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CHAPTER 1

THE PROBLEM

Introduction

The increasing demand for best classroom practices, pedagogical

approaches, and instructional strategies that define the 21st century

challenge the teachers' education programs in preparing future teachers to

equip them with the desired professional teaching attributes and

competencies. (Sumbalan, E. B. & Mugot, D.C, 2019) It was stated that

teacher education has a significant role in preparing practice teachers with

adequate 21st-century skills, the skills for learning, creative and critical

thinking, collaboration, and the ability to take advantage of technology.

In the DepEd Order No. 3 s. (2007) Two thousand seven, entitled

"Guidelines in the Deployment of Pre-Service Teachers on Experiential

Learning: Field Study and Practice Teaching," play an essential role in the

implementation of the Experiential Learning Course for practice teachers. And

for teaching internships, it is the responsibility of the assigned college

supervisors and cooperating teachers to facilitate and monitor the activities

and evaluate the performance of the practice teachers and the criteria for

evaluation coming from the School of Teacher Education (STE) office. The

resource teachers will only accommodate observations and interviews when

needed for field study courses. Based on CMO # 30, s. 2004 entitled

"Revised Policies and Standards for Undergraduate Teacher Education

Curriculum," states that the practice teacher is a key factor in quality

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education. In the Philippines, the practice teacher’s preparation of teachers

for the primary and secondary educational sectors is a very important function

and responsibility that has been assigned to higher education institutions.

Moreover, all efforts to improve the quality of education in the Philippines are

dependent on the service of teachers who are properly prepared to undertake

the various important roles and functions of teachers. As such, it is of utmost

importance that the highest standards are set in defining the objectives,

components, and processes of the pre-service teacher’s education

curriculum.

Furthermore, each teacher education program implements a practice

teaching session in school for 1 to 2 months, depending on the context or

curriculum used in the different schools, according to the Faculty of Education

(Angul, Odisha, India, 2016). This practice teaching session is one of the

most efficient ways to help practice teachers acquire the skills and

competencies to become effective teachers. However, a student teacher

encounters several difficulties throughout the internship program in terms of

social, psychological, pedagogical, and other unrelated aspects that may be

obstacles to accomplishing the aims and objectives of the teacher education

program.

Practice teachers may struggle with successfully managing a

classroom, upholding discipline, and engaging students in a productive

learning environment. The most challenging aspect of classroom

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management, according to Scrievener's (2005) assessment, was controlling

key moments, particularly in terms of preserving silence and managing noise

levels. In their 2015 study, Merç and Subaş looked into how student

instructors deal with issues related to classroom management. They

discovered that issues are typically caused by students, the instructional

method, and they discovered that issues are typically caused by students, the

lesson plan and resources, and collaborative teachers. Student teachers

apply the information they learned in methods lessons, speak with the

cooperating teachers, and reflect on their previous teaching experiences to

deal with the issues they encounter. The study by Macias and Sanches from

2015 they discovered that the difficulties were caused by the physical

features of classrooms, how practice teachers perceived the behavior of the

students, and the disruptive behaviors of the students. Moreover, practice

teachers are taught how to prepare lessons as part of their education,

although research has shown that practice teachers struggle with this task

(Tashevka, 2008). It might be difficult for practice teachers to create

organized, interesting lesson plans that suit the different requirements of

children and are in line with curriculum standards. During practice teaching, it

can be quite difficult to modify the curriculum to suit the unique needs,

learning preferences, and learning styles of varied learners. The idea that not

all children learn in the same way is periodically supported by new research

(Guild, 2001). According to Strong, Silver, and Perini (2001), knowledge of

various learning styles is a crucial tool for understanding differences and

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supporting student development. In the recent research has shown some

difficult implementation problems for effective formative practice that were

often ignored in programs.

The practice teaching process has problems, according to many

academics; Ozdemir (2018) outlined the top five challenges faced by practice

teachers. Insufficient practice, the conflict between theory and practice, the

pressure-filled atmosphere, idealism, and a fear of observation are a few of

these. It is concerning because there were moments in the interview where

the practice instructors were educating students without their supervision

because the cooperating teacher is responsible for supervising the practice

teacher for mentoring in all areas that might help the practice teachers

develop their skills. They must offer countermeasures if they discover

negative feedback. Ymana (2012) asserts that pressure in the classroom may

also be a problem, particularly if the instructor is aware of his or her own

shortcomings. According to Takaoglu (2017), prospective instructors tried to

observe, critique, and be careful not to make the same error as other

applicants before the actual practice activity. Teachers-in-training are required

to watch other candidates, take note of their errors, and observe effective

teaching methods to apply in their lessons. Time and resource constraints are

problems. He added that practice instructors run into issues with resources

and time restraints. Additionally, some future teachers claimed they had to

prepare the lessons.

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Along a practice teacher's path, challenges are unavoidable. However,

the practice teachers should not concentrate on the issue at hand, but rather

on how to resolve it. The pre-service teacher must be pedagogically and

strategically competent enough to handle challenges in pre-service teaching

in order to be prepared for these issues (Ymana, 2021).

According to Petitta, Probst, Ghezzi, and Barbaranelli (2019), a

person's incapacity to forge fruitful relationships with those around them is the

main reason why they fail in their area of work. In addition to teaching a

predefined subject, this group is responsible for indirectly aiding in the

creation and development of a positive personality, both mental and physical,

for his students (Tray, Adruse, Lau, Ting, & Sandhu, 2020). However, the

most visible challenge that student teachers have is their lack of

communication skills, which are crucial for their classroom instruction. The

student teachers' language skills in class discussions are still limited, and they

fall short of the requirements for certification as prospective instructors, which

required that they have oral communication skills (Delfin, 2009). Strong verbal

communication abilities are demanded of practice teachers since these

abilities must be developed if they are to successfully train students and

evaluate their responses. To give practice teachers ample opportunity to

polish their communication abilities before beginning their teaching practice,

training in oral communication is required (Hunt, Simonds, and Cooper,

2010). (2002) Kaiser and Hancock.

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On the other hand, Koay (2017) advanced the notion that strategic

competence is a subset of communicative competence and relates to the

ability to address problems when communication fails. This shows that

instead of seeing a communication breakdown as a good, learners might use

it to develop their strategic ability. To effectively teach, future educators must

increase their pedagogical and strategic expertise.

Similarly, while developing or revising teacher training, consideration

should be given to the design, curriculum, and field experiences of practice

programs because they all influence the level of preparedness. As a result,

practice teachers must master their subject thoroughly (Ayvaso & War 2016).

Courses in pedagogy are also crucial. These work best when educators and

teachers put a variety of educational techniques into practice rather than just

discussing them in lectures.

The objective of this study is to gather baseline data and an overall

picture of elementary school teacher candidates' performance in the

classroom. In essence, this study's findings can be used to create

recommendations that specifically direct teacher education, in particular in the

BEED Program, to include curriculum enhancement and policy-making

directed toward high-quality instruction.

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Conceptual Framework

Teaching Performance

Socio Demographic  Lesson Planning

Profile  Teaching Methods
 Age  Classroom
 Gender
Management
 Economic Status
 Parent  Communication Skills
Educational
 Assessment
Attainment
 Teachers’ Personality

Figure 1: The Conceptual Framework of the Study

The conceptual framework of the study is presented in figure 1. This

study focuses on the socio demographic profile as independent variable and

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the dependent variable is the teaching performance of the BEEd practice

teachers during their internship.

The conceptual framework of this study talks about the socio-

demographic profile of the practice teachers to explore the degree to which

demographic factors such as the gender of the practice teacher, age affect

their inability to conduct their own research after they have taken the course.

Age can have a serious impact on the perception of the practice teacher (Liu

& Haque 2017). Learners who have prior rich experiences in life might find it

easier to relate to the teaching and learning of the course whereas those with

limited experience might face some challenges. Experience is usually

obtained over a period of time. On the other hand, if students are beyond the

traditional university students’ age; have families and face other challenges in

life, learning the course would be a little challenging for such practice

teachers (Manu, J., Owasu-Ansan, C. 2019).

On the other side of the conceptual framework, talks about the

teaching performance of the BEEd practice teachers as the study of Andreia

(2015) emphasized that there should be increase in the number of

pedagogical subjects that will strengthen the pedagogical skills of teachers by

adding special subjects that will supply knowledge and skills in handling and

managing students with special needs and complications in learning. She

also recommended increasing the time frame of the actual training or the
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practice teaching itself so that the practice teachers are having a better

performance based on teachers’ personality, lesson planning, assessment,

teaching methods, classroom management and communication skills.

Statement of the Problem

This study aim to determine the teaching performance of BEEd

practice teachers in the three Elementary School in San Miguel where the

practice teachers deployed.

This will answer the following research questions:

1. What is the level of Teaching performance of BEEd practice teachers

in terms of;

a. Lesson Planning

b. Teaching Methods

c. Classroom Management

d. Communication Skills
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e. Assessment

f. Teachers’ Personality

2. Is there significant difference on the Teaching Performance of the BEEd

practice teachers in terms of Lesson Planning with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

3. Is there significant difference on the Teaching Performance of the BEEd

practice teachers in terms of Teaching Methods with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

4. Is there significant difference on the Teaching Performance of BEEd

practice teachers in terms of Classroom Management with respect to;

a. Gender

b. Age

c. Economic Status
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d. Parents Educational Attainment

5. Is there significant difference on the Teaching Performance of the BEEd

practice teachers in terms of Communication Skills with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

6. Is there significant difference on the Teaching Performance of the BEEd

practice teachers in terms of Assessment with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

7. Is there significant difference on the Teaching Performance of the BEEd

practice teachers in terms of Teachers’ Personality, with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

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8. Is there a significant difference on the overall teaching performance of

BEEd practice teachers.

