TEACHER COMPETENCIES AND ITS RELATION TO ACADEMIC PERFORMANCE OF THE SELECTED GRADE 10 STUDENTS IN MAPEH OF SAN ISIDRO NATIONAL HIGH SCHOOL S.Y. 2015-2016

Chapter 1
THE PROBLEMS AND ITS BACKGROUND
Introduction
Recent trends in education in the Philippines pose new challenges in
the academe for the improvement of literacy rate among Filipinos in
response to one of the challenges of the United Nations Educational,
Scientific and Cultural Organization (UNESCO) on Millennium Development
Goal (MDG) which is to achieve universal primary education. Equalizing
opportunities in education is "one of the most important conditions for
overcoming social injustice and reducing social disparities in any country
and is also a condition for strengthening economic growth" (UNESCO, 2008a:
24).
In this paper, when we mention about quality education we will be
speaking of the quality teachers, their competencies and qualifications on
how to develop quality of life of the learners so that they can properly
serve the society according to their roles and responsibilities as good
citizens. According to the Department of Education, teacher's competencies
are a big factor in the academic achievement of the students. Included
under teacher competencies are teaching effectiveness, professional
recognition and awards, membership and participation in professional
organizations, scholarly abilities and creative productiveness, and
university and community service (Manual of Regulation for Private Schools,
2010).
Given the current demands of various schools with regard to the
teacher's competency, the researchers chose to look into this topic so as
to expand their knowledge on the situations and the possible remedies to
some existing problems.
Upon noticing the impact of the quality of education to the future of
the students, the researchers came up with a common view that the present
condition of the teachers' competencies could still be raised higher.
The primary focus in this study is to determine the different factors
affecting the performance of students in school. Basically, the teachers
play a vital role in the daily lives of their students. The effectiveness
of their teaching is one of the factors that determine how well the
students would do in their journey towards knowledge acquisition. Thus,
the advocacy to promote academic excellence and quality education in San
Isidro National High School in view of making this institution a center of
academic excellence made the researchers decide to conduct the study that
will determine the effects of teaching competencies and its relation to
academic performance of selected Grade 10 students in MAPEH of SINHS S.Y.
2015-1016.
Background of the Study
Barangay San Isidro, a mountainous area of Montalban, Rizal now
Rodriguez, Rizal had no high school of its own until July 31 of 2003 when
the former of General Licerio Geronimo Memorial National High School, Mr.
Leoncio L. Gervacio, worked for the establishment of a high school annex,
known today as San Isidro National High School upon its approval effective
S.Y. 2004-2005.
Under the leadership of the PTA (Parents-Teachers Association)
President Mrs. Alona Torres together with the parents requested Barangay
Captain Cecilio C. Hernandez for the opening of said barangay high school,
who then made endorsement to the Municipal Mayor, Engr. Pedro S. Cuerpo. To
support the necessity of a secondary school in this barangay, Brgy. Captain
Hernandez with his barangay councilors passed and approved Resolution No.
14A-03 dated April 14, 2003, "Kapasiyahang Nag-aatas at Nagtatalaga sa
Barangay Multi-Purpose Hall Bilang Pansamantalang Silid Aralan ng mga Bata
na papasok sa unang antas ng Mataas na Paaralan". At the same time the
Local Government passed Resolution no. 03-66 dated May 22, 2003 authorized
by Councilor Alberto P. Carasco which states "Kapasyahang Humiling sa
Department of Education (DepEd) sa pamamagitan ng Kalihim nito na si
Kagalang-galang Edilberto de Jesus upang masimulan na ang pagpapatakbo ng
Gen. Licerio Geronimo Memorial NHS – SAN ISIDRO ANNEX sa barangay San
Isidro". Thru the able endorsement and recommendation of DR. EDITH A.
DOBLADA, Schools Division Superintendent, the opening of the said annex was
approved. This formally opens the door for a new hope for the San
Isidronians.
During the first year of its operation, the annex had limited
enrolment for the incoming first year due to inadequate space. This was
made available through the generous support of Barangay Captain Cecilio C.
Hernandez, who provided for two school rooms that could accommodate at
least one section of high school students. By the end of the school year
2003-2004, a good number of 72 students, of which 36 are male and 36 are
female successfully completed the first year curriculum, under the
supervision of the OIC – Mr. Vivencio Felix.
It was rather difficult and inconvenient for the students to be
housed in a shelter where space is limited. The barangay officials
witnessed the perseverance and determination of the students to learn under
the supervision of the three (3) teachers, Mr. Jayson Gayuma – provincial
item; Ms. Maristella Ramos and Ms. Rosemarie Ramos – both volunteer
teachers. This serve as encouragement and desire to give a more comfortable
and convenient house. The Barangay Officials again under the leadership of
Brgy. Captain Hernandez passed Resolution no. 20-3, dated July 21, 2003 –
Isang Kapasiyahang Nag-aatas at Nagtatalaga ng pagpapatayo ng anim na pinto
sa mataas na paaralan ng Brgy. San Isidro sa isang open space ng Blue Star
Subdiivision na nasa SitioTanag, Brgy. San Isidro
Theoretical Framework
This study took into account the theories conducted by Francisco
Zulueta (Teaching Methods and Practices, 2005) A competent teacher should
understand the principle and methods of teaching as well as the use of
appropriate skills to be used as techniques and strategies. This theory was
also discussed by Dr. Jayasree (2013) Teachers' knowledge of teaching
methodologies and techniques are very important for to improve the
standards of achievement of the students.
According to Dr. William Glasser (2016) in his Learning Choice Theory
said that this theory helps the people to understand themselves and manage
the different circumstances or events that are beyond their control.
Teachers use specific techniques to get through to their students
effectively and productively without distractions. It is said that teachers
should let the students decide, the effect of this in academic achievement
is that students loses enthusiasm when deprived of self determination and
motivation. Learning is not a matter of following orders but taking part in
the lessons as well (Alfie Kohn, Choices for Children Sept. 1993).
Knowledge is created by transforming information and experience (David
Kolb, 1984).
Figure 1 shows the concepts that make up the theoretical framework of
the study. The concept of Teachers' Competency in class room management,
instructional materials and facilities and instructional methods indicates
the students' academic performance.
Conceptual Framework

Independent Variables Dependent Variables















Figure 1 Conceptual Paradigm


This study aims to evaluate the relationship between the teachers'
level of competency and the students' academic performance specifically in
San Isidro National High School. Figure 1 presents the conceptual
framework of the study. First, the profile of the respondents in terms of
their names, grade and section, MAPEH teacher, and third quarter MAPEH
grade will be gathered as presented in the first frame. The assessment of
the students regarding their teachers' level of competency in terms of
classroom management, instructional materials, and instructional methods
will also be gathered together with the students' grade in MAPEH for the
third grading period. After data gathering, the researchers will then
analyze and interpret the data using appropriate statistical tools.
Statement of the Problem
The problem of the study is to determine the relationship of teacher
competencies and academic performance of selected grade 10 students in
MAPEH. Specifically, this sought to answer the following questions:
1. What is the level of competency of MAPEH teachers as assessed by the
students in terms of:

a. Classroom management

b. Instructional materials and facilities

c. Instructional methods

2. What is the performance of the students based on their general average
in MAPEH for the 3rd grading period?

3. Is there a significant relationship between teacher competencies and
the academic performance of students in MAPEH?

Scope and Limitation of the Study
This study focuses on the perception of the respondents on the level
of competency of their MAPEH teachers. The respondents are selected grade
10 MAPEH students in San Isidro National High School S.Y. 2015-2016 in
Rizal.
Hypothesis
For this study, the following hypothesis will be tested:
There is no significant relationship between teachers' competencies
and students' academic performance.

