COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHINGPERFORMING ARTS IN SELECTED PUBLIC SECONDARY

SCHOOLS IN NORTH COTABATO

JOSEPH S. SAMILLANO

A Thesis Submitted to the Secondary Education Department,College of Education, University of Southern Mindanao,

Kabacan, Cotabato in Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION(MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH)

32

MARCH 2015Republic of the Philippines

UNIVERSITY OF SOUTHEN MINDANAOKabacan, Cotabato

COLLEGE OF EDUCATION

APPROVAL OF THESIS MANUSCRIPT

Name:JOSEPH SAMILLANO Degree Sought: BSEMajor: Music, Arts, Physical Education, HealthThesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN SELECTEDPUBLIC SECONDARY SCHOOLS IN NORTH COTABATO

APPROVED BY THE GUIDANCE COMMITTEE

GEMMA SARIKIT, Ed D Adviser

LEORENCE C. TANDOG, PhD Statistician

_____________________ _____________________

Date Date

NORQUEZ M. MANGINDRA, Ed D HAZEL ANN S. SORIANO, Ed D Department Chairperson

Department ResearchCoordinator

________________________ __________________________

33

Date Date

EIMER M. ESTILLOSO, Ed DCollege Research Coordinator

Date

KAUTIN S. KULANO, Ed DDean

_________________________Date

Study No.:____________________Recorded by: _________________RECORDED:

ARISTON D. CALVO, Ph DDirector for Research & Development

___________________Date

Index No.: _______________Recorded by: __________T

ACCEPTANCE

The thesis attached here to entitled “COMPETENCY

LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN

SELECTED PUBLIC SECONDARY SCHOOLS IN NORTH COTABATO”,

prepared and submitted by JOSEPH S. SAMILLANO in partial

fulfillment of the requirements for the degree of Bachelor

of Secondary Education (Music, Arts, Physical Education

and Health) is hereby accepted.

34

GEMMA D. SARIKIT, Ed.D Adviser

____________________ Date

Accepted as partial fulfillment of the requirements

for the degree of Bachelor of Secondary Education (Music,

Arts, Physical Education and Health).

EIMER M. ESTILLOSO, Ed.D Research Coordinator, CED _________________ Date

35

BIOGRAPHICAL DATA

The researcher was born on February 17, 1994 in

Capayuran, Pigcawayan, Cotabato. He is the youngest son of

Mr. Jose Gabalda Samillano and Mrs. Angeles Mesayra

Samillano. They are 6 siblings in the family namely Roy

Samillano, Mary Joy Samillano Untal, Benfred Samillano,

Angelita Samillano, Rhea Samillano and Joseph Samillano

from eldest to youngest respectively. They are presently

residing in Midpapan 1, Pigcawayan, Cotabato.

He finished his primary education at Pigcawayan

Central Elementary Education and graduated as with honors

in March 2007. Because of his desire to pursue his dream,

he continued his secondary education at Pigcawayan

National High School and reaped the fruit of his

sacrifices in 2011 and graduated as 3rd honorable mention.

With his great desire and determination to go to

school and achieve his goal, he took up many scholarship

grants for him to help his family in his college

education. As God’s grace, he was able to pass the CHED12

full merit scholarship. He enrolled at the University of

Southern Mindanao, and took up Bachelor of Secondary

Education Major in MAPEH

36

The researcher is finishing his course this school

year, as a reward for all his sacrifices and his beloved

family.

JOSEPH S .SAMILLANO

Researcher

ACKNOWLEDGEMENT

The researcher wishes to express his deepest

appreciation and heartfelt thanks and gratitude to the

following:

The Almighty God, the Giver of Life, to whom all

honor and glory are offered for He has bestowed, grace and

ability that enabled him to finish this study.

Nanay and Tatay, who give him inspiration, love and

encouragement in his journey in the college life, without

them, this would not have been possible.

37

His Ate, who has generously provided all the

resources needed in his pursuit of this degree;

Maam. Gemma D. Sarikit, Ed.d, his adviser, for giving

him the full support and motivation to conduct this study.

For the challenging advice, understanding, valuable

suggestions, patience, time and the constructive

criticisms that challenge him to strive more.

Dr. Leorence Tandog, his statistician for her

criticisms, ideas, time and assistance in the data

analysis and corrections;

Classmates, for all the moments they have shared with

the researcher through good times and bad times. Special

mention to Jayson, Delberth, Cyril, Ramilyn, and Pretzel

his college life “barkadas”;

To his boardmates for the moment’s they shared

together, for motivating the researcher to keep going in

his study.

38

To all of them who have been with him every way, this

research is dedicated.

