LEVEL OF CONTINUING PROFESSIONAL DEVELOPMENT COMPLIANCE,

PERSONAL GROWTH AND PROFESSIONAL COMPETENCE

OF CERTIFIED PUBLIC ACCOUNTANTS

A Thesis Presented to the Faculty Of

College of Business Administration and Accountancy
Baliuag University
Baliwag, Bulacan

In Partial Fulfillment of the Requirements in the Subject Management Consultancy

For the Degree of Bachelor of Science in Accountancy

By:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.
April 2019
 ii

APPROVAL SHEET

This thesis hereto entitled “LEVEL OF CONTINUING PROFESSIONAL

DEVELOPMENT, PERSONAL GROWTH AND PROFESSIONAL COMPETENCE OF

CERTIFIED PUBLIC ACCOUNTANTS”, prepared and submitted by the proponents, in partial

fulfilment of the requirements in the subject Management Consultancy for the degree of Bachelor

of Science in Accountancy has been examined and is recommended for acceptance and approval

for ORAL EXAMINATION.

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser

Approved by the Committee on Oral Examination conducted on April 11, 2019

MR. ROLANDO R. CALMA

Chair

MRS. ELENITA MAGLAQUE

Member
Accepted in partial fulfilment of the requirements for the degree of Bachelor of Science in
Accountancy.

MRS. WILHELMINA L. NEIS, CPA

Dean

College of Business Administration and Accountancy

 iii

CERTIFICATE OF ORIGINALITY

We hereby declare that this study entitled “Level of Continuing Professional Development

Compliance, Personal Growth and Professional Competence of Certified Public Accountants” is

our own work and to the best of our knowledge, except to the extent of assistance from others in

the format, presentation and linguistic which are properly cited or recognized. Furthermore, all

materials from previous works or any other materials previously written that are used in the study

were duly cited or recognized in the study

Angeles, Diana P. Macapagal, Filipinas C.

Butuhan, Clarisse Ann V. Merced, Madeleine C.

Calderon, Joy Angelica M. Milasky, Trisha Angela G.

De Jesus, Mary Grace A. Salvador, Reicee Ann P.

Dela Cruz, Shayne S. San Miguel, Jedah T.

Erespe, Larra Ellaine C. Sayco, Pamela Angelica D.

(Candidates)
April 2019

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser
 iv

CERTIFICATE OF THE STATISTICIAN

This is to certify that I have provided the statistical treatment and data analysis of the

thesis entitled:

“Level of Continuing Professional Development Compliance, Personal Growth and

Professional Competence of Certified Public Accountants”

Researchers:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.

ENGR. FRANCIS JOHN C. GOTOMANGGA

Statistician
(0926) 221-4797
Contact Number
 v

CERTIFICATE OF ENGLISH EDITING

This is to certify that I have edited and corrected the grammar, spelling, punctuations,

sentence structure and phrasing of this thesis entitled:

“Level of Continuing Professional Development Compliance, Personal Growth and

Professional Competence of Certified Public Accountants”

Researchers:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.

MR. ERWIN CALILAP

English Auditor
(0935) 577-0089
Contact Number
 vi

ACKNOWLEDGEMENT

The researchers wish to acknowledge, with profound gratitude and deepest appreciation,

the following people who helped us to make this research possible:

Mr. Luisito Correa, Jr. CPA, for the support and guidance that is material to the completion

of this research. For entertaining all the ideas and questions of the researchers with great

enthusiasm.

Mr. Glen De Vera De Leon, CPA, for his unselfish guidance and timely suggestion while

the researchers are proposing this study.

Engr. Francis John Gotomanga, for his statistical services that made it possible for the

researchers to discuss and interpret the results of this study leading to its completion and

conclusion.

The parents and guardians of the researchers, for giving them emotional and financial

support while doing this research.

And above all, “The Almighty God”, for His guidance and for sustaining the researchers

throughout the process.

 vii

DEDICATION

The researchers dedicate this study first, to our Almighty God, the source of our wisdom,

knowledge and strength. He is the reason for their motivation and the inspiration towards attaining

their objectives.

Second, to the valued family, friends and peers of the researchers who gave their support

and encouragement to finish this study.

Third, to their professors and thesis adviser who guided them from the beginning to the

end of this study. Lastly, to their respective respondents, the Certified Public Accountants from

different accounting firms in Bulacan, for sharing time and information that is necessary to finish

this study.

- The Researchers
 viii

ABSTRACT

In order to fully comprehend the implications of completing and complying with the Continuing

Professional Development (CPD) requirements in the Certified Public Accountant (CPA)

profession that is a relevant concern of CPAs in the present time, this descriptive-correlational

study is done to determine the relationship of CPD on personal growth and professional

competence of independent CPAs in Bulacan. A total of 19 CPAs in public practice in Bulacan

were chosen as the respondents of this study. Respondents were CPAs fairly distributed as to age,

gender, qualifications, and years in public practice. The study covered the year 2018. The paper

employed descriptive-correlational design and used a validated, modified questionnaire as

instrument. Results were analyzed to determine the relationship between the independent variable

and dependent variable through Spearman's rank order correlation and One-way Analysis of

Variance (ANOVA) to determine the significant relationship of certain variables to CPD

compliance. Variables under personal growth and professional competence showed a “Very High”

degree of relationship to CPD compliance. Factors that fall under demographics showed no

significant difference in the level of CPD compliance except the age of the respondents. The results

suggest that CPD compliance has a significant relationship on personal growth and professional

competence of CPAs in public practice around Bulacan.

Keywords: continuing professional development, certified public accountants, personal

growth, professional competence, demographics

 ix

TABLE OF CONTENTS

TITLE PAGE …………………………………………………………….…….… i

APPROVAL SHEET ……..……………………………………………………… ii

CERTIFICATE…………………………………………………………………… iii

ACKNOWLEDGMENT ………..………………………………………..……… vi

DEDICATION …………………………..……………………………….……… vii

ABSTRACT ………………..…..…..……………………………….…………….. viii

TABLE OF CONTENTS ………………………..……………………….………. ix

LIST OF TABLES……………………………………………………………...... xii

LIST OF FIGURES……………………………………………………………… xiii

LIST OF APPENDICES………………………………………………………… xiv

CHAPTER

I. INTRODUCTION

The Problem and its Background……………………..……………..…………… 1

Significance of the Study …………………………………………..……………. 5

Review of Related Literature ……………………………..……..………………. 7

Theoretical Framework…………………………………………………………... 20

Conceptual Framework………………………………………………................... 21

Statement of the Problem………………………………………………………… 22

Hypothesis of the Study……………………………………………………….. 23

Definition of Variables…………………………………………………………... 24

Scope and Delimitation …………………………………..……...………………. 27

 x

II. RESEARCH METHODOLOGY

Research Design…………………………………………………………… 28

Participants and Sampling Procedures…………………….……………….. 30

Instrument………………………………………………………………….. 30

Data Gathering Procedure ……………….………….................................... 31

Data Analysis and Statistical Treatment of Data...……...……..................... 32

III. RESULT AND DISCUSSION

Demographic Profile of Surveyed CPAs……………….……………….….. 35

CPD Compliance of the CPAs in Terms of the Given Factors…..……….… 38

Mean and Mean Interpretation of Personal Growth- Personal Competence

and Personal Skills………………………………..…………………….…... 40

Mean and Mean Interpretation of Professional Competence- Professional

Skills and Professional Ethics and Values………………………………….. 44

Significant Difference Between Level of CPD Compliance and

Demographic Profile………………………………………………………... 49

Significant Relationship Between Level of CPD of Compliance and

Personal Growth…………………………………………………………….. 50

Significant Relationship Between Level of CPD Compliance and

Professional Competence……………………………………………………. 51

IV. SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary……….....………………………………………………............. 53

Conclusions…………………………………….......................................... 56
 xi

Recommendations………………………………………………………… 58

REFERENCES…………………………………………………………….…. 61

APPENDICES……………………………………………………………....... 71

CURRICULUM VITAE…………………………………………………....... 97

LIST OF TABLES
 xiv

Table No. Description Page

1 Interpretation of Likert Scale for CPD Compliance, Personal Growth,

and Professional Competence………………………………………… 33

2 Interpretation of Positive Spearman Rho Coefficient and Correlation 33

3 Interpretation of Negative Spearman Rho Coefficient and Correlation 34

4 Demographic Profile of Surveyed CPAs……………………………… 35

5 CPD Compliance of the CPAs in Terms of the Given Factors………... 38

6 Mean and Mean Interpretation of Personal Growth- Personal

Competence and Personal Skills……………………………………….. 40

7 Mean and Mean Interpretation of Professional Competence-

Professional Skills and Professional Ethics and Values………………. 44

8 Significant Difference Between Level of CPD Compliance and

Demographic Profile…………………………………………………... 49

9 Significant Relationship Between Level of CPD of Compliance and

Personal Growth……………………………………………………….. 50

10 Significant Relationship Between Level of CPD Compliance and

Professional Competence…………………………………………….... 51

LIST OF FIGURES
 xiii

Figure No. Page

1 Conceptual Framework………………………………………………. 21
 xiv

LIST OF APPENDICES

Appendix Description Page

A Sample Request Letter Sent to Municipalities and Responded Received

– Malolos………………………………………………………………. 71

B Sample Request Letter to Municipally Registered Accounting Firm and

Responded Received…………………………………………………… 74

C Survey Intrument………………………………………………………. 76

D BOA- CPD AMMENDMENT (2019)………………………………..... 81

E BOA-CPD……………………………………………………………… 91
 CHAPTER I

INTRODUCTION

The present study aims to determine the relationship of Continuing Professional

Development (CPD) compliance of Certified Public Accountants (CPAs) practicing their

profession in firms around Bulacan to their personal growth and professional and competence. The

paper is divided into three chapters. Chapter I presents the background of CPD, theoretical and

conceptual framework to be used, statement of the problem, hypotheses formulated, and its scope

and limitations of the study. Chapters II and III are discussed later in the study. This study is

anchored on the idea that CPD is essential to all CPAs in order to enrich and refine the professional

knowledge, skills and ethics earned by the time of qualification, to add to the limited number of

studies focusing on this area.

The Problem and its Background

Continuing Professional Development (CPD) in the Globalized Environment. The

International Education Standard (IES) prescribes the CPD required for professional accountants

to develop and maintain the professional competence necessary to provide high quality services

and thereby to strengthen public trust in the accountancy profession. (IES 7)

The IES is addressed to International Federation of Accountants (IFAC) member bodies.

