COMMON PROBLEMS OF HIGH SCHOOL TEACHERS IN RELATION TO THEIR

TEACHING PERFORMANCE AS PERCEIVED BY THE STUDENTS

A Thesis Proposal

Submitted to

The College of Education

Alhadeetha Mindanao College

Municipality of Labangan

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Technical Vocational Teacher Education (BTVTED)

Major in Food Service Management

By

ROCAINA ABBAS

May 2021
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Being a teacher is hard. Whether you are just starting or have taught for decades, teachers
everywhere in the world are faced with similar challenges. The obstacles you encounter can arise
from many directions: with students, parents, administrators, or with the many roles and
responsibilities you have to maintain.

Teacher’s first year on the job is often difficult. According to research, student
achievement tends to be significantly worse in the classrooms of first-year teachers before rising
in teachers' second and third years (Rivkin, Hanushek, & Kain, 2005). The steep learning curve
is hard not only on students, but also on the teachers themselves: 15 percent leave the profession
and another 14 percent change schools after their first year, often as the result of feeling
overwhelmed, ineffective, and unsupported (Ingersoll & Smith, 2003; Smith & Ingersoll, 2004).

Surveys and case studies offer compelling insights into the areas in which new teachers
commonly struggle. By effectively addressing these areas, schools can help new teachers
improve their skills more quickly, thereby keeping them in the profession and raising student
achievement.

The biggest challenge that surfaces for new teachers is classroom management. A 2004
Public Agenda survey found that 85 percent of teachers believed "new teachers are particularly
unprepared for dealing with behavior problems in their classrooms" (p. 3). A separate survey of
500 teachers found that teachers with three years or fewer on the job were more than twice as
likely as teachers with more experience (19 percent versus 7 percent) to say that student behavior
was a problem in their classrooms (Melnick & Meister, 2008).

When interviewed, many beginning teachers say their preservice programs did little to
prepare them for the realities of classrooms, including dealing with unruly students. "A bigger
bag of classroom management tricks would have been helpful," one first-year teacher confessed
(Fry, 2007, p. 225).
 New teachers universally report feeling particularly overwhelmed by the most difficult
students. One Australian first-year teacher interviewed for a case study observed that having a
disruptive "student in my classroom is having a significant impact on my interaction with the
remainder of the class … As a first-year teacher, I don't have the professional skills to deal with
this extreme behavior" (McCormack, Gore, & Thomas, 2006, p. 104). Often, classroom
management difficulties can prompt new teachers to jettison many of the research-based
instructional practices they learned in college (such as cooperative learning and project-based
learning) in favor of a steady diet of lectures and textbooks (Hover & Yeager, 2004).

This research will see and determine the “Common Problems of High School Teachers in
Relation to their Teaching Performance as Perceived by the Students.” This will help the school
address the problems of their teachers in their teaching experiences and likewise improve their
teaching performance. According to Steve Jobs, “If you define the problem correctly, you almost
have the solution.”

Conceptual Framework

The conceptual framework of the study is shown in Figure 1.

 Content
Knowledge and
Common Pedadogy Its Implications
Problems of High to Teaching
Implications
School Teachers Learning Performance
Environment
FIGURE 1. SCHEMATIC DIAGRAM OF THE STUDY

The first rectangular shape will show the common problems of high school teachers.
There are two arrows connected to it which both represent the two of the venues where common
problems will be studied such as the content knowledge and pedagogy and learning environment.
The last rectangular shape connected to the two venues of problems will show the implications
of common problems to teaching performance. This study will be anchored on the theory of
Behaviorism and Cognitive Learning Theory.

The behaviorism learning theory is the idea that how a student behaves is based on their
interaction with their environment. It suggests that behaviors are influenced and learned from
external forces rather than internal forces. Psychologists have been working on the idea of
behaviorism since the 19th century. Behavioral learning theory is the basis for psychology that
can be observed and quantified. Positive reinforcement is a popular element of behaviorism—
classical conditioning observed in Pavlov’s dog experiments suggests that behaviors are directly
motivated by the reward that can be obtained. Teachers in a classroom can utilize positive
reinforcement to help students better learn a concept. Students who receive positive
reinforcement are more likely to retain information moving forward, a direct result of the
behaviorism theory.

The constructivism learning theory is based on the idea that students actually create their
own learning based on their previous experience. Students take what they are being taught and
add it to their previous knowledge and experiences, creating a unique reality that is just for them.
This learning theory focuses on learning as an active process, personal and unique for each
student. Teachers can utilize constructivism to help understand that each student will bring their
own past to the classroom every day. Teachers in constructivist classrooms act as more of a
guide to helping students create their own learning and understanding. They help them create
their own process and reality based on their own past. This is crucial to helping many kinds of
students take their own experiences and include them in their learning.