39

TABLE OF CONTENTS

Page

PRELIMINARY PAGE

Title pagei

Approval Sheet ii

Acceptanceiii

Biographical Dataiv

Acknowledgementv

Table of Contentsvii

List of Tablesx

List of Appendicesxi

List of Figuresxii

40

Abstractxiii

INTRODUCTION 1

Objectives of the Study3

Significance of the Study

4

Scope and Limitation5

Definition of Terms5

Conceptual Framework7

Hypothesis

7

REVIEW OF RELATED LITERATURE 8

Teacher’s Competency8

41

Trainings in Performing Arts12

Teachers Teaching Performing Arts13

METHODOLOGY 15

Research Design15

Respondents of the Study15

Local of the Study15

Sampling Procedure 16

Data Gathering Procedure 16

Research Instrument 16

Statistical Analysis17

RESULTS AND DISCUSSION 18

SUMMARY, CONCLUSION, 26

AND RECOMMENDATIONS

42

LITERATURE CITED 29

APPENDICES 31

Application for Manuscript Defense32

Permission Letter33

Survey Questionaire 34

Certification of English Critic38

Certification ff Technical Editor

39

Statistical Pool

40

43

LIST OF TABLES

Number Title Page

1 Socio-demographic profile ofMAPEH Teachers

18

2 Experiences of MAPEH Teachersin Performing Arts

20

3 Competency of MAPEH teachersin teaching performing arts

21

4 Pedagogic Competency of MAPEHteachers

22

5 Comparison of MAPEH major and

non-major teaching competency

in performing arts

23

6 Comparison of MAPEH major and 24

44

non-major pedagogic competency

LIST OF APPENDICES

Appendix No. Title Page

1 Application for

Manuscript Defense

32

2 Permission Letter 33

3 Survey Questionnaire 34

45

4 Certification of EnglishCritic

38

5 Certification of Technical Editor

39

6 Statistical Pool 40

LIST OF FIGURES

Figure No Title Page

46

1 ConceptualFramework

7

ABSTRACT

47

SAMILLANO, JOSEPH SAMILLANO 2014 Competency Level among MAPEH Teachers in Teaching Performing Arts in Selected Public Secondary Schools in North Cotabato. BSE Thesis, College of Education, University of Southern Mindanao, Kabacan, Cotabato, 36pp.

Adviser: GEMMA D. SARIKIT, Ed. D

This study on “Competency Level among MAPEH Teachers

in Teaching Performing Arts in Selected Public Secondary

Schools in North Cotabato” aimed to determine the Level of

Competency of MAPEH Teachers in teaching performing arts

in Public Secondary Schools. Specifically the study aimed

to 1) determine the socio-demographic profile of the MAPEH

teachers such as age, sex, year level teaching MAPEH

subject, civil status, educational attainment, number of

years teaching MAPEH, course and major, specialization in

performing arts, seminars and trainings, experience/s in

performing arts and problems encountered in teaching

48

performing arts; 2) determine the level of competency of

MAPEH teachers in teaching performing arts; 3) determine

the level of pedagogic competency of MAPEH teachers in

teaching performing arts; 4) determine the comparison of

MAPEH major and non-major teaching competency in

performing arts; and 5) determine the comparison of MAPEH

major and non-major in the level of pedagogic competency.

All MAPEH teachers teaching performing arts in

selected public secondary schools in Pigcawayan, Kabacan

and Magpet North Cotabato were part of the sampled

respondents. These selected schools were the Pigcawayan

National High School, Manuangan National High School,

Presbitero National High School, Simsiman High School,

Datu Binasing High School, Kabacan National High School,

Arringay High School, Banawag High School, Osias High

School, Gil Manalo High School, Magpet National High

School, Manumba High School, Manobo High School, Pangao-an

National High School, Alibayon High School, Romero

49

Memorial High School, Bagumbayan High School, and Basak

High School,

An adopted questionnaire was used in the collection

of data; data were analyzed using frequency counts,

percentage, t-value and weighted mean.

The results of the study were summarized based on the

objectives of the study. 26.4 % of the overall teacher

respondents who were teaching performing arts were non-

MAPEH graduates. 66.0% of overall teacher respondents were

teaching MAPEH subject five (5) years and below. Majority

(24 out of 53 respondents) had a problem in teaching

performing arts due to the lack of facilities, equipment

and instructional materials. 60.4 % of overall teacher

respondents attended 1-2 seminars and trainings related to

performing arts.

Based on the weighted means in competency of MAPEH

Teachers in teaching performing arts, most of the MAPEH

Teachers showed appreciation in performing arts through

50

watching, performing, and other performance activities but

they cannot performed well in any genre of performing

arts. They also cannot demonstrate mastery in teaching

performing arts to their students as well as integrated

knowledge of performing arts.

MAPEH Teachers in selected Public Secondary Schools

in North Cotabato all agreed in pedagogic competency in

teaching performing arts. It was said that MAPEH Major

teachers has a higher level of competence compared to Non-

MAPEH major in teaching performing arts.

51

INTRODUCTION

All MAPEH teachers should be able to measure their

ability to meet the basic list of outcomes under each

competency area regardless of how they entered the

profession. Additionally, if all MAPEH teachers desire to

grow in a particular competency area, they can examine

expected learning and skills in the intermediate and

advanced level.

There is no doubt that through the visual and

performing arts, students can give their imaginations

life, and in doing this, they create something that they

never did before.

As teachers, the responsibility rests with them us to

nurture the creativity and imagination that lives in the

children and the youth. Teachers are expected to transform

imaginations and dreams of these young minds into art

works. For these will be treasured and appreciated in

52

their entire lives. More over power can move the hearts of

everyone. Thus imagination can lead power and changes then

are achievable. This is true to the young generations of

today. The teachers are the prime movers of their goal. To

this schools are implementing comprehensive arts education

to provide paths and bridges to new, more profound

understanding of the vital nature of arts education for

each and everyone. (http://www.ccsesaarts.org.pdf)

A teacher’s competency in 21st century according to

UNESCO (2008) is to have firm knowledge of the curriculum

of his/her subject and to use technology into the

curriculum. Formal system of education depends on three

components that are curriculum, student and teacher.

Teachers’ role is to impart education and education builds

societies. An individual is unit of a society.

