TEACHERS PROFESSIONAL DEVELOPMENT

AND JOB PERFORMANCE: BASIS FOR ACTION PLAN

A Thesis Proposal
Presented to
The Faculty of Education
Camiguin Polytechnic State College

In Partial Fulfillment
Of the Requirements for Master’s Degree
Master of Arts in Education

ELVIE A. WAMINAL
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TABLE OF CONTENT

CHAPTER 1 Page

1. The Problem 1

Statement of the problem 2

Hypothesis 3

Conceptual Framework 3

Significance of the study 4

Scope and limitation of the study 5

Definition of Terms 5

2 REVIEW OF RELATED LITERATURE 7

3 METHODOLOGY 13

Research design 13

Locale of the study 13

Population of the study 14

Research Instrument 15

Validity and Reliability of the instrument 15

Data Gathering 16

Strong Guidelines 16

Statistical tools 17

References 19
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CHAPTER 1

THE PROBLEM

Introduction

Professional development refers to many types of educational experiences

related to an individual’s work. Doctors, lawyers, educators, accountants,

engineers, and people in a wide variety of professions and businesses

participate in professional development to learn and apply new knowledge and

skills that will improve their performance on the job. Professional development

is the strategy schools and school districts use to ensure that educators

continue to strengthen their practice throughout their career. The most

effective professional development engages teams of teachers to focus on the

needs of their students. They learn and problem solve together in order to

ensure all students achieve success. School systems use a variety of schedules

to provide this collaborative learning and work time for teachers. When time set

aside for professional development is used effectively and parents receive

reports about student results, they realize the benefits to teachers and their

students far outweigh the scheduling inconvenience. Policymakers, community

leaders, and parents have a responsibility to ensure that educators within their

schools engage in continuous professional learning and apply that learning to

increase student achievement. Learning Forward offers a clear definition and

standards for measuring the quality of professional development occurring

within schools. By advocating for educator professional learning that meets

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these standards, policymakers, parents, and community members can do their

part to ensure a successful education experience for every child in their

community (Hayes Mizell 2010).

According to Gina O. Gonong Director of Research Center for Teacher

Quality, there were a great deal of issues on Teacher Professional Development.

Professional development opportunities currently offered to teachers frequently

fail to meet even minimum levels of quality and fall short of what teachers want

and need. Systems at the school level to support teachers and identify their

professional development needs are not working well. Utilization of budget

allocated for human resource training and development is often low,

amounting to only 57 percent of the budget in 2014. Teachers in their own

words says that The lack of time for professional learning (e.g. attending

graduate studies) to enhance teaching practice due to accomplishments of

reports and other tasks. Teachers were not fully trained in the changes of

curriculum to meet its requirement. A one-week seminar is not enough. Not all

teachers are given opportunities to attend training seminars especially like us

that are in the far-flung areas. Getting into seminars, etc. is difficult because

we are expected to be at school to teach and guide students at all times. Taking

units for MA or attending training will mean that students will be left

unattended as there is no system to cover for teachers who aren't around for

official business. The teacher should attend seminars and workshops to

 4

everyone and be cooperative with the others. It just hard for the teacher to

attend some trainings because of financial problems.

The researcher aims to come across the extent of teacher’s professional

development and job performance as basis for action plan. This study will

investigate the problems anchored by the professional development of teachers

and their job performance and how the action plan will be created as their

basis of performing teachers job through professional development. The

existing problem now in the Department of Education is still the low

performance of some teachers and the need for professional training and

learning was on top of the imperatives for teachers. The process of this study is

to administer a survey questionnaire that will serve as a guide to know the

problems anchored with the teacher’s profile that connect with their job

performance as well as their professional development. The data collected with

this study will define the relationship between teacher’s professional

development and job performance. It will focus to all teachers and school heads

in Guinsiliban district on the results of their professional development and job

performance.
 5

Statement of the Problem

The study will be deals with the Teachers professional development and

job performance as basis for action plan. Specifically, it will seek the answer of

the following questions.

1. What is the profile of the teachers in terms of:

1.1 Age 1.2 Sex 1.3 Number of years in teaching

1.4 Highest Educational Attainment

2. What is the extent of teacher’s professional development?

3. What is the job performance of the teachers?

4. Is there a significant relationship between Teachers professional

development and job performance?

