VENUS-RESEARCH-PROPOSAL.docx

TEACHERS’ INTERPERSONAL VALUES AFFECTING EFFICIENCY AND
EFFECTIVENESS OF TEACHING IN LEYTE II DISTRICT:
INPUTS TO AN INTERVENTION PLAN
_____________________
A Research Proposal
Presented to
the Faculty of the School of Graduate Studies
Biliran Province State University
Naval, Biliran
_____________________
In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
____________________
VENUS MARIE L. BARGAN
August 7, 2021

CHAPTER I
INTRODUCTION
Background of the Study
Interpersonal values refer to the essential element of any modern
leadership which is the notion of interpersonal influence. By interpersonal
values, it is the kind of human relationships that is considered important by the
individual. Thus, interpersonal values of an individual tell what kind of person
or leader he is and how he influences people as one of the attributes a leader
should have. The teacher as a leader in the classroom and as an important
agent in the teaching-learning process should possess interpersonal values
that could influence the learner as their direct clientele. This could be reduced
to the efficiency and effectiveness of the teacher. The teacher is effective if and
when is doing the right things, while he is efficient if and when he is doing things
right. Good attitude and high level of commitment of teachers toward work is
evident in the performance of their pupils (Gázquez, et.al., 2015)
Meanwhile, education has been responsible for the upliftment of the
human conditions. Aladae (2014) observed that the primary concern of
education is the elevation of human conditions. Through education, people are
enabled to develop their knowledge and skills, adopts new behavior and be
able to survive in the society.
Oderinde (2016), opined that in all over the world, education is the key
to development. The responsibility of imparting knowledge revolves around the
teacher who plans, organizes and implements the teaching-learning process,
and to see the effects of their role in students’ academic achievement.

Akiri, A. A. (2013), concluded that teacher’s classroom effectiveness has
been found to have only minimal influence on the academic performance of
pupils. Furthermore, teachers should be encouraged to embark on regular
professional development.
Thus, education in the primary level is supposed to be the bedrock and
the foundation towards higher knowledge in tertiary institutions. It is an
investment as well as an instrument that can be used to achieve a more rapid
economic, social, political, technological, scientific and cultural development in
the country.
Furthermore, greater responsibility in the realization of the aspiration for
quality education rest upon the teachers who ought to be the forefront of the
teaching and learning process. Inasmuch as teachers are important in the
pursuit of academic excellence, they should have the highest degree of
competence to direct learning effectively and serve as molder of human mind.
The teachers play a vital role in the teaching and learning situations.
However, there are many factors yet to consider relative to their role. While it is
said that the performance level of the individual pupils depends on the personal
values of teachers, they should strive to develop them. Relative to this, the
researchers observed that in spite of considering the local placement of
teachers there are still problems arising as factors in the inefficiency and
infectiveness as far as academic performance in the district.
It is true that teachers have a multi-faceted role to play. They are
considered as agents of social change, resource persons, role models,
custodians, and professionals. They are expected to lead in community
activities and even assist government in its programs and projects. The works

of the teachers are so vital, yet, they are often blamed for a variety of
inadequacies, students’ misdemeanors and when pupils fall below expectations
in terms of academic performance.
For many years, educators and researchers have debated over which
variable influence pupils’ achievement. Growing body of evidence suggests
that school can make a great difference in terms of pupils’ achievement, and a
substantial portion of that difference is attributable to teachers. Thus, the impact
of teachers’ effectiveness or ineffectiveness seems to be additive and
cumulative.
The child, being the center of any educational process, must be taken
into consideration and must be considered of prime importance. It is therefore
important to identify indigenous factors that are considered determinants of
their academic success. One of the possible factors that contribute to pupils’
academic performance is that of teachers’ interpersonal values towards his
chosen work.
As important factor that greatly contribute to affect learning outcomes of
pupils is teacher’s factor. If teachers in every school would only do their part
religiously, then the schools would succeed in realizing this important objective
of improving quality education.
Reflecting on the School Monitoring, Evaluation and Adjustment (SMEA)
data gleaned from the three-year comparative data on District Consolidated
MPS Report from school year 2017-2018 with 75.57% overall MPS following
school year 2018-2019 with 76.53% overall MPS and that of school year 2019
- 2020 with an overall MPS of 76.07% shows that there are still inadequacy and
insufficiency on the preparedness and readiness of teachers as a facilitator of