The quality of education depends upon the provision

of education that is being provided by two sources these

are teachers and curriculum. In formal system of

education, a student has to depend on teacher who

53

transmits, interpret, and facilitates subject

matter knowledge. Education of the highest quality

requires teachers of the highest quality and highly

skilled and professional teaching can do this. Teaching is

a set of skills, values, beliefs and practices to make

outcomes valuable. Teachers prepare citizens for future,

citizens make a nation and high levels of knowledge,

competencies, and skills are the very basic conditions for

active citizenship, employment and social cohesion. These

builds one’s future on a professional and personal level

and high-quality education is essential for this purpose.

But different subjects need different techniques, skills

for effective teaching and learning process and its

outcomes. All these (Sujathamalinia, 2007) techniques,

abilities and skills combine and make a teacher competent.

The reliability of a work depends upon its competency and

competency depends upon consistency of that work.

Measurement of teacher competence related to

performance by the students is quite difficult, though the

54

evaluation procedure largely depend on ‘output’ of their

students, (Popham 1997)

The main purpose of this study was to find out the

level of competency of the secondary high school teachers

in teaching performing arts. This included the socio-

demographic profile of MAPEH Teachers, the level of

competency of MAPEH Teachers in teaching performing arts

and their pedagogic competency, the comparison of MAPEH

major and non-major teaching competency in performing arts

and their pedagogic competency.

Objectives of the Study

The objectives of the study included the following:

1. determine the socio-demographic profile of the MAPEH

teachers such as age, sex, year level teaching MAPEH

subject, civil status, educational attainment, number

of years teaching MAPEH, course and major,

55

specialization in performing arts, seminars and

trainings, experience/s in performing arts and

problems encountered in teaching performing arts;

2. determine the level of competency of MAPEH teachers

in teaching performing arts;

3. determine the level of pedagogic competency of MAPEH

teachers in teaching performing arts;

4. determine the comparison of MAPEH major and non-major

teaching competency in performing arts; and

5. determine the comparison of MAPEH major and non-majorin the level of pedagogic competency.

Significance of the Study

Results of this study would provide educators an

insight into the level of competency among MAPEH teachers

in teaching performing arts in selected public secondary

schools in North Cotabato. This may affect the performance

and achievement of students in learning performing arts

56

which includes dance, music and theatre specially to the

Department of Education of North Cotabato Province. It

will help them to identify on what type of teachers and

programs they need to provide in improving the performing

arts education in schools under the province.

This study would also be beneficial to other

researchers who may take interest in research about

Performing Arts Education.

Scope and Limitation

This study was limited only to the competency level

among MAPEH Teachers in teaching performing arts in

selected public secondary schools in North Cotabato

specifically in Municipality of Magpet, Pigcawayan and

Kabacan. The variables included were: socio-demographic

57

profile of the MAPEH teachers such as age, sex, year

level teaching MAPEH subject, civil status, educational

attainment, number of years teaching MAPEH, course and

major, specialization in performing arts, seminars and

trainings, experience/s in performing arts and problems

encountered in teaching performing arts; determine to the

level of competency of MAPEH teachers in teaching

performing arts; determine the level of pedagogic

competency of MAPEH teachers in teaching performing arts;

determine the comparison of MAPEH major and non-major

teaching competency in performing arts and determine the

comparison of MAPEH major and non-major in the level of

pedagogic competency.

Definition of Terms

Competency is the ability of a teacher in teaching

performing arts

58

Teachers is a person who teaches performing arts education

Pedagogic Competency is competency of a teacher in

teaching theory based learning.

Performing art are art forms in which artists use their

body, voice, or objects to convey artistic

expression. It is a subcomponent of Arts which

is a subcomponent of the MAPEH subject in

secondary education.

Performing Arts Education is a key part of many primary

and secondary education curricula and is also

available as a specialization at the tertiary

level.

59

Conceptual Framework

Independent Variable Dependent

Variable

Qualification of MAPEH Major and non-MAPEH Major Teachers

Competency of MAPEH teachers in teachingperforming arts

60

Fig. 1. Schematic diagram showing the comparison between the Independent and Dependent variables.

Hypothesis

Ho1: There is no significant comparison of MAPEH major and

non-major teaching competency in performing arts

Ho2: There is no significant difference between MAPEH

major and Non-major pedagogic competency in teaching

performing arts.

REVIEW OF RELATED LITERATURE

Teacher’s Competency

Weinert (2001) relates the term to the Greek notion

of arete, meaning excellence, in the sense of being the

best; also with the Latin term virtus, a kind of moral

61

excellence, while it is generally understood as being

concerned with ‘what people can do rather than what they

know’. The concept applies to individuals, social groups

or institutions, and the words ‘competence’ and

‘competency’, or its plural form ‘competencies’, are often

used interchangeably. This use neglects the large variety

of meanings of ‘competence’, that can be captured by the

terms ‘ability’, ‘aptitude’, ‘capability’, ‘effectiveness’

and ‘skill’. Resulting from this over generalization, the

notion of competence, and its plural ‘competences’, has

been replaced by the narrower version of ‘competency’, or

the plural form ‘competencies’ recently. The latter denote

discrete skills and activities that individuals can

perform (Allan, 2011).

At every level, Teachers competencies to improve

their performance are of great importance. Teachers

competencies not only affect their values, behaviors,

communication, aims and practices but they also support

professional development and curricular studies( Selvi,

62

2010). Competencies can be defined as “the set of

knowledge, skills, and experience necessary for future,

which manifests in activities” (Katane et.al 2012) and

Fakhra(2012) operationally defined teachers competencies

as knowledge and skills of teachers required for effective

and quality education at higher education level. These

include a set of teaching skills that a teacher at the

tertiary level needs to possess, in order to become

effective teacher and these are pedagogical skills,

management and assessment skills, and research skills.

