledge to the students. Curriculum shall be well- crafted to ensure right track of
teaching and learning. Teachers shall be skillful in managing the physical setting, social setting, in-
structional planning and classroom behavior of their classes.
In terms of Community Linkages, the result of this study was also contrary to that of Roxas,
Viuya and Vallejo (2018) where teachers were found to be active in social community activities. Ac-
tive participation of teachers in the community activities are the best means of promoting communi-
ty and local development which proceeds national development. The role of the teacher in school-
community relationship is important since teachers are the backbone of the educational system (Ne-
bor, 2011). Schools should be community directed and passionate to promote the welfare of the
community thru extension and outreach services.

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

Students’ assessment of their level of competency of NCBTS

Table 2. Students Assessment on the Competency Level of Physical Education Teachers on the
National Competency-Based Teacher Standard (NCBTS)
Verbal Interpreta-
Domains Median
tion
1. Social Regards for Learning 1 Low
2. Learning Environment 1 Low
3. Diversity of Learners 2 Fair
4. Curriculum 1 Low
5. Planning, Assessing and Reporting 2 Fair
6. Community Linkages 2 Fair
7. Personal Growth and Professional Development 1 Low
Grand Median 1 Low
Legend: “Low (1.0-1.5)”, “Fair 11(1.51-2.50)”, “Satisfactory (2.51-3.50)”, “High (3.51-4.0)”

Table 2 summarized the assessments of students in the seven domains of NCBTS. It showed
that teachers have Low level of competency as assessed by students based on the teachers’ standards
using the NCBTS. Results further revealed that teachers were Low in Domains 1, 2, 4 and 7 respec-
tively and Fair in Domains 3, 5 and 6. Comparing the assessments of both respondents, perceptions
on differ on Domain 3 which teachers assessed their selves Low in this domain (see Table 12) while
Fair for students.
The results on the assessments of students on teachers’ competency level are contrary to
findings of the Leyaley (2016). Findings revealed teachers, though pre- service (field students) exhi-
bit high level of competence in all domains of the NCBTS standards. These merely imply serious
understanding and application of teachers to provide and reinforce learning to students. There is a
need to strengthen in gaining skills in lesson planning and assessing learning outcomes as basis for
instructional materials.
One of the predominantly manifested competencies is providing the students with adequate
learning environment. Teachers valuing for learning need development. Though teachers desired in
educating the students, students had perceived low level of competence. The result on students’ as-
sessment on learning environment is contrary to the findings of Vecaldo et al (2017) and Gregory
(2013) where teachers are highly competent in this domain. It is always the desire of the teachers to
provide better environment conducive to their learning. It can also be gleaned that teachers devoted
so much efforts in shaping the students, which signifies pride and high regard of their profession.
Professional development is another area that teachers shall strengthen to enhance them and make
them competitive in all aspects of teaching subjects. It is probable that strengths of teachers are in-
terrelated to having a single goal of providing healthy learning environment for students.
This conforms to the principle that teachers shall be competent in managing the learning en-
vironment of students providing conduciveness for learning. The result in this competency state that
the students need the full attention of the teacher to increase the standard of the study regardless of
their disparity.
In the era where technology governs human activities, education also revolves on the use of
ICT in teaching and learning process. Educators shall have the ability to integrate technology in
teaching, hence it is necessary to design curriculum integrating ICT. The major concern and weak-
ness in this area is that teachers found lack of interest in using technology due to age constraints.

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

Older educators have less interest and knowledge in using and integrating technology in pedagogy
(Zabala and Adelante, 2018).
Behavior as part of the areas where teachers’ ability to manage is required, necessitates inte-
raction between teacher and the students as it has impact to costal and academic growth (Ratcliff et
al, 2010). Thorough understanding of students’ behavior background helps in planning for reinforc-
ing misbehavior of students inside the class. Merely, only strong teachers interacted more to students
with regards to instructions, thus, students focused themselves to learning.
To observe and implement gender equality in education, the UNESCO (2011) has recom-
mended presetting gender equality in publications, curricula, textbooks, legislations and policies,
learning materials and in the use of images in educational materials.
The significant difference of the student and the teacher assessment