Significance of the Study
This study will be of significance to the following people:
School Administrators
The findings of this study will help the administrators determine if
the teachers that they have are effective in teaching MAPEH by knowing the
academic performance of their students. Additionally, administrators would
also know if the teaching methods and strategies that the teachers are
using are effective or not and through this, administrators could easily
help those teachers who are having trouble with it especially in keeping
their students motivated which would then eventually lead to the success of
their administration in promoting center of excellence.
Teachers
As teachers play a very significant role in the teaching and learning
process, the findings of this study will be of benefit to the teachers
themselves as this study will help them determine if the methods and
strategies that they are using during classroom discussions are effective
or not and through this they will be able to develop better strategies and
approach for them to better serve their students which would be a big help
for them in providing quality education for their students.
Parents
The findings of this study would also be of benefit to the parents of
the students as they would know how their children are doing in school by
knowing their academic performance especially in the subject of MAPEH. In
addition, they will also become aware on how important their role is as
parents when it comes to their children's education. Through this, parents
would be guided on how they would assist and help their children in school
and keep them motivated to learn.
Students
Since the main goal of this study is to know if assess if teaching
competencies affect the academic performance of students, of course, the
recommendation of this study will be of significant to them since they will
be the ones who will directly experience the effect of this study.
Future Researchers
This study will also benefit the future researchers as this study
could be a basis of future research studies.

Definition of Terms
Academic performance is the outcome of education – the extent to which a
student, teacher, institution has achieved their
educational goals.

Competency the ability to do something successfully or efficiently

Classroom management refers to the wide variety of skills and techniques
that teachers use to keep students organized,
orderly, focused, attentive, on task, and
academically productive during a class.

Instructional materials are tools used to aid effective learning

Instructional methods are strategies or ways information is presented to
students



Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter of the research paper presents a summary of readings on
related literature and related studies which have significant bearing to
the present study. The summary was organized and presented in 5 subtopics
– foreign literature, local literature, foreign studies, local studies, and
synthesis. In preparing this chapter the researchers based on books,
unpublished materials like theses and dissertations related to the studies
both foreign and local. The researchers also made use and browsed the
internet for valuable information related to the study.
The researchers hope that this research study will contribute and
hopefully will be a part of the broad studies that can help future
researchers who will conduct a study similar to this.
The function of this section is to present informed opinions and
studies that contribute to the understanding of the area of interest and
emerging issues with intention of evaluating teaching competencies and
their relation to the academic performance of students.
Foreign Literature
In an article entitled, "Factors affecting Academic Performance of
Learners" written last June 8, 2012 by Hilma Ndapewa and Ndapewa Mbandeka
of Career Institute Africa, it states that academic performance is one of
the crucial areas of a learner's life. Some learners may not be bothered
if they progress or not, however their parents are left with great distress
if their children do not perform. This is because families as well as the
government invest in the education of the child. On top of that, generally
all parents would want their children to be successful citizens in the
future.
Multiple factors come to play when it comes to academic performance
of a learner, which need to be considered should one want to perform
better. Different people believe that different factors affect learners
differently under different circumstances. However there is some form of
consensus on general factors that affect performance.
In an article written by Pam Lowe (2011), a curriculum director in
Holcomb, Missouri, she stated different ways to improve student achievement
and create learners. According to Lowe, one of these ways is to review the
school's mission and vision statement. The vision should describe why it
is important to achieve the mission statement while looking to the future.
Another way is the school should be a change agent. Change agents are
passionate and driven about their vision. They make the tough decisions
keeping what's best for the students in focus. Lowe added that teachers
should teach students how to learn. In order for students to be successful
as learners, they also have to discover how to learn to develop their
appetite for learning. Students at an early stage have to be taught how to
self-regulate their learning, set their own academic goals, develop
strategies to meet their goals, and reflect on their academic performance.
Aside from that, teachers should teach harder and not smarter. Teachers
should incorporate research-based teaching and learning strategies during
class discussions and that in order for the students to have improved
academic performance teachers need to be on top of the latest developments
in research-based strategies.
Additionally, in another article entitled "Strategies to Improve
Classroom Behavior and Academic Outcomes," it was stated that taking
measures to improve academic performance and outcome starts with improving
the behavior of students in the classroom. Although it can seem
challenging, teachers play a large role in creating an environment that
encourages learning, improve student behavior and create better academic
performance at every level of education. Teachers can accomplish amazing
feats when the appropriate strategies are implemented to improve the
behavior in the classroom.
Aside from improving the classroom behavior of students to improve
the academic performance of students, Harry K. Wong (n.d.) in his article
entitled, "There is Only One Way to Improve Student Achievement," he stated
that a student achievement is a result of good classroom management. He
added that it is teacher practices that govern student learning. What the
teacher does in the classroom to structure and organize a learning
environment is the most important factor that will increase student
achievement.
Local Literature
As stated in the DepEd Order 32 (2011), teachers development is one of
the focus in education sector right now, policies and guidelines were
prepared by the Civil Service Commission (CSC), National Economic
Development Authority (NEDA), Department of Budget and Management (DBM),
Commission on Audit (COA) to reformulate policy guidelines on designing
training and development (T&D) programs and in conducting activities for
the capacity and capability building of the DepEd personnel and staff.
Training and development (T&D) is the process by which an organization or
institution provides professional development activities to enhance
individuals with knowledge, skills and attitudes to enable them to perform
their functions effectively.
Also, DepEd Order 34 (2014), Investing in education and skills for the
youth to help achieve a dynamic economic growth and stability.
Lardizabal (1990) stated that the principles and methods of teaching
must provide the teacher with a ready reference for improved techniques,
new trends, effective approach, and modern strategies. The earnest teacher
will try out as many methods as he can, constantly finding out for himself
which methods are best in his particular field of specialization. The alert
teacher is receptive to modern practice.
According to Reyes (1989), academic performance mirrors the productive
integration of the student's interests and the teachers' efforts at
providing a meaningful learning situation.
Acosta (2002), attempted to discover the teachers' profile,
competencies and students' academic achievement in selected public schools
in Bulacan. Based on her studies, she concluded that the low academic
achievement of students despite the apparent high level of competency of
the teachers implies that the teachers were not effective in achieving
their objective.
Foreign Studies
According to Owolabi and Olabode Thomas (2012) teacher's academic
qualification only is not enough to positively affect academic performance
of the students but a professional qualification in a specified field of
study. He added, experience counts in the efficiency of the teachers.
In a study involving 7000 students Wenglinsky (2000) found that the
quality of the teaching force has a comparable impact on students' test
scores as socioeconomic status. One common indicator of teacher competence
is teaching experience.
However, according to Wayne and Youngs (2003), the findings regarding
experience are difficult to interpret for several reasons. First,
experience captures the effect of whether teachers were hired during
a shortage or a surplus. Cohorts will have experienced similar competition,
and selection effects are likely to confound effects of experience.
Secondly, experience measures capture differences in teacher motivation
resulting from time constraints on parents during years when their own
children require more attention. Finally, if there are differences in
effectiveness between those who leave the profession and those who stay,
experience measures would capture those as well. Such differences are
probably dynamic, changing with labour markets and cultural trends.
Adedayo (2008) included family background, personal interest, school
environment and peer group are the major factors that could affect academic
attainment. So, since the teachers (both male and female) are professional
teachers, there is no difference in their ability to impact knowledge in
the students.
Hoskins, Newstead and Denis (1997) conducted study on students at
University of Plymouth, and found out that variables; age, gender, prior
qualifications and discipline studied have an effect on their performance
as cited in Cheesman, Simpson and Wint (2006:10).
Jeong, (2005) quoted in Bae (2006:112) found out that use of internet
and the contents viewed have an effect on students' academic performance
hence access to internet was taken as an important variable.
Hanushek, Kain and Rivkin (1998), like many other researchers have
concluded that the school effect on achievement derives mainly from
variations in teacher quality. On the basis of longitudinal data from more
than one-half million Texas students in grades 3 to 6, they concluded that
school quality is an important determinant of academic performance and an
important tool for raising the achievement of low-income students.
According to Gordon (2001), lecturer/teacher efficacy is sometimes
considered to be an indicator or prediction of teaching effectiveness and
research shows that efficacious lecturers/teachers are capable of bringing
about change in students behavior, motivation, and learning outcome.
Santibañez, Jose-Felipe Martinez, Ashlesha Datar, Patrick J. McEwan,
Claude Messan-Setodji and Ricardo Basurto-Dávila (2007) specified a
moderate negative effects on student test scores the year after a teacher
was incorporated into the pay-for-performance program or got a promotion.
Because of the salary guarantees, teachers might have less of incentive to
exert additional effort with their students.
Local Studies
According to the Code of Ethics for Professional Teachers (1997), a
professional teacher is a licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional
competence.
In the Philippine system of education, there are factors that give
difficulty to the implementation of objectives. The problems of
inadequately-trained teachers, lack of support either from the government
or from private sector, lack of solid planning, lack of follow-up of result
– all these add to the difficulty (Nem Singh et al., 2009).
In evaluating teacher's instructional competencies, the use of student
achievement as the basis to assess or evaluate teachers is one of the many
approaches of teacher evaluation. Other approaches in evaluating teacher's
instructional competencies include classroom observation, student ratings,
peer ratings, principal/HOD/administrator ratings, self-rating, teacher
interview, parent rating, competency tests, and other indirect measures
(Joshua et al., 2006).
Aquino (1989) found that students' academic performance can be
influenced by their abilities and interests, routine practices, classroom
management, motivation, and even the instructional quality.
Saliot (2011) cited that the most prevailing competency was
communication with the learners, and the least prevailing is learner
reinforcement- involvement. The most prevailing factor was intellectual,
and the least prevailing was physical. There was moderate correlation
between the competencies of college instructors and the factors affecting
the academic performance of students.
Barnuevo, Hasegawa and Hugo (2012) claims that there is no
significant relationship between the teachers' instructional competencies
and the students' academic performances in English, Science and Technology
and Mathematics. This could be explained by studying other instructional
competencies that have direct effects on the students' academic
performance.
Lansangan, Quiambao, Baking, Nicdao, Nuqui, and Cruz (2015) found that
there is no significant relationship that exists among pupil, teacher,
school related factors and pupils' academic performance.
Ethel de Leon-Abao (2014) specified that teachers' instructional
competence is highly instrumental in the development of students'
comprehension and critical thinking ability. Since reading is significant
to success both in the academic and non-academic undertaking, reading
instruction should be made relevant so that students will be led to
function effectively in society.
In the study conducted by Fernandez (2013) he determined that there is
no significant relationship between the teachers' competence and learners'
performance in the Competency Based Examination under the five learning
strands.
Synthesis
Determinants of students' performance have been the subject of
ongoing debate among educators and policy-makers worldwide. It is very
challenging since students' performance is a product of socio-economic,
psychological and environmental factors. Te extent of student's learning
may be determined by the grades obtained by the student in a particular
grading period. It is believed that a grade or performance is a primary
indicator of such learning. This means that if a learner gets high grades,
it is usually concluded that he/she has learned a lot. Otherwise, learner
has lesser learning. However, many experiences and studies found out that
there are also several factors that would account for grades such as
classroom management, instructional materials and facilities, and
instructional methods.
Classroom management plays a very important role in creating a
conducive atmosphere for learning. Good classroom management can
definitely improve student's active participation and effectiveness of
teaching.
Aside from classroom management, instructional materials and
facilities are also important. These include the textbooks, equipment,
school supplies and other instructional materials. It cannot be denied
that the type and quality of instructional materials and facilities play an
important part in the instructional efficiency of the school. It is
difficult to do good job of teaching in a poor type of building and without
adequate equipment and instructional materials.
Another factor is the instructional methods. Teacher's ineffective
method of teaching caused failures in learning. Research shows that
teacher-efficacy has an effect on students' academic performance. It is
important that teachers believe in themselves and in their abilities as a
role model and educator, because it is important in students' self-
perception and performance. Teachers with self-efficacy have a positive
impact on their students' academic performance. It is something that all
teachers need to build.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research method used, population and sample
size, description of respondents, research instrument, validation of the
instrument, reliability testing, data gathering procedure, and statistical
treatment of data. This helped evaluate the teaching competencies of MAPEH
teachers and how this relates to the academic performance of students in
MAPEH.