Raudenbush (1993) researched on how to improve

teacher competence”. He recommended in–service training

and regular classroom supervision for improving teacher

competencies.

According to Popham (1997) measurement of teacher

competence related to performance by the students is quite

difficult, though the evaluation procedure largely depend

on ‘output’ of their students.

http://prr.hec.gov.pk/Thesis/293S.pdf

63

Singh and Grewal (1991) studied about “Professional

Competency of physical education teachers in relation to

their intelligence, emotional maturity and self esteem”.

He found that, there was a positive significant

relationship between all the three variables and

professional competency of physical education teachers.

Further, Chandra (1976) made a comparison of

effective and ineffective teachers on some emotive aspects

of work and found that the effective teachers were

motivated by increased opportunities for more social work,

more of intellectual challenges and more of independence.

Studies of the effects of teacher experience on

student learning have found a relationship between

teachers' effectiveness and their years of experience. The

benefits of experience level off after about five years.

Many studies have established that inexperienced teachers

(those with less than three years of experience) are

typically less effective than more senior teachers and

continual learning and collaboration continue to improve

64

the performance (Rosenholtz, 1986). Some studies also show

that very well prepared beginning teachers can be highly

effective (Denton & Peters, 1988).

The Research findings would provide knowledge about

learners and learning to be applied to the careful design

of learning by the teacher. The challenge, as Schulman

(1987) suggests, is that effective teaching requires our

subject knowledge to be translated into teaching

programmers that meet the learning needs of our pupils. We

know from our knowledge about learning that subject-

expertise is not enough in itself. 'Teachers also have to

be skilled in designing learning experiences, activities

and opportunities for the pupils.

Raudenbush (1993) conducted also a research on the

improvements in teacher competence. He recommended two

options for improving teacher competence, in-service

training and regular classroom supervision. Results show

that improvement resulting from intensity of supervision.

65

In order to improve the performance and competence in

functions of teaching effectively, every teacher has to

either develop innovative practices himself or utilize

those developed by others (Panda and Yadav, 1997). But

most of the teachers may not be interested in systematic

change. The teachers preferred to make changes that did

not require consensus and that did not interfere with the

school routine.

According to Edwards and Kelly (1998), the training

of teachers (both initial and in-service) must again

become the education of teachers, and must regain its

former focus on the development of an understanding of

young people; a recognition of the importance of carrying

them and the recognition of appropriate powers of

professional judgment.

This is supported by the study of Flores (2002) who

found that faculty members with high educational

attainment tended to perform better than those with lower

educational attainment. Manaois (2001) stressed too, the

66

need to attain a higher degree of education relevant

training especially to the workers line of specialization

in order to raise their level of competence.

Flores (2002) articulated that teachers are expected

to have adequate knowledge to be able to analyze and to

evaluate learning activities and instructional materials.

They are also expected to have a thorough understanding of

their field to be able to link it in all areas in the

curriculum.

Trainings in Performing Arts

According to the Michel Armstrong, “Training is

systematic development of the knowledge, skills and

67

attitudes required by an individual to perform adequately

a given task or job” (Page, 2001)

According to the Flippo (1984) “Training is the act

of increasing knowledge and skills of an employee for

doing a particular job.”

The term ‘training’ indicates the process involved in

improving the aptitudes, skills and abilities of the

employees to perform specific jobs. Training helps in

updating old talents and developing new ones. ‘Successful

candidates placed on the jobs need training to perform

their duties effectively’. (Aswathappa 2000)

According to Oatey (1970), training improves a

person’s skill at a task. Training helps in socially,

intellectually and mentally developing an employee, which

is very essential in facilitating not only the level of

productivity but also the development of personnel in any

organization.

The main goal of training is to provide, obtain and

improve the necessary skills in order to help

68

organizations achieve their goals and create competitive

advantage by adding value to their key resources. (Stavrou

et al.,(2004)

Now teachers role of knowledge transmitter has

transformed into an coordinator, guidance counselor and

overseer of learning .In today’s teaching learning

environment a competent teacher is possible only through a

careful program of teacher training.( Jamani (2007) and

Jan (2007) said in changing scenario of the world felt the

great need to improve traditional teaching methodologies

and styles, teacher-student relationship, and pedagogical

skills and knowledge base of teachers. Fitch and Kopp

(1990) revealed that in order to improve skills,

knowledge, and performance competencies of teachers, in-

service training programs are necessary.

Teachers Teaching Performing Arts

69

The body of literature surrounding this topic is

varied. Teachers, researchers and artists have all weighed

in on the merits of associating teaching with the more

traditional performing arts. Teachers describe how they

view performance as an essential facet of their work.

(Baughman,1979; Burns, 1999a; DeLozier, 1979; Thompson,

2003) Artists appraise the work of the artist and how

artist-teachers can be developed through traditional and

nontraditional development programs. (Booth 2001;Checkbov

& Prey, 2000;Travers; 1979).

Speaking to teachers, the author say, “You have a

stage, a literature, a function, a mandate to perform-to-

cause-performance-in-others, and you need performance

skills of artistic intensity to fulfill your performance

objectives. “(Lessinger & Gillis, 1976, p.35)

Like actors, teachers, too, use various techniques to

keep student attention and encourage active engagement.

