CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, analysis, and interpretation of gathered data from the

selected public elementary schools in Bay District.

Figure 1 presents the distribution of the respondents in terms of age.

Figure 1. Distribution of the teacher-respondents in terms of age

It could be seen that 25% of the respondents or 42 are within the age range of 38-44

years old, while 24% or 41 are in their 31-37, 21% or 36 are between 24-30, 28 or 16%

fall between 45-51, 12% 0r 21 are within 52-58 and 2% or 4 are within the are range of 59-

65.

Figure 2. Distribution of respondents according to sex

 Majority of the respondents are female as presented in figure 2, 93 % or 160 and

only 12 are males or 7%.

Figure 3. Distribution of the teacher-respondents in terms of

monthly income

Figure 3 shows that majority (51%) of the families of the teacher-respondents have

only P 15,001 to 25,000 monthly income followed by those with P 25,001 to 35,000 or

(27%) monthly income. Income of other families ranged from P 5,000 to 15,000 or (14%),

while only 14 respondents (8%) have monthly income from P 35,001 and above.

Figure 4 reveals that majority of the respondents are Bachelor’s Degree holder with

units in Masters, 41% or 71. Meanwhile, those who earned Bachelor’s degree comprised of

34% or 59 respondents, while those with Master’s Degree are 29 respondents or 17%.

Those with Master’s degree and earned units in Doctorate degree are 10 or 6%, only 2% or

3 are full fledged Doctoral degree holder.

Figure 4. Distribution of the teacher-respondents in terms of educational
attainment

Figure 5. Distribution of the teacher-respondents in terms of length of service

 As can be seen in Figure 5, 101 (59%) out of 172 respondents are in their early years

of service as teacher, 1-10 years, followed by those who serve from 11 to 20 years which

comprise of 21% or 37 , while15% or 25 respondents rendered 21 to 30 years in service. Further,

only 9 (5%) of them are in the service for 31 to 40 years.

Figure 6. Distribution of the teacher-respondents in terms of plantilla

position

Figure 6 explicitly shows that majority of the respondents are Teacher I, 59% (101),

followed by Teacher III , 19% or 32, and 13% (23) belongs to Teacher II position. It also

shows that 15 or 9% are Master Teacher I. It can be noticed that only 0.6% or 1 out of

172 is Master Teacher II.

Figure 7 presents a large portion of PPST related trainings attended by the respondents. It

appears that almost 72% or 123 have attended 5 to 15 formal trainings, 30 or 17% have reached

16 to 25 trainings on PPST, 14 or 8% of the respondents attained 26 to 35 PPST related

trainings. Only 3% or 5 out of 172 respondents have attended 36 and above PPST related

trainings.
 Figure 7. Distribution of the teacher-respondents in terms of the number of
PPST-related -training

Table 1 shows the level of professional competencies in terms of content and

pedagogy that indicator 6 with mean 4.30 and standard deviation of 0.57 obtained the

highest level of satisfaction, while the lowest was indicator 4 with mean 4.19 and 0.59

standard deviation, respectively; and the overall rating with a mean of 4.24 and 0.59

standard deviation is interpreted as very satisfactory. This defines that all of the

indicators determine a very satisfactory level when it comes to teachers’ competencies

in professional qualities in terms of content and pedagogy.

According to KanKalik, Nikandrov, 1990, the introduction of more progressive

methods, the use of active teaching forms, and new training technologies are regular

spheres of innovation wherein genuine innovations emerge from new knowledge of the

processes of human development, providing new theoretical approaches and practical

technologies for achieving optimal results. Pedagogical innovation demands the

replacement of educational paradigms. Another important component for the competent

teacher is pedagogical experience. Advanced pedagogical experience can be transferred

and passed on to others, as well as reproduced in training techniques and methods so as

to be used by fellow teachers, providing high results without additional time expenditure.
 Table 1:
Level of teachers’ competencies in professional qualities in terms of content
and pedagogy