teaching-learning activities. In like manner, the Leyte II District was included on
the list of having the most number of drop-outs as per record shows of Division
Planning Office for school year 2018-2019.
As an educator, the researcher realized the necessity to undertake this
study to find out whether the teacher’s interpersonal values affect efficiency and
effectiveness of teaching in the district. Relative to this, the researcher was
motivated to conduct this study that would pave the way in crystalizing the
interpersonal values of teachers in order that they may be given technical
assistance to improve teaching efficiency and effectiveness in day to day
dealings with the learners. Lastly, the researcher will immediately undertake
appropriate activities through crafting of an intervention plan based from the
result of the study.
Research Objectives
This study aims to determine the teachers’ interpersonal values affecting the
efficiency and effectiveness of teaching in Leyte II District, Division of Leyte.
Specifically, it sought to answer the following questions:
1. What is the profile of teachers in terms of the following:
1.1 Age;
1.2 sex;
1.3 civil status;
1.4 average family monthly income;
1.5 family size;
1.6 highest educational attainment;
1.7 teaching experience;

1.8 latest performance rating, and
1.9 number of relevant trainings/seminars attended?
2. What are the interpersonal values of teachers as perceived by their
administrators and themselves in terms of the following:
2.1 attitude indicator;
2.2 teachers’ commitment;
2.3 job satisfaction;
2.4 stressor; and
2.5 classroom management style?
3. Is there a significant relationship between the teachers’ interpersonal values
and their personal variates towards efficiency and effectiveness of teaching in
the learners’ performance?
4. Is there a significant relationship between the efficiency and effectiveness of
teaching in the performance level of the learners’ quarterly MPS and the
following:
3.1 teachers’ interpersonal values; and
3.2 teachers’ performance rating?
5. What intervention mechanism could be employ based on the result of the
study?
Hypotheses:
1.There is no significant relationship between the teachers’ interpersonal
values and their personal variates towards efficiency and effectiveness of
teaching in the learners’ performance.

2.There is no significant relationship between the efficiency and effectiveness
of teaching in the performance level of the learners’ quarterly MPS and the
following:
2.1 teachers’ interpersonal values; and
2.2 teachers’ performance rating.
Theoretical and Conceptual Framework of the Study
This study is anchored on Harry Stack Sullivance Theory (1953), which
is based on the belief that people’s interactions with other people, especially
significant others, determine their sense of security, sense of self, and the
dynamisms that motivate their behavior. For Sullivan, personality is the product
of a long series of stages in which the individual gradually develops “good
feeling” toward others and a sense of a good me toward himself or herself. The
individual also learns how to ward off anxiety and correct distorted perceptions
of other people, learns to verify his or her ideas through consensual validation,
and above all seeks to achieve effective interpersonal relationships on a mature
level. It emphasized the social nature of human conditions and crucial of anxiety
in personality formation disturbance. It also explains how people develop trends
during their stages of life. The role of interpersonal relationship and social
experience in shaping personality. The theory further states that the purpose of
all behavior is to get needs met through interpersonal behavior is to get needs
met through interpersonal interaction and decrease or avoid anxiety. Sullivance
point out on how interpersonal behavior play a vital role of an individual. The
way the person deals with the various of circumstances will depend upon on
the type of innate they possess. Notwithstanding, the study aims to established
the connection of teachers’ attitude to the performance of the learners.