“It is through the teacher’s dramatic flair and style and

the presentation of intrinsic dramatic features in a

70

subject matter that learning materials come alive and take

on additional value and meaning for students. “(Van Hoose

& Hult Jr 1979) Morris Burns, a performer and teacher,

reminds us that adding enthusiasm and feeling our words

increase their impact on learners. “When we attach

feelings to our ideas, we convey the notion that these

ideas are valuable to us, thus increasing our impact on

students, “Burns, 1999a”. It is not enough, therefore,

simply to be knowledgeable in one’s subject area: a truly

effective teacher possesses an ability to engage his

audience on both emotional and intellectual levels.

71

METHODOLOGY

Research Design

The study used the descriptive design to obtain data

on determining the level of competency of MAPEH teachers

in teaching performing arts in selected public secondary

schools in North Cotabato.

Respondents of the Study

The respondents were MAPEH teachers of the selected

public secondary schools.

Locale of the Study

72

This study was conducted within the selected public

secondary schools in North Cotabato specifically in

Municipality of Magpet, Pigkawayan and Kabacan.

Sampling Procedure

In choosing the (53) teacher respondents of the

study, researchers used complete enumeration.

Data Gathering Procedure

The researcher first prepared a letter that would be

addressed to the school’s administration of the selected

public secondary school requesting a permission to conduct

the study. After the permission was approved the

researcher personally administered the gathering of data.

73

During the administration, the researcher clearly

explained to the respondents the content of the given

questionnaires for them to be able to answer the items

appropriately.

Research Instruments

Modified questionnaires were used in this study.

There was 1 set with 2 parts of questionnaires.

The first part dealt with the socio-demographic

profile of the MAPEH teacher such as: age, sex, year level

teaching MAPEH subject, civil status, educational

attainment, number of years teaching MAPEH, course and

major, specialization in performing arts, seminars and

trainings, experience/s in performing arts and problems

encountered in teaching performing arts. The second part

was on the level of competency of MAPEH Teachers in

teaching performing arts.

74

Statistical Analysis

Data analysis and interpretation were done using

descriptive statistics such as frequency counts and

percentages.

75

RESULTS AND DISCUSSION

Table 1a shows the socio-demographic profile of MAPEH

Teachers. Majority of the respondents were 31-40 (43.4%)

years old, female (71.7%), teaching grade 9 with 34%,

married (67.9%), Bachelor’s Degree holder (83.0%) with

majors in English and Filipino (26.4%), and teaching MAPEH

subject for 5 years and below (66.0%). These MAPEH

teachers had attended 1-2 (60.4%) seminars and trainings

related to performing arts from year 2013-2014.

Socio-demographic profile of MAPEH Teachers

Table 1a. Socio-demographic characteristics of MAPEHTeachersCHARACTERISTICS FREQUENCY (N=53) PERCENT (%)Age

21-30 16 30.231-40 23 43.441-50 10 18.951-60 4 7.6

SexFemale 38 71.7Male 15 28.3

Year Level Teaching MAPEHGrade 7 13 24.5

76

Grade 8 16 30.2Grade 9 18 34.04th Year

Civil Status12 22.7

Single 15 28.3Married 36 67.9Widowed/Separated 2 3.8

____________________________________________________________Educational Attainment

Bachelor’s Degree 44 83.0Master’s Degree 9 17.0Doctorate Degree

Number of years teaching MAPEH0 0.0

5 and below 35 66.06-10 6 11.311-15 3 5.716-20 4 7.621 and above 5 9.4

Course and MajorBSE- English/Filipino 14 26.4BSE-Biology/General Science 11 20.8BSE-Mathematics 9 17.0BSE-Social Studies 2 3.8BSE-TLE 5 9.4BSE-MAPEH 4 7.5BSE-PEHM 3 5.7BSE-PE 5 9.4

Number of Seminars and Trainingsrelated to Performing Arts attended from year 2013-2014

None 17 32.11-2 32 60.43-45 and above

31

5.71.9

77

In Table 1b, 83.0% of the MAPEH teachers had an

experience in folk dance, modern dance and social

dance/ballroom. In the area of music, the teachers

experienced playing guitar (37.7%), choir (18.9%) and

playing piano/organ/keyboard. And 17.0 % of them

experienced theatre acting.

Table 1b.Experiences of MAPEH Teachers in Performing ArtsCHARACTERISTICS FREQUENCY N=53 PERCENTExperiences in Performing arts

Folk dance 44 83.0Tribal dance 13 24.5Modern dance 28 52.8Ballet 3 5.7Contemporary dance 10 18.9Hip hop 12 22.6International dance 3 5.7Social dance/ballroom 22 41.5Choir 10 18.9Playing guitar 20 37.7Playingpiano/organ/keyboard

8 15.1

78

Playing violin 0 0.0Playing Drums 1 1.9Playing Bass 1 1.9Playing Ukulele 1 1.9Playing Flute 3 5.7Playing Tribal Instruments

6 11.3

Theatre Acting 9 17.0

Problems encountered in teaching Performing Arts

The problems encountered by the MAPEH teachers in

teaching performing arts were gathered through an open-

ended question.

Out of fifty three (53) respondents, 24 (45.2%) had

problems in teaching performing arts considering that

there was lacking of facilities, equipment and

instructional materials; 8 (15.1%) indicated that they had

an insufficient knowledge in performing arts, and 7

(13.2%) admitted that they were incompetent in teaching

performing arts since majority of them were not major in

MAPEH. Moreover, they lacked interest in performing arts,

79

and 6 (11.3%) said that they has attended few seminars,

workshops and trainings related to performing arts, 5

(9.4%) teachers confirmed that they lacked skills in

performing arts and 2 (3.8%) teachers had difficulties in

teaching performing arts because of the slow pacing of

students in learning a particular skill in performing

arts.