Statement of Hypothesis

Ho. There is no significant difference on the overall teaching performance of

BEEd Practice teachers.

Scope and Limitation

The study mainly focuses on the Teaching Performance of BEEd

Practice Teachers.

The deployment of the Practice teachers was started in December as

one-month exposure in the field of teaching. The respondents of the study

were the BEEd Practice Teachers of JH Cerilles State College in the first

semester of 2022-2023, they were deployed in the District of San Miguel

Zamboanga del Sur namely: Dao-an Elementary School, Limonan

Elementary School, and Mati Elementary School. The data collected was

based on their final demonstration during the off-campus training to measure

their teaching performance.

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There were 73.9% females and 26.1% males who were practice

teachers and it has a total enumeration of 23 BEEd practice teachers. And

during the final demonstration of each BEEd practice teachers, they had

different evaluator depending on the availability of the teacher.

Significance of the Study

This research aim is to provide important information and knowledge

regarding the chosen topic from the respondents, recent studies and related

sites needed for the expected importance to the individual as follows:

BEEd Practice Teachers. The information obtained from the study will

give valuable insights to improve the performance and apply all the theories

they have learned in handling challenges in the field.

Cooperating Teachers. The results of this study, since they are the

facilitators, it will give them an awareness that may reflect them to provide

more appropriate instruction and organize well in their respective class as

well as to the pre-service teachers.

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Cooperating Schools. The result of this study will give them an

information on what are the pedagogies and competencies to prepare in the

future as they are going to guide and mold practice teachers’ performance.

Researchers. The result of the study will give them baseline data on

how to improve their teaching practices for the betterment of their

performance, and higher school effectiveness.

Supervising teachers. The information obtain in this study will give

them knowledge and ideas on what are the effective ways to develop and

train 21st century teachers, since they are the one who supervise the practice

teacher, it will give them knowledge upon the results of the study on what are

the lacking that need to addressed to improve the performance of practice

teachers.

Overall, the following different significant of the study such as Beed

Pre-service teacher’s, Cooperating Teacher’s, Cooperating Schools,

Researchers and Supervising teachers plays an important role to this study to

find the teaching performance of the BEED practice teachers.

Definition of Terms

The following terms are extensively used in this study, and should be

taken according to the definition given in this section to provide clear

definition for better understanding. The following definitions are essential to

the study.
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Age. Describe how old or young a practice teacher during their

internship and how it affects their performance.

Assessment. it is the basis for making inferences about the learning

and development of the students.

Classroom management. It is an important aspect of teaching that

shows on how practice teachers manage the time effectively, engagement

and make the classroom conducive to learn.

Communication Skills. The ability of a person includes listening,

reading, writing and speaking are essential in facilitating the task when

handling the teaching and learning process.

Economic status. Describing the income and financial status of the pre-

service teachers.

Gender. It is a distinction between male or a female that are socially

constructed on who among the two genders of the practice teachers having

the best performance in the classroom.

Lesson planning. It is how practice teachers develop and design an

effective curriculum and on how practice teachers organized the works to be

performed, and timetable of each activity.

Parent’s educational attainment. It is measured how parents having

different or related profession/job from their child will give their fully support

for the success of their future teachers.

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Teaching methods. It is the way on how practice teachers deliver the

subject/content to the students by using different methods in accordance with

the characteristics of the students/pupils.

Teachers’ Personality. An ability of a practice teachers on how to

collaborate with other educational professionals and on how to deal the

different values of the learners.

Teaching Performance. It is the way practice teachers perform and

execute the overall performance during their demonstration in off-campus

internship and it is a set of attitudes and behaviors that result in learning for

children.The following definition of terms are use as variables of this study to

find the outcomes of the Teaching Performances of BEED practice teachers.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a summary of an in-depth discussion of related

literature, local and international, providing a foundation of knowledge on the

issues concerning the Teaching Performance of BEEd Practice Teachers.

Lesson Planning

There is a conventional assumption that beginning teachers should

already know how to design an effective curriculum. As the first stage of the

teaching process, lesson planning also determines the next stage of the
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teaching. To achieve predetermined goals in a set timeline, it is necessary to

organize the works to be performed, timetable of activities and the resources

to be used (Vural, 2006). In addition to that, preparing a lesson plan is a duty

for teachers in terms of professional responsibility and legislation. “Directive

on Planned Execution of Education and Training Studies” published in journal

of the Communique No. 2551 by Ministry of National Education underlines the

necessity, benefits and principles of preparing a lesson planning.

Consequently, preparing a lesson plan has officially become mandatory

A plenty of studies underline the importance of preparing a lesson plan

and planning for teacher’s classroom performance. Similarly, teaching

program allows practice teachers to improve their teaching skills since they

will have the opportunity to conduct actual or almost actual teaching practices

as well as attending theoretical courses (Beeth, 2006).

In addition to that, practice teachers are trained to plan their reasons,

the literature revealed that practice teachers find planning their lesson

difficult. In Johnson (2000) also indicated that practice teachers found the

initial lesson planning steps “cumbersome”. He pointed out that experienced

teachers internalized the lesson planning process and that. Therefore,

practice teachers are different than the experienced teacher’s plan.

Lesson plan help practice teachers to close the gap between theory

and practice. In lesson plan also, we can see how practice teachers transform

learning theory into practice. Furthermore, planning enables practice teachers

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to think through what they teach, how they teach and how to evaluate their

teaching (Kuys, Keer & Aelterman; 2012).

Moreover, during their education, practice teachers are trained to plan

their lessons. The literature revealed that practice teachers find planning their

lessons difficult (Tashevska, 2008).

Teaching lesson planning or lesson design is a pivotal moment in

teacher education. It is at of this point when we are, in essence, teaching

future educators how to think about the relationship between educational

theories, lesson planning, instructional strategies, student and learning. It is at

this point when theory intersects with practices. This is the time to teach

these practice teachers how to place students at the center of the planning

process. Practice teachers need to know how to prepare for differences

activities and experiences in each and every lesson and differentiation needs

to be central in planning, rather than after thought.

Teaching Methods

Teaching methods is the way of teachers deliver the subjects to

students by using certain methods corresponding to the characteristics of

students that were encountered. Each student has different characteristics

from the very clever, moderate, and there is also less able to receive lessons

quickly. Therefore, a teacher must be able to apply the learning method in

accordance with the characteristics of students. Unless the students whose

middle- low ability will be left behind in the understanding of the material that

is presented. And it will cause the students mentioned are not interested and
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lazy to learn because they have felt unable to do. Teaching method helps to

determine the success or failure of a learning and teaching activity and it is

teaching system. The more precise method that is used by teachers in

teaching is expected to be more effective the achievement of learning goal

(Qudsyi, Herawaty, Saifullah, Khaliq, & Setiawan, 2011).

But the factors that affect the teaching method are a proteges

(learners), goal, situation, facilities, and teachers. The terms of teaching

methods should be able to bring the atmosphere of teaching interaction

becomes instructive or educative, putting learners to take active learning, as

well as foster and develop interest in learning and increase learning spirit, it

can improve the learning outcomes and live up teaching process which is

ongoing (Rohani, 2004).

According to Djamarah (2010) the method of teaching is a teaching

strategy to achieve the expected goals. By utilizing an accurate method, the

teacher will achieve the goal of teaching smoothly. When the goals are

formulated in order that students have certain skills, so that the methods that

are used must be adapted to goals. Thus, the teacher should use methods

that can support teaching and learning activities, so it can be used as an

effective tool to achieve the goal of teaching.

Questions about the effectiveness of teaching methods on student

learning have consistently raised considerable interest in the thematic field of

educational research (Hightower et al., 2011). As Ayeni (2011) asserted that

teaching is process that involves bringing about desirable changes in learners

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so as to achieve specific outcomes. In order for the method used for teaching

to be effective, Adunola (2011) maintains that teachers need to be conversant

with numerous teaching strategies that take recognition of the magnitude of

complexity of the concepts to be covered. It is indicated also that in order to

bring desirable changes the students, teaching method used by educators

should be best for the subject matter. Furthermore, Bharadwaj & Pal (2011)

sustained that teaching methods work effectively mainly if they suit learners

needs since every learner interprets and responds to questions in a unique

way (Chang, 2010). As such, alignment of teaching methods with students

needs and preferred learning influence students’ academic attainments

(Zeeb, 2004).

Findings by Wiggins (1987) who reported that interaction between the

teachers and students during the teaching and learning process encourages

the students to search for knowledge rather than the lecturer monopolizing

the transmission of information to the learners.

Thus, basically learning methods are learning methods that are used

by teacher to achieve the goals in teaching and learning activity. The better

and the more appropriate methods that are used in teaching and learning

activities to the student, so that the learning achievement will increase and

can be optimized.