5. Is there a significant difference on the extent of teacher’s professional

development when grouped according to age, sex, number of years in teaching,

and highest educational attainment?

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6. What action plan can be designed from the study?

Hypothesis

1. There is no significant difference on the relationship between teacher’s

professional development and job performance.

2. There is no significant difference on the extent of teacher’s professional

development when grouped according to sex, age, number of years in teaching

and highest educational attainment.

Theoretical Framework of the study

Professional development for teachers has an impact in and out of the

classroom. Not only does it keep teachers motivated and engaged

professionally, but it also improves student outcomes. In turn, it boosts school

district performance and ratings, allowing school districts to track teachers’

progress throughout the school year and work toward district-wide goals (Julia

Francis 2021). A 2016 meta-analysis of studies found that using classroom

management techniques to handle teacher performance, student behavior,

student social-emotional development, and teacher-student relationships all

improved student outcomes, with the biggest improvement seen with students’

social-emotional development.
 7

Conceptual framework

Input Process Outcomes

A. Profile of

teachers
A. Administration of
1. Sex Action
survey

2. Age questionnaire Plan

3. Years in teaching B. Data mining

C. Four Group
4. Highest
Discussion
Educational

Attainment

B. Extent of teacher’s

professional

development.

C. Job Performance
 8

Figure 1. Conceptual Paradigm of the Study

Significance of the Study

The result of the study will be beneficial to the following.

DepEd Camiguin Officials: The result of this study will serve as a base date to

improve in creating guidelines to further support the continuing professional

development of public school teachers and leaders, the Department of

Education and job performance as basis for action plan.

School Heads. Since educational theories are constantly changing and

developing, this study helps the school heads stands to reason that teachers

who stay up-to-date and informed about what works and what doesn’t are

more likely to be successful than those who aren’t engaged in a dynamic

system that fosters professional growth and learning.

To the teacher, it helps teachers to equip and empower them with the

knowledge they need to become more effective in their role as educators.

To the students, this study will help the students to develop their interest in

pursuing their education through teacher’s professional development base on

their action plan.

Researchers, the result of this study is to encourage and motivate them to

push through their desire to discover the new upgraded way of addressing
 9

teacher’s professional development standard and job performance as basis for

action planning.

Future researchers, that the study will be source of a more depth study and

will be serve as one of their related literatures.

Scope and Limitations of the Study

The study will emphasize the teacher’s professional development and

their job performance as basis for action plan. The data collection will be

conducted to all elementary and secondary teachers in the district of

Guinsiliban that will represent the population. This study will not cover the

problems that are not consider as part of the teachers professional

development and job performance as basis for action plan.

Definition of Terms

The following terms were defined to give the reader a clear understanding of the

study.

Age. This refers to the age of the teacher’s respondent that serves as part of the

data collection needed in this study.

Sex. refers to the gender differences either male or female teacher respondent

that will participate in this thesis study.

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Number of years in teaching. The overall length of service is the total time

spent at a job or some other socially beneficial activity, regardless of the nature

of the activity and the length of the intervals between work periods. It is the

number of years teaching experience of the teacher respondent included in this

study.

Professional development. refers to the instructors developing and improving

their skills to better meet the needs of their students. Approaches to

professional development include reviewing case studies, consultation and

coaching, mentoring and technical assistance.

Job Performance. Teacher job performance defined as duties performed by a

teacher at a particular period in the school system in achieving organizational

goals (Obilade, 1999).

Action Plan. An action plan is a plan created to organize a district- or school-

improvement effort. It may take the form of an internal school document or a

website that can be viewed publicly.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter covers the related literature and studies. It includes the

intensive readings of the researchers from publication, books, articles, and

internet.

The UNESCO (2015a) monitoring report indicates that many developing

countries have tried to strengthen policy frameworks and innovative programs

to boost the status of the teaching profession. Among those efforts, securing

the necessary number of teachers and providing suitable TPD for their

development is considered a priority. The lack of teachers is also a critical issue