Table 2. Competency of MAPEH teachers in teaching performing arts

COMPETENCY WEIGHTEDMEAN

DESCRIPTION

I can demonstrate understanding of basic performing arts processes as related to dance.

2.60 Agree

I can understand how technical design (e.g., lighting, costumes) contributes to performance, and how to appropriately employ technical design to enhance the performing arts process.

2.68 Agree

I can analyze current issues related to the arts. 2.60 Agree

I can understand the creative development process of performing arts as it relates to artistic fields.

2.51 Agree

I can demonstrate understanding of the roles of arts hold within society and the economy.

2.72 Agree

I can show appreciation in performing artsthrough watching, performing, and other performing arts activities

3.25 Agree

80

I can perform well in any genre of performing arts. 2.38 Disagree

I can demonstrate mastery in teaching performing arts to my students. 2.38 Disagree

I can demonstrates an integrated knowledgeof performing arts and the connections andparallels among art’s disciplines as well as other content

2.30 Disagree

I can compare the performance of the different groups in performing arts. 2.81 Agree

I can express personal reactions or feelings in performing arts. 2.79 Agree

Overall Mean 2.62 AgreeLegend: Scale Description Weighted Mean 1 Strongly Disagree 1.00 – 1.49

2 Disagree 1.50 – 2.493 Agree 2.50 – 3.494 Strongly Agree 3.50 – 4.00

Table 2. shows that selected public secondary school

teachers possessed 8 out of 11 competencies with a

weighted mean ranging from 2.50-3.49. This indicates that

almost all of the respondents agreed to the statements

which reflected their competency. Only statements number

7,8 and 9 had a weighted mean of 1.50-2.49 which had a

verbal description of disagree.

Table 3. Pedagogic Competency of MAPEH teachers.

Competency Weighted Descriptio

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Mean nI make good use of allotted instructional time in teaching performing arts. 2.58 Agree

I monitor regularly and provide feedbacks onlearners understanding in performing arts. 2.62 Agree

I establish learning environments that related to my topic. 2.72 Agree

I relate different cultures to my students in teaching performing arts. 2.74 Agree

I encourage learners to ask questions about performing arts. 2.74 Agree

I reflect my teaching style on the attainment of learning goals. 2.68 Agree

I design lessons that integrate dance with the humanities and all other art forms. 2.51 Agree

Overall Mean 2.67 AgreeLegend: Scale Description Weighted Mean 1 Strongly Disagree 1.00 – 1.49

2 Disagree 1.50 – 2.493 Agree 2.50 – 3.494 Strongly Agree 3.50 – 4.00

As gleaned from Table 3, all of the pedagogic competencies

of MAPEH teachers had a weighted means of 2.50-3.49. This

indicated that all of the respondents agreed to the

statements which reflected their competencies.

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Table 4. Comparison of MAPEH major and non-major teaching competency in performing arts

Major

nMean

Std.Deviatio

n

MeanDifference t df

Probability

MAPEH 4 3.59 .19 1.04 3.043**

51 0.00

Non-MAPEH

49 2.56 .67

** – significant at 0.01 level

Table 4 shows the comparison of the competency in

teaching performing arts of MAPEH major and non-major.

The table shows the t-value of 3.043**. The data indicated

that there was a significant comparison of MAPEH major and

non-major teaching competency in performing arts at level

0.1. Hence, the null hypothesis was rejected.

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Table 5. Comparison of MAPEH major and non-major pedagogic competency

Majorn

Mean

Std.Deviatio

n

MeanDifference t df

Probability

MAPEH 4 3.54 .24 0.95 5.96** 8a 0.00Non-MAPEH

49 2.58 .73

** – significant at 0.01 levela – computed for unequal variances based on Levene’s Test

Table 5 shows that there was a significant difference

between MAPEH major and Non-major pedagogic competency in

teaching performing arts. It clearly showed that MAPEH

major teachers showed higher level of competency in

teaching performing arts than non-major teachers. Hence

the null hypothesis was rejected.

84

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter deals with the summary, conclusions and

recommendations of the study entitled “Competency Level

among MAPEH Teachers in Teaching Performing Arts in

Selected Public Secondary Schools in North Cotabato”

There were fifty three (53) respondents from the

selected 18 public secondary schools in North Cotabato,

particularly in Pigcawayan, Kabacan and Magpet.

Specifically, it aimed to determine: determine the

socio-demographic profile of the MAPEH teachers such as

age, sex, year level teaching MAPEH subject, civil status,

educational attainment, number of years teaching MAPEH,

85

course and major, specialization in performing arts,

seminars and trainings, experience/s in performing arts

and problems encountered in teaching performing arts;

determine the level of competency of MAPEH teachers in

teaching performing arts; determine the level of pedagogic

competency of MAPEH teachers in teaching performing arts;

Determine the comparison of MAPEH major and non-major

teaching competency in performing arts; and determine the

comparison of MAPEH major and non-major in the level of

pedagogic competency.

Summary

The results of the study are summarized based on the

objectives of the study.

1. 1. 26.4 % of the overall teacher respondents who were

teaching performing arts were non-MAPEH graduates.

86

2. 66.0% of overall teacher respondents were teaching

MAPEH subject five (5) years and below.

3. 24 (majority) out of 53 respondents had problems in

teaching performing arts due to the lack of facilities,

equipment and instructional materials.

4. 60.4 % of overall teacher respondents attended 1-2

seminars and trainings related to performing arts.

5. Majority of MAPEH Teachers agreed on the list of

competency of MAPEH Teachers in teaching performing arts

with a weighted mean of 2.62.