Classroom Management

Classroom management is a central effective teaching (Kunter 2013;

LePage, 2007; Seidal & Shavelson 2007). Although there are other important
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aspects of teaching quality, such as supportive climate or instructional support

(Baumert 2001). It has additional been found that effective classroom

management is directly related to student motivation (Helmke, 2007; Kunter,

2007; Nie & Lau; 2009; Oliver 2011), autonomy and responsibility (Elias &

Schwab, 2006; Lewis 2012; P’sunder, 2005), learning achievement (Freigberg

2009; Hattie, 2009; Seidal & Shavelson, 2007; Wang 1993) as well as teacher

wellbeing (Dickie, Elling 2015; Klusmann 2008) and their psychological health

(Friedman, 2006; Hastings & Bham, 2003).

Although classroom management plays a major role in central teaching

outcomes, studies show that especially practice and beginning teachers lack

knowledge on classroom management (Poznanski 2008). They also feel

unprepared for dealing with classroom disruptions and dealing with difficult

with student behaviors (Meister & Melnick, 2003; Parsad 2001).

The term classroom management is understood as “the management

of classroom for learning” (Tsui, 2003, p.136). it includes not only aspects of

classroom organization such as group-pair-and solo-work, maintaining as

orderly and peaceful environment, and doing the routine business but also

making arrangement to motivate and empower the learners. Similarly, Wright

(2005) describes the core elements of classroom management as managing

the space, the time, engagement and participation. Space and time set the

boundaries of education. We can extend the time and space boundaries of a

lesson with the help of internet and homework assignments. Engagement

entails motivation, approaches to learning, attitudes, and previous

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experience. Managing space, time, and engagement usually go hand in hand

with other people are within the interest domain of classroom management.

Scrivener (2005), who is the author of one of the most popular

methodology books in the ELT departments in Turkey, takes a similar stance

in the classroom management chapter of his book. According to it, classroom

management is discussed under the headings of “grouping and seating,

activities, authority, critical moments such as the beginning and the end of the

lesson, tools and techniques, and working with people” (p.79). the grouping

and seating part involves the importance of physical qualities in establishing a

good learning environment. The activities’ part holds that the potential of an

activity can be hindered by poor application no matter how well it has been

planned beforehand. The teacher’s authority is reflected in teacher’s

gathering and holding attention, deciding who does what, and getting

someone to do something. In addition, how the teacher manages the critical

moments such as the beginning and the ending of the lessons are considered

within the domain of the classroom management. There is also a part

devoted to the use of tools such as the board, book, gestures and techniques

such as using silence as a classroom management tool. The working with

people part reminds us that classroom management is not confined to

managing the physical classroom, the students’ behaviors, and the activities.

It also involves dealing with the students as persons Scrivener includes such

sub-topics as “spreading your attention evenly and appropriately, using

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intuition to gauge what students are feeling, eliciting honest feedback, and

really listening to students” in this part.

When we look at contemporary research on the issues on the

classroom management in terms of practice teachers’ experiences, we see

that some focus on the problems in classroom management. For example,

identified the classroom management problems of student’s teachers through

their reflective journals. Using Scrivener’s (2005) classification of classroom

management, he found that the most problematic area was managing critical

moments, especially in terms of maintain the silence and controlling the noise

level. Merc and Subasi (2015) investigated the problems of student teachers

about classroom management and hoe they cope with these problems. They

found that problems generally come from students, the teaching point and the

materials, and cooperating teachers. To cope with the problems they face,

student teachers used their knowledge from methodology lessons, they

consult to their cooperating teacher and they think about their experience with

their previous teachers. A very similar one conducted in Columbia is Macias

and Sanches’s (2015) a study, they found that the challenges came from the

physical characteristics of classrooms, pre-ser-service teacher’s perception of

the student behavior, and students’ disruptive behaviors. They identified focus

on maintaining control and focus in good student as coping strategies. Elin

(2014) investigated the perspectives of ELT students’ teachers about the

practicum experience in general.

Communication Skills
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Teacher with low communication skills would have low professional

competence as well as personal competences (Yılmaz, 2011). In a classroom

where communication processes are good, it can be said that the teacher

and students have good relations with each other. In addition, Dunbar, Brooks

and KubickaMiller (2006) stated that the ability to communicate is of great

importance and that communication skills are taught not only by the

communication department, but also in various educational institutions.

Communication plays a huge role in human life. In the socialization process,

these skills can help sociologist create social institution and, in turn, influence

culture and social structures (Knowles 2021). In order to convey information,

communication ability is an essential aspect that needs to be emphasized

(Chehab, Moulay and Rabbani, 2021).

In addition, effective communication also emphasizes the aspect of

social skills in order to help students respond to the environment and control

themselves in facing challenges and improve self-excellence. In going

through daily life, language skills are essential as an intermediary medium

(Leung & Jenkins, 2020).

Teachers with good communication ability in building an exciting

and fun teaching environment will influence students’ interest and behavior in

learning. In addition, communicating well can also help teachers apply

positive values to improve students social and emotional skills. Therefore, a

teacher should have seriousness, experience, and interest in the profession

entrusted to him. Communication is a process of giving meaning and can

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influence a person to believe and do something as defined (Combs, 2002). It

is because verbal or non-verbal communication involves transforming

knowledge, understanding or feelings shared through the message (Uleanya,

Tawo & Shobive, 2020).

In education, teachers who impart knowledge must have various

skills, including speaking skills, classroom management, teaching techniques,

and practical and orderly communication. It is because communication in the

classroom not only serves to impart knowledge but builds interaction so that

the teaching and learning process achieve its goals. Communication occurs

when a teacher conveys his experience and knowledge to his students

(Zwozdiak-Myers & Capel). It is supported by the opinion that teachers with

skills in building effective interactions are among the characteristics of

effective classroom leadership (Salamondra, 2021).

The teaching and learning process is not only limited to

communication between students in sharing knowledge or information but

also relates to interaction and social control in the classroom. The

social development and teaching quality in an organization are determined by

the social relationship's mechanisms build into it, such as effective use of

language, interaction processes, open communication, verbal skills

(Meulenbroek, Ness, Lemoncello, Byoem, Mac Donald, O’Neil-Pirozzi &

Moore Sohlberge, 2019).

Classroom is a complex communication space. Communication

processes involve verbal, nonverbal and para verbal components and are
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designed to mediate students' and teacher behavior. In order to develop

communication skills in relation to the teaching process we must identify the

future need. Communication skills is important or vital especially in

educational field is based on the ability to express your own ideas and views

clearly, with confidence and concisely, permanently adapting your content and

style of the class. Interaction between teachers and students can contribute to

effective communication in the classroom or may be the source of

problematic situations (ERD, 2016).

The main reason for a person’s failure in his job is their failure to

establish a positive interaction with their environment (Petitta, Probst, Ghezzi

& Barbaranelli, 2019). In the teacher context, in addition to teaching a

predetermined subject, this group is also responsible for being indirectly

involved in the formation and development of a good personality, mental and

physical for his students (Tray, Adruse, Lau, Ting & Sandhu, 2020).

In line with the role played as an agent of change to the self-

development and personality of students, teachers should prepare

themselves with good mastery in the context of communication

before entering the field of teaching. It prepares teachers to face the different

styles and backgrounds of their students. Factors such as background,

attitude, level of education, experience, and exposures will create the

diversity of students and gaps among them in a class (Resch & Schritter,

2021). Therefore, communicating is necessary to enable them to know each

other and share information well. Several studies have shown the
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dissatisfaction of schools where the pre-service teachers were taken

their teaching practice with the level of communication ability and ultimately

caused the unemployment rate to increase (Donitsa-Schmidt & Ramot, 2020);

Oztekin & Tekel, 2021).

Assessment

The practice teachers are exposed to various methods of assessing

students’ learning, either formative or summative assessments. For them to

become more competent, their student learning assessment skills must be

enhanced. Cheng et al. (2015) mentioned that classroom assessment

tasks and environment are central to supporting student learning.

The practice teachers utilize various assessment methodologies to

determine student learning or performance. These include group activities,

individualized seatwork, paper and pencil tests, writing synopsis and reaction

papers, recitation, and other creative outputs like flipbook, and making

comic book. They, too, employ several techniques in giving feedback to

students. They give feedback directly. When their class misbehaves, they get

students' attention through use of silence. Talking to students nicely is also

being practiced. Other positive practices include praising students who give

answers to their questions correctly and whenever they accomplish

something such as getting high score in an examination.

Student learning progress are measured through assessment of scores and

records of students. Through observations, results of students' written outputs

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and performances, multi-level test, use of report cards and monitoring outputs

also are being executed.

However, the PSTs practice limited authentic assessment

methodologies. Authentic assessment implies assessment of the experiences

and learning processes acquired by students. As posited by Villarroel et al.

(2018), authenticity has been identified as a key characteristic of assessment

design which promotes learning. Time constraint is considered a factor since

they are given only 50 minutes to discuss their lessons each time they meet

their target classes. Some of the authentic assessment measures that

they use are creative outputs such as role-playing, making flipbooks and

comic books.

The lack of adequate training as regards use of rubrics in

assessing and evaluating their students’ works seems evident. Now that

written works, performance tasks, and products of learning are being

taken with high consideration, there is a need to train PSTs as regards

various methods of assessments, which include use of rubrics. There is a dire

need to improve such skill especially now that outcome-based education

(OBE) is emerging. OBE has been adopted completely by HEIs governed by

the Commission on Higher Education (CHED) in the Philippines.