Methods of Study
This study used the descriptive research method which is designed for
the researchers to gather information about the present existing conditions
needed in their chosen field of study. Salvador, Tolentino-Baysa & Fua-
Geronimo (2008) defined descriptive research as a type of research which
describes and interprets "what is." It reveals conditions or relationships
that exist or do not exist, practices that prevail or do not prevail,
beliefs or points of view or attitudes that are held or are not held,
processes that are going on or otherwise, effects that are being felt, or
trends that are developing.
The researchers also used this type of research method to gather the
needed data and gain more information about the study because descriptive
method is designed for the investigator to gather information about present
existing conditions, to describe that nature of situation as it exists at
the time of the study and to explore of particular phenomena.
The type of descriptive research that the researchers used is the
survey type. Manuel & Medel (1976) defined survey research as a method
which investigates a universe of phenomena population by selecting sample
from the population to discover the relative incidence, distribution and
interrelation of variables.
Survey method was applied and used in this study as it helped the
researcher evaluate different answers of the respondents regarding teaching
competencies of theiR MAPEH teachers and its relationship to their academic
performance in MAPEH. With the survey method the researchers have
interaction with the respondents and guided them, when necessary, in
answering the questionnaire.
Population and Sample Size, and Sampling Technique
The study employed the random sampling technique to select the senior-
citizen-respondents. A random sample is selected in a deliberate and
random fashion to achieve a certain goal.
The total sample size is composed of 222 grade 10 students who came
from different sections of the said year level in San Isidro National High
School alone.
The researchers coordinated with the School Principal and MAPEH Teachers
that cater to grade 10 students and conducted the survey in respective
sections. The respondents were the grade 10 students present at the time
of the survey.
The Respondents
The respondents of the study were the 222 grade 10 students: 28 came
from 10- Rizal, 34 were from 10- Del Pilar, 32 were from 10- Mabini, 33
came from 10- Bonifacio, 32 were selected from 10- Aguinaldo, 31 came from
10- Quezon, and 32 were chosen from 10- Jacinto. Of the total respondents
140 were females, and 82 were males, aging from 15 to 17.
The information gathered by the researchers from the respondents
include third quarter grade and responses to different questions classified
as follows: classroom management, instructional material and facilities,
and instructional methods.
Table 1 shows the frequency and percentage distributions of the
respondents according to sex from different sections.
Table 1
Frequency and Percentage Distributions of Respondents
According to Sex

"Section "Female "Male "Total "
" "f "% "F "% "f "% "
"Rizal "15 "10.71 "13 "15.85 "28 "12.61 "
"Del Pilar "23 "16.43 "11 "13.41 "34 "15.32 "
"Mabini "21 "15.00 "11 "13.41 "32 "14.41 "
"Bonifacio "22 "15.71 "11 "13.41 "33 "14.86 "
"Aguinaldo "17 "12.14 "15 "18.29 "32 "14.41 "
"Quezon "23 "16.43 "8 "9.76 "31 "13.96 "
"Jacinto "19 "13.57 "13 "15.85 "32 "14.41 "
"TOTAL "140 "100 "82 "100 "222 "100 "



The Instrument
This study aims to determine the relationship of teacher competencies
and academic performance in MAPEH of selected grade 10 students of San
Isidro National High School – Antipolo. The researchers made a survey
questionnaire to come with a measurable data needed from the respondents of
the study. The use of questionnaires for the survey has the advantage of
obtaining greater honesty and accurate response from the respondents,
particularly if anonymity is maintained thus making the data more reliable.
Zulueta and Costales (2003) defined questionnaire as a set of orderly
arranged of questions, carefully prepared to answer the specific problems
of the study. It is a list of questions to be answered by a group of
people especially designed to get facts or information. It is a list of
written questions related to a particular topic provided with space for
respondents to fill up. It is the principal instrument of data collection.

The researchers used a checklist type of survey questions for the
third part of the questionnaire seeking for the respondents' assessment on
the teaching competencies of their MAPEH teachers.
The questionnaire consists of three parts. The first part is the
introduction of the study. The researchers enclosed a brief note
explaining to the respondents what the study is all about. The second part
of the questionnaire aimed to answer the personal profile of the
respondents. This included the respondents' name, grade, section, MAPEH
teacher, and the respondents' third quarter grade in MAPEH. The third and
final part of the questionnaire is the assessment of the respondents on the
teaching competencies of their teachers. This part questions divided into
three factors namely classroom management, instructional materials, and
instructional methods. Each factor consists of 10 questions with a total
of 30 questions.
Validation of the Instrument
This study sought to determine the teacher competencies and its
relationship to students' academic performance. Study comparison and
analysis of same material from other relevant studies will be the bases for
the specific instrument for the study. In order to guarantee the
instrument's intrinsic value, the researchers had the initial review on
issues relating to the instrument's wording, syntax, the constructs' and
contents' validity. Then the issues that were not agreed upon or that were
not considered adequate were discarded. After utilizing a questionnaire,
the instrument was subjected for expert's validation in the field of MAPEH.
After completing the suggested modifications to the summaries' and items'
wording and content, the items that have not been previously agreed upon in
terms of constructions were presented anew. Finally, modified
questionnaires were utilized to collect the data for the study.
Data Gathering Procedure
The researchers first thought of a problem or topic that they want to
conduct a study with and then stated its purpose and importance.
To gain the data needed for these first three chapters of the study,
the researchers gathered information from different books, theses, and
dissertations from library. The researchers also browsed the internet and
found some data related to the study as well. With the use of those data,
the researchers came up with the background of the study, the related
literature and some other important parts of the study.
After finishing the first three chapters of the study, the researchers
also made a survey questionnaire which will become the primary source of
data that will help the researchers determine the teacher competencies and
its relation to academic performance of students.
In collecting and gathering the data needed, first, the researchers
got permission to conduct the study from the school principal requesting
permission to allow the researchers to administer the questionnaires at San
Isidro National High School in San Mateo province of Rizal.
Upon approval of the school principal to finally conduct the study,
this was followed by the distribution of the questionnaires to the
different sections of Grade 10 MAPEH students. The data collected were
finally used in generating the findings and completion of this undertaking.
Statistical Treatment of Data
The data collected in this study were organized and classified based
on the research design and the problems formulated. The data were coded,
tallied, and tabulated to facilitate the presentation and interpretation of
the results. Statistical techniques helped the researchers in determining
the validity and reliability of their research instrument. The researchers
used the following formula in this study:
1. Weighted Mean

Another statistical technique that will be used by the
researcher will be the weighted. This will be used to determine the
average responses of the different options that will be provided in
the various parts of the survey questionnaire. It is defined by the
formula:




Where:
= weighted mean
= the sum of all the products of f and x, f being the frequency of
each weight as the weight of each operation.
= total number of respondents
1. Frequency and Percentage

The frequency and percentage distribution will be used to
classify the respondents according to their personal background. This
will determine the profile of the respondents as to their age, gender,
birth order, family size and parents' educational attainment. This
will also help the researcher to determine the percentage of the
responses on the survey questionnaire. It is defined by the formula:




Wherein:
P = percentage
N = number of cases or total sample
F = frequency
100. constant