6. MAPEH teachers can only show appreciation in performing

arts through watching, performing, and other performing

arts activities with the weighted mean of 3.25.

7. All MAPEH Teachers agreed on the list of pedagogic

competency of MAPEH Teachers in teaching performing arts

with a weighted mean of 2.67.

8. MAPEH major teachers showed higher level of competency

in teaching performing arts than non-major teachers with

the t- value of 3.043**.

87

9. MAPEH major teachers showed higher level of pedagogic

competency in teaching performing arts than non-major

teachers with the t- value of 5.96**.

Conclusion

1. Public Secondary Schools in North Cotabato lack MAPEH

major graduate teachers.

2. Public Secondary MAPEH Teachers in North Cotabato lack

skills in teaching performing arts.

3. MAPEH Teachers perceive that they are competent in

teaching pedagogy.

4. MAPEH major teachers perceived that they are more

competent in teaching performing arts than non- MAPEH

major teachers.

5. MAPEH major teachers perceived that they show a higher

level of pedagogic competency in teaching performing

arts than non-MAPEH major teachers.

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Recommendations

Based on the findings and conclusion of this study, the

following are recommended:

1. Provide experiential learning to MAPEH teachers through

seminars, workshops and trainings to know the basic

skills or to enhance their skills in performing arts.

2. The Department of Education through the Division of

North Cotabato should take into consideration on the

standard hiring of MAPEH Teachers who are qualified to

teach MAPEH subject.

3. MAPEH teachers should provide/ allocate time in having

their chosen genre/ expertise in performing arts.

4. The Department of Education through the Division of

North Cotabato should provide or allocate budget for

the purchase of the schools needed facilities,

equipment and instructional materials in teaching

performing arts.

89

5. Further research shall be done for future references.

LITERATURE CITED

Armstrong, S. P. (1999). Marion Country School SystemTeachers' Perceptions Of The ProfessionalEducation Personnel Evaluation Program OfAlabama (PEPE). (Ed.D., The University OfAlabama, 1999). Dissertation AbstractsInternational, A~1837

Aziz, F. 2014, Impact Of Training On TeachersCompetencies At Higher Education Level InPakistan Vol.– V, Issue – 1, Jan. 2014 [121],FromHttp://Www.Researchersworld.Com/Vol5/Issue1/Paper_15.Pdf

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Chandra, A. (1976). Study Of Emotive Aspects Of Work (APerception Of College Teachers). UnpublishedDoctoral Dissertation, Agra University

Edwards, G., & Kelley, A.V. (1998). Experience AndEducation: Towards An Alternative NationalCurriculum. In A.V. Kelley (Ed.), TheCurriculum: Theory: And Practice (Pp. 199-200).London: Paul Chapman.

Popham, W. J 1997, IMPACT OF TEACHER’S BEHAVIOUR ON THEACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS,From Http://Prr.Hec.Gov.Pk/Thesis/293S.Pdf.

Raudenbush, S. W. (1993). On The Job Improvements InTeacher Competence: Policy Options And TheirEffects On Teaching And Learning In Thailand.Journal Of Educational Evaluation And PolicyAnalysis, 25 (31, 279-97 US: Texas (ERICDocument Reproduction Journal Article).

Rosenholtz, S.J. (1986). The Organizational Context OfTeaching. Learning To Teach. University OfLllint3is At Champaign, Urbana.

Schulman, L.S. (1987). Knowledge And Teaching. FoundationsOf The New Reform. Harvard Education J Review,51 (I), 1-22.

Selvin, M.L. (1980). Analysis Of The Relationship AmongSchool Climate, Teacher Effectiveness AndTeacher Morale. Journal Of EducationalMeasurement. 16, 245- 253.

Singh, S. P. & Grewal, S.S. (1991), “ProfessionalCompetency Of Physical Education Teachers InRelation To Their Intelligence, EmotionalMaturity And Self Esteem”.

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Fromhttp://Shodhganga.Inflibnet.Ac.In:8080/Jspui/Bitstream/10603/8071/10/10_Chapter%202.Pdf.

Sudha, B.G., & Shivakumaraswamy, C.D. (1996). Competencyof teachers of differential organizationalclimates. In D.Thakur & D.N Thakur (Eds.),Studies in educational development. New Delhi:Deep and Deep Publications..

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APPENDICES

93

Appendix A. Application for Manuscript

Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

COLLEGE OF EDUCATIONAPPLICATION FOR MANUSCRIPT DEFENSE

Name: JOSEPH S. SAMILLANO Degree Sought: BSE Major: MAPEHThesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING

PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO

Date of Examination: March 5, 2015Time: 4:30 P.M.Place: CED Accreditation Room

MEMBERS OF THE EXAMINING COMMITTEE Name Signature DateLEORENCE C. TANDOG, PhD ___________________ ______________EIMER M. ESTILLOSO, EdD ___________________ ______________GEMMA D. SARIKIT, EdD ___________________ ______________

RECOMMENDING APPROVAL:

94

GEMMA D. SARIKIT, EdD Adviser

APPROVED:

HAZEL ANN S. SORIANO, EdD NORQUEZ M. MANGINDRA, EdDDepartment Research Coordinator Department Chairperson--------------------------------------------------------------------------------------------------------

REPORT ON THE RESULT OF THE EXAMINATIONIndicate passed or failed under remarks

Name Signature RemarksLEORENCE C. TANDOG, PhD ________________________________________EIMER M. ESTILLOSO, EdD ________________________________________

GEMMA D. SARIKIT, EdD __________________ _ ________________

APPROVED:

NORQUEZ M. MANGINDRA, EdD Department Chairperson _________________

DateAppendix B. Permission Letter

Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

October 10, 2014

PRINCIPAL

95

__________________________________________

Sir/Madam:

Greetings!