Additionally, the PSTs employ different kinds of tests to students.

These include problem-solving, true-or-false, fill-in-the-blank, matching type,

multiple-choice, identification, analogy. Tests are based from their lessons.

However, these projects show that the purpose of using authentic

 29

assessment and activities promoting high order thinking skills is not fully

employed. The use of summative and formative tests cannot be

underestimated but the need to improve use of authentic assessment

measures must be facilitated to be able to measure what has to be measured

validly and reliably. However, time element has been identified one factor in

ensuring authentic assessment measures.

Additionally, the PSTs employ different kinds of tests to students.

These include problem-solving, true-or-false, fill-in-the-blank, matching type,

multiple-choice, identification, analogy. Tests are based from their lessons.

However, these projects show that the purpose of using authentic

assessment and activities promoting high order thinking skills is not fully

employed. The use of summative and formative tests cannot be

underestimated but the need to improve use of authentic assessment

measures must be facilitated to be able to measure what has to be measured

validly and reliably. However, time element has been identified one factor in

ensuring authentic assessment measures.

Teachers’ Personality

A teachers’ personality is one dimension of his identity (Pennington

& Richards, 2016). Teaching requires not only the ability to teach lesson, but

also an understanding of the rules and routines of the school culture, the

ability to collaborate with other educational professionals, and awareness of

the communities in which one teaches (Sikula, Buttery, & Guyton, 1996).
 30

Moreover, personality traits of effective teachers have been an

important area of investigation. A personality trait is a relatively stable

characteristic that causes individuals to behave in certain ways. Effective

teachers, in the sense of being able to produce a desired result, can be

thought of as those who are able to engage students in the learning process

and maximize student academic achievement and other school outcomes.

Since 1920s, educational researchers worldwide have explored personality

traits that make a teacher effective in the classroom.

Tominez, B. & Dela Cruz, L. (2014) implies that those who were

deployed in schools that are far from the university garnered significantly

higher level of teaching effectiveness in terms of teacher personality and vice

versa. Regardless of the distance, the results may be due to how the school

factors such as cooperating teachers, principal and facilities motivate and

influence them to be considerate, caring, prim and proper so as to be good

models to their learners. Supported by, Stronge & Hindman (2003) concluded

that effective teachers consistently display compassion and equality in

teaching. They reveal a positive outlook about life and teaching. They are

reflective thinkers who exhibit high expectations for themselves and their

learners. Additionally, Stronge (2002) presented necessary attitudes for pre-

service teachers to become effective when they enter the teaching

profession. These include “caring; fairness; respect for the learners, peers,

parents and the general community; enthusiasm; motivation; and dedication

to teaching”. Furthermore, Darling-Hammond (1997) opined that “while

 31

teachers need to understand cognitively individual differences (culture,

language and family structure), they also need an attitude of sensitivity

toward children’s experiences”.

In perhaps the most complete study conducted to date on practice

teacher personality and teaching performance, (Ripski, 2011) showed a link

between conscientiousness and observed teaching performance. Further,

Jamil, Downer and Pianta (2012) demonstrated a link between personality

and teaching self- efficacy they showed that extraverted practice teachers

were more likely to have high self-efficacy in their teaching abilities. This does

not necessarily show, however, that extraverted practice teachers are more

effective teachers.

To explicate the concept, (Thompson, 2008) posits that effective

teachers possess well-built teaching skills and pleasant personalities. He also

states that building rapport, choosing interesting activities and task, being

able to teach, and coming up with appropriate answers to learner’s

unpredicted questions are some of the characteristics of effective teachers.

CHAPTER 3

METHODOLOGY

This chapter presents the research design, research environment,

sampling design, research instrument, data gathering procedures and the

statistical treatment of the study.

 32

Research Design

The study utilized the quantitative method. Specifically, a descriptive

design because it dealt with fact findings and interpretations. It also intended

to find out the teaching performance of the BEEd practice teachers during

their off- campus final teaching demonstration.

Research Environment

The respondents of this study are the BEEd practice teachers in JH

Cerilles State College Main Campus during the school year 2022-2023, that

being deployed in the three (3) Elementary Schools in San Miguel,

Zamboanga del Sur namely; Limonan Elementary School, Dao-an

Elementary School and Mati Elementary School.

Research Respondents

The total enumeration of the study are the 23 BEEd practice teachers

in JH Cerilles State College that being deployed in the three Elementary

Schools in San Miguel, Zamboanga del Sur.

Sampling Design

The study employed the total population of the practice teachers of

J.H Cerilles State College main campus during the SY 2022-2023. There

were 17 females and 6 males who were practice teachers. Researchers got

the total enumeration of BEEd practice teachers as target respondents.

 33

To obtained the study, the researcher used the non-parametric test

such as Mann-Whitney U test and Kruskal-Wallis H test.

Research Instruments

In conducting the study, the researchers used the rating scale. The

practice teacher’s actual teaching evaluation sheet.

The rating scale was based on the concept of the given variables. It

contains the Practice Teacher’s Actual Teaching Evaluation Sheet on which

respondents indicate on a 5-points scale on the first part of the questionnaire

which “4.3 - 5” excellent, “3.5 - 4.2” Very Good, “2.7 – 3.4” good, “1.9- 2.6”

Fair and 1- 1.8 indicates poor and included the remarks and comments of the

cooperating teachers.

The practice teacher was evaluated by their cooperating teacher along

with the expert and the principal where they were deployed to the different

schools.

Data Gathering Procedures

The data gathering procedures employed in this study involve the

following activities: the researchers secured first a letter from the thesis

adviser to conduct the study to the identified respondents and school. Then,

the researchers send a consent letter to the Dean asking to conduct the
 34

instrument to the respondents. And then, meet the instructor adviser to ask for

the lists of BEEd practice teachers to get the total number of respondents to

provide adequate and appropriate instruments. Then, ask permission from the

respondents by giving them a consent letter which they needed to sign for

their participation to conduct and fulfill this study. And asking the ratings of the

practice teachers during their demonstration.

After the data gathered, the researchers consolidated the data and

after consolidating the data, the result will be given to the statistician for the

statistical analysis and interpretation.

Statistical Process

The statistical treatment that was used in this study is descriptive

statistics. To determine the level of teaching performance of BEEd practice

teachers in terms of the six domains, descriptive statistics (Mean and

Standard deviation) will be used. And to determine the significant difference in

teaching performance concerning the socio-demographic profile (gender, age,

economic status, and parents’ educational attainment). Inferential statistics

like Mann-Whitney U test and Kruskal-Wallis H test will be utilized.

CHAPTER 4

PRESENTATION, ANALYSIS, AND PRESENTATION

This chapter contains a clear and detailed presentation and discussion

of the data analysis and results of the study. The findings are presented under
 35

the following variables: lesson planning, teaching methods, classroom

management, communication skills, Assessment, teaching personality, and

teaching performance of BEEd practice teachers during their deployment in

selected Elementary Schools in San Miguel District, San Miguel Zamboanga

del Sur.

Table 1. Respondents of the study

f %

Gender

Male 6 26.1

Female 17 73.9

Age
 36

21 and below 6 26.1

22 and above 17 73.9

School Deployed

Limonan 8 34.8

Dao-an 8 34.8

Mati 7 30.4

Parents' Educational Attainment

Elem. and High School Level 9 39.1

High School Grad 7 30.4

College Level and College Graduate 7 30.4

Economic Status

Lower and Middle class 6 26.1

Upper class 17 73.9

Total 23 100

The demographic profile of the respondents, including gender, age,

school assignment, parents' educational attainment and socioeconomic

standing, was shown in Table 1. In this survey, there were 73.9% women and

26.1% men who were practice teachers. However, there were more

respondents with an average age of 22 or older (73.9%) than with an age

range of 21 or younger (26.1%). Furthermore, the percentage of practice

teachers at Limonan and Dao-an Elementary Schools is the same at 34.8%,

while the percentage at Mati Elementary School is the lowest at 30.4%.

Additionally, the majority of respondents' parents have completed elementary

and high school, accounting for 39.1% of their educational attainment and the

High school graduates and college graduates also received the same score of
 37

30.4%. 73.9% of respondents, or the majority, are from the upper class, while

26.1% are from the lower and middle classes.