that must be addressed in the discussion of teacher quality. In many

developing countries, the problem of teacher shortages has emerged as a

significant education policy concern. According to estimations by the UNESCO

Institute of Statistics (2016), countries must recruit 68.8 million teachers by

2030, including 24.4 million primary school teachers, and 44.4 million

secondary school teachers. The South Asia region—which has the second-

largest teacher shortage—must recruit 15 million teachers by 2030; 4.1 million

at the primary level and 10.9 million at the secondary. Because of the
 12

insufficient number of teachers and the frequent teacher turnover in this

region, the average student-teacher ratio stands at 34:1 in primary schools and

29:1 in secondary schools. The problem of recruiting teachers in developing

countries includes not only the absolute scale of securing teachers necessary

for expanding education opportunities, but also the qualitative aspect of

retaining qualified teachers. In most Asian countries, candidates for teacher

training must hold a minimum of a 12−year or equivalent school certificate

regardless of the level at which they want to teach. In many countries—such as

Mongolia, Pakistan, and Uzbekistan—candidates are required to have a 4−year

degree program (UNESCO Bangkok Office 2015). In Viet Nam, student teachers

follow a 3−year program of college education to teach at the primary and lower

secondary level, while those wishing to teach at the upper secondary level must

undertake a 4−year higher education program (Nguyen 2003). In 2017,

Cambodia—which makes a lot of effort to promote the innovative development

of teacher education—introduced a new regulation that all pre-service teachers

need to hold a bachelor’s degree to be able to teach regardless of school level,

according to the Teacher Policy Action Plan (Ministry of Education, Youth and

Sport [MoEYS] 2015). Although selective qualifications are required to enter the

teaching profession, there may be cases where such requirements are adjusted

to solve the problem of teacher shortages for some countries (Mulkeen et al.

2017). In these cases, policy makers might be challenged in securing the

required number of teachers and may allow teachers to teach without having

had prior training in the area (Villegas-Reimers 2003). Therefore, continuing

 13

TPD is even more important in countries where teachers do not have all the

academic preparation they should have. Teachers’ salaries remain low in some

countries in comparison to those of other professions. In Sri Lanka, teachers

seem to earn up to one-third less than the average income. Cambodia is also

one of the representative countries known for having a lower salary for teachers

compared to other professions (UNESCO Bangkok Office 2015). The average

teachers’ salary in the Philippines is less than one-sixth of the average in the

Association of Southeast Asian Nation countries (The Philippine Star 2019). In

some developing countries, low teacher salaries could be a factor contributing

to teachers engaging in other side jobs, leaving teaching, and even having

increasing debts. Consequently, many developing countries agree that teachers’

salaries should be increased, particularly to attract and retain better

candidates to the profession. Appropriate salary level is still being debated in

establishing teacher policy.

For teachers and their needs for professional development (PD), self-

improvement is ongoing. Professional learning has numerous advantages for

both the instructor and the students, including curriculum and instruction,

differentiation, and self-reflection. Effective professional development improves

teachers' abilities and benefits the whole school. A system of feedback,

teamwork, and personal and professional growth objectives are necessary for

the growth and development of teachers. Professional development for teachers

encourages peer collaboration, active learning, and serves as an example of

 14

industry best practices. Knowing this emphasizes both the value of

professional development for teachers and the methods for enhancing it. Each

student and adult learns something new in school. Adults' knowledge and

practices grow as a result of professional development, which also leads in the

transfer of skills between students and adults. Students have a variety of skills

and abilities when they enter the classroom. There is still a need to address

these various learning levels even when some children may be high, low, or

average learners. Teachers have the resources to improve their instruction and

have an influence on students of all academic levels when they have access to

high-quality, ongoing professional development. Students learn more when

teachers are able to learn. The teacher's skill set is expanded through ongoing

professional development, and the areas in which they are currently effective

are further developed. It's crucial to examine the keys to enhancing teacher

professional development in order to improve PD and the development of

teachers' abilities. Understanding how to enhance teacher professional

development would benefit not only the instructor but also the student. The

tactics must be evidence-based, reflective, and offer a platform for teacher

professional development to be utilized in the classroom in order to enhance it.

Too frequently, instructors believe that their professional development is "one

size fits all." In professional learning contexts, it's critical to differentiate the

way teachers offer content. Teachers too require tailored training and content

delivery, just like students do. Finding targeted and personalized professional

development (PD) that improves a teacher's skills is the key to bettering teacher
 15

preparation. Additionally, a key factor in enhancing teacher professional

development is creating clear goals for the teacher and their growth. A firm

emphasis on the groups present and their needs is necessary to enhance

professional development for teachers. A platform for criticism and reflection is

also necessary. Teachers frequently solicit feedback from their pupils in order

to assess and modify their teaching methods. Teachers who want to change

their instructional practices must first collect student feedback. Teachers can

receive feedback from their students' formative and summative evaluations on

their performance as well as on how well they are teaching the material and

encouraging academic advancement.