IFAC member bodies have a responsibility for the CPD of professional accountants as set out in

the requirements of IES. In addition, the IES will be of great help to professional accountants,

employers, regulators, government authorities, educational organizations, and any other

stakeholders who support the CPD of professional accountants. (IES 7)

 2

CPD is a recognition and eligibility requirement in bilateral, regional or international

agreements, such as in the Association of Southeast Asian Nation Mutual Recognition Agreements

(ASEAN MRA), that facilitate the mobility and cross border practice. (Professional Regulation

Commission (PRC), 2019). Moreover, as cited to the Board of Accountancy (BOA), the ASEAN

MRA for Accounting Services made it necessary for professional accountants to keep and maintain

competitiveness vis-à-vis their Southeast Asian counterparts, in view of the ASEAN Economic

integration. Such competitiveness is achieved through the continued acquisition and updating of

knowledge, the honing of skills, and lifelong learning.

According to the study conducted by Friedman and Phillips (2004), although CPD was

regarded primarily as a means of maintaining competence, more than half of the employees

interviewed indicated that they do CPD as much for personal development and interest as for

professional development. Thus, CPD promises to deliver strategies of learning that will be of

benefit to individuals, foster personal development, and produce professionals who are flexible,

self-reflective and empowered to take control of their own learning. This emphasis, however, could

conflict with concepts of CPD as a means of training professionals to fulfil specific work roles and

as a guarantee of individual, professional competence.

Professional accountants face increased expectations to display professional competence.

These pressures apply to professional accountants in all sectors. Continuing development is critical

if the professional accountant’s goal is to meet public expectations. Continuous learning is integral

to CPD as professional accountants need actively to pursue the education, training, knowledge,

and skills which they need to anticipate and adapt to changes in processes, technology,
 3

professional standards, regulatory requirements, employer demands, and other areas. Because the

accountancy profession operates in an environment of change, it may be appropriate for IFAC

member bodies to periodically review their CPD policies and the application of the IES. (IES 7)

CPD Compliance in the Philippines. With the demands of the ever-changing

environment, the BOA has instituted programs to align the accountancy profession. These

programs include the accreditation of Certified Public Accountants in academe, in commerce and

industry, and in public practice; and its impact on Philippine accountancy services; the revision of

the curriculum in Accountancy education; and the reconfiguration of the country’s CPA licensure

examinations. CPD plays an important part in enabling professional accountants to develop and

maintain professional competence that is relevant to their role.

The Philippine Institute of Certified Public Accountants (PICPA), the Accredited

Integrated Professional Organization (AIPO) of CPAs in the Philippines, has among its objectives

the promotion and maintenance of high professional and ethical standards among accountants, the

advancement of the science of accounting, and development and improvement of accountancy

education. (PRC, 2016)

Republic Act (R.A) No. 10912 or the “Continuing Professional Development Act of 2016”

was enacted to promote and upgrade the practice of the professional in the country and institute

measures that will continuously improve the competence of the professionals in accordance with

the international standards of practice, thereby, ensuring their contribution in uplifting the general

welfare, economic growth and development of the nation. (PRC, 2016)

 4

Among the initiatives undertaken by the BOA, the most talked about seems to be the

increase in CPD requirements from 60 units in 2016 to 120 units by 2019 for a three-year period

for all CPAs in Public Practice, Academe, Commerce and Industry and Government, and to change

the Thematic Area to Competence Areas which shall be categorized into Technical Competence,

Professional Skills and Values, Ethics and Attitudes. The act requires professionals registered

with the PRC to comply with prescribed CPD units as a prerequisite to license renewal.

According to Philippine Society of Mechanical Engineers (PSME), on February 7, PRC

issued Resolution No. 2019-1146 that outlined the new Implementing Regards and Regulations

(IRR) of the CPD Law. The document from the PRC has now been signed by Chairman Teofilo

Pilando Jr., Commissioner Yolanda D. Reyes and Commissioner Jose Y. Cueto Jr.

The new provisions will take effect by March 1, 2019. Among the significant provisions

under the new IRR is that CPD is still a mandatory requirement for the renewal of the PRC ID of

all registered and licensed professionals. Significant decrease in the number of required CPD units

for the renewal of professional license, from 45 units down to 15 units every three years. In-house

trainings and capacity-building activities of government agencies and corporations, including local

government units and private employers shall be credited and considered as CPD compliance.

As cited by Alejandrino (2017), many CPAs, especially individual practitioners, teachers

and ordinary employees, challenge the practicality and reasonableness of the extensive CPD

requirements imposed on CPAs. They contend that although the trainings are sometimes useful,

they are too tedious and often impractical, costly, redundant and time-consuming. Accessibility

for those in the rural areas (logistical and otherwise) is another issue. Despite the availability of
 5

alternatives for earning CPD credits, many still do not have the means to avail themselves of these

options. There is the problem on the lack of reliable internet access, the lack of resources to pursue

higher learning and the lack of time and skill to do research work.

The BOA has encountered a large number of CPAs who are applying for practice

accreditation but failed to meet the required number of units for CPD. As a result, their practice is

derailed and/or discontinued. (Mendoza, 2013)

Significance of the Study

This study is conducted to find out the relationship of CPD compliance in the personal

growth and professional competence of CPAs in the public practice. This study is anchored on the

idea that CPD is essential to all CPAs in order to enrich and refine the professional knowledge,

skills and ethics earned by the time of qualification, to add to the limited number of studies

focusing on this area.

In keeping with the times, the BOA has instituted programs to align the accountancy

profession with the demands of the ever-changing environment. This study aimed to benefit the

CPAs in public practice in maintaining and enhancing their personal growth and professional

competence. Therefore, CPD is an important element in maintaining public confidence and trust.

Determining the relationship of CPD would benefit the CPA Practitioners, accounting firms and

employers, CPD Providers, Accreditors and Regulators, and the public.

This study will also help the professionals, particularly the CPA Practitioners, gain a deeper

understanding with regards to the relationship of CPD compliance to their personal growth and

professional competencies. They will be able to assess themselves about the advantages of
 6

completing and attending seminars. It also seeks to determine the types of CPD activities which

CPAs have attended and their primary providers to improve the competence and capabilities of the

individual Filipino CPA and upgrade the accountancy profession.

This study will contribute to the accounting firms and employers as it will help them use

this information as they encourage their CPAs to engage with the CPD program and be active

participants of it in different generations of accounting profession. Through this, they can be well

equipped with relevant knowledge, values, ethics and competencies essential for personal

effectiveness and advancement.

In addition, the CPD professional training providers, accreditors and regulators may also

use the results of this study to ensure that they continually improve the implementation and

programming of CPD programs, activities, provide relevant trainings, meaningful, enriching and

responsive CPD experience to upgrade the skills of practicing CPAs.

Lastly, the public will also gain benefit from this study by assessing the competencies of

the CPAs in public practice in Bulacan. Their capabilities and how CPD requirement bring quality

accounting services and competent accountants in catering their particular service to the public.

Overall, this study is expecting that the results will contribute a lot, not only to CPAs in

any field, but also to their respective employers and accounting firms, and the CPD Providers and

Accreditors. The findings of this study will provide important information about the relationship

of CPD among CPAs. This research will also serve as a rich literature for future studies.
 7

Review of Related Literature

Continuing Professional Development. Amid the continuous formation of the global

community, Filipino professionals must seriously consider their continuing professional education

(CPE) – understood as training and development in their field of expertise and beyond. This

professional drive towards lifelong learning will keep them at least useful and productive in their

present jobs, competitive in their skills, talents, and knowledge vis-à-vis their foreign counterparts,

and potentially employable, should the risk of losing their jobs loom into the picture. (Udani, 2002)

It is hereby declared the policy of the State to promote and upgrade the practice of

professions in the country. Towards this end, the State shall institute measures that will

continuously improve the competence of the professionals in accordance with international

standards of practice, ensuring their contribution in uplifting the general welfare, economic growth

and development of the nation. (PRC, 2016)

As cited by Freidson (2001), professionals hold their acquired knowledge, skill or

experience as a tool to show that they can do what needs to be performed as aligned with their

profession. Whereas Khan (2012) states that all over the world the concept of CPD is emerging

and developing as a dynamic educational process to improve and upgrade one’s professional

performance.

Moreover, CPD is an important activity and also a condition of membership in many

professions, including accounting. Professional accountants have a responsibility to the public,

and to professional accountants themselves, to ensure that they continue to develop and maintain

the competence demanded by their professional roles and by the clients who use their services

(Paisey, Paisey & Tarbert, 2007).

 8

Furthermore, according to Guthrie (2004) and Berg (2007), professional accountants must

ensure that they keep up to date with any matters related to their profession. Keeping up to date

has become paramount for professional accountants since accounting knowledge continues to

develop and change rapidly.

Mendoza (2013) stated that the requirement for CPD is suitably provided in the Philippine

Accountancy Law of 2004 which mandates CPAs in public accountancy to undergo an

accreditation process. One of the primary requirements for such accreditation is the units or credits

earned from CPD. This poses a serious consideration because of the public interest in the practice

of public accountancy.

The PICPA, the accredited professional accountancy organization by the Philippines, PRC

and IFAC member bodies implementing an “input-based approach” (IES 7) shall require each

professional accountant to complete at least 120 hours or equivalent learning units in each rolling

three-year period, of which 60 hours or equivalent learning units shall be verifiable; complete at

least 20 hours or equivalent learning units each year; and measure learning activities to meet the

above requirements.

Mendoza (2013) emphasized that despite the mandate and campaign to disseminate the

CPD requirements, several CPAs still find it hard to comply. It was agreed then by Medenilla

(2018), that any professional is against the legislation due to its costs since it will require them to

undergo trainings, seminars or other activities related to their profession to earn the necessary CPD

units.

CPD does not provide absolute assurance that all members will provide high quality

professional service all the time nor will every person who participates in CPD programs and
 9

activities obtain its full benefits because of variances in personal and professional efficacy and

motivation along with the individual’s commitment and capacity to learn (IES 7, 2018).