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. set objectives that are within the
4.26 0.59 Very Satisfactory
experience and capabilities of learners
2. utilized varied design, techniques and
activities suited to the different kinds of 4.23 0.55 Very Satisfactory
learners
3. paced lesson appropriate to the needs and
4.23 0.59 Very Satisfactory
difficulties of learners.
4. provide appropriate intervention activities
4.19 0.59 Very Satisfactory
for learners at risk
5. recognized multi-cultural background of
learners when providing 4.21 0.57 Very Satisfactory
opportunities.
6. adopted strategies to address needs of
4.30 0.57 Very Satisfactory
different-abled learners.
7. showed fairness and consideration to all
learners regardless of socio- economic 4.24 0.52 Very Satisfactory
background
Overall 4.24 0.59 Very Satisfactory
4.50-5.00 Outstanding 2.50-3.49 Satisfactory 1.00-1.49 Poor
3.50-4.49 Very Satisfactory 1.50-2.49 Fair

The level of teachers’ competencies in professional qualities in terms of curriculum

and planning shown in table 2 reveals that indicator 2 with mean of 4.26 and 0.55

standard deviation obtained highest rating and indicator 8 obtained the lowest mean

of 4.16 and 0.57 standard deviation, respectively. The overall rating has a mean of 4.22

and the standard deviation of 0.50 interpreted as very satisfactory.

Based from the Occupational Competency movement initiated by David

McClelland in the 1960s sought to move away from traditional attempts to describe

competency in terms of knowledge, skills and attitudes and to focus instead on those

specific values, traits, and motivations (i.e. relatively enduring characteristics of people)

that are found to consistently distinguish outstanding from typical performance in a given

job or role.
 Table 2:
Level of teachers’ competencies in professional qualities in terms of curriculum
and planning

Indicative Statement Mean SD Descriptive

Interpretation
Within the appraisal period, I ….
1. delivered accurate and updated content
knowledge using appropriate 4.24 0.55 Very Satisfactory
methodologies, approaches, and strategies.
2. used integration of language, literacy,
4.26 0.55 Very Satisfactory
numeracy skills and values in teaching
3. explained learning goals, instructional
procedures and content clearly and 4.21 0.59 Very Satisfactory
accurately to students

4. linked the current content with past and 4.22 0.56 Very Satisfactory
future lessons.
5. aligned the lesson objectives, teaching
methods, learning activities and instructional 4.23 0.56 Very Satisfactory
or resources appropriate to
the learners.
6. created situations that encourage learners to
4.24 0.56 Very Satisfactory
use high order thinking skills through the use
of local language among others if needed.
7. engaged and sustained learner's interest in
the subject by making content 4.22 0.56 Very Satisfactory
meaningful and relevant to them.

8. integrated scholarly works and ideas to enrich 4.16 0.57 Very Satisfactory
the lesson
9. established routines and procedures to 4.19 0.60 Very Satisfactory
maximize instruction time
10. selected, prepared and utilized available
technology and other instructional materials 4.22 0.58 Very Satisfactory
appropriate to the learners and the learning
objectives.
11. provide appropriate learning tasks,
portfolio and projects that support 4.24 0.56 Very Satisfactory
development of good study habits.

12. used available ICT resources for planning 4.20 0.59 Very Satisfactory
and designing teaching- learning activities.
Overall 4.22 0.50 Very Satisfactory
4.50-5.00 Outstanding 2.50-3.49 Satisfactory 1.00-1.49 Poor
3.50-4.49 Very Satisfactory 1.50-2.49 Fair
 Table 3 clearly shows that level of teachers’ competencies in professional qualities in

terms of assessment and reporting shows that indicator 5 with a mean of 4.20 and

0.57 standard deviation obtained the lowest rating while the highest rating was indicator 3

with mean 4.46 and 3.08 standard deviation. The mean of 4.28 and 0.58 standard deviation

is the overall rating, interpreted as very satisfactory.

As cited by Houstan 1987, teacher education and job performance are two contexts in

which this term is used. Competencies are the requirements of a “competency-based”

teacher education and include the knowledge, skills and values a teacher-trainee must

demonstrate for successful completion of a teacher education programme (Houstan, 1987

cited in 1). Olga Nessipbayeva 149 Some characteristics of a competency are as follows: 1.

