This study focused on the Grade V teachers’ performance based on CB-PAST (Competency-Based Performance Appraisal System for Teachers) of the North District of Guihulngan City Division, Negros Oriental in relation to pupils’ academic achievement during the 1st grading period of school year 2012 – 2013.
This research work included the 34 Grade V teachers and 1105 Grade V pupils as the research subjects from the twenty – six complete elementary schools of the North District of Guihulngan City Division. To ensure success and effectiveness of this study, the researcher utilized the descriptive and documentary survey method. Data gathering instrument was used for documentary analysis. The researcher gathered the data on teaching performance of Grade V teachers from their CB – PAST This method used was appropriate as it attempts to organize, analyze and interpret data on the status of a thing.
Table of Contents
I. THE PROBLEM AND ITS SCOPE
Introduction
Statement of the Problem
Hypothesis
Conceptual Framework
Definition of Terms
Significance of the Study
Scope and Limitation of the Study
II. REVIEW OF RELATED LITERATURE
Conceptual Literature
Related Studies
III. METHODOLOGY
Method Used
Research Locale
Research Subjects
Data Gathering Procedure
Instrument
Statistical Treatment of the Data
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
A. Books
B. Published Materials
C. Unpublished Materials
D. Journals and Other Materials
E. Online Sources
APPENDIX
Research Objectives and Focus
The primary objective of this study is to determine the teaching performance of Grade V teachers based on the Competency-Based Performance Appraisal System for Teachers (CB-PAST) and its relationship to the academic achievement of pupils in the North District of Guihulngan City Division during the first grading period of the 2012-2013 school year.
- Evaluation of teacher performance using the CB-PAST framework.
- Assessment of pupil academic achievement levels.
- Investigation into the existence of a significant relationship between teaching performance and student outcomes.
- Development of evidence-based faculty development strategies.
- Formulation of intervention activities to improve student academic performance.
Excerpt from the Book
Introduction
The measurement of teachers’ teaching competence is seen in the Competency – Based Performance Appraisal System for Teachers (CB – PAST). Competency – Based Performance Appraisal System for Teachers which is a comprehensive appraisal system that addresses one of the mandates of the Department of Education as embodied in the RA 9155 whose primary object is to provide teachers with meaningful activities that encourage their professional learning and growth. It recognizes the quality of teacher’s accomplishments over a period of time for maintaining the high standard of work and properly rewarding excellent performance in terms incentives, awards and promotion.
Moreover, it will assure that school learners have the benefit of instruction at high level of proficiency from the teachers.
Through this, teachers are provided with meaningful activities that encourage their professional learning and growth. The procedure is supportive, non – threatening, fair, collegial and self – directed within the community of professional learners (CB – PAST Primer, 2010).
More so, the most important factor in student learning is the competency of the teacher. The more competent the teacher is the more successful are the students. The teacher knows that there is no best way to teach effectively. Therefore, the teacher wisely makes decisions that translate the available body of knowledge about teaching into increased student learning. Teachers are not afraid to take risks for they know that there is no accomplishment without risk.
Furthermore, it is also a well – known fact that learning and achievement go together. It cannot be separated from each other. If there is learning, there must be achievement. Achievement is the determinant of learning. Learning can be determined through the achievement of pupils in the cumulative learning area. (Senina,2000.)
Summary of Chapters
I. THE PROBLEM AND ITS SCOPE: Introduces the research context, focusing on the CB-PAST system and defining the specific research queries regarding the relationship between teaching performance and pupil achievement.
II. REVIEW OF RELATED LITERATURE: Provides an overview of conceptual and research literature, both local and foreign, establishing the foundational theories and prior studies concerning teacher performance evaluation and its impact on learner outcomes.
III. METHODOLOGY: Details the descriptive and documentary survey methods used, describes the research locale and subjects, and explains the statistical tools utilized for data analysis.
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA: Presents the gathered data on teacher performance and pupil academic achievement, providing a statistical analysis and interpretation of the results.
V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the core findings of the study, draws final conclusions, and offers evidence-based recommendations for faculty development and student intervention.
Keywords
CB-PAST, teaching competence, academic achievement, performance appraisal, faculty development, instructional competence, North District, Guihulngan City, Grade V, pupil performance, educational management, student learning, assessment, teacher quality, interventions.
Frequently Asked Questions
What is the core focus of this research?
The research evaluates the teaching performance of Grade V teachers in the North District of Guihulngan City using the CB-PAST system to see if it correlates with their pupils' academic achievements.
What are the central themes of the work?
The central themes include teacher competency assessment, the impact of pedagogical practices on student grades, and the formulation of faculty development strategies.
What is the primary research goal?
The primary goal is to determine if there is a significant statistical relationship between the teaching performance of teachers as measured by CB-PAST and the academic success of their pupils.
What research methodology was employed?
The researcher used a descriptive and documentary survey method, collecting data from existing CB-PAST performance forms and DepEd Form 138 pupil report cards.
What does the main body cover?
The main body covers the conceptual framework, a review of related literature, the methodology for data collection and analysis, the presentation of findings, and the resulting conclusions and recommendations.
Which keywords characterize this work?
Key terms include CB-PAST, teaching competence, academic achievement, faculty development, and instructional assessment.
How were the teachers' performances categorized?
Teachers were categorized using a weighted mean range, with classifications ranging from "Below Basic" (1.00-1.50) to "Highly Proficient" (3.51-4.00).
What was the key finding regarding the relationship between teachers and pupils?
The study concluded that, based on the statistical analysis (Pearson r), there is no significant relationship between the teaching performance of the teachers in this specific district and the academic achievement of their pupils.
What specific interventions did the author suggest?
The author proposed various strategies for pupils, such as the repetition of instructions, peer support systems, modifying assignments, and increased one-to-one time with the teacher.
- Arbeit zitieren
- Christy Omni Albores (Autor:in), 2013, Teachers' Performance in Relation to Pupils' Academic Achievement in North District of Guihulngan City Division, München, GRIN Verlag, https://www.grin.com/document/512759