As the educational system evolves, schools are finding ways to provide

quality education to students. Many articles are floating on the internet stating

the must 21st century skills of teachers and students (Stauffer, 2020). Most

teachers keep attending training to improve their skills especially in the area of

Information and Communications Technology (ICT). Heightening the

Professional Development of Teachers Amidst Pandemic in the Philippines is a

research that gives the readers fresh perspectives based on what the random

students and teachers are saying and feeling about the competencies that each

one should possess in the Philippines. Among the competencies derived from

the study, tech savviness is at the least making knowledgeability, emphatic,

creativity, funniness, and disciplinarian on the top 5. These are based on the

student’s responses on the survey and interviews. Benchmarking on the said

 16

competencies, challenges faced by teachers and aligning this to the VUCA

environment, recommendations are through learning, understanding, and

visualizing (L-U-V) followed by rechecking, revisiting and aligning (3R's) every

aspect of each viewpoint.

The study focuses on the basis of action plan that have been used by

teachers while concentrating on the development of behaviors for professional

growth in the new normal approach of learning. The most important aspect of

the study relates to the assistance given by the school administration for

creating action plan in the classroom. The main purpose of this study is to find

the effectiveness of teacher’s professional development. Specifically, the study

sought to investigate the significant difference of teacher’s professional

development in the new normal education in relation to developing and

improving high quality instruction and improving student learning to achieve

goals. The study design will be based on the qualitative approach focusing on

phenomenology. For the study, the researcher conducted a focus group

discussion. For the focus group, discussion two Head teachers and three

teachers were selected from the three different schools. The researcher

developed the three themes (action planning behaviors of teachers, Types of

action plan by teachers doing and support from the School administration).

The ideas or perspectives of teachers and head teachers were analyzed and

interpreted logically. This research will be subject for potential publication that

will be useful for the researcher in her promotion. It will also serve as a
 17

reference to the teachers and school administration that will conduct the same

study in the future. The community can also benefit in this study that will give

them guidance in determining the school atmosphere where they wanted to

enroll their children. On this study, it will empower the teacher’s professional

development in the new normal learning in relation to the action plan made by

the teacher.

CHAPTER 3

METHODOLOGY

This chapter presents the research design, population of the study,

research instrument, data gathering procedure, and statistical tools that will be

used in this research study.

Research Design

The researchers used qualitative approach of research in a descriptive

some type of research. The data will be gathered through the user of survey-

gathering materials in order to provide a clear representation of problem of the

respondents. The data includes survey and other things that can record during

the conduct of the study.

Locale of the Study

 18

This research study will be conducted to all teachers both elementary

and secondary teachers of the current year in the district of Guinsiliban,

Guinsiliban Camiguin.

Population of the Study

The respondents of the study will be all elementary and secondary teachers

in Guinsiliban district of the current school year. It includes the 84

respondents both elementary and secondary teachers in Guinsiliban district.

NAME OF SCHOOL

Research Instrument

In this study the researcher will be using the questionnaire. The

questionnaire is a set of orderly arranged questions carefully prepared to

 19

answer by a group of people or the respondents of this research study design to

collect facts and information. The questionnaire consisted of two parts.

Part I. Personal Profile of the respondents includes Age, Sex, Civil status, and

position/designation and length of service.

Part II. The questions to be answer by the respondent. Will use Likert Scale in

the survey questionnaires to specify the level of agreement of the respondents

to the statement.

Validity and Reliability of the instrument

The research instrument will be made by the researchers and will be

subject for content and construct validity. The researchers ask 3 experts to

evaluate the contents of the questionnaire to determine whether the indicators

should be retained, deleted, or revised. Corrections and suggestions was

incorporated in the survey questionnaire, thus making the question valid.

To test the reliability of the research instrument, the researchers will

utilize Post Test Method. The researchers will administer the questionnaire to

54 teachers of both elementary and secondary. The first result will be recorded

as Post-Test.

The reliability of instruments has determined by using the R Chronbach

Alpha and it yielded a coefficient of 0.88 that mark high correlation, the survey

questionnaire will be consider reliable and ready to use.