Victor Vroom’s Expectancy Theory is also related to the present study.
Vroom’s (1964) theory assumes that behavior results from conscious choices
among alternatives whose purpose is to maximize pleasure and minimize pain.
Together with Edward Lawler and Lyman Porter, Vroom suggested that the
relationship between people’s behavior at work and their goals was not as
simple as was first imagined by other scientists. He further postulated that an
employee’s performance is based on individual factors such as personality,
skills, knowledge, experience and abilities. Further, this theory posits that
individuals have different sets of goals and can be motivated if they believe that
there is a positive correlation between efforts and performance.
In like manner, the Department of Education used some control
mechanism to ensure the attainment of its goals and objectives. One of the
tools used to control performance of the school heads is the National
Competency-Based Standards for School Heads (NCBS-SH). Competencies
covered in the NCBS-SH that school heads must exhibit in the execution of their
duties and responsibilities as mandated by Republic Act 9155 are being
assessed (DepEd Order No. 32, s. 2010).
In-service education of teachers, supervisors, and administrators is a
legal requirement and an ethical mandate.
With all of this knowledge comes the realization that even the most
experienced teachers cannot know everything and must know how to find
information and create knowledge. The best source of information is the
expertise of all the people working within the organization.

To illustrate clearly the operationalization of the study, a schema (Figure
1) is presented illustrating the concept of the present investigation.
Significance of the Study
This study will determine the the perceptions of the school heads and
the teachers themselves regarding the teachers’ interpersonal values in attitude
indicator, teachers’ commitment, job satisfaction, stressors, and classroom

management styles affecting the efficiency and effectiveness of teaching in
Leyte II District, Leyte Division which will be valuable to the following:
Policy Makers. This study will give insights and direction to provide
them with concrete knowledge on the leadership capacities of school heads
and teaching capabilities of teachers through a sound intervention mechanism,
effective approaches and practices which will be their empirical bases on how
to collaborate with other school leaders and teachers as to what kind of training
will be conducted to develop teachers’ capacities in the exercise of their
functions and giving the right motivation to boost the morale of their teachers
give them job satisfaction and better work performance.
School Heads. This will serve as an “eye-opener” to school heads who
may not be consciously aware of their practices relative to supervision and
administration and will probably contribute to the fields of organizational
leadership by increasing the awareness of school heads to view the effect of
supervisory practices as significant contributors to teachers’ work performance
and organizational success.
Teachers. This study will enlighten teachers on the significance of the
nature and techniques of supervision and how their interpersonal values in
attitude indicator, teachers’ commitment, job satisfaction, stressors, and
classroom management styles affecting the efficiency and effectiveness of
teaching meet the requirements of instructional supervision. It will also make
them aware on the supervisory practices of their supervisors/school heads, and
how they affect their level of work performance.

Pupils. This will redound to the pupils’ benefit in terms of relevant
instruction which would be enhanced as a result of a better instructional
supervision.
Researchers. This will serve as data for other researchers to investigate
further on the in attitude indicator, teachers’ commitment, job satisfaction,
stressors, and classroom management styles affecting the efficiency and
effectiveness of teaching and their work performance in their respective
schools/districts/divisions/regions using other variables not included in this
study.
Scope and Limitation of the Study
The study formed on describing the profile, the relationship between the
teachers’ interpersonal values and the efficiency and effectiveness of teaching.
In order to achieve the anticipated goals of this study, factors like age,
civil status, sex, position, highest degree earned, years/length of service as a
teacher, and training and seminars attended relevant to teaching were
considered and presented as well as their interpersonal values in attitude
indicator, teachers’ commitment, job satisfaction, stressors, and classroom
management styles affecting the efficiency and effectiveness of teaching.
The study will commence on July 2021 and will conclude on October
2021.
The study will be conducted among 189 teachers and 15 school heads
from all fifteen (15) complete elementary schools in Leyte II District, Leyte
Division. On other hand, the quarterly MPS of the 15 participating schools in
Leyte II District will be used to determine their academic performance.

More so, the current situation brought by COVID-19 pandemic of the
locality in particular is being held with utmost consideration in the conduct of
the study by strictly following the minimum health and safety protocols set by
the local Inter-Agency Task Force (IATF) and other concerned agencies as well
as securing pemits for the successful conduct of this endeavor.
Definition of Terms
The following operational definitions of terms were provided by the
researchers to guide the readers in the understanding of the presentation in the
succeeding chapters.
Academic Performance. It refers to the average grade for all subject
areas in Grade III for the First and Second Quarterly Assessment.
Teaching Experience. This term refers to the number of years the
school head had been in the teaching position which are categorized as follows:
1 to 7 years-new; 8 to 14 years-moderately experienced; and 15 years and
above-experienced.
Age. This term refers to the age level that will be categorized as 35 years
and below-young; 36-50 years-middle; 51 years and above-above middle age.
Classroom Management Style. It refers to all the things that a teacher
does to organize students, space, time, and materials so that student learning
can take place.
Educational Attainment. This is the highest educational level achieved
by a school head categorized as: Bachelor’s degree, Bachelor’s degree with
master’s units, Master’s degree, and Master’s degree with doctoral units, and
Doctorate degree.