Kilminster, et.al (2012) also mentioned that current policies, regulations and practices in

CPD are frequently based on unexamined assumptions and discounted functions of the

complexities and contingent nature of actual practice. Nonetheless, disdain its inherent limits and

constraints, CPD requirement, with its objectives and mechanisms, is but imperative to

maintaining public reliance and confidence to the professional’s credibility and work quality.

As contested by the study conducted by Yap and Canceran (2017), CPD programs enhance

knowledge, strengthen technical skills and revalidate innate competencies of professionals. CPD

activities maintain professional standards and are ways to combat professional obsolescence.

These also develop a feeling of confidence and revalidates proficient expertise. Another is that,

CPD leads to job advancement and professional competence.

According to Mendoza (2013) and Tan (2016), there are three factors that enable the pursuit

of CPD among CPAs. First factor is that, the practicing CPAs undertake CPD as a matter of

requirement. Second, they believe that CPD is a personal initiative of the professional. Third, they

are convinced that CPD is beneficial to them. Tan (2016) stated that the contribution of CPD to

career advancement of CPAs can be predicted by the credit units earned.

Exploring the link between CPD and attitude of professionals, Rothwell and Herbert (2007)

suggested that attitude to CPD is associated with learning and job commitment than age, education

and experience. The professional accountants have an important place in global business setup.

Accountants need to play a versatile role in the global economy.

 10

As eloquently stated by Tan (2015), female CPAs were seen actively engaged in various

CPD activities which suggested that women are more predisposed to professional development

initiatives than men. In addition, according to Dubois (2013), 60% of accountants were females

but in 2008, 77% of CPA firms’ partners are male. (Gold, Hunton & Gomaa, 2009). However, it

was found out on the study of Tan (2016) that there was no significant difference in the

contribution of CPD between the male and female group. The statistical variance showed that sex

has no impact over the level of CPD contribution. Furthermore, he claimed that younger

accountants are the ones who give more attention to CPD than those who are older and have longer

experience in the practice of accounting.

Benefits of Attending CPD Program. In today’s climate and with the existence of a

mandatory CPD scheme, learning can be of most benefit to accountants throughout their careers.

It does so by considering patterns of learning in the accountancy profession and the roles of CPD

and lifelong learning, looking at how the learning experiences of accountants can be used to benefit

each other. (Lindsay, 2013)

Lee, Reed, and Poulos (2010) concluded that most participants in their study were

motivated to attend CPD activities because they believe that these activities will provide them new

knowledge. Furthermore, Allinson (2010) as cited from Laksmi (2014) mentioned that CPD is also

implemented to the mutual benefits of the individual professional, employers, the profession, and

society as a whole.

According to Khan (2012), with CPD, professionals will be able to identify gap in

knowledge and experience. CPD makes ones working life more interesting and can significantly

increase job satisfaction and prevent ‘burn out’. Through CPD, one is able to see and reflect on
 11

what he/she learned and plug up any gaps in knowledge or experience. Learning about multiple

aspects of one’s career is not only beneficial for ones future, but for one’s morale and confidence

too. Engaging in CPD ensures that qualifications never become outdated. (Oxbridge Academy,

2017)

Companies benefit from the updated skills or knowledge of their employee as well as in

keeping a reputation that their employees have active licenses. This also ensures the continuous

growth and advancement of their very own fields. (Sunio, 2018)

However, based on the study of Mendoza (2013), the benefits gained from CPD have not

been directly affecting the CPAs in public accountancy practice. While they can derive different

forms of benefits, these are not the primary enablers of their engagement or participation in CPD.

Personal Growth. Broadly, one can define personal growth as the subjective experience

of change, in behaviors, thoughts, and feelings which are in turn experienced as adaptive.

According to Ryff (2008) as cited by Geise (2008), personal growth reflects directed engagement

in continual development, openness towards novel events and people, and effortful expansion and

improvement, all in the pursuit of reaching high towards one’s potential.

A CPD record provides essential insights in relation to a professional’s lacking or

insubstantial skills, thus giving one a chance to address a self-recognized area for improvement

(Hill, 2013). CPD also enables practitioners to achieve more efficient and effective performance

in current and future roles (Friedman & Phillips, 2004)

In the study of Gaine (2002), the effect of CPD on growth can be generally seen as positive.

Some aspects of their professional practice have been positively affected by their trainings.

However, this finding was opposed by Davies and Preston (2006), who says that impact on
 12

personal growth was more varied, diverse, and difficult to summarize. It appears that the time

commitments of CPD sometimes caused guilt in the participants, and stresses and strains in

personal life.

Tames (2012) indicated that CPD did not have direct impact on the practice of profession

but rather on personal faculties. On matters of career growth and satisfaction, North (2008) pointed

out that it is both a continuing process and a personal responsibility.

Personal Skills Enhancement. In a globalized business and employment world and with

advances in technology, the issue of employability skills has become increasingly important over

the years. Interpersonal skills are very important for accountants. The literature indicates that this

is the skill with the greatest gap as identified by graduates, employers and academics. (Tan &

Fawzi, 2017).

Professional accountants of the future will need to develop and demonstrate the ability to

combine their technical knowledge, skills and abilities with interpersonal behaviors and qualities.

The practice of accounting and the competencies professional accountants require are also being

reshaped by trends in digital technologies and their impact on business. (Brand, 2016)

Prudence (2015) cited that the one particular skill that is mentioned as a must for graduates

is communication skills because in every aspect of their job they need to be able to communicate

whether verbal or written.

The credibility of one’s profession is based on the willingness of each professional to

embrace new skills, knowledge and experience. Such skills include management, education and

training, information technology, audit, communication, team building and others. It is also
 13

indicated that people need to be self-confident enough to embrace a culture of continuing education

and development, peer review, appraisal, and revalidation. Therefore, CPD should go beyond the

acquisition of knowledge and aim to impact on performance. (Khan, 2012).

Personal Competence. Mendoza (2013) stated that the overall objective of any learning

activity is the development of competence. The IFAC defines competence as the ability to perform

the tasks and roles expected of a professional accountant, both newly qualified and experienced,

to the standards expected by employers and the general public. Thus, competence is being able to

perform a work role to a defined standard with reference to real working environments.

Competencies are essential for carrying out personal and professional activities successfully.

A mixture of knowledge, skill, attitudes, and personal characteristics guides the professional behavior.

(Schaaf et. al, 2003)

Personal competencies refer to personal qualities, abilities and attitude. It is a function of a

well-defined, focused and sustained personal development program that improves self-awareness and

identity, develops talents and potentials and enriches quality of life and contributes to realization of

dreams and aspirations (Sweitzer, 2007). It was observed that personal competencies and experiences

facilitate employability (Garavan et. al, 2004) and warrant professional success (Hopkins et al., 2006).

Based on the result of study of Tan (2016), the statistical mean average was 1.33 interpreted

as negligible. The result showed that CPD bears no significant impact to personal competencies

that could lead to intrinsic transformation of the accountant (Tames, 2012). The insignificant

statistical value for personal competencies shows that the concentration and programming of CPD

is to develop chiefly professional capacities and not personal qualities.

 14

Professional Competence. Professional competence is the ability to perform a role to a

defined standard. Professional competence goes beyond knowledge of principles, standards,

concepts, facts and procedures; it is the integration and application of learning outcomes for: (a)

technical competence, (b) professional skills, and (c) professional values, ethics, and attitudes.

(IES 7)

A competency is more than just knowledge or skills. It involves the ability to meet complex

demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in

a particular context. (Ontario, 2016)

In the current social climate, there is an increasing demand for competence among all

groups of professionals. A commonly felt need for every professional is the ability to carry out his

or her duties according to the highest possible standards of character and competence. One

essential way to meet this need for professionals is to engage in continuing learning. (Lalitha,

2005)

Maintaining professional competence allows individuals to continue to learn throughout

their career, to develop their technical skills, and to keep pace with accountancy changes and

innovations. It is important to consider whether professional competence is maintained in a

structured or unstructured way since professional accountants generally have CPD requirements

that may need to be verified. (International Bank for Reconstruction and Development, 2016)

Participants of CPD perceive competence as an ability to serve the needs of clients and to

ensure that appropriate judgement is made and communicated surrounding predominantly

 15

technical matters. Complete structured and formal CPD, maintain their own learning technical

repositories and engage with their professional firm’s network of expertise. (Murphy, 2016)

An accountant’s competence is not only embedded in professional qualifications but also

the ability to deliver quality services carefully by considering professional skill and capability.

(Amponsah et. al., 2016). Furthermore, the Envisage International Corporation [US] (n.d.), stated

that to be able to provide their services to the general public he/she must be a licensed certified

public accountant. Irving (2012) highlighted that the younger are perceived to be recently

qualified, and therefore have less or no experience than their older counterparts.

Flatley and Weber (2004) cleared that CPD is required not only in order to improve skills

and knowledge, but also as a component of professionalism that can lead to promotion and tenure.

According to Paisey et al. (2007), 20% of the accountants need to participate in technical activities

to upgrade their professional status, which means that 80% of them find CPD help them improve

their competencies.

As studied by Tan (2015), results showed that most of the CPAs surveyed earned very low

credit units from period 2010 to 2013 and that the participation was overwhelmingly on level one

or minimum. This disconcerting condition can be explained by the fact that many CPAs still do

not understand the objectives of CPD and find no relevance of it to current work and professional

growth. He also mentioned that in many instances, CPD failed to achieve its objectives and rather

becomes futile because the motivation behind participation is plain compliance to regulatory and

policy requirement than skills development and lifelong learning. As contested by in the study of
 16

Sangsawang (2011), he found out that CPD had positive effect and influence to Thai accountants'

work success.