Table 3.Mann Whitney U – Test: Difference between the Students and Teachers Assessment
on the Competency Level of Physical Education Teachers on the National Competency-Based
Teacher Standard (NCBTS)
Mean U-
Domain p-value Decision Remarks
Rank statistic
Social Regards for Students 192.44
3959.00 .009 Reject Ho Significant
Learning Teachers 240.48
Learning Environ- Students 192.06
3821.50 .005 Reject Ho Significant
ment Teachers 245.22
Diversity of Learn- Students 193.27 Failed to Not Signifi-
4260.50 .068
ers Teachers 230.09 Reject Ho cant
Students 192.94
Curriculum 4143.00 .029 Reject Ho Significant
Teachers 234.14
Planning, Assessing Students 195.62 Failed to Not Signifi-
5113.00 .804
& Reporting Teachers 200.69 Reject Ho cant
Community Linkag- Students 195.32 Failed to Not Signifi-
5002.00 .661
es Teachers 204.52 Reject Ho cant
Personal Growth and Students 192.80
Professional Devel- 4089.00 .029 Reject Ho Significant
Teachers 236.00
opment
Students 193.30 Failed to Not Signifi-
Overall 4270.00 0.055
Teachers 229.76 Reject Ho cant
Note: “If p value is less than or equal to the level of significance (0.05) reject Ho, otherwise failed to reject
Ho.”
Results revealed that among the seven domains, Social Regards for Learning (p=.009),
Learning Environment (p=.005), Curriculum (p=.029) and Personal Growth and Professional De-
velopment (p=.029) have significant differences. These imply that the assessments of students and
self- assessments of teachers in these domains were varied. It also signifies different perspectives
and perceptions on the perceived level of competency of senior high school teachers. On the other
hand, Diversity of Learners (p=.068) and Planning, Assessing & Reporting (p=.661) were found to
have insignificant differences. Generally, students’ assessment and teachers’ self- assessment re-
vealed insignificant difference (p=.055). Hence, results validate and accepted the null hypothesis of
the study. The results conformed the statement and findings of Lopez (2013) that the perceptions

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

and expectations of the mentors and the mentees were not the same. He added that the good rating
and assessment of teachers in NCBTS does not guarantee similar good rating when it comes to stu-
dents’ perceptions.
The differences found in Table 3 between the two assessments imply that that both teacher
and students perceived the same of level of competency. With its low values, the researcher has
looked to possibility of involving students in the institutional planning concerning the seven do-
mains of NCBTS. It is believed that when a teacher was able to transfer the knowledge and skills to
the students and students perceived it the same, it speaks proficiency in knowledge and attitude of
teacher towards teaching.
To further substantiate and to answer the remaining problem, the researcher determined sig-
nificant differences of the Teachers’ self- assessment when they are grouped according to their de-
mographic profile (sex, educational attainment and length of service) using the Mann- Whitney U
Test
The significant difference of the respondents when group according to profile

Table 4. Mann Whitney U – Test: Difference between the Assessments on the Competency
Level of Physical Education Teachers on the National Competency-Based Teacher Standard
(NCBTS) when they group according to Gender
Mean U- p-
Domain Decision Remarks
Rank statistic value
Social Regards for Learn- Male 17.00
63.00 0.007 Reject Ho Significant
ing Female 11.73
Male 16.69
Learning Environment 68.50 0.036 Reject Ho Significant
Female 12.23
Male 16.08 Failed to Not Signifi-
Diversity of Learners 79.50 0.308
Female 13.23 Reject Ho cant
Male 16.89
Curriculum 65.00 0.039 Reject Ho Significant
Female 11.91
Planning, Assessing & Male 16.28 Failed to Not Signifi-
76.00 0.261
Reporting Female 12.91 Reject Ho cant
Male 17.33
Community Linkages 57.00 0.048 Reject Ho Significant
Female 11.18
Personal Growth and
Male 15.89 Failed to Not Signifi-
Professional Develop- 83.00 0.359
Reject Ho cant
ment Female 13.55
Male 16.28 Failed to Not Signif-
Overall 76.00 0.197
Female 12.91 Reject Ho icant
Note: “If p value is less than or equal to the level of significance (0.05) reject Ho, otherwise failed to reject
Ho.”
Data results revealed insignificant differences between sex and Diversity of Learners
(p=.308), Planning, Assessing & Reporting (p=.261), and Personal Growth and Professional Devel-
opment (p=.359). Learning Environment (p=.007), Social Regards for Learning (p=.036), Curricu-
lum (p=.039) and Community Linkages (p=.048). The results of the study were similar to the study
of Jayaram (2010) wherein findings revealed sex has no significant difference and do not influence
teaching proficiency.

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

Teachers are comparable in some aspects such as management of students, management of

material, managing classroom and administering assessment. Studies have noted that there are more
female teachers employed in academe than male. It is due to their ability, skills and devotion of the
profession. It is normal and ordinary that female teachers handle students better than male because
of their motherly nature. However, in some aspects female teachers are deemed strict than male ones
which give the impression that male teachers are approachable. The ability to construct and design
curriculum are areas where female teachers are strong because of their creativity and knowledge.
male teachers, on the other hand are strong at providing activities that will reinforce practical skills
of students.