In-service Trainings. It refers to the series of activities refer to the
seminars, workshops, and other related activities in supervision attended by the
school head either at the National, Division, District, or School Level.
Interpersonal values. This refers to teachers’ interpersonal values in
terms of attitude indicator, teachers’ commitment, job satisfaction, stressors,
and classroom management styles affecting the efficiency and effectiveness of
teaching in Leyte II District.
Level of Work Performance. It refers to the teacher’s level of work
performance rating based on the Individual Performance Commitment and
Review Form (IPCRF) for school year 2020-2021.
Review of Related Literature
This part presents significant literatures and studies, both foreign and
local that have given direction to this study.
As cited in Gázquez (2015) study, interpersonal values are convictions
about a certain behavior model the individual has at a given time, and which is
personally or in the view of society, is preferable to another mode of behavior
(Kornblit, 2003). These interpersonal values have awakened the attention of
research in the Social Sciences (Pertegal et al., 2010), where they are analyzed
for the function they fulfill in decision-making (Wallace et al., 2006), avoiding
aggressive behavior (Benson et al., 2006), and finding out what values make a
subject socially competent (Oliva et al., 2010).
According to the Department of Education, it is a big factor in the
academic achievement of the pupils. 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. In the daily life of pupils,
they encounter different kinds of teachers. It is a fact that the various teaching
competency levels of their teachers bear different effects upon the pupils’
learning. Because of this, teachers must be aware of their own level of
competency so as to be extra conscious of how their teaching affects the
learning of the pupils (Owolabi (2003)
In educational contexts, Caprara et al. (2003) as cited in Usop et.al.
(2013) labeled job satisfaction a "decisive element" that influences teachers'
attitudes and performance, and he suggested that self-efficacy and collective
efficacy both contribute to teachers' job satisfaction. The outcomes of teachers'
work-related stress are serious and may include burnout, depression, poor
performance, absenteeism, low levels of job satisfaction, and eventually, the
decision to leave the profession.
Adeque (2013) cited that teachers’ competencies may be used for
selection, professional development, and promotion, out placement and, in
more limited cases, pay. Because the turnaround strategy has not been a
prevalent approach in education, most turnaround attempts will involve
teachers who have not worked in such setting previously. The competencies
included here are phrased to be general enough that they can be used to select
teachers who have shown the rights combination of competencies in other
roles, but who have not yet participated in a school turnaround attempt. The
competencies also help the teachers understand and address their strength
and weaknesses as they embark on turnaround challenge.

Likewise, Haberman (2005) as cited by Escorpiso (2014) stated that
competencies, or habitual patterns of behaving and thinking, enable teachers
to use their content knowledge and instructional skills to improve student
learning. Common sense suggests that subject matter content knowledge and
instructional skills are important to solid teacher performance. Some of the
competencies included here cover some elements commonly included in the
definition of “instructional skills” such as motivating pupils. Other more directly
related to content knowledge and mastery of specific instructional practices are
not included here.
The study conducted by Hamdan et al., (2010), revealed that there are
significant relationships between teaching competency and gender,
specializations, and academic achievement. It is suggested that teachers have
to enhance their competence in subject knowledge, teaching prowess,
classroom management, instructional planning, collegiality, and concern on
schools, pupils and oneself to build the image and ability as a competent
teacher.
Escorpiso A.E., (2014) cited that the level of competency in facilitating
teaching-learning is concentrated in pupils’ active participation and
understanding the lesson materials. Further, he suggest that teacher gave
more attention in teaching concepts and various examples in relation to the
subject and teacher’s efficacy and competency will be improved when they
collaborate with other groups of teachers sharing the same knowledge and
ideas. In addition, the profile of the teachers in terms of age, civil status,
educational attainment and eligibility were not significantly correlated to
student’s motivation and attitudes in learning the subject.