3. Pearson r
This will be used to prove the null hypothesis. It is
defined by the formula:


Ho = there is no significant relationship between teacher competencies and
the academic performance of students in MAPEH

Ha = there is a significant relationship between teacher competencies and
the academic performance of students in MAPEH




4. Likert Scale
This was used to interpret the level of competency of the
teachers. The consolidated points from the respondents' answers to each
item over a five-point scale were as follows:

Scale Value Statistical Limit Interpretation
5 4.21 - 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neutral
2 1.81 – 2.60 Agree
1 1.00 – 1.80 Strongly Disagree
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter covers the presentation, analysis and interpretation of
data gathered in the sequence of the study. The statistical data are shown
in tables which served as basis for analysis and interpretation of data.
Data were computed using SPSS.
The following tables were based on the conducted study done by the
researches entitled Teacher Competencies and its Relation to Academic
Performance of the Selected Grade 10 Students in MAPEH of San Isidro
National High School S.Y. 2015-2016.
Table 2
Level of Competency of MAPEH Teachers in Terms of
Classroom Management
" " " "
"Classroom Management "Weighted Mean "Interpretation "
"My teacher manages the"4.22 " "
"classroom activities " "Strongly Agree "
"very well. " " "
"My teacher motivates, "4.05 " "
"arouse and sustain our" "Agree "
"interest. " " "
"Our classroom is "3.90 " "
"conducive for " "Agree "
"learning. " " "
"My teacher comes to "4.02 " "
"class on time. " "Agree "
"My teacher monitors "3.97 " "
"student's attendance " "Agree "
"promptly. " " "
"Our teacher returns "4.14 " "
"assignments and tests." "Agree "
"My teacher maintains a"3.95 " "
"reasonable level of " "Agree "
"order and an " " "
"atmosphere conducive " " "
"to learning. " " "
"My teacher distributes"3.98 " "
"the workload " " "
"(homework, tests, " " "
"papers) evenly " "Agree "
"throughout the grading" " "
"period. " " "
"Our teacher "4.09 " "
"establishes clear " "Agree "
"guidelines for " " "
"classroom and school " " "
"rules. " " "
"My teacher establishes"4.23 " "
"clear guidelines for " "Strongly Agree "
"quizzes and tests. " " "
" " " "
"Overall Weighted Mean "4.05 "Agree "



Table 2 presents the level of competency of MAPEH teachers in terms of
classroom management using the five-point Likert scale (1= strongly
disagree, 2= disagree, 3= neutral, 4= agree and 5= strongly agree). With an
overall weighted mean of 4.05 the respondents stated that they agree that
the teachers have sufficient competency in classroom management that
facilitates the teaching and learning process more effective. The result
reveals that the highest rank variable deals on the teacher's clear
guidelines for quizzes and tests with 4.23 average weighted mean followed
by the teacher's well managed classroom activities with 4.22 average
weighted mean. The rest eight variables on classroom management have the
same adjectival equivalent of agree. Each variable differ only based on the
average weighted mean and the least prevailing was classroom conducive for
learning, obtained an average weighted mean of 3.90. This implies that
classroom management plays a pivotal role in students' academic
performance.
Table 3
Level of Competency of MAPEH Teachers in Terms of
Instructional Material and Facilities
"Instructional " " "
"Materials and "Weighted Mean "Interpretation "
"Facilities " " "
"Our teacher uses "4.09 " "
"varied teaching aids, " "Agree "
"activities, and " " "
"instructional " " "
"materials. " " "
"Our teacher utilizes "4.10 " "
"technology, devices, " "Agree "
"and prepare slides, " " "
"etc. " " "
"My teacher uses visual"4.29 " "
"aids, illustrations " "Strongly Agree "
"and multimedia to " " "
"explain the lesson. " " "
"Our teacher provides "3.99 " "
"supplementary reading " "Agree "
"materials. " " "
"My teacher establishes"4.02 " "
"routines and " "Agree "
"procedures to maximize" " "
"use of time and " " "
"instructional " " "
"materials. " " "
"My teacher uses "4.10 " "
"accurate and updated " " "
"resources, books, and " "Agree "
"instructional " " "
"materials. " " "
"Our teacher encourages"4.06 " "
"us to read and use " "Agree "
"other references for " " "
"the subject matter. " " "
"My teacher uses "4.15 " "
"technology to support " "Agree "
"learner-centered " " "
"strategies that " " "
"address the diverse " " "
"needs of students. " " "
"My teacher creates "4.23 " "
"situations that " "Strongly Agree "
"challenge the " " "
"student's abilities. " " "
"Our teacher manages "4.10 " "
"student-learning " "Agree "
"activities in a " " "
"technology-enhanced " " "
"environment. " " "
" "4.11 " "
"Overall Weighted Mean " "Agree "

Table 3 above presents the level of competency of MAPEH teachers in
terms of classroom management. The results of the data on this table
indicated that most of the students answered with strongly agree with the
use of visual aids, illustrations and multimedia in explaining the lessons
with a weighted mean of 4.29. Then it is followed by the teacher creates
situations that challenge the students' abilities with a weighted mean of
4.23.
It has been noticed that giving out of additional reading materials
got 3.99, the lowest weighted mean.
Table 4
Level of Competency of MAPEH Teachers in Terms of
Instructional Methods
" " " "
"Instructional Methods "Weighted Mean "Interpretation "
"My teacher plans and "4.18 " "
"uses different " "Agree "
"teaching strategies. " " "
"My teacher "4.12 " "
"demonstrates and suits" "Agree "
"strategies to varied " " "
"abilities of students." " "
"Our teacher uses "4.17 " "
"effective introduction" "Agree "
"and motivational " " "
"techniques. " " "
"My teacher praises "3.93 " "
"students' works. " "Agree "
"My teacher manages "3.89 " "
"students' problems in " "Agree "
"comprehension. " " "
"Our teacher relates "4.06 " "
"current issues to " "Agree "
"lessons. " " "
"My teacher uses "4.02 " "
"appropriate teaching " "Agree "
"methodology. " " "
"My teacher uses varied"4.21 " "
"ways of assessing " "Strongly Agree "
"student performance. " " "
"Our teacher prepares "4.33 " "
"tests that are " "Strongly Agree "
"congruent with our " " "
"lessons. " " "
"My teacher reteaches "4.09 " "
"if result of student " "Agree "
"evaluation is poor. " " "
" "4.10 " "
"Overall Weighted Mean " "Agree "