Statement of the Problem

The study assesses the common problems of high school teachers in relation to their
teaching performance as perceived by the students. It focuses in Labangan District utilizing
Alhadeetha Mindanao College teachers and Grade IX students as research participants. The
study will be conducted during the school year 2020-2021. Specifically, it aims to answer the
following questions:

1. What are the commonly perceived problems of high school teachers in Alhadeetha Mindanao
College along with the following:

1.1 Content Knowledge and Pedagogy

1.2 Learning Environment

1.4 Diversity of Learners

2. What is the extent of comparability between the responses of the teachers and the students
along with the three variables?

3. What are the implications of common problems encountered by high school teachers to their
teaching performance?
Null Hypothesis

There is no significant difference between the responses of the teachers and the students
along with the variables.

Scope and Limitations of the Study

This study will focus on common problems of high school teachers in relation to their
teaching performance as perceived by the students in Alhadeetha Mindanao College,
Municipality of Labangan, and a significant feature for enhancement.

The variables will include content knowledge, pedagogy, and learning environment. The
school has a total of 200 high school students, however, only Grade X students will be taken as
respondents. There are 70 students in grade.

This study will use descriptive design in presenting the result of data collected. This will
use checklist instrument and survey method.

Significance of the Study

School Heads. The results of this study will serve as the blueprint for the school heads in
improving their leadership capabilities in managing the schools by making closer supervision so
that quality instruction is attained.

Teachers. The results of this study will help ensure quality teachers to enhance
effectiveness in their teaching performance thus, making them consistent in their teaching
strategies for academic growth and development of students.

Students. The students are beneficiaries of the study considering that when teachers have
all the time practiced expertise in content knowledge, pedagogy and learning environment, there
is a good chance in the reaching process is apparent, thus, academic growth and development
would take place.

Stakeholders. The stakeholders and other people in the community could be apprised on
how the teachers practiced effective classroom environment, and therefore, the latter are giving
their full support, with trust and confidence in sending their students to the aforesaid schools
within the districts to obtain formal education.

Other Researchers. This study will provide other researchers with baseline information
on related topics.

Definition of Terms

For better understanding of the important words used in the study, the following terms
will be used in extensively in this study and shall be taken according to the definition how they
are operationally used:

Common Problems. Refers to problems shared by, coming from, or done by more than
one.

Content Knowledge. Refers to the teacher’s mastery of the content in the subjects and
courses that they are assigned to teach.

Learning Environment. Refers to both physical and emotional environment of the school
and the classroom that creates positive and conducive learning atmosphere for all learners.

Pedagogy. Refers to the teacher’s mastery in using effective instructional strategies and
methods to teach their subjects and courses.

Teaching. Refers to the occupation, profession, or work of a teacher.

Teaching Performance. Refers to teacher's demonstrated impact on students' learning as

established through achievement scores, observed pedagogical practices, or student surveys.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the selected literature and studies. The researcher will use various
sources of information for purposes of enriching the content and facilitates better understanding
of its core. These are provided with clincher as a basis of their relevance to the present study.

Factors Which May Affect the Learning Process

According to Gregorio (1976:113-117), stated that student’s difficulty in learning may

due to many factors within the student himself. Some of the important factors which may affect
the learning process are as follows:

Intelligence. The term refers to the individual mental level. Success in school is
generally closely related to the level of intellect. Students with low intelligence often encounter
serious difficulty in mastering school work. Sometimes, students do not learn because of special
intellectual disabilities. A low score in one subject and his scores in other subjects indicate the
possible presence of a special deficiency. Psychology reveals to us that an individual possesses
different kind of intelligence. Knowledge of the nature of the student’s intellect is considerable
value in the guidance and the diagnosis of disability. The native capacity of individual is of
prime importance in determining the effectiveness of the learning process.
Motivation. Personal factors, such as instincts and emotions, and social factors such as
cooperation and rivalry, are directly related to a complex psychology of motivation. It is
recognized fact that the various responses of the individual to various kinds of stimuli are
determined by a wide variety of tendencies. Some of these innate tendencies are constructive and
others are harmful. For some reason, a student may have developed a dislike for some subjects
because he may fail to see its value, or may lack foundation. This dislike results in a bad
emotional state.