PRC (2016) in Section 2. Thematic Areas of CPD activities shall be charged to Competence

Areas in order to align with the International Educations Standards. It shall be divided into three

(3) major categories; (a) Technical Competence, (b) Professional Skills, and (c) Professional

Values, Ethics & Attitudes, and which shall include the following areas, with the corresponding

required verifiable units starting 2017:

A. Technical competence

1. Standards Applicable to the Professional Practice which include but are not limited to

the following;

a. Current and recent issuance on the respective area of practice of the profession, e.g. those

from the standard-setting bodies on:

• Financial Accounting and Reporting

• Assurance and Auditing

• Related practice statements and interpretations; and

• Pronouncements related to Taxation, depending on the area of practice of the

professional

b. IFAC Pronouncements issued through IFAC member bodies

 17

B. Professional Skills

1. Professional development activities that enhance the CPA’s intellectual, inter-personal,

communication, personal and organizational skill, which include but are not limited to:

a. Oral and written communication;

b. Presentation, negotiation and facilitation skills;

c. Teamwork enhancement;

d. Personality and social graces;

e. Decision-making, leadership, management and supervision;

f. Conflict resolution, cultural immersion programs, time and resources management, work

or process innovation and problem-solving skills;

g. For CPAs in the education sector, teaching techniques and other education-related CPD

learning activities

Technical Competence. Technical competencies are behaviors directly related to the

nature of training and the technical proficiency required to exercise effective control. (Skybrary,

2013). Bahador (2012) aforementioned that technical competencies are imperative for accountants

to perform their tasks and constitute IT skills, IT experience, management skills (in particular

project management) and conceptual skills. These skills, on one hand, aid the routine business

activities related to accountants’ work, and on the other hand, it help them create an environment

where these technologies operate at their optimum level for the strategic internal and external

advantage of the business.

Competence needs to be related to performance because the use of skills, knowledge and

attitudes in professional action expresses the possession of competence. The development of

 18

numeracy skills in persons who have no affinity with numbers is time-consuming and expensive, and

organizations which have to hire workers for jobs with high levels of numeracy skills tend to select

on these skills rather than try to develop these. (Mulder, 2011)

These technical competencies are developmental and with the increasing complexity of

economic and social relationships, the accountant will be called upon more and more as a

management consultant, as a controller, or even as a middle or top manager (Epstein & Hundert,

2002).

Professional Skills. Tan and Fawzi (2016), in their study cited that environment in which

accountants work is rapidly changing particularly with advances in information technology and

globalization of economies. Educational standard indicates the level of professional skills needed

to perform the role of a professional accountant and classifies the skills under four competency

areas: intellectual, interpersonal and communication, personal, and organizational.

Yucel and Solak (2012) stated that CPAs with higher self-esteem have higher work

performance perception. They might be able to perform better in a job if they were filled with

skills and knowledge needed in the ever-changing standards and environment of their profession.

Professionals in addition to the technical skills required for an accounting career, also need

to develop social or emotional intelligence. This can be accomplished by helping them to equip

themselves with professional skills like writing, speaking out, presenting, decision making and

teamwork (Golemon, 2007).

Professional Ethics and Values. Ethics as defined by the Center for the study of ethics in

profession (2017), refers to a set of rules that describes acceptable conduct in society. It serves as

a guide to moral daily living and helps us judge whether our behavior can be justified. They also
 19

indicated that ethics refers to society’s sense of the right way of living our daily lives. It does this

by establishing rules, principles, and values on which we can base our conduct. The concepts most

directly associated with ethics are truth, honesty, fairness, and equity.

For the purposes of the study of Bealman (2013), ethical decision-making preparedness

was defined as adequate combination of accounting ethics education, accounting technical skills

education, applicable learning activities, and suitable instructional methodologies to assist the CPA

in identifying potential ethical dilemmas, alternative solutions, and reaching the action perceived.

As stated by Jaijairam (2017), ethics in accounting is mainly known as applied ethics, which

strongly emphasizes human and business ethics, judgments, moral values, and their application in

accountancy. Generally, the major ethical drivers of accounting are an appropriate practice and a

good standard of professionalism, as right versus acceptable.

The ethical responsibility within the business world is not holistic but lies under the

particular context of ethical behavior. A majority of the corporations in the world have instituted

ethical issues in the accounting processes, which increases the potential for conflict of interest.

Breach of ethical rules within the corporate finance practice, through financial misstatements,

usually damages an organization’s reputation, customer satisfaction levels, and the trust of

investors on the company. (Micewski & Troy, 2006)

According to Brinkman, (2002), the development of ethical codes within organizations can

secure the fidelity of business transactions and financial processes, which in turn, affect employee

performance, relationship, and credibility of the company.

 20

Unethical behaviors not only degrade the reputation and credibility of an individual, but

the company as well, increasing the likelihood of criminal activities that could result in the

decrease in profit levels (Sims, 2003)

Theoretical Framework

Republic Act No. 10912

“An Act mandating and strengthening the Continuing Professional Development Program

for all regulated professions, creating the Continuing Professional Development Council, and

appropriating funds therefor, and for other related purposes” This Act shall be known as the

Continuing Professional Development Act of 2016. It is hereby declared the policy of the State to

promote and upgrade the practice of professions in the country. Towards this end, the State shall

institute measures that will continuously improve the competence of the professionals in

accordance with the international standards of practice, thereby, ensuring their contribution in

uplifting the general welfare, economic growth and development of the nation.

The CPD Programs in each of the regulated professions aims to enhance and upgrade the

competencies and qualifications of professionals for the practice of their professions, ensure

international alignment of competencies and qualifications of professionals through career

progression mechanisms leading to specialization/sub-specialization, ensure the development of

quality assured mechanisms for the validation, accreditation and recognition of formal, non-formal

and informal learning outcomes, including professional work experiences and prior learning,

ensure maintenance of core competencies and development of advanced and new competencies,

in order to respond to national, regional and international labor market needs; and Recognize and
 21

ensure the contributions of professionals in uplifting the general welfare, economic growth and

development of the nation.

Holistic Horizontal Model

In alignment, Holistic horizontal model aimed to meet three dimensions of needs of CPD

attendees at every stage of their career. These dimensions are the organizational, the professional

and the personal dimensions. The first dimension – organizational — refers to needs of CPD

attendees as corporate members, that is, as part of the corpus of the organization they belong. The

second, the professional dimension, focus on the professional needs related to particular positions

and corresponding roles, duties and responsibilities. The third, the personal dimension, refers to

the spiritual and the mundane needs of CPD attendees as persons/human beings. This holistic

model ensures a balance of activities delivered through dialogue, discussion and coaching

(Tumapon, 2015).

Conceptual Framework

The Conceptual framework explains graphically and in narrative form the primary things

to be studied—the variables—and the presumed relationships among them. The independent

variable is the level of CPD compliance which is needed for the growth and development of

professionals while the dependent variables are personal growth and professional competence with

sub-variables as shown in the figure below that may be affected due to level of CPD compliance.

The next figure to be shown is the three hypotheses to be tested. Conversely, the two other

hypotheses will determine if there is an existing relationship between the level of CPD compliance

and the Personal Growth and Professional Competence respectively.

 22

1. Personal Growth
Ho-1
1.1 Personal Competence

Level of CPD Compliance 1.2 Personal Skills Enhancement

2. Professional Competence
Ho-2
2.1 Professional Skills
2.2 Professional Ethics and
Values
Figure 1: Conceptual Framework

The Ho -1 will prove if there is an existing significant relationship between the level of CPD

compliance and Personal Growth as determined by Personal Competence and Personal Skills

Enhancement. Whereas, Ho-2 will determine if there is an existing significant relationship between

the level of CPD compliance and Professional Competence as determined by Professional Skills

and Professional Ethics and Values.

Statement of the Problem

The overarching goals of the CPD is the promotion of general welfare and interest of the

public in the course of delivering professional services through the inculcation of advanced

knowledge, skills and ethical values (PRC,2013 p.2). The CPD is made a mandatory requirement

in the renewal of the PICs of all registered and licensed professionals under the regulation of the

PRC (Republic Act 10912, p.8)

 23

This study aims to investigate the relationship of the Continuing Professional Development for

CPAs in public practice employed in Bulacan on personal growth and professional competencies.

Therefore, this study sought to answer the following questions:

1. How may the CPD Compliance of the respondents be described?

2. How do respondents perceived the personal growth in areas of:

2.1 Personal competence; and

2.2 Personal skills enhancement?

3. How do respondents perceived the professional competence in areas of:

3.1 Professional skills; and

3.2 Professional ethics and values?

4. Is there a significant relationship between:

4.1 CPD Compliance and perceived Personal Growth; and

4.2 CPD Compliance and perceived Professional Competence?

5. Is there a significant difference between CPD Compliance and the respondent’s

demographic profile?

Hypothesis of the Study

The following hypotheses were tested in this study to know the relationship between the

level of compliance of Continuing Professional Development for CPAs in public practice

employed in Bulacan and personal growth and professional competence:

Ho-1: There is no significant relationship between CPD compliance and perceived personal

growth as determined by:

 24

1.1 Personal competence

1.2 Personal skills enhancement

Ho-2: There is no significant relationship between CPD compliance and perceived professional

competence as determined by:

2.1 Professional skills

2.2 Professional ethics and values

Ho-3: There is no significant difference in the level of compliance when the following are

considered:

3.1 Gender

3.2 Age

3.3 Highest Qualification

3.4 Years in Public Practice

Definition of Variables

Continuing Professional Development (CPD). It refers to the inculcation of advanced

knowledge, skills, and ethical values in a post-licensure specialization or in an interdisciplinary or

multidisciplinary field of study, for assimilation into professional practice, self-directed research

and/or lifelong learning.

CPD Compliance. This term, as used in study, refers to the efforts undertaken by the CPA

to meet the required number of units for the continuing professional development through
 25

attendance to seminars, trainings, and other activities provided by CPD-accredited agencies, in

order to renew their license.

CPD Program. It refers to a set of learning activities accredited by the CPD Council such

as seminars, workshops, technical lectures or subject matter meetings, non-degree training lectures

and scientific meetings, modules, tours and visits, which equip the professionals with advances

knowledge, skills and values in specialized or in an inter- or multidisciplinary field of study, for

assimilation into professional practice, self-directed research and/or lifelong learning.

CPD Provider. It pertains to a natural or juridical person accredited by the CPD Council

to conduct CPD programs.

Personal Competence. It is the ability to perform the tasks and roles expected of a

professional accountant, both newly qualified and experienced, to the standards expected by

employers and the general public.

Personal Growth. It involves the growth and enhancement of all aspects of the person and

their effectiveness in living. It includes the development of positive life skills and the development

of a realistic and healthy self-esteem.

Personal Skill Enhancement. Provides the opportunity and knowledge for a client to

develop and strengthen the necessary skills to gain, maintain, and advance in a chosen area.

Professional. It refers to a person who is registered and licensed to practice a regulated

profession in the Philippines and who holds a valid Certificate of Registration and Professional

Identification Card (PIC) from the Professional Regulation Commission.

 26

Professional Competence. The capability to perform the duties of one’s profession

generally, or to perform a particular professional task, with skill of an acceptable quality.