Table 2. Descriptive levels of practice teachers’ teaching performance (n=23)

M SD QD

4.5 0.5
Lesson Planning VH
1 5
 38

1. Objectives were stated in behavioral terms. 4.78 0.42 VH

2. There was a congruence between: objectives and Subject matter 4.48 0.51 VH
3. Objectives and teaching procedures 4.52 0.73 VH
4. Objective and Formative Test. 4.43 0.73 VH
5. objective and assignment 4.35 0.83 VH
4.3 0.4
Teaching Methods VH
4 9
1. Methods used was/were suited to the needs and capabilities of
4.35 0.65 VH
students.
2. The teacher was creative enough to adapt his/her method to the
4.30 0.76 VH
student capabilities.
3. Used strategies to enhanced pupils/student understanding and to
4.22 0.80 VH
eliminate their misconceptions.
4. Involved pupils/students in class discussions/activities. 4.48 0.59 VH
5. Used differentiated Activities. 4.22 0.74 d
6. Visual aids and examples were used to illustrate the lesson. 4.52 0.67 VH
7. Technology was integrated to teaching and learning. 4.26 0.69 VH
4.4 0.4
Classroom Management VH
0 9
1. The teacher had a systematic way of checking: attendance. 4.61 0.66 VH
2. Practice exercise. 4.57 0.59 VH
3. Group work/output. 4.43 0.51 VH
4. Passing in and out of the room. 4.30 0.56 VH
5. correcting, distributing, and collecting papers. 4.26 0.75 VH
6. Order and discipline were present in the classroom. 4.26 0.75 VH
7. Visual aids were within easy reach of the teacher during his/her
4.48 0.59 VH
teaching.
8. Worked within the timeframe allotted. 4.26 0.69 VH
4.3 0.5
Communication Skills VH
7 0
1. The teacher spoke clearly with a well-modulated voice. 4.65 0.65 VH
2. The teacher used correct grammar in speaking. 4.26 0.75 VH
 39

3. Correct responses were given by the students through the

4.39 0.66 VH
teacher’s skills of questioning.
4. The teacher observed correct pronunciation 4.26 0.81 VH
5. the instructional aid of the teachers was free errors in grammar
4.43 0.73 VH
and spelling.
6. The teacher handwriting on the board and lesson plans was
4.22 0.74 VH
enough to be read and understood.
7. Gave instruction clearly. 4.48 0.59 VH
8. Listened carefully to pupils/students’ responses. 4.35 0.57 VH
9. Clarified difficult terms/phrases/structures 4.30 0.70 VH
10. Held interest of the pupils/students throughout the lesson. 4.39 0.58 VH
4.3 0.5
Assessment VH
3 0
1. Test items follow higher order thinking skills (HOTS) 4.22 0.60 VH
2. Test items are within the level of understanding of the
4.35 0.57 VH
pupils/students.
3. Questions are not confusing. 4.43 0.59 VH
4. Test questions are arranged from easy to difficult. 4.30 0.56 VH
4.6 0.4
Teachers Personality VH
5 4
1. Showed enthusiasm through facial expression 4.74 0.45 VH
2. The teacher is neat and well-groomed. 4.83 0.39 VH
3. The teacher is free mannerism or physical defects that tend to
4.57 0.59 VH
disturb the student attention.
4. the teachers personally is strong enough to command, respect,
4.48 0.73 VH
and attention.
4.4 0.4
Overall VH
3 5
Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 – 1.79 = Very Low (VL), 1.80 – 2.59 =
Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00 = Very High (VH)

Table 2 above represents the descriptive levels of BEEd practice

teachers' teaching performance. It has an overall six (6) indicators that are all
 40

descriptively very high. It shows an overall (M=4.43, SD = 0.45), which

implies "Very High," as the description indicates. This means that the BEEd

practice teachers perform a very high teaching performance.

Descriptive levels of BEED practice teachers' teaching performance in

terms of Lesson Planning, shows that (M= 4.51, SD =0.55) and labeled as

descriptively very high. The objectives prepared and implemented by the

practice teachers were congruent with the subject matter and attainable by

the pupils. Moreover, it parallels previous studies that lesson planning is

essential for practice teachers to think critically and plan the appropriate

learning activities for students' learning styles (Kuys, Keer, & Aelterman,

2012). Better Lesson Planning is important for teacher success. Teacher

success is predicated on student success. Beyond that, the documents

created as part of the planning process are usually part of the evaluation by

school administrators. Therefore, having well-prepared and documented

plans is integral to a teacher's success. The lesson plans also become a

repository of growing knowledge as you continue to teach. The importance of

lesson planning in furthering your professional growth is undeniable.

Cultivating good habits for preparing and reviewing lesson plans prepares the

ground for success (William & Mary School of Education, 2022).

Whereas, descriptive levels of BEED practice teachers' teaching

performance in terms of Teaching Method , shows (M= 4.34, SD=0.49) and

are labeled as descriptively very high, which indicates that BEEd practice

teachers can use strategies and differentiated activities that involved pupils
 41

through creativity by integrating technology to adapt the pupils needs and

capabilities and enhanced pupils understanding and eliminate their

misconceptions. This result is assessed by (Beau Mueller ,2022) Teaching

methods is that they empower the teacher with flexibility and autonomy in the

classroom. A teacher with a hefty mental toolbox of teaching methods can

change things quickly, adapting to students' needs as they arise. Teaching

methods have spanned history from Socrates and Socratic method that

resulted in his death from poison (the technique is more successful than the

trial was) through impassioned conversations about how teaching methods

can be innovated.

Furthermore, in terms of classroom management (M= 4.49, SD =0.49),

this result shows a "Very High" teaching performance of BEEd practice, and it

implies that the practice teacher is able to manage the classroom by

establishing classroom rules and applying systematic way of checking

attendance, engaging exercises as an energizer, establishing group

work/outputs, and Visual aids were within easy reach of the teacher during

his/her teaching and finished the lesson within the timeframe allotted. As

revealed by the previous study of (Edmund Emmer, Julie Sanford, Barbara

Clements, & Jeanne Martin (1982) note, effective classroom management

has been recognized as a crucial element in effective teaching at all public-

school grade levels. If a teacher cannot obtain students' cooperation and

involve them in instructional activities, it is unlikely that effective teaching will

take place.
 42

As for, Communication skills revealed (M=4.37, SD= 0.50) and it

descriptively means that the BEEd practice teacher teaching performance in

terms of communications skills was "Very High, "as labeled indicated, and it

suggests that the practice delivered the lesson clearly with well-modulated

voice, used correct grammar in speaking, the students gave correct

responses through the skills of questioning, the pronunciation is correctly

observed, in giving instructional aid was free errors in grammar and spelling,

handwriting on the board and lesson plans are readable and understandable,

gave the instruction clearly, listened carefully to give pupils in clarifying

complex terms and held interest of the pupils throughout the lessons. This

result was supported by the previous study of (Mortazavi M., 2013) stated

various effective communications in the educational fields, including pictorial

communication, the Internet and computer relations, relationship with the

learning environment attention, etc., among which the latter and verbal and

non-verbal communication are the most effective on both teacher and learner.

In the field of teaching, certainly one of the main characteristics of good

teachers is good communication skills in the classroom, and most of the

observed stress in the school arises from the lack of proper communication.

Najafi T, Rahmanzade A. 2013.

Moreover, the results also show that the level of BEEd practice teacher

teaching performance in terms of Assessment (M= 4.33, SD =0.50)

descriptively means that the practice teacher has the "Very High "if the test

items practice teacher provided to the students are following with Higher
 43

order thinking skills (HOT) and it has suited to the pupils' capabilities of

understanding, the test questions given to the pupils are arranged from easy

to difficult and not confusing. Supporting this data, I agree with the study

conducted by Cheng et al. (2015) mentioned that classroom assessment

tasks and environment are central to supporting student learning and

following the higher-order thinking skills for students to utilize their

metacognition ability. Likewise, (Hill et al. (2010) add that understanding

practice teachers' conceptions around classroom assessment is a crucial

prerequisite to actually preparing them to be competent assessors.

Lastly, the descriptive level of BEEd practice teachers teaching in terms

of Teacher Personality the result show (M= 4.65, SD = 0.44) this descriptively

means that the practice teacher has a "Very High" teaching performance if the

practice teachers showed enthusiasm through facials expression, neat and

well-groomed, physically defect that tends to disturb the student attention,

and strong enough to command, respect, and attention towards their pupils in

the classroom however, (Jamil et al., 2012) demonstrated that extraverted

practice teachers are effective teachers. Similarly, this study seeks to build on

the work of Rockoff et al. (2008) and Ripski et al. (2011). Specifically, it aims

to replicate the work of Ripski et al. in their analysis of the stability of practice

teacher personality and to build on that study by adding an outcome measure.

As noted, while teaching performance may be crucial, retaining good teachers

is equally, if not more, important. The importance of these concepts inspired

this study, which uses survey questions that determine satisfaction with the
 44

decision to become a teacher and may indicate a commitment to the

profession.

Table 3. Test of significant difference (Mann-Whitney U test) of the variables

with respect to gender (n= 23)
M SD M SD U p-value
Lesson Planning 4.73 0.35 4.44 0.60 36.5 0.319
Teaching Methods 4.67 0.12 4.22 0.53 19.5 0.024*
Classroom
4.83 0.15 4.24 0.48 16 0.013*
Management
Communication
4.70 0.17 4.26 0.53 28 0.117
Skills
Assessment 4.63 0.38 4.22 0.51 26.5 0.087
Teaching
5.00 0.00 4.53 0.46 21 0.036*
Personality
Teaching
4.76 0.15 4.32 0.47 21 0.036*
Performance
Note: * - significant at .05 level. Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 –
1.79 = Very Low (VL), 1.80 – 2.59 = Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00
= Very High (VH)

Table 3 shows the Mann-Whitney U test was used to find out the result

of whether there was a significant difference in the teaching performance of

the BEEd practice teacher with regards to gender. The teaching performance

of BEEd practice teachers in terms of lesson planning, communication skills,

and assessment showed the result of p values which are 0.319, 0.117, and

0.087 interpreted as significantly no differences with regards to gender.

Therefore, the variables are insignificant to the gender of the respondents.

 45

Results revealed that although there are gender differences

between male and female practice teachers in their teaching performances,

these differences did not affect the teaching performances of the BEEd

practice teachers in terms of lesson planning, communication skills, and

assessment. It means that male and female practice teachers have the same

performances with regard to gender.