A competency consists of one or more skills whose mastery would enable the attainment of

the competency. 2. A competency is linked to all three of the domains under which

performance can be assessed: knowledge, skills and attitude. 3. Possessing a performance

dimension, competencies are observable and demonstrable. 4. Since competencies are

observable, they are also measurable. It is possible to assess a competency from a

teacher’s performance. Teaching competencies may require equal amounts of knowledge,

skill and attitude, but some will not. Some competencies may involve more knowledge than

skill or attitude, whereas, some competencies may be more skill or performance based.

.
 Table 3:
Level of teachers’ competencies in professional qualities in terms of assessment and
reporting

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. constructed valid and reliable formative
4.28 0.53 Very Satisfactory
and summative test.
2. used appropriate non-traditional
assessment techniques (portfolios, 4.23 0.52 Very Satisfactory
journals, rubrics, etc)
3. interpreted and used test results to
4.46 3.08 Very Satisfactory
improve teaching and learning.
4. identified teaching-learning difficulties
4.24 0.54 Very Satisfactory
and possible causes.
5. managed learning remediation activities. 4.20 0.57 Very Satisfactory
6. used tools for assessing authentic
4.22 0.57 Very Satisfactory
learning.
7. provided timely and accurate feedback to
learners to encourage them to monitor 4.26 0.56 Very Satisfactory
and reflect on their own learning growth.
8. kept accurate records of grades/ 4.35 0.57 Very Satisfactory
performance levels of learners.
9. conducted regular meetings with learners
4.24 0.58 Very Satisfactory
and parents to report learners progress
Overall 4.28 0.58 Very Satisfactory
4.50-5.00 Outstanding 2.50-3.49 Satisfactory 1.00-1.49 Poor
3.50-4.49 Very Satisfactory 1.50-2.49 Fair

Table 4 shows the level of teachers’ competencies in professional qualities in terms

of diversity of learners. The indicator 3 obtained the lowest mean of 4.24 and 0.51
standard deviation, while indicator 1 has a higher mean of 4.33 and 0.53 standard
deviation. The overall rating has a mean of 4.29 and 0.48 standard deviation, interpreted
as very satisfactory.

Explain the results and cite literature and studies from chapter 2

Table 4:
Level of teachers’ competencies in professional qualities in terms of diversity of learners

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. provided gender fair opportunities for
4.33 0.53 Very Satisfactory
learning.
2. maintained a safe and orderly classroom
4.28 0.54 Very Satisfactory
free from distractions.
 3. used individual and cooperative learning
activities to improved capacities of 4.24 0.51 Very Satisfactory
learning for higher learning.
4. inspired learners to value and set high 4.31 0.55 Very Satisfactory
performance targets for themselves
Overall 4.29 0.48 Very Satisfactory
4.50-5.00 Outstanding 2.50-3.49 Satisfactory 1.00-1.49 Poor
3.50-4.49 Very Satisfactory 1.50-2.49 Fair

As presented in Table 5, the level of teachers’ competencies in professional qualities in terms of learning
environment obtained a highest satisfactory in indicator 1 with mean of 4.24 and 0.58 standard deviation
and the lowest satisfactory was indicator 2 with mean 4.22 and 0.60 standard deviation, respectively. And
the overall satisfactory has a mean of 4.23 and 0.56 standard deviation.

Table 5. Level of teachers’ competencies in professional qualities in terms of learning

environment
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. handled behavior problems quickly and
4.24 0.58 Very Satisfactory
with due respect to children's rights.
2. created situation that develop a positive
4.22 0.60 Very Satisfactory
attitude among learners towards their
 subject and the teacher.
Overall 4.23 0.56 Very Satisfactory

Table 6. Level of teachers’ competencies in professional qualities in terms of community

linkages
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. involved parents/community in sharing
accountability for learner's achievement
used varied and available community 4.27 0.60 Very Satisfactory
resources (human, materials) to support
learning.
2. used varied and available community
resources (human, materials) to support 4.17 0.62 Very Satisfactory
learning
3. used community as a laboratory for
4.09 0.64 Very Satisfactory
teaching and learning.
4. got involved in/ shared community
information on school events and 4.18 0.63 Very Satisfactory
achievement.
5. led students to apply classroom learning
4.12 0.66 Very Satisfactory
to the community.
6. informed learners, parents and other
stakeholders regarding school policies and 4.28 0.61 Very Satisfactory
procedures.
Overall 4.18 0.56 Very Satisfactory