I, the undersigned 4th Year Bachelor of SecondaryEducation student Major in Music, Arts, Physical Educationand Health (MAPEH), University of Southern Mindanao ispresently conducting a research entitled “COMPETENCY LEVELAMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS INSELECTED PUBLIC SECONDARY SCHOOLS IN NORTH COTABATO” as apart of my requirement in the subject Research in MAPEH.My respondents will be all MAPEH teachers of the selectedschools.

In this regard, I humbly ask permission from yourgood office that I will be allowed to conduct my researchin your school.

Thank you very much for your generous support. Godbless and more power!

Very truly yours,

JOSEPH S. SAMILLANO Researcher

Noted:DR. GEMMA D. SARIKIT

Thesis AdviserAppendix C. Survey Questionnaire

96

Survey questionnaire for Teacher RespondentsPart 1

Part I. Socio-demographic Profile (Teacher)For demographic purposes, please check the boxes that are appropriate:Name (Optional):_____________________________Year Level Teaching MAPEH: ____________________Name of School(Optional):_____________________________________________

Sex: Age: ________ Female Male

Civil Status: Single

Married Widowed/Separated

Educational Attainment:

Bachelor’s Degree

Master’s Degree

Doctorate Degree

Number of years in teaching MAPEH: __________

Course: ______________________________________

97

Major: ______________________

Number of Seminars and Trainings related to Performing Arts attended from year 2013-2014 :

Provincial______

Regional ______

National ______ International

______

Experiences in Performing Arts:

1. Dance

Folk dance

Tribal dance

Modern dance

Ballet

Contemporary dance

Hip hop

International dances

Ballroom/Social dances

Others please specify:

______________________

2. Music

Choir

Playing musical instrument

Guitar

Piano/organ

Violin

Tribal instruments

Others please specify:

3. Theatre

Theatre acting

Others please specify:

______________________

98

99

Problem/s encountered in teaching Performing Arts:

1. ____________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________

100

Part 2. Survey Questionnaire (Teacher)

4 3 2 11. I can demonstrate understanding of

basic performing arts processes as related to dance.

2. I can understand how technical design (e.g., lighting, costumes) contributes to performance, and how to appropriately employ technical design to enhance the performing arts process.

3. I can analyze current issues related tothe arts.

4. I can understand the creative development process of performing arts as it relates to artistic fields.

5. I can demonstrate understanding of the roles of arts hold within society and the economy.

6. I can show appreciation in performing arts through watching, performing, and other performance activities

7. I can perform well in any genre of performing arts.

8. I can demonstrate mastery in teaching performing arts to my students.

9. I can demonstrates an integrated knowledge of performing arts and the connections and parallels among art’s disciplines as well as other content areas ( like; illustrating the

101

integration of several art’s media, describing and comparing the basic nature, materials, elements and means of communication among the arts).

10. I can compare the performance of the different groups in performing arts.

11. I can express personal reactions or feelings in performing arts.

12. I make good use of allotted instructional time in teaching performing arts.

13. I monitor regularly and provide feedbacks on learners understanding in performing arts.

14. I establish learning environments that related to my topic.

15. I relate different cultures to my students in teaching performing arts.

16. I encourage learners to ask questions about performing arts.

17. I will reflect my teaching style on theattainment of learning goals.

18. I will design lessons that integrate dance with the humanities and all other art forms.

Direction: Please read the statements below and check whatfield corresponds on how you rate yourself in teaching performing arts.

4- Strongly Agree 3- Agree 2 – Disagree 1 – Strongly Disagree

102

Appendix D. Certification

Republic of the PhilippineUniversity of Southern Mindanao

College of EducationKabacaan, North Cotabato

October 9,2015

Date

CERTIFICATION OF ENGLISH CRITIC

This is to certify that the thesis entitled

“COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING

PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN

NORTH COTABATO” of JOSEPH S. SAMILLANO from the College of

Education was edited by the undersigned.

103

LAWRENCE ANTHONY U. DOLLENTE, EdD English CriticAppendix D. Certification

Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

COLLEGE OF EDUCATION

March 12, 2015

CERTIFICATION OF TECHNICAL EDITOR

This is to certify that the research manuscript on

the “COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING

PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN

NORTH COTABATO” prepared by JOSEPH S. SAMILLANO, Bachelor

of Secondary Education major in MAPEH was edited by the

undersigned on March 10, 2015.

104

HAZEL ANN S. SORIANO Technical

Editor

Appendix E. Statistical PoolOffice of the Vice President for Research, Development and

ExtensionSTATISTICAL POOL

University of Southern MindanaoKabacan, Cotabato

Date: ______________

Research Proposal/Outline Research Manuscript

Name: JOSEPH S. SAMILLANOCourse: Bachelor of Secondary Education Major:

Music, Arts, Physical Education, Health

105

Thesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO

Research Design: DESCRIPTIVE DESIGN Statistical Analysis: DESCRIPTIVE STATISTICS Requested by: Noted by:

JOSEPH S. SAMILLANO GEMMA D. SARIKIT, EdD Researcher Thesis Adviser

I certify that the statistical treatment used for this research is appropriate and valid.

LEORENCE C. TANDOG, PhD Statistician

Recorded by:

EIMER M. ESTILLOSO, EdDCollege Research Coordinator

Recommended by:

ALBERTO C. ARELLANOChairman,