BEEd practice teachers’ teaching performance in terms of teaching

methods, classroom management, teacher’s personality, and teaching

performance show the result of p values which are 0.024, 0.013, 0.036, and

0.036 interpreted that has a substantial gap with regards to gender.

In terms of teaching methods, male practice teachers gained (M= 4.67,

SD= 0.12) the highest score while female practice teachers got (M= 4.22,

SD= 0.53) the lowest score on their teaching methods performance during

their demonstration. And in terms of classroom management, male practice

teachers as the highest performance with a score of (M= 4.83, SD= 0.15),

and the least is female practice teachers with a score of (M= 4.24, SD= 0.48).

In terms of teachers' personality, male practice teachers gained (M= 5.00,

SD= 0.00) the highest score while female practice teachers got (M= 4.53,

SD= 0.46) the lowest score. Lastly, in terms of the overall teaching

performance of the BEEd practice teachers, the male with the highest score

gained (M= 4.76, SD= 0.15) while the female with the lowest score got (M=

4.32, SD= 0.47).

 46

The result tells that there is a substantial gap existed between

each of the said variables in BEEd practice teachers’ teaching performance

such as the teaching methods, classroom management, teaching personality,

and teaching performance concerning gender.

Table 4. Test of significant difference (Mann-Whitney U test) of the variables

with respect to age (n=23)
M SD M SD U p-value
Lesson Planning 4.23 0.81 4.61 0.42 64 .392
Teaching Methods 4.17 0.56 4.40 0.47 65.5 .391
Classroom
4.19 0.55 4.47 0.46 67.50 .256
Management
Communication
4.15 0.63 4.45 0.44 66 .319
Skills
Assessment 4.04 0.64 4.43 0.42 70 .201
Teachers
4.50 0.47 4.71 0.44 66.50 .286
Personality
Teaching
4.21 0.57 4.51 0.39 65 .354
Performance
Note: * - significant at .05 level. Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 –
1.79 = Very Low (VL), 1.80 – 2.59 = Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00
= Very High (VH)

The test of significant difference in the teaching performance of the

BEEd practice teachers with respect to age is shown in Table 4 above. Six (6)

respondents were under the age of 21, while seventeen (17) were between

the ages of 22 and older. The Mann-Whitney U Test result showed that there

is no significant difference in the teaching performance of the BEEd practice

 47

teachers such as lesson planning, teaching methods, classroom

management, communication skills, assessment, and the teachers’

personality with respect to their age. Therefore, the BEEd practice teachers'

teaching performance is the same even if they are young or old.

Table 5. Test of significant difference (Kruskal-Wallis H test) of the variables

with respect to school deployed (n= 23)
M SD M SD M SD H p-value

Lesson Planning 4.80 0.32 4.20 0.68 4.54 0.46 4.462 0.107

Teaching
4.59 0.18 4.05 0.62 4.37 0.46 3.998 0.135
Methods

Classroom
4.72 0.25 4.19 0.50 4.27 0.56 4.908 0.086
Management

Communication
4.74 0.20 4.00 0.55 4.39 0.38 8.623 .013*
Skills

Assessment 4.63 0.27 3.97 0.54 4.39 0.45 8.222 .016*

Teachers
4.88 0.35 4.38 0.48 4.71 0.37 5.818 0.055
Personality

Teaching
4.72 0.20 4.13 0.50 4.45 0.41 6.889 0.032*
Performance
Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 – 1.79 = Very Low (VL), 1.80 – 2.59 =
Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00 = Very High (VH)

Pairwise comparison of school deployed

Test Std. Std. Test Adj.
Sample 1-Sample 2 Sig.
Statistic Error Statistic Sig.a

Dao-an-Mati -4.188 3.47 -1.207 0.228 0.683

Communication
Dao-an-Limonan 9.813 3.352 2.927 0.003 0.01
Skills
Mati-Limonan 5.625 3.47 1.621 0.105 0.315

Assessment Dao-an-Mati -5.509 3.4 -1.62 0.105 0.316

 48

Dao-an-Limonan 9.375 3.285 2.854 0.004 0.013

Mati-Limonan 3.866 3.4 1.137 0.256 0.767

Dao-an-Mati -5.054 3.51 -1.44 0.15 0.45

Teaching
Dao-an-Limonan 8.875 3.391 2.617 0.009 0.027
performance
Mati-Limonan 3.821 3.51 1.089 0.276 0.829
Note: * - significant at .05 level. Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 – 1.79 = Very
Low (VL), 1.80 – 2.59 = Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00 = Very High (VH)

Table 5 shows the Kruskal-Wallis H Test was used to determine

whether there was a significant difference between the teaching performance

of BEEd practice teachers with respect to the school. The findings showed

that three (3) variables passed the test for the significant difference in terms

of communication skills, assessment, and teaching performance of the

practice teachers. In terms of communication skills, Limonan practice

teachers gained (M= 4.74, SD= 0.20) as highest score and Mati practice

teachers got (M= 4.39, SD= 0.38) higher than practice teachers in Dao-an

(M= 4.00, SD= 0.55) as the lowest score on their communication skills

performance during their demonstration. And in terms of assessment,

Limonan practice teachers as the highest performance in assessing the

learners during the demonstration with a score of (M= 4.63, SD= 0.27), and

next in line is the practice teachers assigned in Mati Elementary School got

(M= 4.39, SD= 0.45) and the least is the practice teachers deployed in Dao-

an with the score of (M= 3.97, SD= 0.54). in terms of the overall teaching

performance of the BEEd practice teachers, Limonan with the highest score

of (M= 4.72, SD= 0.20), next to this is the practice teachers deployed in Mati
 49

got (M= 4.45, SD= 0.41) while Dao-an practice teachers got (M= 4.13, SD=

0.50) as the lowest score.

However, the three variables namely; communication skills,

assessment, and teaching performance are demonstrated through the

pairwise comparison of schools deployed that there is a significant difference

between Dao-an and Limonan practice teachers in the aspects of

communication skills, Assessment, and teaching performance. On the said

variables, Limonan received a high score than Dao-an. In comparison, there

is no significant difference between practice teachers deployed in Dao-an-to-

Mati and those deployed in Mati-to-Limonan with regard to those three

variables.

In terms of school deployment, the results showed a significant

difference in communication skills between practice teachers from Dao-an

and Limonan, with an adjusted significance level of 0.01. Limonan (M= 4.74

SD= 0.20) scored better than Dao-an (M= 4.00 SD= 0.55). The findings

demonstrated that instructors who are adept at creating productive

interactions are among the characteristics of effective classroom leadership

(Salamondra, 2021). In Limonan, the practice teachers are doing a good job

of interacting with their students. On the other side, teachers who struggle

with communication will also struggle with personal and professional

competence (Ylmaz, 2011).

In Assessment also showed a significant difference between Dao-an

and Limonan, with an adjusted significance level of 0.013, with Limonan

 50

having a higher value (M= 4.63 SD= 0.27) than Dao-an (M= 3.97 SD= 0.54).

The outcome shows that practice teachers are discovered to have changed

after they assess teacher education programs (Smith, 2014). According to

several studies (Bookhart, 2011; Deneen & Bound, 2014; Barnes, 2015;

Fulmer, 2015), teachers' conceptualization of Assessment significantly

impacts how they learn about it and how they use it in their instruction.

With an overall adjusted significance level of 0.027, the results for

teaching performance show a significant difference between Daon-an and

Limonan, with Limonan having the highest M value (M= 4.72 SD= 0.20) and

Dao-an having the lowest M value (M= 4.13 SD 0.50). The outcome indicates

that Dao-an practice teachers' overall teaching performance is lower than that

of Limonan.

Results revealed that school deployment affects the performance of

the practice teachers based on how they are going to interact with their pupils

and based on how effective the techniques and methods they are going to

use in teaching.

Table 6. Test of significant difference (Kruskal-Wallis H test) of the variables

with respect to parents’ educational attainment (n=23)
M SD M SD M SD H p-value

Lesson Planning 4.49 0.40 4.51 0.47 4.54 0.82 .598 .742

Teaching Methods 4.27 0.39 4.39 0.40 4.37 0.72 1.420 .492

Classroom
4.28 0.35 4.54 0.57 4.41 0.59 1.589 .452
Management

Communication
4.31 0.43 4.47 0.36 4.36 0.71 .537 .764
Skills

Assessment 4.28 0.36 4.43 0.37 4.29 0.77 .531 .767

Teaching Personality 4.47 0.52 4.82 0.31 4.71 0.42 2.275 .321
 51

Teaching
4.35 0.37 4.53 0.37 4.45 0.63 .894 .639
Performance

Note: * - significant at .05 level. Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 –
1.79 = Very Low (VL), 1.80 – 2.59 = Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00
= Very High (VH)

Table 6 illustrates the Kruskal-Wallis H test was used to determine

whether there was a significant difference in the teaching performance of the

BEED practice teachers concerning parents' educational attainment.