Table 6 shown that level of teachers’ competencies in professional qualities in terms of

community linkages that has the lowest satisfactory was indicator 3 with mean 4.09 and 0.64
standard deviation, while the highest satisfactory was indicator 6 with mean 4.28 and 0.61
standard deviation, respectively. The overall satisfactory has a mean of 4.18 and 0.56 standard
deviation.

Table 7. Level of teachers’ competencies in professional qualities in terms of personal, social

growth, and professional development
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, I ….
1. abide by and implemented school policies
4.35 0.60 Very Satisfactory
and procedures.
2. demonstrated punctuality in
accomplishing tasks and attendance on 4.30 0.57 Very Satisfactory
all
occasions.
3. maintained appropriate appearance and
4.24 0.67 Very Satisfactory
decorum at all times.
4. demonstrated appropriate behavior in
4.27 0.58 Very Satisfactory
dealing with learners, peers and superiors.
5. maintained stature and behavior that
4.26 0.60 Very Satisfactory
upholds the dignity of teaching.
6. manifested personal qualities like
enthusiasm, flexibility, caring attitude, 4.53 3.08 Very Satisfactory
collegiately among others.
7. demonstrated my educational philosophy
4.24 0.56 Very Satisfactory
of teaching in the classroom.
8. updated myself with recent development
4.24 0.54 Very Satisfactory
in education.
9. participated actively in professional
4.23 0.56 Very Satisfactory
organizations
10. reflected on the quality of my own
4.23 0.58 Very Satisfactory
teaching.
11. improved teaching performance based on
feedback from mentors, learners, peers, 4.27 0.54 Very Satisfactory
superiors, and others.
12. used self- assessment to enhance
4.27 0.55 Very Satisfactory
strengths and correct my weaknesses.
13. accepted accountability for learners' 4.28 0.54 Very Satisfactory
 outcomes.
14. abide by the Code of Ethics for
4.34 0.56 Very Satisfactory
Professional Teachers
Overall 4.29 0.54 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
1.00-1.49 Poor

Table 7 shows that the level of professional competencies in terms of personal, social growth,
and professional development that indicator 6 with mean 4.53 and standard deviation of 3.08
was the highest satisfactory, while the lowest was indicator 9 and 10 with mean 4.23 and
standard deviation of 0.56 and 0.58, respectively; and the overall satisfactory has a mean of
4.29 and 0.54 standard deviation.

2.2 Behavioral Competencies

Table 8. Level of teachers’ behavioral competencies in terms of self-management

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Sets personal goals and direction, needs 4.26 0.54
Very Satisfactory
and development.
2. Undertakes personal actions and behaviors 4.24 0.53
that are clear and purposive and takes into
Very Satisfactory
account personal goals and values
congruent to that of the organization.
3. Displays emotional maturity and 4.25 0.53
enthusiasm for and is challenged by higher Very Satisfactory
goals.
4. Prioritize work tasks and schedules 4.25 0.54
(through gantt charts, checklists, etc.) to Very Satisfactory
achieve goals.
5. Sets high quality, challenging, realistic goals 4.21 0.55
Very Satisfactory
for self and others.
Overall 4.24 0.48 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
 1.00-1.49 Poor

Table 8 shown that the level of behavioral competencies in terms of self-management that has
the lowest satisfactory was indicator 5 with mean 4.21 and 0.55 standard deviation, while the
highest satisfactory was indicator 1 with mean 4.26 and 0.54 standard deviation, respectively.
The overall satisfactory has a mean of 4.24 and 0.48 standard deviation.

