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CHAPTER I

INTRODUCTION

Background of the Study

Republic Act 10533 or the “Basic Education Act of 2013” gave

birth to the K to 12 program of the Department of Education. This new

curriculum demands so much from its key players to fully achieve its

goal to produce learners with 21 st-century skills. At the forefront of this

educational campaign are the public school teachers entrusted with the

massive task of making the 21st-century classroom a reality. Such entails

a high organizational commitment to learn, unlearn, and relearn new

pedagogical precepts and processes to maximize teachers' competence

and eventually bolster learners' performance.

Technically, as part of the preparations for the K-12 Program,

DepEd initiated series of training, seminars, and workshops for teachers.

It is part of the pre-service and in-service components of the teacher's

professional development program. Also, the “Philippine Professional

Standard for Teachers (PPST)" was realized through DepEd Order No. 42

(2017), which paved the way for better guidelines for teachers in their

professional development paths and committed to its achievement (DO

42, s. 2017). However, despite these initiatives to support teachers,


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much is yet to be desired in teaching-learning effectiveness. As a result

of the National Achievement Test at the national level for the last two (2)

school years, the recently conducted Program for International Students

Assessment (PISA) results are dismally low. While Isabela City Division

was not part of PISA sites, NAT results were the lowest in the region, and

Region-IX was lowest nationwide. (See Appendices for the copies of NAT

and PISA results).

A mere look at the results suggests a failure of the K-12 system to

prepare and equip the learners with the needed competencies, let alone

the overly congested curriculum that teachers are pressured to deliver

daily. However, a closer analysis would point to a more visible variable in

the equation: the "teacher factor.” In reality, every teacher is to perform

various complicated tasks other than teaching even beyond official

hours, requiring multiple personal engagements and commitment

stages. The increasing work requirements and predicaments deep-

seated in today’s educational settings go with the way "committed

teacher" is described and understood. Commitment determines teaching

success (Mart, 2013) and is considered one of the essential components

in teaching and learning and is turning into a valuable aspect in the

classroom. It has a relationship with the quality of instructional

competence, quality of teaching, teacher's adaptability, punctuality,

burnout, retention, quality of life, satisfaction, and student's learning


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outcomes (Croswell, 2006). Indeed, the teachers' organizational

commitment has an impact on the students' performance.

In the Philippine setting, the COVID-19 pandemic has altered the

lives of more than 27 million students, 1 million teachers and

administrative staff, and their families. DepEd decided to open classes at

a later date of October 2020. It provides schools with various possible

learning approaches, such as online, offline, and blended modes. The

interruption caused by this pandemic has forced the adoption of

different methods of delivery of learning materials. Teachers were not

even ready to conduct classes in various modes, but they had no choice

but to embrace the transition and train themselves to use unfamiliar

learning tools.

COVID-19 pandemic is one of the enormous challenges that DepEd

has faced, where until now, the struggle continues. According to an

Online Manila Bulletin report, what happened to the Philippine

educational system was a complete overhaul where there was a shift in

terms of curriculum, approaches, and modes of delivery of lessons,

according to an online Manila Bulletin report (Mocon-Ciriaco, 2020). The

Department worked solidly for the transition of the physical school

where there is the meeting of learners and teachers in a classroom to a

type of learning which integrates technology and digital media and with

self-learning materials (SLM) which are also called “blended learning.”


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In the same article, the writer also mentioned how all stakeholders

in education assisted and prepared for the transition, including students,

community officials, parents, teachers, and other government and non-

government organizations. Local DepEd offices and their teachers

investigated and found the best modalities depending on their country's

location. The majority of the parents prefer modular learning over other

modes, such as blended ones (Mocon-Ciriaco, 2020).

However, online education and blended learning are not new in

the academe (Malindog-Uy, 2020). Recently, educational institutions are

enveloping it as essential to the next batch of students. As countries

experienced catastrophe and interruptions, the academe should be

ready to face any eventualities. Interventions should be planned, and

one of them is online teaching and learning. It is no longer about health

pandemics alone, such as COVID 19, but other events like floods,

earthquakes, and other calamities, forcing people to stay home.

Moreover, this crisis reveals opportunities for all with an emphasis

on connections and benchmarking. Learners and their parents, including

people in the community, are now familiar with various platforms such

as Google Classroom (Gclassroom), Moodle, Blackboard Learn, Zoom, Fb

Group, and Canvas, among others. With this new paradigm shift,

teachers' competency and work commitment are relevant for research.


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The researcher finds it necessary and timely to investigate the teachers'

organizational commitment and instructional competence, and students'

performance in the new normal among selected public elementary

schools in Isabela City Schools Division.