The Study of Bravo

Bravo (2011:95-96) revealed the following conclusions:

1. The teachers always applied respect for individual differences, stimulating self-
confidence to students, and accepting everyone’s opinion and maintaining camaraderie
with students.
2. Evidently, democracy as way of life was always applied by the teachers as shown by
promoting children’s right to education, participating the class in activity for the common
good, and giving freedom to student’s potentialities.
3. It was obvious that providing suitable condition as principle of teaching was always
applied by the teachers which was done by preparing the lessons appropriate for students,
providing suitable devices for the lessons and assessing individual learning capabilities.
4. Apparently, improving group living in the classroom as principle of teaching was always
applied by the teachers as revealed by creating a healthy classroom climate, promoting
value-oriented learning environment, and understanding students of different types.
5. It appears that improving the classroom environment as principle of teaching was always
applied by the teachers as represented by setting the classroom conducive for learning,
 establishing orderliness to classroom physical arrangement, and helping students to
always be cooperative.
6. There is no significant difference between the responses of school administrators and
teachers along with the five variables based on the computed t-value which is lesser than
the tabular value at 0.05 percent level of significance with 8 degrees of freedom. This
indicates that the responses of the two groups of respondents are just the same.

The Study of Salibo

Salibo (2018:127) drew the following conclusions:

1. There was indication that secondary school teachers have always practiced planning and
preparation which clearly supported on the idea to design the lesson to illicit and sustain
the student’s attention, interest and involvement and by making sure that lesson plan has
clear and suitable aims and objectives and lastly on preparing the materials, resources,
and aids for the classroom instruction, ahead of time.
2. The result of the survey showed that lesson presentation was recognized by secondary
school teachers as always practice where it was upheld by its related entries such as
making sure that instructions matched with the students’ needs and abilities; explaining
the lesson in a clear and simple manner and in assuring that the questions constructed and
distributed widely.
3. It is evidently that the lesson management being the third factor was acknowledge by
secondary school teachers as always practiced in which the find was supported by the
lesson smoothly and promptly; maintaining students’ attention, interest and involvement
in the lesson; and lastly, arranging a positive mental set for what lesson is to follow.
4. Secondary school teachers revealed that they always practiced the concept of classroom
climate in their respective schools. The findings was reinforced by few correlated
statements, developing a purposeful, task-oriented, relaxed and an established sense or
order; endeavoring to develop a relationship with students largely based on mutual
respect and rapport and eventually making feedbacks that fastened students’ self-
confidence and self-esteem.
5. Evidence showed that discipline as the fifth variable was recognized by secondary school
teachers as always practiced. Hence, this was strengthen by the following utterances,
 establishing a positive classroom climate to obtain peace and order applying appropriate
actions to prompt misbehavior occurrences and finally establishing teachers’ authority
that is accepted by the students and conveying clear rules and expectations regarding
student’s behavior.
6. It was acknowledge by the secondary school teachers that they often practiced the idea if
assessing student’s progress where it was supported by its related entries such as utilizing
appropriate follow-up comments and helping students to work; employing a variety of
assessment tasks; finally, giving feedbacks on assessments which is aimed not only for
diagnosis but also corrective.
7. Lastly, it was recognized by secondary school teachers that reflection and evaluation
were revealed to be often practiced. Thus, this finding was fortified by the next
statements, evaluating lessons to inform future planning and practiced; regularly
examining the strategies and techniques to deal with sources of stress and lastly
considering current practice to identify aspects of r useful development.
8. Of the seven variables of essential teaching skills for essential learning, lesson
management obtained the highest average weighted mean. However, assessing student’s
progress received the lowest average weighted mean. Generally, the seven variables were
responded by two groups of respondents as always practiced.
9. It was concluded that the hypotheses of no significant difference was accepted, where the
computed test value is lesser than the tabular value. This means that there is no
significant difference between the responses of secondary school administrators and
teachers along with the seven variables on teaching skills.

The Study of Flores

Flores (2001:89-94) on skill competency of teachers showed the following conclusions:

1. The classroom teachers are mush competent in establishing human relations by building
confidence and loyalty to the member of the organization by speaking to people gently,
greet them with smile without harboring jealousy and disinterest.
2. Classroom teachers are much competent in applying their technical skills such as aiding
their students with remedial procedures on the different problems; construction of the
diagnostic test to determine the weaknesses and show interest to the learners.
3. The classroom teachers are much competent in their skills in guidance especially in
promoting relationship, creating an atmosphere of friendliness, maintaining the
objectivity in dealing with the behavior and security of sufficient rapport with the
students.
4. Classroom teachers are very much competent in their skills in classroom management
such as selecting and using of wide variety of materials for instructional used, promoting
harmony and understanding, providing opportunities for students to correct and
maintainied the affective learning and working situations in the classroom.
5. The classroom teachers are much competent on their skills in evaluation by planning and
using remedial procedures, introducing the informal evaluation, construction,
administering and interpreting skills are one of the skills which the teachers are very
much competent while some of the variables are just indicating a response of much
competent.
6. On the significant difference between responses of the teachers and school administrators
revealed that there is a significant difference which means that their responses differ from
each other along with the five variables. The preceding related studies have similarity in
some aspect to the present undertakings since it analyzed some of the variables which are
similar to the present study. Furthermore, the result of the studies conducted by Bravo,
Salibo, and Flores strengthen the discussion of the research presently conducted.
 CHAPTER III

RESEARCH METHODS

This chapter presents the research methodology of the study. It includes

discussion on the research design and research methods covering the research environment,
research subjects, instrumentation, and data gathering techniques.

Research Method

This study will make use of descriptive survey method of research. This is considered
appropriate considering that the study is finding out the common problems of high school
teachers in relation to their teaching performance as perceived by the students in Alhadeetha
Mindanao College.

According to Aquino (2006:60) descriptive method is used to describe systematically a

situation or area of interest factually and accurately.
Research Instrument

The study will make use of questionnaire-checklist as the principal instrument in the
gathering of data. This will construct for the purpose of extracting responses from Grade X
students as respondents of the study. Before the construction of the questionnaire-checklist, the
researcher will extensively read approved undergraduate thesis, books, journals, brochures, and
other references relative to the intention of the study in order to establish concrete ideas in the
preparation of the instrument.

The questionnaire-checklist will consist of two parts: Part 1 will inquire into the Content
Knowledge and Pedagogy and Part II will look into the Learning Environment. The two main
sets of independent variables will be the focus of the investigation.

Gathering Data

The first phase is to ask permission to conduct a study from the School Principal

Validation of the Research Instrument

The preliminary draft of the research tool will be constructed through constant referral
with the adviser being the expert of thesis writing. This instrument has a trial run. The dry run
will administer to the top 10 students of Grade 10 of Alhadeetha Mindanao College. Impressions
and comments of the respondents of the trial will be noted. The final copy will be submitted to
the Dean of the College of Education for further corrections and approval. After that, enough
copies will be printed for the distribution during actual conduct of the test.

Gathering of Data

The first phase is to ask permission to conduct a study from the School Principal of
Alhadeetha Mindanao College, Labangan, Zamboanga del Sur. When the request will be granted,
the researcher will administer the questionnaire-checklist to the respondents. The top 10 students
of every section in Grade 10 of Alhadeetha Mindanao College. The researcher oriented the
respondents on the direction and explained to them that their perceptions be kept confidential.

Sampling Design
 This section will discuss the method to be used in selecting student-responses. The
researcher will target the top 10 students of every section in Grade 10 of Alhadeetha Mindanao
College. Purposive Sampling is otherwise called as deliberate sampling where the respondents
are selected based on the judgment of who best qualify the objectives of the research, according
to Rivera (1996: 60)

REFERENCES

A. BOOKS

Corpuz, Brenda B. Et . Al., “Principles of Teaching 2”, (Cubao, Quezon City, Metro Manila:
Lorimar Publishing, Inc., 2014), p.1

Cruz, Potenciana C. Et Al. “Teaching High Schoo Subjects” ( Sampalok, Manila: Book Store.
Inc., 1997), p. 22
Freund, John E., “Modern Elementary Statistics”. 6 th Edition, (Englemood, New Jersey, Prentice
Hall, Inc. 1984, p. 43
Gregorio, Herman C., “Principle and Methods of Teaching”, Garotech Publishing,
Commonwealth, Quezon City, Philippines, 1976, pp. 7, 18
Padua, Roberto, “Elements of Research and Statistical Models”, (Cagayan De Oro City,
Philippines: MPSC Publishing House, 2000) p. 38

B. INTERNET SOURCES
http://www.ehow.com/about 4740750 define-academic performance. Html, p.4

http://www.google.com//sta.lucia.national.high.school zds.ph.html., p. 6

http://www. Instructional design.org/theories/attribution-theory.htmlis., p. 24

C. UNPUBLISHED MASTER’S THESIS

Bravo, Merlina L. “Principles of Teaching Applied by Teachers for Wholesome Learning of

Student in Pagadian City East Distric: Its Significance to Academic Development”,
(Unpublished Master’s Thesis, Southern Mindanao Colleges., Pagadian City, 2011), pp. 31
D.