Vygotsky (1978) as cited by (Dahms et al., 2007), highlights that
interaction plays a role in the cognitive development of a learner. In the light of
the theory discussed, More Knowledgeable Others (MKO) refers to anyone who
has a better understanding or a higher ability than the learner with respect to a
particular task, process, or concept. In this study, this MKO refers to the
teachers. Another aspect of the theory is the Zone of Proximal Development
(ZPD). The ZPD is the distance between a student’s ability to perform a task
under adult guidance and/or with peer collaboration and the student’s ability to
solve the problem independently.
Code of Ethics for Professional Teachers (1997), states that a
professional teacher is a licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional
competence. S/he adheres to observe, and practice a set of ethical and moral
principles, standards and values. In connection to this, a teacher who is a keen
observer of these practices should have a high level of instructional
competency. In general, teachers must not be in any way, negligent of the
instructional competencies that they must own so as to assure betterment and
quality education on the pupils’ part.
According to Barnuevo, et al., (2011), competence gives the teacher the
responsibility to present evidence of the achievement of the pupils. The
question is how teachers perform, identifies the competencies and relate to
overall performance of the pupils according to the capacity.
Kunter et al., (2013) cited that 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
Escorpiso (2011) cited the study of Ong (2006) which stated that age
has significantly influenced works search and work performance. The study
revealed that age is significantly related to job performance regardless of the
types of job. The finding also concluded, that the older the person, the higher
the level of performance. Further, he mentioned that evidences were shown
that performance was highest among middle aged worker and that performance
of old worker was also considerable higher than the younger worker.
Manalo (2010), found out that the relationship between the age and
performance is likely to be an issue increasing importance in the future
generation. There is an observation that the job performance declines with
increasing age. Teachers who are young in age and in experience are
competent in teaching.
Gahite (2000) the female teachers outnumbered the male teachers. The
findings revealed that male individuals do not indulge themselves on the
teaching profession due to the bulky paper works. They foresee this field as not
a challenging profession. Moreover, the study of Robles (2003) as cited by
Escorpiso (2011) found out that teaching profession is always dominated by
women.
Pizaña (2002) stated that education is the major factor in equipping,
administrator with the necessary management knowledge, skills and attitude to
enable him to perform hi task effectively. It is expected that the one with higher

level of schooling be exposed to more knowledge that those with lower level of
education. Furthermore, she found out that the higher the educational
attainment of the teachers, the higher also the achievement of pupils in subject.
Pizaña (2002) as cited by Escorpiso (2011) emphasized that education
attainment was significantly related to all areas of their management functions.
In other hand, Cahilig (2003) stressed that personal and professional
profile as related to management capabilities of public secondary principals in
Laguna, it was revealed that the length of service as a school administrators,
educational attainment, and means of acquiring skills in management were
found positive predictors of management capability.
According to Bilbao, et al., (2006), classroom management is an integral
part of the teaching process. It suggests providing a classroom environment
that is conducive to learning, such as appropriate time scheduling or various
activities and an orderly placement of furniture and instructional materials. A
clean and well lighted-area, together with a comfortable seating arrangement,
make the classroom an inviting place for promoting interaction and much
welcomed feeling of togetherness. Records of performance are well-kept and
reported to keep tract of progress. Discipline indicating complete behavior
control is also well-established.
According to Barnuevo, et al., (2011), classroom management is closely
connected to, and often discussed in conjunction with, dealing with pupils’
misbehavior by disciplining. Further, he identifies classroom management as
the process of organizing and conducting a classroom to maximize learning by
creating a learning environment that encourages positive social interaction,
active engagement in learning and self-motivation. Classroom management