Table 4 above shows the level of competency of MAPEH teachers in terms
of instructional methods. Based on the above, the respondents stated that
they agree on the use of their teacher with different teaching strategies
with a weighted mean of 4.18. The respondents also stated agree when asked
if their teacher demonstrates and suits strategies to varied abilities of
students, with a weighted mean of 4.12. As to the use of effective
introduction and motivational techniques, the respondents stated agree with
a weighted mean of 4.17. The respondents also stated agree when asked if
their teachers will praise their works, and if their teachers will manage
the students' problems in comprehension, with the weighted means of 3.93
and 3.89, respectively. The respondents also stated agree when asked if
their teachers relate current issues to their lesson, with a weighted mean
of 4.06, and if the teacher uses appropriate teaching methodologies with a
weighted mean of 4.02. However, the respondents stated strongly agree when
asked if their teachers use varied ways of assessing their students'
performance, and if their teachers prepare tests that are congruent with
the lessons, with weighted means of 4.21 and 4.33, respectively. Finally,
the respondents stated agree when asked if the teachers re-teach the lesson
if the result of student evaluation is poor with a weighted mean of 4.09.
Table 5
Academic Performance of Students Based on their
General Average in MAPEH for Third Grading Period

" " " " "
"MAPEH Grade "Frequency "Percentage "Mean "
" " "(%) " "
"96- 98 "3 "1.35 " "
" " " " "
" " " " "
" " " " "
" " " " "
" " " "84.60 "
"93-95 "18 "8.11 " "
"90-92 "21 "9.46 " "
"87-89 "44 "19.82 " "
"84-86 "36 "16.22 " "
"81-83 "42 "18.92 " "
"78-80 "42 "18.92 " "
"75-77 "14 "6.31 " "
"72-74 "0 "0 " "
"69-71 "1 "0.45 " "
"66-68 "1 "0.45 " "
"TOTAL "222 "100 " "

It is part of the study to get the academic performance of the
respondents in terms of their general average in MAPEH for the 3rd grading
period SY 2015-2016 and to relate this to teachers' competencies. Table 5
presents the general average in MAPEH of the respondents during the 3rd
grading period. The highest average grade percentage during the 3rd
grading period occurred within the 87-89 bracket with a frequency of 44 or
19.83%. The second highest percentage occurred within 81-83 and 78-80
brackets both with frequencies of 42 or 18.92%. The third is within 84-86
bracket with frequency of 36 or 16.22%. The fourth highest average grade
percentage occurred within 90-92 bracket with frequency of 21 or 9.46%.
The fifth highest is within 93-95 bracket with the frequency of 18 or
8.11%. The sixth highest is within 75-77 bracket with 14 frequency or
6.31% of the total respondents. The seventh highest is within 96-98
bracket with frequency of 3 or 1.35%. The eighth highest is within 69-71
and 66-68 brackets both with frequency of 1 or 1.45%. However, none among
the respondents fall under the 72-74 bracket.

Table 6
Interpretation of Relationship between Teacher Competencies
and the Academic Performance of Students in MAPEH

"MAPEH Grade "Computed "Computed "Decision "Remarks "
" "Pearson r "p-value " " "
"Classroom " " " " "
"Management "0.2930 "0.0000 "Reject Ho "Significant "
"Instructional" " " " "
"Materials and"0.1680 "0.0119 "Reject Ho "Significant "
"Facilities " " " " "
"Instructional" " " " "
"Methods "0.2400 "0.0003 "Reject Ho "Significant "

This study focuses on the academic performance of the students in
terms of their general average in MAPEH during the 3rd grading period and
teacher competencies in terms of classroom management, instructional
materials and facilities, and instructional methods. Table 6 presents the
relationship between the teacher competencies and the academic performance
of students in MAPEH. The researchers used Pearson r and arrived with the
results as shown above. Based on the data gathered for classroom
management the computed Pearson r is equal to 0.2930 with 0.0000 computed p-
value, for instructional materials and facilities the computed Pearson r is
equal to 0.1680 with computed p-value of 0.0119, and lastly for
instructional methods the computed Pearson r is 0.2400 with computed p-
value of 0.0003. Based on this result, the decision was to reject the null
hypothesis which means that there is a significant relationship between
teacher competencies and the academic performance of the students in MAPEH.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and
recommendations of the study entitled Teacher Competencies and its Relation
to Academic Performance of the Selected Grade 10 Students in MAPEH of San
Isidro National High School S.Y. 2015-2016. This also presents the
conclusions according to the order of objectives formulated by the
researchers.
Summary of Findings
This study aimed to find out the level of competency of MAPEH
teachers as assessed by students in terms of classroom management,
instructional materials and facilities, and instructional methods.
Specifically, this sought to answer the following questions:
1. What is the level of competency of MAPEH teachers as assessed by the
students in terms of:

a. Classroom management

b. Instructional materials and facilities

c. Instructional methods

2. What is the performance of the students based on their general average
in MAPEH for the 3rd grading period?

3. Is there a significant relationship between teacher competencies and
the academic performance of students in MAPEH?

The method used in this study is descriptive method. The total
number of respondents are 222 grade 10 MAPEH students. Using the Slovin's
formula, the margin of error was set at 5%. The tool employed for data
gathering was the survey questionnaire.
The results of the questionnaire were put into statistical process.
Weighted mean were computed to determine the level of competency of
teachers in terms of classroom management, instructional materials and
facilities, and instructional methods. Percentages and frequencies were
used to determine the academic performance of the respondents in terms of
their general average in MAPEH during the 3rd grading period. Pearson r
was used to determine if there is a relationship between the teacher
competencies and the academic performance of the students.
Based on the objectives of the study, results of the analysis of the
data indicated these findings:
1. Findings on the level of competency of MAPEH teachers in terms of
classroom management

As to the level of competency of MAPEH teachers in terms of
classroom management, the highest mean was 4.23 which implies that
establishing clear guidelines for quizzes and tests greatly affects
the academic performance of students. On the other hand, providing a
classroom that is conducive for learning has the least effect on the
students' performance.

2. Findings on the level of competency of MAPEH teachers in terms of
instructional materials and facilities

As to the level of competency of MAPEH teachers in terms of
instructional methods, the highest mean was 4.20 with verbal
interpretation of strongly agree. This implies that the use of visual
aids, illustrations and multimedia to explain the lessons is an
effective way of improving the academic performance of the students.
On the other hand, the lowest mean was 3.99 with the verbal
interpretation of agree which means the respondents feel the providing
supplementary reading materials has less effect in increasing the
academic performance of the students. The overall weighed mean for
instructional methods was 4.10 with verbal interpretation of agree
which that instructional methods used by teachers have good effect in
helping students improve their academic performance.

3. Findings on the level of competency of MAPEH teachers in terms of
instructional methods

As to the level of competency of MAPEH teachers in terms of
instructional methods, the highest mean was 4.33 with verbal
interpretation of strongly agree. This indicates that the respondents
think that preparing tests that are congruent to the lessons discussed
has a positive effect when it comes to improving their performance in
school. The lowest mean was 3.89 with verbal interpretation of agree
which means that the respondents think that addressing students'
problem in comprehension has less effect in their performance. The
overall weighted mean for instructional methods was 4.10 with the
verbal interpretation of agree. This means that instructional
strategies and methods that are used by the teachers affect the
students' performance at school.