As shown in the table, the teaching performance of BEEd practice

teachers in terms of lesson planning with regards to elementary and high

school level (M= 4.49, SD= 0.40), in high school graduate (M= 4.51, SD=

0.47), and in college level and college graduate (M= 4.54, SD= 0.82). In

teaching methods with respect to elementary and high school level (M= 4.27,

SD=0.39), high school graduate (M= 4.39, SD= 0.40), and in college level and

college graduate (M= 4.37, SD= 0.72). In terms of classroom management

concerning elementary and high school level (M= 4.28, SD=0.35), high school

graduate (M= 4.54, SD= 0.57), and in college level and college graduate (M=

4.41, SD= 0.59). While in communication skills with respect to elementary and

high school level (M= 4.31, SD=0.43), high school graduate (M= 4.39, SD=

0.36), and in college level and college graduate (M= 4.36, SD= 0.71). In

assessment with regards to elementary and high school level (M= 4.28,

SD=0.36), high school graduate (M= 4.43, SD= 0.37), and in college level and

college graduate (M= 4.29, SD= 0.77). While the teachers’ personality

concerning elementary and high school level (M= 4.47, SD=0.52), high school
 52

graduate (M= 4.82, SD= 0.31), and in college level and college graduate (M=

4.71, SD= 0.42). Lastly, in terms of overall teaching performance of BEEd

practice teachers with respect to elementary and high school level (M= 4.35,

SD=0.37), high school graduate (M= 4.53, SD= 0.37), and in college level and

college graduate (M= 4.45, SD= 0.63). It shows that BEEd pre-service

teacher has the same performance with regards to parents’ educational

attainment, teaching methods, classroom management, communications

skills, assessment and teachers’ personality and there were no differences in

their overall teaching performance despite their parents’ educational

attainment.

Table 7. Test of significant difference (Mann-Whitney U test) of the variables

with respect to economic status (n=23)

M SD M SD U p-value
Lesson Planning 4.50 0.41 4.52 0.60 54 .865
Teaching Methods 4.24 0.41 4.37 0.53 63.500 .392
Classroom
4.29 0.47 4.43 0.51 62.50 .431
Management
Communication
4.27 0.39 4.41 0.53 61.50 .473
Skills
Assessment 4.04 0.10 4.43 0.55 79.00 .052
Teaching
4.50 0.50 4.71 0.43 65.00 .354
Personality
Teaching
4.31 0.34 4.48 0.48 68.00 .256
Performance
Note: * - significant at .05 level. Note: M = mean, SD = Standard deviation, QD = Qualitative description: 1.00 –
1.79 = Very Low (VL), 1.80 – 2.59 = Low (L), 2.60 – 3.39 = Moderately High (M), 3.40 – 4.19 = High (H), 4.20 – 5.00
= Very High (VH)
 53

As presented in Table 7, the significant difference test of the

teaching performance of the BEEd practice teachers with respect to economic

status.

As shown in the table, the teaching performance of the BEEd

practice teachers in terms of lesson planning, find that in the lower and middle

class (M=4.50, SD= 0.41 n=6) and upper class (M=4.52, SD =54, n=17) at the

level of 0.5 level of significance (U=54, p-value =.865) and it shows that

BEED practice teacher has the same performance with regards to their

economic status. In terms of teaching methods with respect to lower and

middle class (M=4.24, SD= 0.41, n=6) and upper class (M=4.37, SD=0.53,

n=17) at the level of 0.5 level of significance (U=63.500, p-value =.392) and it

shows that BEED practice teacher has the same performance with regards to

their economic status. In classroom management resulted in the lower and

middle class (M=4.29, SD= 0.47, n=6) and upper class (M=4.43, SD=0.51,

n=17) at the level of 0.5 level of significance (U=62.50, p-value =.431) and it

shows that BEED practice teacher has the same performance with regards to

their economic status. The findings in communication skills show that in the

lower and middle class (M=4.27, SD= 0.39, n=6) and upper class (M=4.41,

SD=0.53, n=17) at the level of 0.5 level of significance (U=61.50, p-value

=.473) and it shows that BEED practice teacher has the same performance

with regards to their economic status. In the Assessment, the findings show

that in the lower and middle class (M=4.04, SD= 0.10, n=6) and upper class

(M=4.43, SD=0.55, n=17) at the level of 0.5 level of significance (U=79.00, p-

 54

value =.052) and it shows that BEED practice teacher has the same

performance with regards to their economic status. Teachers' personality

reveals that in the lower and middle class (M=4.50, SD= 0.50, n=6) and upper

class (M=4.71, SD=0.43, n=17) at the level of 0.5 level of significance

(U=65.00, p-value =.354) and it shows that BEED practice teacher has the

same performance with regards to their economic status. Lastly, the overall

teaching performance of the practice teachers shows that in the lower and

middle class (M=4.31, SD= 0.34, n=6) and upper class (M=4.48, SD=0.48,

n=17) at the level of 0.5 level of significance (U=68.00, p-value =.256). It

shows that BEED practice teacher has the same performance with regard to

their economic status. Therefore, the BEEd practice teachers do not differ

significantly with respect to the following domains: lesson planning, teaching

methods, classroom management, communication skills, assessment,

teachers’ personality and in overall teaching performance.

 55

CHAPTER 5

SUMMARRY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter includes findings, conclusions and recommendations

based on results. This study investigated teaching performance of BEEd

practice teachers during their deployment in selected Elementary Schools in

San Miguel District, San Miguel Zamboanga del Sur. These criteria evaluated

the teaching performance of 23 BEEd practice teachers using the Final

Teaching Demonstration Evaluation Sheet.

Findings

The following is the summary of findings on the teaching performance

of BEEd practice teachers.

The level of teaching performance of BEED practice teachers, for the

lesson planning the teaching performance is very high with mean of 4.51,
 56

Teaching Method labeled as very high with the mean of 4.34, and classroom

management labeled as very high with the mean of 4.49, communication

skills labeled as very high with mean of 4.37, assessment labeled as very

high with mean of 4.33 and teacher personality labeled as 4.65 with the mean

of 4.65.

There is no significance difference of teaching performance of the

BEED practice teachers in terms of lesson planning with respect to gender,

age, economic status, parent’s educational attainment and school deployed.

There is no significance difference of teaching performance of the

BEED practice teachers in terms of teaching method with respect to age,

economic status, parent’s educational attainment and school deployed.

However, its shows significant difference in regards of gender that, showed

male got the very high teaching method with the mean of 4.67 and the female

gained a moderately high in terms of teaching method with the mean of 4.22

There is no significant difference of teaching performance of the BEED

practice teacher in terms of classroom management with respect to age,

economic status, parent’s educational attainment and school deployed.

However, its shows significant difference in regards of gender that, showed

male got the very high classroom management with the mean of 4.83 and the

female gained a moderately high in terms of classroom management with the

mean of 4.24. The male has better performance in terms of classroom

management.
 57

There is no significant difference of teaching performance of the BEED

practice teacher in terms of communications skills with respects to gender,

age, economic status, parent’s educational attainment. However, its show

significant difference in regards of school deployed which its showed that

limonan gained the very high communication skill based on the data result of

final teaching demonstrations of Beed Practice teacher with the mean of 4.74,

Dao-an elementary school gained a high in terms of communications skills

with the mean of 4.00 and 4.39 from Mati which is also a very high in terms of

communication skills. The practice teachers that deployed in school of

Limonan and Mati elementary school has the best teaching performance in

terms of communications skills.

There is no significant difference of teaching performance of the BEED

practice teacher in terms of Assessment with respects to gender, age,

economic status, parent’s educational attainment. However, its show

significant difference in regards to school deployed which is showed Limonan

has the very high ratings based on their final teaching demonstrations in

terms of assessment with the mean of 4.63, Dao-an got the high rating based

on their final teaching demonstrations with the mean of 3.97 and Mati gained

a very high with the mean of 4.39 by the used (Krustal –Walis H test). The

practice teachers that deployed in Limonan and Mati elementary school has

the best teaching performance in terms of assessment.

There is no significant difference of teaching performance of the BEED

Practice teacher in terms of teaching personality with respect to age,

 58

economic status, parent’s educational attainment, and school deployed.

However, its shows significant difference in regards of gender with the mean

of 5.00 from six (6) male respondents and with the mean of 4.53 from

seventeen (17) female respondents by the (Mann-Whitney U test). The male

respondents has the best teaching performance in terms of assessment

based on their final demonstration teaching.

There is no significant difference in overall teaching performance in

regards of age, parents’ educational attainment, and economic status.

However, by the used of (Mann-Whitney U test) its established significant

difference in regards to gender with the mean of 4.76 of six (6) male

respondents and with the mean of 4.32 of seventeen (17) female

respondents which is the female has better teaching performance and it’s

also showed significant difference in regards of school deployed with the

mean of 4.72 from Limonan , 4.13 from Dao-an and 4.45 from Mati by the

used of (Krustal –Wallis H test ) however, by using the Pairwise Comparison

its show no significant difference between the three school where the Pre-

service teacher deployed .

Conclusion

Based on the findings ,its implicated to the conclusion that the level of

teaching performance of BEEd practice teacher’s in terms of Lesson Planning

,teaching methods, classroom management ,communications

 59

skills ,assessment and teacher’s personality are all descriptively “ very high”

this means that the practice teacher perform a very high teaching

performance that was based upon the instruments that the researcher used

which is the Final Teaching demonstration evaluations sheet (APPENDIX B)

that serve as guide to evaluate the BEEd practice teacher performance and

the researchers finds that there is no significance difference to the teaching

performance of the BEEd practice teacher in terms of lesson

planning ,teaching methods ,classroom management ,communications skills ,

assessment and teachers personality with respect to gender ,age, economic

status , and parents educational attainment . Therefore, this study accepted

the null hypothesis.