Professional Ethics. Professionally accepted standards of personal and business behavior,

values and guiding principles. Codes of professional ethics are often established by professional

organizations to help guide members in performing their job functions according to sound and

consistent ethical principles.

Professional Skills. Educational standard indicates the level of professional skills needed

to perform the role of a professional accountant and classifies the skills under four competency

areas: intellectual, interpersonal and communication, personal, and organizational.

Professional Value. It can be defined as those things that are important to or valued by

someone.
 27

Scope and Delimitation

The primary objective of this study is to ascertain the relationship between the level of

CPD compliance of CPAs in to personal growth and professional competence. The researchers

limited the scope of the study to the CPAs in public practice currently employed and registered on

select cities and municipalities in Bulacan. It does not include CPAs working in other field of

practice such as commerce and industry, academe and government. This study does not include

those CPAs in public practice that are working outside of Bulacan.

Another limitation of this study is the instrument used. The respondents are required to

provide demographic information in the first part of the questionnaire which is limited to gender,

age, qualifications and years in public practice. Furthermore, this study included the use of Likert

Scale which is limited to four-point choices of corresponding answers such as never, sometimes,

often or always to determine the level of CPD compliance; strongly disagree, disagree, agree and

strongly agree and the use of One-way ANOVA to determine the significance difference of CPD

compliance if the demographic profile is considered and Spearman Rank order correlation to

determine if there is a significant relationship of dependent variables to CPD compliance.

Variations of results may occur when a different set of respondents was queried and

different statistical treatments are used.

This study does not incorporate the evaluation of performance of the firms where the

respondents are associated with but rather focused only on the individual performance of the CPA

himself with regards to organizational, professional and personal dimensions.

 CHAPTER II

RESEARCH METHODOLOGY

This chapter gives an outline of research methods that were followed in the study. It

provides information on the chosen respondents, the criteria for inclusion in the study, the place

and sampling process. The researchers described the appropriate research design that was chosen

for the purpose and the rationale behind it. It also includes the instrument that is used for data

collection, the procedures that were followed to carry out this study and the methods used to

analyze the data.

Research Design

This study used descriptive-correlational research design. The term descriptive research

refers to the type of research question, design, and data analysis that will be applied to a given

topic that tells what it is. It involves gathering data that describe events and then organizes,

tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984 as cited by Corcuera

et al., 2017). It is also used to find information about the present status of the personal growth and

professional competence of Certified Public Accountants to describe what relation exists with

respect to variables or conditions in a situation. Collis and Hussey (2009) defined correlation as a

measure of the direction (linear or non-linear) and strength (positive or negative) of association

between two quantitative variables. Correlation analysis was used to determine the relationship

between CPD compliance and CPAs personal growth and professional competence.

Moreover, this study used a deductive research approach. According to Wilson (2010), it

constitutes developing of an assumption based on existing theories and forming a research plan to

test the assumption. When a deductive method is applied for a research project, the author
 29

formulates a set of hypotheses that need to be tested and next, using a relevant methodology, tests

the hypothesis (Zalaghi and Khazaei, 2016). This approach is adopted as the research questions

and objectives have been developed from an understanding of the relevant theories on relationship

of CPD of CPA on their personal growth and professional competence. Under this approach,

theoretical propositions will be tested using collected quantitative data to describe and explain the

possible relationships between the variables under study. Meanwhile, the researchers used

Quantitative Research design, it is a formal, objective, systematic process to describe and test

relationship among variables. This study made use of the survey method through a structured

questionnaire to collect primary data.

Furthermore, the determination of relationship between the independent variable (CPD

compliance) and dependent variable (personal growth and professional competence) was done

through Spearman's rank order correlation and to determine the significant difference between

CPD compliance and demographic profile of the respondents One way ANOVA was used.

Sedgwick (2012) defined Spearman’s rank order correlation as a non-parametric equivalent to

Pearson’s correlation coefficient. Spearman’s rank order correlation is used as neither variable was

distributed normally nor one of the variables was discrete or was measured on an ordinal scale is

calculated. According to Ostertagova and Ostertag (2013) Analysis of Variance (ANOVA) is a

statistical procedure concerned with comparing means of several samples. A one-way analysis of

variance is used when the data are divided into groups according to only one factor. The purpose

is to test for significant differences between class means, and this is done by analysis the variances.

In this study the association and significant difference between the relationship of CPD on CPA

on their personal growth and professional competence is measured.

 30

Participants and Sampling Procedure

A survey questionnaire was used to gather data. This study focused on a specific group of

respondents primarily the Certified Public Accountants in public practice around Bulacan. A total

of 19 responses were received, whereas 15 companies declined to answer or cannot be located nor

can be reached through emails or phone numbers. The target population was professional

accountants registered to their respective city or municipality. The accounting firms considered

are in accordance with each town municipality in Bulacan list of accredited accounting firms as of

February 2019 where the firm is located. A Stratified Random Sampling was used in the study.

According to Shi (2014), it means dividing the parent population into several types or layers and

then sampling randomly from each layer, not sampling randomly directly from the parent

population. The advantage of this method is it narrows the difference between different types of

individuals through classification, which is conducive to extracting representative samples and

reducing the sample size. This method of sampling involves the division of a population into a

smaller groups known as strata and are formed based on members shared attributes or

characteristics.

Instrument

The questionnaire was administered using Likert Scale style questions given to

respondents. This enabled the researchers to assess the contribution of CPD to public accountants

in their personal growth and professional competence. This was done on a four-point Likert scale

ranging from 1 (Strongly Disagree ) to 4 ( Strongly Agree ). The Part 1 of the instrument contains

the demographic profile of the respondent, Part 2 contains the CPD compliance, Part 3 contains

Personal Growth, and lastly Part 4 contains Professional Competence. This instrument was used

to measure the level of CPD compliance, personal growth and professional competence by using
 31

Spearman rank order correlation to measure the relationship among CPD compliance and personal

growth and professional competence and One-way Anova to measure significant difference

regarding the demographic profile of the respondents. Descriptive analysis was used to know the

descriptive information of the respondents: the age, years in profession, and CPD units earned. For

the dependent variables of this study such as personal growth and professional competence,

correlational analysis was used. To improve validity, the questionnaire was also screened by a

statistician.

Data Gathering Procedure

The gathered data by the researchers for this study were solely composed of primary and

secondary data. The data gathering procedure were done diligently in order to obtain reliable

research data. Initially, the researchers prepared a questionnaire in the form of a checklist which

covered all the variables included in the statement of the problem namely as the personal

competence, professional competence, professional ethics and values, and personal skills

enhancement. The questionnaire also included the profiling of the respondents such as: gender,

age, educational attainment, and number of years in public practice. The questionnaire used was

created using the four-point Likert Scale in order to accurately rate the responses of the

respondents.

The researchers then presented the copy of questionnaire to their research adviser and asked

for approval before the research questionnaires were finally produced. A letter of request for the

Business Permit and Licensing Office of the Municipalities around Bulacan to request for a list of

registered accounting firms. Upon obtaining the list of selected municipally registered accounting

firms, it showed that there are only 34firms registered.

 32

The researchers prepared a request letter to the municipally registered accounting firms to

ask permission to conduct a survey. The researchers explained the purpose of the study to the select

respondents and the confidentiality of the information that will be collected from them in order to

protect their identity and to ease the hesitations to acknowledge the situations given in the survey

questionnaire while answering it. The researchers then accomplished the distribution of the

instruments properly and make sure that each respondent corresponds to their predefined criteria.

The researchers personally administered the research questionnaire on the respondents and

went from one person to another on collecting the accomplished questionnaires. The respondents

who are not present during the data gathering were given a copy of the questionnaire and then

followed by collecting of the results. Finally, the results were checked, tallied, and tabulated. These

data became the bases of analysis and interpretation.

The values obtained regarding the responses were treated with due diligence by consulting

a statistician, thus ensuring the mathematical computations and appropriate statistical tests for

analyzing results were accurately measured.

Data Analysis and Statistical Treatment of Data

A series of statistical test were applied to properly analyze the data gathered. Descriptive

statistics was used to determine the assessment of the respondents regarding the factors considered

in the questionnaire. Respondents were then asked to respond using a four-point Likert Scale and

various multiple questions in each variable such as the; personal competence, professional

competence, professional ethics and values, and personal skills enhancement.

 33

Table 1

Interpretation of Likert Scale for CPD Compliance, Personal Growth, and Professional

Competence

Mean Value Description Verbal Interpretation

3.26 – 4.00 Strongly Agree Very High
2.51 – 3.25 Agree High
1.76 – 2.50 Disagree Low
1.00 – 1.75 Strongly Disagree Very Low

Table 1 shows the interpretation of the mean value of each variable included in the

questionnaire prepared. This table is used to interpret the mean derived from the calculation

made by the statistician.

Table 2

Interpretation of Positive Spearman Rho Coefficient and Correlation

Mean Value Description Verbal Interpretation

.01 - .24 Weak Weak Correlation and Coefficient
.25 - .49 Moderate Moderate Correlation and Coefficient
.50 - .74 Strong Strong Correlation and Coefficient
.75 – .99 Very Strong Very Strong Correlation and Coefficient

Table 2 shows the verbal interpretation of the positive mean value of Spearman Rho

Correlation and Coefficient.

 34

Table 3

Interpretation of Negative Spearman Rho Coefficient and Correlation

Mean Value Description Verbal Interpretation

-.01 to -.24 Weak Weak Correlation and Coefficient
-.25 to -.49 Moderate Moderate Correlation and Coefficient
-.50 to -.74 Strong Strong Correlation and Coefficient
-.75 to -.99 Very Strong Very Strong Correlation and Coefficient

Table 3 shows the verbal interpretation of the negative mean value of Spearman Rho

Correlation and Coefficient.

The numerical data consists of two groups. The paired data will be tested for correlation.

In order to find out if there is a significant relationship between the paired data the Spearman’s

Rank Order Correlation (ρ, also signified by rs ) was used for non-parametric variables. It is used

to measure the strength and direction of the monotonic relationship between two variables such as

between the paired data of CPD Compliance paired with professional competence, personal skills

enhancement, professional skills and professional ethics and values.

If the numerical data is consists of two or more groups the One-Way ANOVA for

parametric variables will be used to determine whether there are any statistically significant

differences between the means of two groups on a single independent variable. In this study, one-

way ANOVA was used to determine if there is a significant difference to the level of CPD

compliance if demographic profile of the respondents is considered.