Table 9. Level of teachers’ behavioral competencies in terms of professionalism and ethics

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Demonstrates the values and behavior 4.32 0.56
enshrined in the Norms of Conduct and
Very Satisfactory
Ethical Standards for public officials and
employees (RA 6713).
2. Practices ethical and professional behavior 4.30 0.52
and conduct taking into account the impact Very Satisfactory
of his/her actions and decisions.
3. Maintains a professional image: being 4.30 0.54
trustworthy, regularity of attendance and
Very Satisfactory
punctuality, good grooming and
communication.
4. Makes personal sacrifices to meet the 4.29 0.55
Very Satisfactory
organization’s needs.
5. Acts with a sense of urgency and 4.24 0.56
responsibility to meet the organization’s
Very Satisfactory
needs, improve systems and help others
improve their effectiveness.
Overall 4.29 0.50 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
1.00-1.49 Poor

Table 9 shows that the level of behavioral competencies in terms of professionalism and ethics
that indicator 1 with mean 4.32 and standard deviation of 0.56 was the highest satisfactory,
while the lowest was indicator 5 with mean 4.24 and standard deviation of 0.56, respectively;
and the overall satisfactory has a mean of 4.29 and 0.50 standard deviation.
Table 10. Level of teachers’ behavioral competencies in terms of results focus
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Achieves results with optimal use of time 4.26 0.54
Very Satisfactory
and resources most of the time.
2. Avoids rework, mistakes and wastage 4.17 0.51
through effective work methods by placing
Very Satisfactory
organizational needs before personal
needs.
3. Delivers error-free outputs most of the time 4.13 0.55
by conforming to standard operating
procedures correctly and consistently. Able
Very Satisfactory
to produce very satisfactory quality of work
In terms of usefulness/acceptability and
completeness with no supervision required.
4. Expresses a desire to do better and may 4.22 0.50
express frustration at waste or inefficiency.
Very Satisfactory
May focus on new or more precise ways of
meeting goals set.
5. Makes specific changes in the system or in 4.21 0.54
own work methods to improve
performance. Examples may include doing
something better, faster, at a lower cost, Very Satisfactory
more efficiently; or improving quality,
customer satisfaction, morale, without
setting any specific goal.
Overall 4.20 0.46 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
1.00-1.49 Poor

Table 10 shown that the level of behavioral competencies in terms of results focus that has the
lowest satisfactory was indicator 3 with mean 4.13 and 0.55 standard deviation, while the
highest satisfactory was indicator 1 with mean 4.26 and 0.54 standard deviation, respectively.
The overall satisfactory has a mean of 4.20 and 0.46 standard deviation.

Table 11. Level of teachers’ behavioral competencies in terms of teamwork

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Willingly does his/her share of 4.35 0.52
Very Satisfactory
responsibility.
2. Promotes collaboration and removes 4.29 0.54
barriers to teamwork and goal Very Satisfactory
accomplishment across the organization.
3. Applies negotiation principles in arriving at 4.25 0.55
Very Satisfactory
win-win agreements.
4. Drives consensus and team ownership of 4.27 0.54
Very Satisfactory
decisions.
5. Works constructively and collaboratively 4.31 0.56
with others and across organizations to
Very Satisfactory
accomplish organizational goals and
objectives.
Overall 4.29 0.50 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
1.00-1.49 Poor

Table 11 shows that the level of behavioral competencies in terms of teamwork that indicator 1
with mean 4.35 and standard deviation of 0.52 was the highest satisfactory, while the lowest
was indicator 3 with mean 4.25 and standard deviation of 0.55, respectively; and the overall
satisfactory has a mean of 4.29 and 0.50 standard deviation.

Table 12. Level of teachers’ behavioral competencies in terms of service orientation

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Can explain and articulate organizational 4.20 0.56
Very Satisfactory
directions, issues and problems.
2. Takes personal responsibility for dealing 4.23 0.54
with and/or correcting customer service Very Satisfactory
issues and concerns.
3. Initiates activities that promotes advocacy 4.14 0.60
Very Satisfactory
for men and women empowerment.
4. Participates in updating of office vision, 4.19 0.57
mission, mandates and strategies based on Very Satisfactory
DepEd strategies and directions.
5. Develops and adopts service improvement 4.17 0.57
Very Satisfactory
programs through simplified procedures
 that will further enhance service delivery.
Overall 4.19 0.51 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Fair
1.00-1.49 Poor

Table 12 shown that the level of behavioral competencies in terms of service orientation that
has the lowest satisfactory was indicator 3 with mean 4.14 and 0.60 standard deviation, while
the highest satisfactory was indicator 2 with mean 4.23 and 0.54 standard deviation,
respectively. The overall satisfactory has a mean of 4.19 and 0.51 standard deviation.