4. Findings on the academic performance of the students in MAPEH based on
their third grading general average

The highest average grade percentage in MAPEH during the 3rd
grading period occurred within 87-89 bracket with a frequency of 44 or
19.83% and the lowest occurred within 69-71 and 66-68 brackets both
with frequency of 1 or 1.45%. However, none among the respondents
fall under the 72-74 bracket.

5. Findings on the relationship between the teacher competencies and the
academic performance of the students

Using Pearson r the computed p-value for classroom management
was 0.0000, instructional material and facilities was 0.0119, and
lastly instructional methods was 0.0003. This means that there is a
significant relationship between the teacher competencies and the
academic performance of the students.


Conclusions
One the bases of foregoing findings, the following conclusions were
reached:
1. Majority of the respondents state that in terms of classroom management
the teacher competencies that greatly affect their performance at school
are when teachers are managing the classroom activities very well and
establishes clear guidelines for quizzes and tests. On the other hand,
they feel maintaining a classroom conducive for learning, checking of
attendance, and distribution of workloads evenly has less effect in their
performance.
2. In terms of instructional materials and facilities, most of the
respondents answered that using visual aids, illustrations and multimedia
to explain the lesson and creating situations that challenge the
abilities of students have positive effect on their school performance
however providing supplementary reading materials have less effect on
their performance.
3. In terms of instructional methods, respondents answered preparing tests
that are congruent to their lessons and using varied ways in assessing
their performance can affect their academic performance.
4. Majority of the respondents' general average in MAPEH occurred within 87-
89 bracket.
5. There is a significant relationship between the teacher competencies and
the academic performance of the students.
Recommendation
Based on the study, the researchers have come up with the following
recommendations:
1. Teachers should be provided with technical assistance, trainings, and
seminars in classroom management, use of instructional materials, and use
of appropriate instructional methods to help improve the academic
performance of students.
2. A study on teacher competency should be done on a regular basis.
Instead of giving out supplementary reading materials, teachers should
focus more on giving additional classroom activities and presenting video
clips in class to make lessons more interesting to students which would
eventually lead to improvement in students' performance.
3. The type of technical assistance to be given to the teachers should
depend on the factors that affect most of their teaching competencies.
Overall teachers should aim to perform their best and demonstrate their
competencies in handling the subject to attain the desired academic
performance of the students.
5. Teachers should be encouraged to keep up-to-date and stay interested
in the developments in the field of teaching to achieve advancement and
cutting edge of knowledge. Staying updated with the trends in teaching
can help ensure that the teachers are teaching relevant knowledge and
functioning at the current global teacher standards.
6. More scientific research and studies on the similar topic should be
done to give clearer outcome and provide bases for developing technical
assistance, trainings and seminars to teachers.
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Appendix A
LETTER TO THE PRINCIPAL


February 20, 2016

Ms. Gorgenia C. Jepa
Principal I
San Isidro National High School
Sitio Tanag, San Isidro, Rodriguez, Rizal

Dear Ms. Jepa,

Good day!

We are Master in Educational Management students of PUP College of
Education Graduate Studies. As a part of the course requirements, we are
required to conduct a research related to the field of education, wherein
we have come up with the study entitled, "Teacher Competencies and Its
Relation to Academic Performance of the Selected Grade 10 Students in MAPEH
of San Isidro National High School S.Y. 2015-2016."


In relation to this, may we request your kind office to allow us to
conduct a survey in your school. Rest assured that all information
obtained will be treated with utmost confidentiality.


Your help and support will help us facilitate the accomplishment of
our research. Thank you very much.

Sincerely,


Mr. Dennis Mark Dela Cruz
Group Leader


Noted by:


Dr. Joseph Mercado
Professor
CURRICULUM VITAE


MARY GRACE B. ANDOY
Contact No.: +63-9398769870
Email Address: [email protected]


PERSONAL DATA

Age: 31
Date of Birth: September 22, 1984
Gender: Female
Civil Status: Single
Height: 4'11"
Weight: 50kg.
Nationality: Filipino
Religion: Unificationist
Current Address: 32Samar Avenue, South Triangle, Diliman, Quezon City


WORK EXPERIENCE
(Years of Experience: 9 years)

Position : Registrar
Company Name : Cambridge International School for Girls, Doha
Qatar
Employment Duration : September 15, 2012 –December 8, 2014

Position : AssistantRegistrar
Company Name : The Cambridge School, Doha Qatar
Employment Duration : December 8, 2010 – September 14, 2012

Position : Executive Secretary/Character-Based Educ.
Coordinator
Company Name : Philippine Teachers' Association for the Research
of Principles
Employment Duration : January 5, 2006-December 1, 2010

Position : Secretary General/Community Service Coordinator
Company Name : Women's Federation for World Peace-Philippines,
Inc.
Employment Duration : March 15, 2007-December 1, 2010

Position : Volunteer Sunday School Teacher
Company Name : Holy Spirit Association for the Unification of
World Christianity
Employment Duration : March 15, 2007- December 1, 2010



Position : Receptionist
Company Name : Universal Peace Federation-Philippines, Inc.
Employment Duration : January 10, 2006-January 10, 2007

Position : VolunteerTeacher
Company Name : Department of Education, Dumingag Central School
Employment Duration : October 5, 2005-December 27, 2005

Position : Coordinator for Education of Indigenous People
Company Name :ASSISI Dev't. Foundation for IndigenousPeople of
Mindanao
Employment Duration : April 1, 2005-October 1, 2005


HIGHEST EDUCATION

Education Level : College Degree
Education Field : Education / Teaching / Training
Course : Bachelor in Elementary Education – English
Major
School/ University : Western Mindanao State University
Location : DumingagZamboanga De Sur, Region IX
Date : June 1, 2001- March 2005

Master's Degree Program : Master in Educational Management
Specialization : Educational Leadership and Management
School/University : Polytechnic University of the Philippines,
Sta. Mesa, Manila
Date : June 2014 - Present


LICENSES/CERTIFICATIONS

"License/Certification "License/Certification "Date "
" "No. " "
"Professional "887222 "November 21, 2005 "
"Regulation Commission " " "


SKILLS/ABILITIES

Communication Skills
Computer Skills(MS Word, Excel, PowerPoint, Publisher)
Skills in attending VIP's
Mentoring/Teaching Skills
Planning and Organizing Skills
Leadership and Management Skills
Ability to work with others in a professional manner

TRAININGS / SEMINARS

5-Day DSWD "Training on the use of Family Development Session Manual"
Makati Palace Hotel, Makati City

5-Day Global Peace Convention "Peace Building 2010 Interfaith, Service and
Family"
Manila Hotel, Philippines

3-Day "Asia Pacific Centre for Responsibility to Protect"
EdsaShangrila Hotel, Mandaluyong, Philippines