 20

Data Gathering Procedure

The researchers will conduct the study from all teachers both elementary

and secondary. The questionnaires will be conducted through giving of actual

questionnaire to the respondents and gave them time to answer after the

instruction will be given. The researchers retrieve the questionnaires and the

scores will be tallied, tabulated, and interpreted.

Scoring Guideline:

To quantify the answers on the extent of the teachers’ professional

development in new normal as basis of action plan to all elementary and

secondary teachers, the following will be use.

Arbitrary Value Statistical Qualitative Interpretation

4 3.41- 4.20 High Extent HE
3 2.61-3.40 Moderate Extent ME
2 1.81-2.60 Low Extent LE
1 1.00-1.80 No Extent NE
______________________________________________________________________________
 21

Statistical Tools

The following statistical techniques and procedures will use to answer

the specific problems;

Problem 1. The simple percentage and frequency counts will use to

determine the profile of respondents in terms of age, sex, civil status and

position/designation and length of service.

Problem 2. The weighted mean will use to analyze the extent of teacher’s

professional development in the new normal as basis of action plan.

Problem 3. The ANOVA TEST will use to determine the significant

difference between the teacher’s professional development in new normal as

basis for action plan.

Ethical Considerations

The researchers will ask permission from the district in charge as well

as to the school head of different schools in Guinsiliban district to give the

survey questionnaires to the respondents. All of the respondents answer the

questionnaire wholeheartedly. All the data to be gathered will be used for

teacher’s professional development and action planning.

 22

QUESTIONAIRE

Part I: Personal Profile

(optional)Name:

Gender: _____Age: ____ Position/Designation: ______ Length of service: _

Part II: The extent of Teachers Professional Development in new normal as basis of action plan.

Legend:

4- Highly Extent (HE) 3-Much Extent (ME) 2-Less Extent (LE) 1-No Extent

(NE)

STATEMENT (HE)4 (ME)3 (ME)3 (NE)1

 23

1. Lack of time for professional learning (e.g. attending

graduate studies) to enhance teaching practice due to
accomplishments of reports and other tasks.
2. Teachers were not fully trained in the changes of curriculum to meet its
requirement. A one-week seminar is not enough.
3. “Not all teachers are given opportunities to attend training seminars especially
like us that are in the far-flung areas.
4. Getting into seminars, etc. is difficult because we are
expected to be at school to teach and guide students at all
times.
5. Taking units for MA or attending training will mean
that students will be left unattended as there is no system to cover for teachers
who aren't around for official business.
6. The teacher should attend seminars and workshops to
everyone and be cooperative with the others. It just hard for me to attend some
trainings because of financial problems.
7. Professional development opportunities currently
offered to teachers frequently fail to meet even
minimum levels of quality and fall short of what
teachers want and need.
8. Systems at the school level to support teachers and
identify their professional development needs are not
working well.
9. Utilization of budget allocated for human resource
training and development is often low because of the pandemic effect.
10.Teachers don’t have enough knowledge in creating and crafting action plan
for the new normal learning.

REFERENCES

 Fajardo, CV. (September 2020), Project: Heightening the Professional

Development of, Teachers Amidst Pandemic in the Philippines: A Case
Study, De La Salle University
https://www.researchgate.net/publication/
344593217_Heightening_the_Professional_Development_of_Teachers_Ami
dst_Pandemic_in_the_Philippines_A_Case_Study

 Gonong, G. (2007). Addressing Teacher Professional Development Issues:

Supporting Teacher Quality, Director, Research Center for Teacher
Quality

 https://www.deped.gov.ph/2021/10/26/deped-launches-the-
professional-development-program-on-assessment-and-emerging-
literacies-with-focus-on-pisa/#:~:text=October%2026%2C
 24

%202021%20%E2%80%93%20The%20Department,basic%20education
%20in%20the%20Philippines.

 https://www.edelements.com/blog/upskilling-and-reskilling-for-the-
new-normal-of-education

 https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full

 https://www.statisticshowto.com/probability-and-statistics/hypothesis-
testing/anova/

 Ancheta, F. Ed.D. THE NEW NORMAL IN EDUCATION: A CHALLENGE

TO THE PRIVATE BASIC EDUCATION INSTITUTIONS IN THE
PHILIPPINES, INTERNATIONAL JOURNAL OF EDUCATIONAL
MANAGEMENT AND DEVELOPMENT STUDIES, Volume 1, Issue 1 ·
September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)