Table 13. Level of teachers’ behavioral competencies in terms of innovation

Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Examines the root cause of problems and 4.17 0.56
suggests effective solutions. Fosters new
ideas, processes, and suggests better ways Very Satisfactory
to do things (cost and/or operational
efficiency).
2. Demonstrates an ability to think “beyond 4.17 0.57
the box”. Continuously focuses on
Very Satisfactory
improving personal productivity to create
higher value and results.
3. Promotes a creative climate and inspires co 4.15 0.57
– workers to develop original ideas or Very Satisfactory
solutions.
4. Translates creative thinking into tangible 4.14 0.57
changes and solutions that improve the Very Satisfactory
work unit and organization.
5. Uses ingenious methods to accomplish 4.13 0.58
responsibilities. Demonstrates
Very Satisfactory
resourcefulness and the ability to succeed
with minimal resources
Overall 4.15 0.51 Very Satisfactory
Mean Range Descriptive Interpretation
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
 1.50-2.49 Fair
1.00-1.49 Poor

Table 13 shows that the level of behavioral competencies in terms of innovation that indicator
1 and 2 with mean 4.17 and standard deviation of 0.56 and 0.57 was the highest satisfactory,
while the lowest was indicator 5 with mean 4.13 and standard deviation of 0.58, respectively;
and the overall satisfactory has a mean of 4.15 and 0.51 standard deviation.

2. What is the status of the District Based PPST Retooling and Up-skilling
Programs for
Teachers in terms of:
2.1 Achievement
2.2 Management Diversity
2.3 Accountability

Table 14. Status of the district-based PPST retooling and up-skilling programs for
teachers in terms of achievement
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Attends district/division seminar/ Team 4.47 0.59
Very Much Observed
building
2. Teachers attends trainings/workshop in 4.42 0.60 Very Much Observed
different subject area
3. Improves the quality of training among 4.29 0.61 Very Much Observed
participants in the contest to enhance their skills
in teaching strategies
4. Increases the number of necessary training for 4.23 0.60 Very Much Observed
teachers in regional and national level
5. Creates learning environment in which pupils 4.27 0.56 Very Much Observed
are motivated and able to learn
Overall 4.33 0.53 Very Much Observed
Mean Range Descriptive Interpretation
4.50-5.00 Highly Observed
3.50-4.49 Very Much Observed
2.50-3.49 Observed
1.50-2.49 Fairly Observed
1.00-1.49 Not Observed

Table 14 shown that the status of the district-based PPST retooling and up-skilling programs for
teachers in terms of achievement that has the lowest observed was indicator 4 with mean 4.23
and 0.60 standard deviation, while the highest Very Much Observed was indicator 1 with mean
4.47 and 0.59 standard deviation, respectively. The overall observed has a mean of 4.33 and
0.53 standard deviation.

Table 15. Status of the district-based PPST retooling and up-skilling programs for
teachers in terms of management diversity
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. To encourage parents to support their 4.37 0.55 Very Much Observed
children in all school activities
2. Improvement of Gulayan sa Paaralan 4.25 0.57 Very Much Observed
3. Increased of pupils’ health and sanitation 4.35 0.54 Very Much Observed
4. Uses individual and cooperative learning 4.33 0.55 Very Much Observed
activities to improved capacities of learning for
higher learning.
5. Handles behavioral problems quickly and 4.31 0.55 Very Much Observed
with due respect to children's rights.
Overall 4.32 0.50 Very Much Observed
Mean Range Descriptive Interpretation
4.50-5.00 Highly Observed
3.50-4.49 Very Much Observed
2.50-3.49 Observed
1.50-2.49 Fairly Observed
1.00-1.49 Not Observed

Table 15 shown that the status of the district-based PPST retooling and up-skilling programs for
teachers in terms of management diversity that indicator 1 with mean 4.37 and standard
deviation of 0.55 was the highest observed, while the lowest was indicator 2 with mean 4.25
and standard deviation of 0.57, respectively; and the overall observed has a mean of 4.32 and
0.50 standard deviation.