deals with identifying classroom problems and addresses suggestions for
preventive strategies and practical solutions in response to the maintenance of
the conducive learning environment for the pupils. For teachers to be
successful, they must have a profound knowledge of the learner. The nature of
the child must be studied and understood by the teachers. They must realize
that children differ in bodily health, mental ability and temperament. Good
teachers must always remember that the learners are product of different home
environments and they have different potentials and opportunities to develop
their learning interests. Teachers have to know and understand the learners'
previous experiences and their individual differences. A good teacher must take
cognizance of the learners' psychological needs, adaptive behaviors and
constraints.
According to Escorpiso (2014), academic performance is used to label
the observable manifestation of knowledge, skills, concepts and understanding
and ideas. It is usually referred to as the student’s in school based on their
knowledge to certain subjects. It is usually measured using different evaluation
techniques such as quizzes and examination. The acquisition of particular
grades in examinations indicates student’s ability, mastery of content, and skills
in applying learned knowledge to particular situations. In addition, he found out
that academic performance of the pupils was significantly correlated to
teachers’ efficacy and competency.
Diaz (2003), said that the academic performance of pupils’ at most
educational institution in the world today has recently come under scrutiny for
numbers of reasons. For example, a number of studies have been carried out
to identify the casual factor of poor academic performance in a number of

institution worldwide. Most of these studies focus on the three elements that
intervene, that is parents (family casual factors) teachers (academic casual
factors) and pupils (personal casual factors).
Akiri, A. A. (2013), concluded that teacher’s classroom effectiveness has
been found to have only minimal influence on the academic performance of
pupils. Furthermore, teachers should be encouraged to embark on regular
professional development.
According to Bell (2009), academic performance reflects the learning of
a student and on how well the pupils meet the standard set by the educational
governing bodies. Peterson (2000) described this as the core concern about
educational program and adding that student achievement is the most
compelling evidence about teacher quality. In particular, the interest is in what
pupils gain while working with the teacher – the difference between where
pupils start and end in their achievement. Essentially, it determines the
contributions of the teacher, or teacher effects, on student learning.
Altea (1999) as cited by Barnuevo et al., (2011) concluded that teachers’
instructional competencies will greatly influence pupils’ academic performance.
Moreover, the evaluation skills in the respective instructions of the subject
teachers concerned is based upon the consideration on evaluating pupils’
performance. This deals with the evaluation of the pupils’ actual performance
with fairness and variety of techniques to harness the utmost capacity of the
pupils. This is supported by McMillan (2000) who stated that the process of
evaluating pupils should be authentic. Same thing was said by Nem Singh et
al., (2009) only adding that evaluation is a process determining marks to be
given based on the collected information from the pupils’ actual performances.

Barcena (2014), found out that three out of four teaching competencies
affect the academic achievement of the pupils. These three are the good
assessment and evaluation, promotion of professional growth and classroom
management. Among the four, problem-solving was not included in those that
affect the academic achievement of the pupils. Moreover, based from the
results of the interview, it was revealed that lack of training, insufficient
knowledge and background of the subject matter of the teachers, and the
inaccessibility of suitable materials to supplement the teaching-learning
process also affect the teachers' teaching competencies and pupils'
performance as well.
The study of Okon (2015), concluded that learning environment would
boost pupils’ academic performance in social studies. This means that good
physical school setting, adequate learning materials and well trained and
qualified teachers could help the child to perform well in social studies in
particular and any other school subjects in general.
Maxci (2017), suggested that teachers in Araling Panlipunan subject
must be consistent in implementing the varied teaching strategies which will
support student’s better understanding of Araling Panlipunan thus improving
the above average academic and be able to reach the outstanding academic
performance. Furthermore, teachers in Araling Panlipunan should use
contextualized and localized instruction to improve the pupils’ understanding of
the themes: time, continuity and change; culture, identity, nationhood;
production, distribution and consumption. Also, integration into other subjects
through team teaching with the other subject teacher.

Thorndike, as cited in Labadia (2010) started the process of defining
teachers’ work performance by articulating the ultimate criterion. This ultimate
criterion is a specification of everything that defines work success across the
full domain of specific job. He further explains that the ultimate criterion is
conceptual in nature and cannot be measured. Therefore, researchers and
practitioners use the ultimate criterion as a guide to choosing indicators of work
performance, with the knowledge that they will never fully capture the entire
performance domain.
Since the 20th century, academic performance, specifically during the
period of education before university, has been transformed into one of the
major problems of industrialized cities, attracting the attention of both students
and teachers (Abalde et al., 2009). Around 50 years ago, it began to be shown
that academic performance, in addition to depending on individual components,
was also influenced by sociocultural agents, such as sex, parents’ occupation
and education, values and attitudes toward education, etc., (Cú and Aragón,
2006).
In general, the school is an institution where children should be provided
with all the resources necessary to become successfully integrated in their
society (López et al., 2002), and confer them with better academic performance
(Garaigordobil, 2005; Inglés et al., 2013). Very few studies have been done on
this (Martín et al., 2008), although it is clear that both violent behavior and
academic failure are two of the problematic situations we come up against in
high schools (Gázquez et al., 2010).
Garner (1988) suggested that just as other cognitive agents, orientation
in values students have about learning is a differentiating agent in academic