Table 5. Kruskal Wallis Chi-Square – Test: Difference between the Assessment on the Compe-
tency Level of Physical Education Teachers on the National Competency-Based Teacher Stan-
dard (NCBTS) when they group according to Educational Attainment
Domain Mean Chi p- Decision Remarks
Rank Squa- value
restatis-
tic
Social Regards College Degree 14.00 1.15 .562 Failed to Not Signifi-
for Learning Master's Degree 15.00 Reject Ho cant
No Response 17.00
Learning Envi- College Degree 14.60 1.22 .542 Failed to Not Signifi-
ronment Master's Degree 14.39 Reject Ho cant
No Response 17.50
Diversity of College Degree 12.00 2.72 .257 Failed to Not Signifi-
Learners Master's Degree 16.18 Reject Ho cant
No Response 17.70
Curriculum College Degree 12.70 2.09 .352 Failed to Not Signifi-
Master's Degree 16.43 Reject Ho cant
No Response 15.60
Planning, Assess- College Degree 15.70 1.75 .418 Failed to Not Signifi-
ing & Reporting Master's Degree 16.00 Reject Ho cant
No Response 10.80
Community Lin- College Degree 18.70 3.41 .182 Failed to Not Signifi-
kages Master's Degree 12.50 Reject Ho cant
No Response 14.60
Personal Growth College Degree 16.20 0.81 .669 Failed to Not Signifi-
and Professional Master's Degree 13.86 Reject Ho cant
Development No Response 15.80
Overall College Degree 13.70 1.13 .569 Failed to Not Signif-
Master's Degree 16.39 Reject Ho icant
No Response 13.70
Note: “If p value is less than or equal to the level of significance (0.05) reject Ho, otherwise failed to reject
Ho.”
Kruskal Wallis Chi Square – Test was used to determine significant differences of assess-
ments in terms of educational attainment of the teacher respondents (see Table 6). Note that there

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

were 5 respondents who did not responded on this item, hence affect the results.
Results on the tests revealed no significant differences of teachers’ level of competency in
the seven domains of NCBTS when they are grouped according to their educational attainment. No
significant difference also was found in general results. Hence, results implied that there was no dif-
ference in teacher’s ability and the level of teaching competency regardless of their educational at-
tainment. This further suggests that senior high school teachers have worked- out, complied and ma-
nifested the seven domains whatever the attainment may be. Supardi (2017) found no significant
difference in the teacher competency based on the levels of education and along pedagogic, perso-
nality, social and of professional. Nair (2017) noted that level of education is a factor which affects
teaching competencies along with the Level of acceptance of responsibility, Gender and Amount of
Workload of teachers.

Table 6. Kruskal Wallis Chi Square– Test: Difference between the Assessment on the Compe-
tency Level of Physical Education Teachers on the National Competency Based Teacher Stan-
dard (NCBTS) when they group according to Length of Service
Domain Mean Chi p- Decision Remarks
Rank Squa- value
restatis-
tic
Social Regards for 1-3 years 14.85 .03 .986 Failed to Not Signifi-
Learning 4-7 years 15.22 Reject Ho cant
at least 8 years 15.00
Learning Environ- 1-3 years 15.27 .87 .648 Failed to Not Signifi-
ment 4-7 years 15.89 Reject Ho cant
at least 8 years 13.36
Diversity of Learn- 1-3 years 15.46 .45 .800 Failed to Not Signifi-
ers 4-7 years 13.67 Reject Ho cant
at least 8 years 15.86
Curriculum 1-3 years 14.04 .68 .713 Failed to Not Signifi-
4-7 years 15.28 Reject Ho cant
at least 8 years 16.43
Planning, Assessing 1-3 years 17.08 2.14 .343 Failed to Not Signifi-
& Reporting 4-7 years 12.11 Reject Ho cant
at least 8 years 14.86
Community Lin- 1-3 years 18.54 5.11 .078 Failed to Not Signifi-
kages 4-7 years 13.56 Reject Ho cant
at least 8 years 10.29
Personal Growth 1-3 years 15.62 .20 .904 Failed to Not Signifi-
and Professional 4-7 years 14.56 Reject Ho cant
Development at least 8 years 14.43
Overall 1-3 years 15.04 .04 .980 Failed to Not Signif-
4-7 years 14.67 Reject Ho icant
at least 8 years 15.36
Note: “If p value is less than or equal to the level of significance (0.01) reject Ho, otherwise failed to reject
Ho.”