 CHAPTER III

RESULT AND DISCUSSION

This chapter presents the results of the study from the data analysis used. Level of

measurement on independent and dependent variables were nominal and ordinal. One-way

ANOVA was used for nominal and ordinal variables and Spearman Rank Order Correlation

Coefficient was used to measure the strength and direction of monotonic relationship of the

dependent and independent variables. Results obtained from the statistical procedures

explained on the previous chapter were presented and interpreted in the following sections of

this chapter.

Table 4

Demographic Profile of Surveyed CPAs

Gender F %

Male 7 37%
Female 12 63%
Total 19 100%

Age F %
20-29 9 47%
30-39 7 37%
40-49 1 5%
Above 50 2 11%
Total 19 100%
 36

Highest Qualifications F %
CPA 15 79%
MBA 4 21%
Total 19 100%

Years in Public Practice F %

5 below 10 53%
6-10 7 37%
11-15 0 0%
16-20 2 11%
Total 19 100%

Table 4 shows the demographic profile of CPAs surveyed. The table is composed of

four profile variables, namely: Gender, Age, Highest Qualifications, and Years in public

practice are described as follows:

Gender. As shown, 63% of the 19 respondents are female. It is supported by the study

of Dubois (2013), which states that 60% of accountants were females. Tan (2015), also agreed

that female CPAs were seen actively engaged in various CPD activities which suggested that

women are more predisposed to professional development initiatives than men which have

grown from 2008 that 77% of CPA firms partners are male. (Gold, Hunton & Gomaa, 2009)

however this year’s result shows that only 37% are male in public practice. However, it was

found out on the study of Tan (2016) that there was no significant difference of the contribution

of CPD between the male and female group.

 37

Age. Almost half of the respondents (47%) are 20-29 years old while the 37% of the

respondents consist of 30-39 years old, of the 19 respondents, only 11% were at the age of

above 50 and only 5% comprise the age ranging 40-49 years old. Tan (2016) in his study state

that younger accountants are those who are new to the practice give more attention to CPD

than those who are older and have longer experience in the practice of accounting which is

consistent to the result. Based on the result, public accountants in Bulacan who belong to the

age bracket of 40-49 years old, have the tendency to decrease interest in improving and gaining

new knowledge and skills relating to the accounting profession.

Highest Qualification. Most of the respondents are Certified Public Accountant which

is 79% of the total respondents. It is supported by the Envisage International Corporation [US]

(n.d.), which states that to be able to provide their services to the general public he/she must be

a CPA licensed accountant, and only 21% were CPAs with master’s degree.

Years in Public Practice. 53% of the respondents have been in the public practice for

5 years and below, while 37% of the respondents spend 6-10 years in public practice, and only

11% for 16-20 years. However, none of the respondents spent 11-15 years in public practice

around Bulacan. In contrast, Irving (2012) said, the younger are perceived to be recently

qualified, and therefore have less or no experience than their older counterparts.
 38

Table 5

CPD Compliance of the CPAs in Terms of the Given Factors

Regularly attend CPD F % Mean

programs.
NEVER 2 11% 0.34
SOMETIMES 1 5% 0.16
OFTEN 13 68% 2.20
ALWAYS 3 16% 0.51
Total 19 100% 3.21

Completion of minimum F % Mean

required CPD units

Never 2 11% 0.37

Sometimes 0 0% 0
Often 6 32% 1.11
Always 11 58% 2.05
Total 19 100% 3.53

Active Participation in F % Mean

CPD activities
Never 2 11% 0.35
Sometimes 4 21% 0.69
Often 4 21% 0.69
Always 9 47% 1.56
Total 19 100% 3.29
 39

Full Understanding of F % Mean

CPD

Never 0 0% 0
Sometimes 0 0% 0
Often 5 26% 1.00
Always 14 74% 2.80
Total 19 100% 3.80

Application of new
knowledge gained to F % Mean
professional competence.
Never 0 0% 0
Sometimes 0 0% 0
Often 5 26% 1.00
Always 14 74% 2.80
Total 19 100% 3.80

Table 5 shows that Regular attendance to CPD programs has a total mean of 3.21 which

was interpreted as “High” ,completion of minimum required CPD has a total mean of 3.53

which was interpreted as “Very High”, active participation in CPD activities has a total mean

of 3.29 which was interpreted as “Very High”, full understanding of CPD and application of

new knowledge gained to professional competence, both has a total mean of 3.80 which was

interpreted “Very High”.The result showed that CPD Compliance has an overall interpretation

of “Very High”

These findings indicate that our respondents have "High" level of compliance to CPD

as they only attend to it whenever they have time and is very necessary, "Very high" level of

compliance as they always complete the minimum CPD units, actively participate in CPD
 40

programs, Full understanding of CPD and able to apply knowledge gained to professional

competence.

The respondents claimed that attending CPD helped them to gain new knowledge and

understanding, which supported by Lee et al., (2010) concluded that most participants in their

study were motivated to attend CPD activities because they believe that these activities will

provide them new knowledge

Table 6

Mean and Mean Interpretation of Personal Growth- Personal Competence and Personal Skills.

Personal Competence

Creativity and
Flexibility F % Mean

Strongly Agree 7 37% 1.29

Agree 11 58% 2.02
Disagree 1 5% 0.18
Strongly Disagree 0 0% 0.00
Total 19 100% 3.49

Teamwork and
Relationship F % Mean
Building
Strongly Agree 10 53% 1.90
Agree 8 42% 1.52
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00
Total 19 100% 3.61
 41

Critical/Analytical F % Mean

Strongly Agree 12 63% 2.32

Agree 6 32% 1.17
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0

Total 19 100% 3.68

Leadership F % Mean

Strongly Agree 11 58% 2.09

Agree 6 32% 1.14
Disagree 2 11% 0.38
Strongly Disagree 0 0% 0.00

Total 19 100% 3.61

Communication F % Mean
Strongly Agree 11 58% 2.11
Agree 7 37% 1.34
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0
Total 19 100% 3.64
 42

Personal Skill Enhancement

Improvement of
knowledge and
understanding of F % Mean
specialty
Strongly Agree 9 47% 1.71
Agree 10 53% 1.90
Disagree 0 0% 0.00
Strongly Disagree 0 0% 0.00
Total 19 100% 3.61

Provide greater
service to clients F % Mean
and company
Strongly Agree 12 63% 2.32
Agree 6 32% 1.17
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00
Total 19 100% 3.68

Improvement of
F % Mean
business skills
Strongly Agree 12 63% 2.32
Agree 6 32% 1.17
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00
Total 19 100% 3.68

Maintenance and
improvement of
technical knowledge and F % Mean
skills
Strongly Agree 11 58% 2.13
Agree 8 42% 1.55
Disagree 0 0% 0.00
Strongly Disagree 0 0% 0.00
Total 19 100% 3.68
 43

Provides new information

such as updates in
accounting F % Mean

Strongly Agree 14 74% 2.80

Agree 5 26% 1.00
Disagree 0 0% 0.00
Strongly Disagree 0 0% 0.00

Total 19 100% 3.80

Table 6 shows that under Personal Competence, sub-variables such as Creativity and

Flexibility has a total mean of 3.49 which was interpreted as “Very High”, teamwork and

relationship building has a total mean of 3.61 which was interpreted as “Very High”,

critical/analytical has a total mean of 3.68 which was interpreted as “Very High”, leadership

has a total mean of 3.61 which was interpreted “Very High” , and communication has a total

mean of 3.64 which was interpreted “Very High”

According to Tames (2012), the concentration and programming of CPD is to develop

chiefly professional capacities and not personal qualities, his statements was opposed to the

result of our study which showed that CPD Compliance has an overall interpretation of “Very

High” in relation to Personal Competence of the respondents.

Under Personal Skills Enhancement, sub-variables such as Improvement of knowledge

and understanding of specialty has a total mean of 3.61 which was interpreted as “Very High”,

Provide greater service to clients and company has a total mean of 3.68 which was interpreted

as “Very High”, Improvement of business skills has a total mean of 3.68 which was interpreted

as “Very High”, Maintenance and improvement of technical knowledge and skills has a total
 44

mean of 3.68 which was interpreted as “Very High”, and Provides new information such as

updates in accounting has a total mean of 3.80 which was interpreted as “Very High”

As a professional, we have a responsibility to keep our skills and knowledge up to date

and the credibility of our profession is based on the willingness of each professional to embrace

new skills, knowledge and experience (Khan, 2012). The results showed that the respondents

are willing to upgrade and improve their skills that resulted to CPD Compliance to have an

overall interpretation of “Very High” in relation to Personal Skills Enhancement of the

respondents.

Table 7
Mean and Mean Interpretation of Professional Competence- Professional Skills and

Professional Ethics and Values

Professional Skills

Awareness with the F % Mean

standards
Strongly Agree 11 58% 2.11

Agree 7 37% 1.34

Disagree 1 5% 0.19

Strongly Disagree 0 0% 0.00

Total 19 100% 3.64

 45

Observant with rules

and regulations
affecting practice F % Mean

Strongly Agree 10 53% 1.90

Agree 8 42% 1.52
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00
Total 19 100% 3.61

Ability to exercise
problem solving and F % Mean
decision making
Strongly Agree 8 52% 1.47
Agree 9 47% 1.65
Disagree 2 11% 0.37
Strongly Disagree 0 0% 0.00
Total 19 100% 3.49

Ability to communicate
with others effectively F % Mean
Strongly Agree 8 42% 1.49
Agree 10 53% 1.85
Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00
Total 19 100% 3.53
 46

Ability to manage time

and resources
effectively F % Mean

Strongly Agree 8 42% 1.49

Agree 10 53% 1.85

Disagree 1 5% 0.19
Strongly Disagree 0 0% 0.00

Total 19 100% 3.53

Professional Ethics and Values

Became stricter in
following the quality
standards F % Mean

Strongly Agree 7 37% 1.29

Agree 11 58% 2.02

Disagree 1 5% 0.18
Strongly Disagree 0% 0.00
0
Total 19 100% 3.49

Awareness of social F % Mean

responsibilities
Strongly Agree 10 53% 1.90

Agree 8 42% 1.52

Disagree 1 5% 0.19

Strongly Disagree 0 0% 0.00

Total 19 100% 3.61

 47

Improvement of
knowledge and F % Mean
awareness of
practices
Strongly Agree 11 58% 2.13

Agree 8 42% 1.55

Disagree 0 0% 0.00

Strongly Disagree 0 0% 0.00

Total 19 100% 3.68

Improvement of balance F % Mean

towards organization and
personal needs
Strongly Agree 8 42% 1.47
Agree 9 47% 1.65
Disagree 2 11% 0.37
Strongly Disagree 0 0% 0.00
Total 19 100% 3.49

Observant in proper F % Mean

place etiquette
Strongly Agree 8 42% 1.49

Agree 10 53% 1.85

Disagree 1 5% 0.19

Strongly Disagree 0 0% 0.00

Total 19 100% 3.53

 48

Table 7 shows that under Professional Skills, sub-variables such as awareness with the

standards has a total mean of 3.64 which was interpreted as “Very High”, observant with rules

and regulations affecting practice has a total mean of 3.61 which was interpreted as “Very

High”,ability to exercise problem solving and decision making has a total mean of 3.49 which

was interpreted as “Very High”, ability to communicate more effectively with others and

ability to manage time and resources effectively both have a total mean of 3.53 which was

interpreted as “Very High. CPD Compliance has an overall interpretation of “Very High” in

relation to Professional Skills of the respondents.