Table 16. Status of the district-based PPST retooling and up-skilling programs for
teachers in terms of accountability
Descriptive
Indicative Statement Mean SD
Interpretation
Within the appraisal period, the teacher…...
1. Purchases and procures materials for 4.23 0.61 Very Much Observed
learners’ improvement align to AIP/APP.
2. Reports monthly financial expenses thru 4.22 0.61 Very Much Observed
 Transparency Boards.
3. Properly submits School's Liquidation 4.23 0.60 Very Much Observed
Report on time.
4. Solicits feedback from technical assistance 4.24 0.62 Very Much Observed
given by the School Head or Supervisor.
5. Ensure fair and just reporting and issuing 4.19 0.61 Very Much Observed
supplies from property custodian to all
teaching and non-teaching personnel.
Overall 4.23 0.59 Very Much Observed
Mean Range Descriptive Interpretation
4.50-5.00 Highly Observed
3.50-4.49 Very Much Observed
2.50-3.49 Observed
1.50-2.49 Fairly Observed
1.00-1.49 Not Observed

Table 16 shown that the status of the district-based PPST retooling and up-skilling programs for
teachers in terms of accountability that has the lowest was indicator 5 with mean 4.19 and 0.61
standard deviation, while the highest was indicator 4 with mean 4.24 and 0.62 standard
deviation, respectively. The overall Observed has a mean of 4.23 and 0.59 standard deviation.

CORRELATIONAL ANALYSIS

Table 17. Test of significant relationship between teacher’s professional competencies and
status of the district-based PPST retooling and up-skilling programs for teachers
PPST Retooling and Upskilling Program
Management
Achievement Accountability
Professional Competencies Diversity
r-value p-value r- p- r-value p-
value value value
Content and Pedagogy .585 .000 .578 .000 .564 .000
Curriculum and Planning .583 .000 .600 .000 .591 .000
Assessment and Reporting .460 .000 .489 .000 .461 .000
Learning Environment .523 .000 .572 .000 .551 .000
Diversity of Learners .515 .000 .535 .000 .561 .000
Community Linkages .551 .000 .614 .000 .589 .000
Professional Development .605 .000 .624 .000 .592 .000

Professional Development with r-value 0.605 at achievement, 0.624 in management diversity

and 0.592 at accountability have the most positive linear trend while the lowest was in
assessment and reporting with r value 0.460(achievement), 0.489(management diversity) and
0.461(accountability) [Link] is a positive linear trend and the sampled individuals
are scattered around the line of best fit(r value) and there is a significant positive relationship (p
value) between teachers professional competencies and status of the district based OOST
retooling and up skilling programs because the p-value is equal to zero.

Table 18. Test of significant relationship between teacher’s behavioral competencies and
status of the district-based PPST retooling and up-skilling programs for teachers
PPST Retooling and Upskilling Program
Management
Achievement Accountability
Behavioral Competencies Diversity
r-value p-value r- p- r-value p-
value value value
Self-management .624 .000 .673 .000 .667 .000
Professionalism and Ethics .653 .000 .669 .000 .642 .000
Results Focus .640 .000 .647 .000 .664 .000
Teamwork .696 .000 .699 .000 .677 .000
Service Orientation .688 .000 .701 .000 .710 .000
Innovation .684 .000 .683 .000 .698 .000

In behavioral competencies the team work has a positive trend in relation to achievement with
r value of 0.696, while service orientation have a positive trend in management diversity and
accountability with r value of 0.701 and 0.710, [Link] is a positive linear trend and
the sampled individuals are scattered around the line of best fit(r value) and there is a
significant positive relationship (p value) between teachers professional competencies and
status of the district based OOST retooling and up skilling programs because the p-value is
equal to zero.