performance. Inglés et al. (2013) relate academic performance to a lack of
values. It has also been found that bullies (Cerezo, 2001), and those who have
a hard time integrating with other members of the group have lower academic
performance, whereas the contrary is true of those who relate successfully
(Walters and Bowen, 1997). Ros et al. (1996) did a study in which benevolence
was associated favorably with study habits, somewhat like conformity, which
showed the highest correlations with all study behaviors. On the contrary, power
is negatively associated with study behavior, as is stimulation with study
routines and planning. Therefore, one of our hypotheses is that students who
show high benevolence and conformity and low stimulation have better
academic performance.
After a thorough review of the above cited related literature, the
researcher was able to collate various interpersonal values demonstrated by
the teachers in terms of attitude indicator, teachers’ commitment, job
satisfaction, stressors, and classroom management styles affecting the
efficiency and effectiveness of teaching and their relationship to teachers’ level
of work performance. Likewise, the researcher was able to identify the variables
possibly influencing teacchers’ effectiveness in implementing their
responsibilities based on the described interpersonal values.
Finally, the review of foregoing readings will provide a comprehensive
basis for the direction of the present study.

CHAPTER II
METHODOLOGY
This chapter presents the discussion of the research design, research
locale, research respondents, research instruments used, the data gathering
procedure and the statistical treatment of the data gathered.
Research Design
Using a descriptive-correlational research design, this study determines
and assesses the interpersonal values of teachers in fourteen (14) public
elementary schools and one (1) central school in the district of Leyte II.
Correlational analysis will be conducted in order to determine the
relationship between the teachers’ interpersonal values and the efficiency and
effectiveness of teaching.
Descriptive analysis will be done in order to describe the personal profile
of 189 teachers in terms of their age and sex, civil status, average family
monthly income, family size, highest educational attainment, teaching
assignment/load, teaching experience, latest performance rating, and number
of relevant trainings/seminars attended.
Comparative analysis was conducted in order to determine the
significant difference in the perceptions of the administrators and the teachers
themselves regarding the teachers’ interpersonal values in attitude indicator,
teachers’ commitment, job satisfaction, stressors, and classroom management
styles affecting the efficiency and effectiveness of teaching. Using an adopted
researcher questionnaire as data gathering instrument, this research will

involve the teachers and school administrators in the District of Leyte II as
respondents.
Finally, descriptive as well as inferential statistical tools will be used such
as frequency count, percentage mean, weighted mean, Pearson Product
Moment Coefficient of Correlation, Fisher’s t-test, and t-test for independent
samples.
Research Locale / Environment
The locale of this study will be the Leyte II District, Leyte Division. Leyte
is a 4th class municipality in the province of Leyte, Philippines. According to the
2010 census, it has a population of 35,478 people. Leyte is politically
subdivided into 30 barangays.
It covered a total of fifteen (15) participating schools included in Leyte II
district, specifically, thirteen (13) complete elementary and (2) primary schools.
The choice of the research locale is anchored on the need to determine
the relationship between the teachers’ interpersonal values and the efficiency
and effectiveness of teaching in Leyte II district, Division of Leyte, particularly
geared towards improvements on the teachers’ interpersonal values and the
efficiency and effectiveness of teaching practices and performance.