According to Yucel and Solak (2012), states that CPAs might be able to perform better

in a job if they were filled with skills and knowledge needed in the ever-changing standards

and environment of their profession and was agreed by Tan and Fawzi (2016), states that

educational standard indicates the level of professional skills needed to perform the role of a

professional accountant and classifies the skills under four competency areas: intellectual,

interpersonal and communication, personal, and organizational, therefore supporting the result

of this study.

Under Professional Ethics and Values, sub-variables such as strictness in following the

quality standards has a total mean of 3.49 which was interpreted as “Very High”, awareness of

social responsibilities has a total mean of 3.61 which was interpreted as “Very High”,

improvement of knowledge and awareness of practices has a total mean of 3.68 which was

interpreted as “Very High”, improvement of balance towards organization and personal needs

has a total mean of 3.49 which was interpreted as “Very High”, and Observant in proper place

etiquette has a total mean of 3.49 which was interpreted as “Very High”. CPD Compliance has
 49

an overall interpretation of “Very High” in relation to Professional Ethics and Values of the

respondents.

According to Jaijairam, (2017), the development of ethical codes within organizations

can secure the fidelity of business transactions and financial processes, which in turn, affect

employee performance, relationship, and credibility of the company. This is the reason why

most of the respondents complied to CPD requirements as it helped them become

”professionals” which was defined by Macfarlane (2001) as a commitment to codes of conduct

or codes of ethics, which in turn influence professional behaviors and commonly professional

development activity.

Table 8

Significant Difference Between Level of CPD Compliance and Demographic Profile

Demographic Profiles F p Accept/Reject

Age 2.82 0.11 Accept

Gender 3.29 0.05* Reject
Highest Qualification 1.79 0.20 Accept
Years in Public Practice 1.05 0.37 Accept

Table 8 shows that the age of respondents has a statistical significant difference with

CPD Compliance with highest frequency level of 3.29 and a significance level of 0.05 showing

that they have the most related factors by rank.

These findings are in contrary with the statement of Tan (2016), which states that

demographic such as age have no statistical relationship on the level of CPD contribution, the
 50

result of the study shows the younger (20-29) the CPA, the higher the level of CPD

Compliance. However, he also stated that gender, qualifications and years in public practice

have no statistical relationship on the level of CPD contribution.

Table 9

Significant Relationship Between Level of CPD of Compliance and Personal Growth

Hypothesis r p Accept/Reject

Personal Competence 0.46 0.02 Reject

Personal Skills Enhancement 0.57 0.01 Reject

Table 9 shows that Personal Growth has a statistical significant relationship with CPD

Compliance with a significant level of 0.02 for the Personal Competence and 0.01 for Personal

Skill Enhancement which does not exceed 0.05 standard limitations, therefore we shall reject

the null hypothesis and accept the alternative hypothesis.

Personal Competence has a Moderate Relationship with CPD Compliance with

spearman rho value of 0.46 while Personal Skills Enhancement has a Strong Relationship with

CPD Compliance with a spearman rho value of 0.57.

This finding is in contrary with the statement of Tames (2012) states that CPD bears no

significant relationship to personal competencies that could lead to intrinsic transformation of

the accountant, but Tan and Fawzi (2017), supported the result and said that interpersonal skills

are very important for accountants. The literature indicates that this is the skill with the greatest

gap as identified by graduates, employers and academics. Also, Hill (2013), said that CPD
 51

record provides essential insights in relation to a professional’s lacking or insubstantial skills,

thus giving one a chance to address a self-recognized area for improvement. CPD also enables

practitioners to achieve more efficient and effective performance in current and future roles

(Friedman & Phillips, 2004).

Table 10

Significant Relationship Between Level of CPD Compliance and Professional Competence

Variables r p Accept/Reject

Professional Skills 0.52 0.01 Reject

Professional Ethics and Values 0.70 0.00 Reject

Table 10 shows that Professional Competence has a statistical significant relationship

with CPD Compliance with a significant level of 0.01 for the Professional Skills and 0.00 or

100% confidence level for Professional Ethics and Values in which it does not exceed 0.05 and

therefore we shall reject the null hypothesis and accept the alternative hypothesis.

Professional Skills has a Strong Relationship with CPD Compliance with spearman rho

value of 0.52 while Professional Ethics and Values have a Very Strong Relationship with CPD

Compliance with a spearman rho value of 0.70.

These findings are agreed by Sangsawang (2011), which he found out that CPD had

positive effect and influence on Thai accountants' work success. According to Paisey et al.

(2007), 20% of the accountants need to participate in technical activities to upgrade their
 52

professional status, which means that 80% of them find CPD help them improve their

competencies
 CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study is concerned in determining the relationship of CPD compliance to personal

growth and professional competence of CPAs in public practice around Bulacan. This chapter

summarizes the results and contributions of this study. Suggestions or recommendations for

future studies are also presented in this chapter.

Summary

This study aims to determine the relationship of CPD compliance of CPAs in public

practice around Bulacan. Since CPD is a necessary part of the improvement and maintenance

of a professional’s skills and learning, the researchers conducted this study to know if there is

a significant difference in the level of compliance to the respondent’s demographics. It also

aimed to know the significant relationship of CPD on personal growth and professional

competence of CPAs in public practice.

This research covered the demographic profile of the respondents in terms of gender,

age, highest qualification and years in public practice. The researchers sought to answer the

level of compliance of the respondents in CPD programs, the relationship of CPD to personal

growth and professional competence, the significant difference in the level of compliance of

CPD by CPAs in public practice when the demographic profile is considered, the significant

relationship between level of compliance to personal growth and the significant relationship

between the level of compliance to professional competence of CPAs.

 54

Considering the works of the previous researchers on various journals and related

thesis, the researchers had collected reliable and linked previous studies to support their current

study on this particular topic. It includes the study of Tan (2016) related in determing the

significant difference of demographics to the level of compliance who stated that younger

accountants are those who are new to the practice give more attention to CPD than those who

are older and have longer experience in the practice of accounting. Lee et al., (2010) in relation

to the determination of level of compliance of CPAs emphasized that most participants in their

study were motivated to attend CPD activities because they believe that these activities will

provide them new knowledge. Gaine (2002) in relation to personal growth of CPAs claimed

that the effect of CPD on growth can be generally seen as positive. Hill (2013) is also part of

the related studies had focused on professional competence reported that CPD record provides

essential insights in relation to a professional’s lacking or insubstantial skills, thus giving one

a chance to address a self-recognized area for improvement.

As part of data gathering, the researchers used survey questionnaires given to each of

the respondents to measure the relation of different variables. The research design that was

used is the descriptive-correlational research design. The researchers incorporated the use of

Spearman’s rank order correlation in determining the relationship of certain variables and One-

way ANOVA in determining the significant difference of certain variables to CPD compliance.

A total of 19 independent CPAs in public practice around Bulacan responded to the given

questionnaire and were able to answer the questionnaire ranked by the use of Likert Scale

ranging from strongly disagree to strongly agree.

Majority of the respondents have the following profile: female with 63% of the total

respondents, aged 20-29 years old with 47% of the total respondents, 79% of the total
 55

respondents have attained bachelor’s degree. Most of the respondents answered that their

highest qualification is being a Certified Public Accountant, 53% of them have been in the

public practice for 5 years and below. Demographic profile variable age, showed a significant

difference in the level of compliance of CPAs in public practice that resulted in rejecting the

hypothesis with a P-value of .05 and F-value of 3.29 but gender, qualifications and years in

public practice of the respondents showed no significant difference.

Almost all the respondents were able to comply with the CPD requirements and were

able to actively participate in CPD activities with full understanding of what is needed to

comprehend thereby increasing their professional competence resulting to a “Very High”

interpretation of CPD completion, participation, understanding and application of new

knowledge. The results obtained from the aforementioned factors are not as high as those

results from regularly attending CPD programs that resulted to a “High” degree of

interpretation. This suggest that not all CPAs regularly attend seminars and trainings as part of

the requirement to renew their license but when they do, they tend to apprehend and apply new

learning on their field of profession.

CPD compliance showed a “Very High” interpretation on the following factors;

personal competence that is comprised of creativity, teamwork, analysis, leadership and

communication skills with a P-value of .02 and F-value of .46 that rejected the hypothesis.

Personal skills enhancement that is comprised of improved knowledge, providing greater

service, improved technical knowledge and updates in accounting with a P-value of .01 and F-

value of .57 that also rejects the hypothesis. This showed that there is a strong relationship of

CPD compliance to personal growth of CPAs in public practice around Bulacan.

 56

CPD compliance showed a “Very High” interpretation on the following factors;

professional skills that is comprised of awareness, observation, decision making, effective

communication and time management with a P-value of .01 and F-value of .52 that rejects the

hypothesis. To professional ethics and values that is comprised of following the quality

standards, awareness to social responsibilities, improved knowledge and improved balance

towards organization and personal needs with a P-value of .00 and F-value of .70 that also

rejects the hypothesis. This showed that there is a strong relationship of CPD compliance to

professional competence of CPAs in public practice around Bulacan.