Recommendations

Based on the results of the study and their discussions, the

researchers presented the following recommendations.

1. It is recommended that the teacher education shall prioritize the

development of the Teaching Performance of the BEED practice

teachers in accordance to the PPST rubrics.

2. It is suggested further that research on these variables is conducted

with a bigger sample size to improve the studies on validity and

reliability.

3. It is recommended to have a further examination of the possible

existing variables that can be coined with the practice teachers

teaching performance.
 60

4. Further studies may be conducted in which represented both male and

female and also the same set with evaluators to all students’ teachers

to really determine and also confirmed the results.

5. It is suggested to use a parametric type of test which is more powerful

and precise than the non-parametric test to really determine this study.

Parametric test such as Paired t-test, Unpaired t-test, One way

ANNOVA, and Pearson’s coefficient.

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Appendix A

Letter to the Supervising Teacher

Republic of the Philippines
JH CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur
School Of Teacher Education

ID S. PALAHANG
Supervising Instructor
Ma’am;
Greeting!

The undersigned are student-researchers of JH Cerilles State College- Main

Campus. They are currently working on their thesis study entitled, “Teaching
Performance of BEEd Practice Teachers” to advance the frontier of knowledge
involving teaching and learning related issues in the academe.
 66

In line with this, the undersigned humbly ask for your permission to gather data of the
BEEd Practice Teachers in SY 2022-2023. As the respondents in this study, the
rationale of this research study is to look into the teaching performance result of
BEEd practice teachers geared towards good quality instruction. Rest assured that
the records of this study including information about the identities of the students will
be treated with utmost confidentially.
Looking forward for your positive response on this matter. Thank you and more
power.

Sincerely Yours,
Camanian, Angelie T.
Denila, Ruvyjane C.
Nabasca, Cherry Ann M.
Researchers
Noted:
DR. SERVILLANA M. DEL MUNDO ID S. PALAHANG
Thesis Adviser Supervising Instructor

Appendix B

Research Questionnaire
Part I.

FINAL TEACHING DEMONSTRATION EVALUATION SHEET

Mentee: ____________________________________________ Mentor: _______________________________

Subject Matter: ______________________________________ Subject Taught: ________________________
School: _____________________________________ Date: _________________ Time: _____________________

Scale:

4.3 – 5 = Excellent 3.5 – 4.2 = Very Good 2.7 – 3.4 = Good

1 – 1.8 = Needs Improvement 1.9 – 2.6 = Fair

I. LESSON PLANNING

A. Objectives were stated in behavioral terms. 5 4 3 2 1

B. There was congruence between 5 4 3 2 1
1. Objectives and subject matter 5 4 3 2 1
2. Objectives and teaching procedures 5 4 3 2 1
3. Objective and formative test 5 4 3 2 1
4. Objective and assignment 5 4 3 2 1
Total: _______
Average: ____
II. TEACHING METHODS
 67

A. Methods used was/were suited to the needs and

capabilities of the students. 5 4 3 2 1
B. The teacher was creative enough to adapt his/her methods
to the students’ capabilities. 5 4 3 2 1
C. Used strategies to enhanced pupils/students understanding
And to eliminate their misconceptions. 5 4 3 2 1
D. Involved pupils/students in class discussions/activities 5 4 3 2 1
E. Used differentiated activities. 5 4 3 2 1
F. Visual aids and examples were used to illustrate the lesson 5 4 3 2 1
G. Technology was integrated to teaching and learning. 5 4 3 2 1
Total: ________
Average: _____
III. CLASSROOM MANAGEMENT

A. The teacher had a systematic way of checking:

1. Attendance. 5 4 3 2 1
2. Practice exercises. 5 4 3 2 1
3. Group work/outputs. 5 4 3 2 1
4. Passing in and out of the room. 5 4 3 2 1
5. Correcting, distributing, and collecting paper. 5 4 3 2 1
B. Order and discipline were present int eh classroom. 5 4 3 2 1
C. Visual aids were within easy to reach of the teacher during
His/her teaching. 5 4 3 2 1
D. Worked within the timeframe allotted. 5 4 3 2 1
Total: ________
Average: _____
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice. 5 4 3 2 1
B. The teacher used correct grammar in speaking. 5 4 3 2 1
C. Correct responses were given by the students through
the teachers’ skills of questioning. 5 4 3 2 1
D. The teacher observed correct pronunciations. 5 4 3 2 1
E. The instructional aid of the teacher was free from errors in
grammar and spelling. 5 4 3 2 1
F. The teachers handwriting on the board and lesson plan was
Enough to be read and understood. 5 4 3 2 1
G. Gave instructions clearly. 5 4 3 2 1
H. Listened carefully to pupils/students’ responses. 5 4 3 2 1
I. Clarified difficult terms/phrases/structures. 5 4 3 2 1
J. Held interest of the pupils/students throughout the lesson. 5 4 3 2 1
Total: ________
Average: _____
V. ASSESSMENT

A. Test items follow higher order thinking skills (HOTS). 5 4 3 2 1

B. Test items are within the level of understanding of
the pupils/students. 5 4 3 2 1
C. Questions are not confusing. 5 4 3 2 1
D. Test questions are arranged from easy to difficult. 5 4 3 2 1
Total: _______
Average: _____
VI. TEACHERS’ PERSONALITY

A. Showed enthusiasm through facial expression. 5 4 3 2 1

B. The teacher is neat and well-groomed. 5 4 3 2 1
C. The teacher is free mannerism or physical defects that
Lend to disturb the student’s attention. 5 4 3 2 1
D. The teachers’ personality is strong enough to command,
Respect and attention. 5 4 3 2 1

Total: ______
Average: ____
 68

Grand Total: ____

Weighted Average: _____
Interpretation: _________

COMMENTS AND SUGGESTIONS:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________________.

______________________________
Observer’s Name and Signature

_______________________________
Position Designation

CURRICULUM VITAE

CAMANIAN, ANGELIE T.
Sibucao, Dumalinao, Zamboanga del Sur
Contact No. 09515759679

PERSONAL DATA

Date of Birth : December 31, 2001

Place of Birth : Sibucao, Dumalinao ZdS

Sex : Female

Civil Status : Single

Citizenship : Filipino

Height : 5’ 4
 69

Weight : 59 kls.

Father’s Name : Enerio R. Camanian

Mother’s Maiden Name : Nenita T. Temple

EDUCATIONAL BACKGROUND

College: Bachelor of Elementary Education (General Education)

J.H. Cerilles State College
Mati, San Miguel, Zamboanga del Sur
S.Y. 2020 – 2024
Senior High School: Accountancy Business and Management (ABM)
Dumalinao Senior High School
Paglaum, Dumalinao, Zamboanga del Sur
S.Y. 2018 – 2020
Junior High School: Dumalinao National High School
Paglaum, Dumalinao, Zamboanga del Sur
S.Y. 2014 – 2018
Elementary: Sebucao Elementary School
Sebucao, Dumalinao, Zamboanga del Sur
S.Y. 2008 – 2014

CURRICULUM VITAE

DENILA, RUVYJANE C.
Peñaranda, Kabasalan, Zamboanga Sibugay
Contact No. 09518873607

PERSONAL DATA

Date of Birth : April 10, 2002

Place of Birth : Peñaranda, Kabasalan, Zamboanga Sibugay

Sex : Female

Civil Status : Single

Citizenship : Filipino

Height : 5’ 3
 70

Weight : 56 kls.

Father’s Name : Benigno L. Denila

Mother’s Maiden Name : Rosita M. Caroro

EDUCATIONAL BACKGROUND

College: Bachelor of Elementary Education (General Education)

J.H. Cerilles State College
Mati, San Miguel, Zamboanga del Sur
S.Y. 2020 – 2024
Senior High School: Accountancy Business and Management (ABM)
Betinan National High School
Betinan, San Miguel, Zamboanga del Sur
S.Y. 2018 – 2020
Junior High School: Zamboanga del Sur National High School
Roxas Strt. Sta. Maria District, Pagadian City
S.Y. 2017 – 2018
Elementary: Peñaranda Elementary School
Peñaranda, Kabasalan, Zamboanga Sibugay
S.Y. 2008 – 2014

CURRICULUM VITAE

NABASCA, CHERRY ANN M.

Legarda Uno, Dinas, Zamboanga del Sur
Contact No. 09817722561

PERSONAL DATA

Date of Birth : March 25, 2002

Place of Birth : Margosatubig Regional Hospital

Sex : Female

Civil Status : Single

Citizenship : Filipino

Height : 5’ 6
 71

Weight : 50 kls.

Father’s Name : Ambrosio A. Nabasca

Mother’s Maiden Name : Elma P. Marcial

EDUCATIONAL BACKGROUND

College: Bachelor of Elementary Education (General Education)

J.H. Cerilles State College
Mati, San Miguel, Zamboanga del Sur
S.Y. 2020 – 2024
Senior High School: Bread and Pastry Production (TVL Strand)
Legarda Dos National High School
Legarda Dos, Dinas, Zamboanga del Sur
S.Y. 2018 – 2020
Junior High School: Legarda Dos National High School
Legarda Dos, Dinas, Zamboanga del Sur
S.Y. 2014 – 2018
Elementary: New Mirapao Elementary School
Ignacio Garata, Dinas, Zamboanga del Sur
S.Y. 2008 – 2014