Statement of the Problems

This study aimed to determine the teachers’ organizational

commitment, instructional competence, and students’ performance in

the new normal among public elementary schools in Isabela City Schools

Division.

Explicitly, it explored to answer to the subsequent queries:

1. What is the teachers’ organizational commitment in the new

normal among public elementary schools in Isabela City Schools

Division, in terms of:

1.1 Affective;

1.2 Continuance; and

1.3 Normative?
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2. What is the instructional competence in the new normal among

selected public elementary school teachers in Isabela City Schools

Division, with regards to:

2.1 Content knowledge and pedagogy;

2.2 Learning environment and diversity of learners;

2.3 Curriculum and planning;

2.4 Assessment and reporting;

2.5 Community linkages and professional engagement; and

2.6 Personal growth and professional development?

3. What is the students’ performance in the new normal among the

public elementary schools in Isabela City Schools Division?

4. What is the profile of the teacher respondents from the selected

public elementary schools in Isabela City Schools Division, in terms

of:

4.1 Gender;

4.2 Age;

4.3 Educational attainment; and

4.4 Length of service?

5. Is there a significant difference between the teachers’

organizational commitment in the new normal among public


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elementary schools in Isabela City Schools Division when the

variables are grouped according to profile?

6. Is there a significant difference between instructional competence

in the new normal among the selected public elementary school

teachers in Isabela City Schools Division when the variables are

grouped according to profile?

7. Is there a significant relationship between teachers’ organizational

commitment and instructional competence in the new normal

among public elementary schools in Isabela City Schools Division?

8. Is there a significant relationship between teachers’ organizational

commitment and students’ performance in the new normal among

public elementary schools in Isabela City Schools Division?

9. Is there a significant relationship between teachers’ instructional

competence and students’ performance in the new normal among

public elementary schools in Isabela City Schools Division?

Significance of the Study


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Teachers are essential elements in any educational system. They

are the public faces of the school, and their behavior influences school

characteristics. Hence, this study's findings will provide information to

the concerned educators of Isabela City Schools Division to identify

necessary measures in improving existing policies and programs on staff

development. It should integrate teachers’ commitment and

instructional competence to increase the students' performance,

specifically in the National Achievement Test (NAT).

Department of Education (DepEd) Curriculum Planners. This

study will provide significant insights for curriculum planners in

identifying interventions or innovations to be integrated with the K to 12

curricula to improve teachers' organizational commitment and their

instructional competence to increase the students’ performance in the

National Achievement Test for improved learning outcomes.

School Principals and Head Teachers. This study will provide

school principals and head teachers with data in planning,

implementing, and monitoring training, seminars, workshops, and other

staff development through School Learning Action Cell (SLAC). They

must continuously equip the teachers with the knowledge, skills, and

attitudes needed to deliver the K to 12 curricula. The findings will also

serve as a basis to identify school programs, projects, and activities for


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teachers in collaboration with other stakeholders in building a positive

environment in the school and community.

School Leaders and Policy Makers. This study will be

significant for education leaders because it will help them identify

policies and practices to improve and intensify teachers’ quality levels. It

is timely due to several factors impacting education systems.

Scope and Delimitation of the Study

This study investigated the teachers’ organizational commitment,

instructional competence, and students’ performance in the new normal

among selected public elementary schools in Isabela City Schools

Division. The teacher respondents' profile only included age, gender,

educational attainment, and length of service in the teaching profession.

Moreover, the teachers’ organizational commitment included

affective, continuance, and normative commitment from the

Organizational Commitment Scale of Allen and Meyer (1991). The RPMS


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for teachers (DepEd Order No. 2, 2015) and the PPST were used to

determine instructional competence (DepEd Order No. 42, 2017).

In the new normal, new technologies and gadgets such as Google

meet, group chat, zoom, or even actual data were utilized in gathering

data for the 78 teachers. Simultaneously, students’ performance was

delimited to their average grade for the First Grading Period and Second

Grading Period in all learning areas of the grade 6 student respondents

based on the DepEd School Form 6 of the school year 2020-2021.

The student respondents were limited to only 50% of the total

number of schools under each district. However, the teacher

respondents were taken as a whole since their population is small.

Moreover, the students’ population was computed using Slovin’s

formula.

Only grade 6 students were included in this study since among all

the grade levels this is the stage where they can already read and

understand directions compared to lower grad levels.

The study conducted during the school year 2020-2021 at the

height of the outbreak of the COVID 19 pandemic in the Philippines. The

data gathering started on May 18, 2021 upon the approval of the

Schools Division Superintendent. The researcher sought assistance from


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the public schools district supervisors and school heads of the target

districts in the data collection. The researcher took two (2) weeks to

complete the gathering of the data considering the work arrangement of

the teacher respondents as well as computing the average grades of the

student respondents in the first two quarters.

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