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Special Issue on Education Research in COVID Era: The Future of the Next Generation

In terms of length of service, results revealed no significant difference at any domains of the
NCBTS and in general. This means that the self- assessments of the teacher respondents were no
difference regardless of how long they were teaching.
On the study of Supardi (2017) showed significant difference in the teacher competence
based on the length of devotion. A significant difference is shown among the teachers with the
length of devotion of 1-5 years, 6-10 years, of 11-15 years toward with the lengths of devotion of
16-20 years and of 21 years or more.
Nair (2017), on the other hand, found out significant differences along age brackets. Respon-
dents of the experience group of 6-10 years feel that Teaching experience, Amount of work load;
Interpersonal relationships and Salary & Wages are important factors affecting teaching competen-
cies. Respondents of age group 16-20 years feel that Satisfaction from teaching job; the career
choice of teaching as a Profession; Distance of the institution & living place; Knowledge, Skill &
Attitude and Infrastructure facilities and resources are important factors affecting teaching compe-
tencies. The respondents above the experience of more than 20 years feel that Gender and Feedback
of students are important factors affecting teaching competencies.
In summary, there were no significant differences in the level of competency based on the
self- assessments of teachers regardless of their sex, educational attainment and length of service.

Conclusion and Recommendation

Based on the results and findings of the study, the researcher has arrived to several conclu-
sions:
1. Senior high school PE teachers have low competency level in the NCBTS standards based on
self- assessments of teachers. Specifically, teachers have low competency level in domains
Social Regard for Learning, Learning Environment, Diversity of Learners, Curriculum and
Personal Growth and Professional Development, however, Fair in terms of Planning, Assess-
ing and Reporting and Community Linkages.
2. Senior high school PE teachers have low competency level in domains Social Regard for Learn-
ing, Learning Environment, Curriculum and Personal Growth and Professional Development
based on the assessments of students. However, Fair in domains Diversity of Learners, Plan-
ning, Assessing and Reporting and Community Linkages.
3. Students and teachers, in general, have similar perceptions and evaluations on high school PE
teachers’ teaching competency based on the NCBTS areas of student and classroom manage-
ment, knowledge and teaching pedagogy; and regards on professional and career develop-
ment.
4. High school PE teachers have no variance or differences in the level of competency regardless of
their demographic profile. Hence, teachers’ sex, level of education and length of teaching ex-
perience are not factors that affect their teaching competencies.
From the findings of the study, the following recommendations are suggested.
1. Senior High School principals should revisit the profile of their teachers both profes-
sional and personal in order to address the low level of competency of the teachers. School adminis-
trator must provide a clear policy on teacher admission and retention; punctuality and absences;
preparation of instructional materials and training program; attitude towards students; and attitude
towards work. In this manner, teacher will be aware of his/her contributions as well as his/her role
and status in the academe. Teachers need to recognize and value each potential of every student to
boost and engage them more in the subject. Teachers/institutions must provide stress free environ-
ment to be more conducive to the students to learn on the subject-matter. Educational institution

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 Jefferson F. Serrano, Lualhati A. Dela Cruz

shall also timely conduct seminars both for teachers and students on the importance of the gender
equality and fairness. The existence of Gender and Development together with the existing laws
shall be considered and observed by teachers.
2. There is also a need to revisit and re-examine the curriculum in order to identify
which area has to be revised or re-developed to meet the objectives of the course and institution in
general. This is important in the Outcomes-based Education era where performance is much more
important than theories. Teachers need to enhance their knowledge by integrating technology. This
can be done by attending seminars focusing on materials development using ICT to ensure the quali-
ty of teaching based on the need of this era in education.
3. Educational institutions shall also revise, develop or redevelop their assessment sys-
tem for teachers. It is also recommended that the teachers must be given assessment on both teach-
ers’ pedagogy and content to further determine the level of competencies.
4. Community linkages should also be enhanced and strengthened to cater education
outside of the classroom. Finally, there is a need to improve the facilities and learning environment
of the institutions to provide conducive learning for the students.
5. The Department of Education should review and re-examine the gaps of the National
Competency- Based Standards to further widen the scope of the assessments. A further study using
TPACK or other framework is recommended in application to Physical Education field. NCBTS can
be used as a tool of assessing the level of competency of teachers in different institutions and in dif-
ferent subjects since NCBTS is still in transition until 2022.
6. Widen the scope of this study which may include studies on competency in private
schools using same or different frameworks. Further research may also include other demographic
variables for comparison purposes.
7. Future researchers may conduct for a follow up or separate research related to his to
further suffice lacking.

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