From the overall results of this study, it exhibited that CPD has a “Very High”

relationship on personal growth and professional competence to CPAs in public practice

around Bulacan.

Conclusions

The main objective of this study is to determine the relationship of CPD compliance to

personal growth and professional competence of CPAs in public practice around Bulacan. This

is done through determining the demographic profile, personal competence, personal skills

enhancement, professional skills and professional ethics and value. The major conclusions

derived from this study are the following:

1. The CPD compliance of chosen respondents in this study resulted to a high degree of

CPD attendance and a very high degree of CPD compliance that indicates CPAs around

Bulacan comply with the requirement with full completion of units, participation,

understanding, and application of new knowledge to professional competence. It can

be concluded that the respondents comply with the CPD requirement because they gain
 57

certain benefits that will help them develop as a professional and as an individual. It

can also be concluded that CPAs in Bulacan generally follow and pay attention to the

CPD compliance.

2. CPAs in Bulacan perceived personal growth in terms of personal competence and

personal skills enhancement as a positive platform in uncovering certain personal

attributes that helped them develop as an individual. It can be concluded that CPAs in

Bulacan, generally see their compliance to the requirement as an instrument to boost

certain personal factors like creativity and flexibility, teamwork, leadership, analysis,

communication, improved knowledge, better service, improved business skills and

more up-to-date professionals that leads to its contribution to their personal growth.

3. CPAs in Bulacan perceived professional competence in terms of professional skills and

professional ethics and values as a positive platform in enhancing certain professional

attributes that helped them develop as a professional. It can be concluded that CPAs in

Bulacan generally see their compliance to the requirement as an instrument to boost

certain professional factors like awareness with the standards, become more observant,

improved problem solving and decision making skills, time management, social

responsibilities, balance towards organization and personal needs and practicing proper

etiquette that leads to its contribution to their professional competence.

4. There is a significant relationship between CPD compliance and personal growth based

on the survey conducted and data gathered and interpreted by means of tests and

statistical methods used. It can be concluded that CPAs in public practice who comply

with the requirement has a relationship to the development of their personal competence

and personal skills enhancement which can be used in practicing their profession as a
 58

CPA in public practice around Bulacan. CPD contributed to their well-being as a person

and helped them be equipped with the needed inter-personal and intra-personal skills

of being a professional in their field. There is a very high degree in the relationship of

complying with the CPD requirement to the professional skills and professional ethics

and values of CPAs in public practice around Bulacan. It can be concluded that CPAs

enhanced their professional competence by undergoing CPD compliance.

5. There is a significant difference in the level of compliance to the age of CPAs in public

practice around Bulacan based on the survey conducted and data gathered and

interpreted by means of tests and statistical methods used. While there is no significant

difference in the gender, qualifications and number of years in public practice of the

respondents in the level of compliance. Thus, it can be concluded that CPAs who belong

to the lower bracket of age has a higher degree of complying with the CPD requirement

compared to those who belong in the higher bracket of age. It can also be concluded

that most CPAs regardless of gender, qualifications and years in public practice comply

with the CPD requirement.

Recommendations

The results of this research raised several issues that warrant future research.

Considering the conclusions and limitations from this study, developments can be applied on

certain aspects of the study.

The researchers recommend the CPD council to conduct seminars and trainings that is

appropriate for the age bracket that a CPA belongs. It will be appropriate to differentiate the

trainings, programs and activities implemented by the CPD professional training providers,

accreditors and regulators to the younger accountants than those who are older because based
 59

on the study, the former has a higher degree of complying with the CPD requirements than the

latter. This would enable accountants to choose modes of learning that suit their specific needs

especially to those who are new to the practice.

This research concluded that there is a “Very High” degree of relationship of CPD

compliance to personal growth of the respondents that includes the following factors; creativity

and flexibility, teamwork and relationship, critical and analytical ability, leadership,

communication, improved knowledge improved business skills and technical and professional

skills. All of the mentioned factors have showed “Very High” degree of interpretation. From

this, the researchers recommend the CPD council to continue providing trainings and seminars

and to further adapt effective program in order to sustain its impact to CPAs in public practice.

Another finding is that, there is a significant relationship between the CPD compliance

and professional competence. It comprises of the following factors; awareness of applicable

standards, become more observant of the laws and rules, better problem solving and decision

making skills, effective communication, time management, following quality standards,

awareness to social responsibility, improved knowledge and balance towards the organization

and proper workplace etiquette. All of the mentioned factors showed a “Very High” degree of

interpretation. From these results, the researchers recommend the CPD council to continue its

program to maintain its impact on CPAs and to further develop and innovate the existing

program that they have for the current and future professionals. The researchers also

recommend the companies or firms to fund or otherwise consider CPD attendance in employee

rating and promotions to make professionals more inclined and willing to comply with the CPD

requirements. If all companies would consider CPD in performance evaluation and promotion,

then more CPAs would strive harder to meet this requirement. Also, the CPD council to further
 60

enhance the trainings as it will help the current and future professionals in their development

and competency in serving the public.

In terms of the delimitation of this research, sample size may be extended to determine

if the result of this study will be different when the sample size or population is changed. Other

fields in practice of CPAs like government and commerce and industry are not considered in

this study may be included in future researches in order to have more represented result.

Furthermore, the research in this area can be developed by conducting a comparative

study in Bulacan among accounting firms in other developing provinces to explore differences

in terms of cultural and other contributory factors.

 61

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APPENDIX A
Sample Request Letter Sent to Municipalities and Responded Received
72
 73

List of Accounting Firms with Business Permit 2019 - Malolos

 74

APPENDIX B

Sample Request Letter to Municipally Registered Accounting Firm and Responded Received
75
 76

APPENDIX C

Survey Intrument
77
78
79
80
 81

APPENDIX D
BOA-CPD
82
83
84
85
86
87
88
89
90
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APPENDIX E

BOA- CPD AMMENDMENT (2019)

92
93
94
95
96
 97

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Diana P. Angeles

ADDRESS: Encanto, Angat, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0916) 254 5611

QUALIFICATIONS

 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP
 Professional and courteous in public relations

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Pres. Diosdado P. Macapagal Secondary 2011-2015
Memorial High School
Marcelo L. Adriano Primary 2004-2011
Memorial School
 98

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Clarisse Ann V. Butuhan

ADDRESS: San Juan, San Ildefonso, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0933) 506 1334

QUALIFICATIONS

 Excellent communication and organizational skills

 Proficient in Microsoft Office (Excel, Word, and PowerPoint)
 Knowledgeable in SAP Business One
 Strong interpersonal and multitasking skills
 Eager and Willing to Add to Their Knowledge Base and Skills

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List (2015-2019)
Saint John School Secondary 2011-2015
rd
3 Honorable Mention
Saint John School Primary 2004-2011
 99

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Joy Angelica M. Calderon

ADDRESS: Dampol 1st, Pulilan, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0923) 929 0074

QUALIFICATIONS

 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
St. Dominic Academy of Secondary 2011-2015
Pulilan Inc.
Montessori School of Pulilan Primary 2004-2011
 100

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Mary Grace A. De Jesus

ADDRESS: Mangga, Candaba, Pampanga

EMAIL ADDRESS: [email protected]

CONTACT NO: (0906) 023 4021

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Adaptable and willing to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2017-present)
Berean Baptist Academy Secondary 2011-2015
Honorable Mention
Berean Baptist Academy Primary 2004-2011
Honorable Mention
 101

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Shayne S. Dela Cruz

ADDRESS: Libis, San Rafael, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0933)4612080

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn and adapt new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy

Dean’s Lister (2018)

St. Paul College, San Rafael Secondary 2011-2015

San Rafael Central Primary 2005-2011

School
 102

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Larra Ellaine C. Erespe

ADDRESS: Malipampang, San Ildefonso,

Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0932) 188 4928

QUALIFICATIONS

 Microsoft Specialist in Office Excel 2013

 Basic Knowledge in SAP Business 1
 Good Communication Skills
 Leadership Skills

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List 2016 & 2019
Saint John School Secondary 2011-2015
Malipampang Elementary Primary 2004-2011
School 1st Honorable Mention
 103

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Filipinas C. Macapagal

ADDRESS: Concepcion, San Simon,

Pampanga

EMAIL ADDRESS: [email protected]

CONTACT NO: (0928)8922828

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2015-present)
San Simon High School Secondary 2011-2015
Valedictorian

San Simon High School Primary 2004-2011

Valedictorian
 104

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Madeleine C. Merced

ADDRESS: Virgen Delas Flores Baliwag,

Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0942) 380 7024

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Can work efficiently even under pressure
 Willingness to learn and adapt new things
 Ability to maintain strict levels of confidentiality in handling sensitive information
 Good communication skills

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List 2015-2019
Virgen Delas Flores High Secondary 2011-2015
School Valedictorian
Concepcion Elementary Primary 2004-2011
School
 105

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Trisha Angela G. Milasky

ADDRESS: Lumbac, Pulilan, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0923) 517 7640

QUALIFICATIONS

 Knowledgeable in using Microsoft Word, Excel, and Powerpoint

 Knowledgeable in using SAP
 Professional and courteous in public relations

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
St.Dominic Academy of Secondary 2011-2015
Pulilan, Inc.
Pulilan Central School Primary 2004-2011
 106

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Reicee Ann P. Salvador

ADDRESS: Tangos, Baliuag, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0916) 665 2358

QUALIFICATIONS

 Goal oriented and ready to take initiatives

 Excellent knowledge of MS Office and familiarity with relevant computer software (e.g.
SAP)
 Good communication skills

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Baliuag University Secondary 2011-2015

Immanuel Grace Christian Primary 2004-2011

Academy of Baliuag Valedictorian
 107

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Jedah T. San Miguel

ADDRESS: Sitio Pinagpala, Sta. Barbara,

Baliwag, Bulacan

EMAIL ADDRESS: [email protected]

CONTACT NO: (0915) 072 2996

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2017-present)
Baliuag University Secondary 2011-2015
Honorable Mention

Tarcan Elementary Primary 2005-2011

School
 108

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Pamela Angelica D. Sayco

ADDRESS: Calasag, San Ildefonso, Bulacan

EMAIL ADDRESS:[email protected]

CONTACT NO: (0906) 023 6170

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2015-present)
Saint John School Secondary 2011-2015
Honorable Mention
Saint John School Primary 2004-2011
Honorable Mention