International Teacher's Summit
ICEF, Headquarters, Bangkok, Thailand

2-Day "International Leadership Conference"
Pryce Plaza Hotel, Cagayan De Oro City, Philippines

5-Day "8th Annual Women's Federation for World Peace –International
Workshop"
CheongaCamp, Cheongpyeong, South Korea

2-Day "Teacher's Seminar on Values Education"
RELC, San Fernando, La Union, Philippines

2-Day "Trainer's Training Workshop on Values Education"
International Youth Training Center for Asia, Tanay Rizal, Philippines

40-Day "Youth Leadership Training"
HSA-UWC Training Center, Antipolo, Rizal, Philippines

1-Day "Seminar on the New Approach to Values Education"
PTARP National Headquarters, Quezon City, Philipines

21-Day "Divine Principle Workshop"
FFWP-U Training Center, TanayRizal,Philippines

2-Day "Project Management Training"
Davao, Philippines

3-Day "Expertise in Community Organizing for Teachers Workshop"
Davao, Philippines







REFERENCES

Mr. David Throp School Principal
Cambridge International School for Girls, Doha-Qatar
Contact No. +97433363024
Email Address: [email protected]


Dr. Samuel M. Salvador Vice-President for Academic Affairs (Ret.)
Polytechnic University of the Philippines
Contact No.: 716-6307
President
Philippine Teachers' Association for the Research of
Principles


Ms.Minerva A. De leon Former President
Women's Federation for World Peace-Philippines
Contact Nos: 927-2260 / 09176057869
President
BalikatansaKaunlaran
San Juan City


Judge Aurora A. Reciña Former Commissioner on Human Rights
Honorary Chairperson, WFWP
Women's Federation for World Peace-Philippines
Contact No.: 927-2260

Ritchie Bitara Bilasa
Cluster3 Unit 5C U.N. Gardens Condominium
Cristobal Street Paco, Manila
Mobile number: 0922-8327490
E-mail: [email protected]



Work Experience
December 2012 – present Department of Education
(Elpidio Quirino High School)
Bacood Sta. Mesa, Manila

Job Title: Teacher 1 (Vocational Teacher)
Job description:

Prepares lesson plan for cosmetology subjects.

Teaches manicure, pedicure, nail art, hand spa, foot spa, make
up, body scrub and massage.

Prepares and compute students' grades.

Facilitate child's learning.

Ensures students' skills are developed.

Serves as trainer for nail art and hairstyling contests.

Act as club adviser for Young Women's Christian Association
(YWCA).


July 1997 – November 2012 Bank of the Philippine Islands
2nd Flr. BPI Building Muralla corner Solano Streets
Intramuros, Manila

Printing and Delivery-Check-cutting and Inventory Management Section
September 2010 – November 2012
Job title: GL-SL Reconciler
Job description:
Checks if amount credited with the settlement account of MC tallies
with all MC's issued of the last banking day.

Reconcile balances of Outstanding MC's (SL) against total amount
maintained in the settlement account of MC (GL).

Sends an advice or e-mail if there are discrepancy in amount and/or
check number validated by the branch for negotiated manager's check.

Prepares and process cancellation and Stop Payment Order of MC's.

Prepares entries for cancelled and SPO MC's as well as DM/CM for debit
override clients..

Prepares monthly volume and rebates report for corporate clients.

Reply to client's inquiries thru phone and e-mail.

Central Clearing Department
Transit Section
March 2006 – August 2010
Job title: Outward Processor
Job description
ECCS (Electronic Check clearing System) of outward transactions,
returns, local, regular. Initialization, delete, end-of-day,
capturing and transmission to PCHC (Philippine Clearing House
Corporation).

Downloading of all files and reports from PCHC.

Act as bank representative for BPI, receiving of outward regional
checks from PCHC Makati.

GL/SL balancing, reconciling and monitoring of CB statement.

In-charge of the allocation and GL of clearing house fees and charges
to all branches.

Bookkeeper/Verifier Section
July 1997 – February 2006
Job title: Check Verifier
Job description
To undertake signature and technical verification of incoming clearing
checks received by the bank. To ensure accurate approval with the use
of Sign Plus System and IDARS (Integrated Documents Archival and
Retrieval Systems).

E-mail branches of checks with technical defects and monitor branch
reply.

Return checks with closed account, insufficient funds and other checks
with impediments as per branch instructions.

Skills and Interests
Computer Literate

Signature Verification

Nail Art

Hairstyling and Make up

Massage




Trainings and Seminars
Signature Verification and Fraud Detection

Anti Money Laundering

Home Economics Skills Training 2015

66th Philippine Home Economics Association National Conference and
Training

2014 International Mind Education Specialist Training

Bookkeeping Made Easy

TESDA-NC II Training on Nail Care Services

Leadership Enhancement & Attitude Development Workshop

Specialized English Enhancement Course for High School and Elementary
Teachers

YWCA 26th Annual Youth and Adviser's Congress

Regional Training of Trainers 2013

Advocacy Forum on School-based




Examination Taken and Rating
Civil Service Examination – 82.43

Licensure Examination for Teachers – 80.6



Educational Background
2014-present Polytechnic University of the Philippines
Masters in Educational Management
2008 – 2009 Pamantasan ng Lungsod ng Maynila
Professional Education
1993 – 1997 Philippine School of Business Administration
Bachelor of Science in Accountancy
1989 – 1993 Mapua Institute of Technology High School Department
Secondary Education
1989 – 1986 F. Balagtas Elementary School
Primary Education

IVEE C. COBARRUBIAS
Contact no: 09214619290
E-mail Address: [email protected]



PERSONAL INFORMATION:

Date of Birth: March 2, 1991
Age: 24 years old
Civil Status: Single
Nationality: Filipino
Language Spoken: English / Tagalog
Religion: Roman Catholic

QUALIFICATION:

Passed the Licensure Examination for Professional Teachers – September 2013

EDUCATIONAL ATTAINMENT:

Polytechnic University of the Philippines Graduate School
Sta. Mesa, Manila
Master in Educational Management
2014 – present

Polytechnic University of the Philippines
Sta. Mesa, Manila
Post Baccalaureate in Teacher Education
2012 – 2013

Polytechnic University of the Philippines
Sta. Mesa, Manila
Bachelor in Office Administration major in Medical Transcription
2007 – 2011

Sto. Niῆo School of Roxas
Roxas, Oriental Mindoro
2003 – 2007



Delavida Learning Center
Roxas, Oriental Mindoro
1997 – 2003



WORK EXPERIENCE:

Boomerang Medical Solutions
Unit 6-0 Vernida I Building
Amorsolo St., Makati City
Medical Transcriptionist 2011 – 2013
Medical Transcription Editor 2013 – present




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MAPEH Teachers' Level of Competency
1. Classroom Management

2. Instructional materials and facilities

3. Instructional methods






Academic Performance


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