Research Respondents
This study will involve the total population of both school heads and
teachers; specifically: thirteen (13) school heads (principal, head teacher or
teacher-in-charge) and one hundred eighty-nine (189) teachers in Leyte II
district.
Research Instrument / Sources of Data
To collect the needed data, an adopted questionnaire will be used.
The questionnaire for teachers consisted of two parts. The questionnaire
focused on the profile characteristics of school administrators in terms of their
age, sex, civil status, average family monthly income, family size, highest
educational attainment, teaching assignment/load, teaching experience, latest
performance rating, and number of relevant trainings/seminars attended (Part

I) which is researcher-constructed; and the Interpersonal Values of Teacher-
Respondents as Perceived by Their Administrators and the Teachers
Themselves (Part II) in terms of Attitude (10 items), Teachers’ Commitment
(28), Job Satisfaction (11 items), Stressor (17 items), and Classroom
Management Style (8 items) which was adopted from Gonzales, et.al. (2016)
study. For teacher respondents, their ratings on the IPCRF will be used to get
their level of Work Performance and Learners’ Quarterly MPS for school year
2020-2021.
Data Gathering Procedure
Due to the current situation brought by COVID-19, the researchers will
seek permission from the local IATF and all other concerned
agencies/individuals in the facilitation of the conduct of the study which will be
attached to the letter of request to conduct this study when forwarded to the
office of the Schools Division Superintendent of Leyte. Upon approval of the
local IATF, district head, school heads and adviser, permission from the
respective subject teachers will be secured before the actual gathering of data.
The research instrument will be administered personally to the teachers
and school heads in Leyte II District with strict compliance to the health and
safety protocols set by the IATF, e.g wearing of face masks and face shields,
physical distancing, and the likes.
This study will utilize an adopted survey questionnaire from the works of
Gonzales, et al., (2016) as the main data gathering instrument. Appropriate
statistical tools such as frequency scores, percentages, computation of
weighted means and correlational statistics such as pearson product moment

of correlation coefficient will be used to ascertain the correlation between two
or more quantitative variables.
The researcher will employ total enumeration for Teacher-respondents
and school head-respondents.
To answer the questionnaires, the researcher will use a 5-point scale to
determine the relationship between the teachers’ interpersonal values and the
efficiency and effectiveness of teaching in Leyte II district.
This survey questionaire will be submitted to the panel of
teachers/experts for their review and careful scrutiny. Their comments and
suggestions will be considered as bases for revision and subsequent
refinement of the instrument.
The research instrument will also be subjected to a dry-run in Leyte
Central School, Leyte I District to establish validity and reliability. Before the
conduct of the dry-run, the researcher sought permission from the district head,
school heads and the teachers/class advisers. The respondents of the dry-run
will be all the grade 6 pupils that comprised the said school. The result of the
dry-run will be done to ensure that there is no difficulty on the part of the
respondents as they would probably able to answer all items with ease.
Data Scoring
To arrive at a working description of data on the teachers’ profile
characteristics and their level of interpersonal values of teachers in terms of
Attitude, Teachers’ Commitment, Job Satisfaction, Stressor, and Classroom
Management Style, the responses will be tallied, tabulated and the data will be
analyzed and interpreted as follows:

Age. The age of teacher respondents will be arbitrarily categorized into:
Age Category
51and above Above Middle Age
36-50 years Middle Age
35 years and below Young
Sex. This will be classified into Male and Female.
Civil Status. The civil status of teacher respondents will be arbitrarily
categorized into:
Scale Category
1 Single
2 Married
3 Separated
4 Widowed
Average Monthly Family Income of Teacher-Respondents. This will
be categorized into:
Scale Category
41,000 and above Very Well-off
31,000-40,000 Well-off
21,000-30,000 Average
11,000-20,000 Poor
10,000 and below Very Poor
Family Size. The family size of teacher respondents will be arbitrarily
categorized into:
Scale Category
10-12 Biggest

7-9 Quite Big
4-6 Average
1-3 Small
0 Not Stated
Educational Attainment. The following categories and their
corresponding description or interpretation will be used:
Scale Degree
5 Doctoral Degree
4 MA/MS with Doctoral Units
3 MA/MS Degree
2 Bachelor’s Degree with MA Units
1 Bachelor’s Degree
Teaching Experience. The administrative experience of the
respondents will be analyzed using simple numerical values with the following
qualitative descriptions:
Number of Years Category
15 years and above Experienced
8-14 years Moderately Experienced
7 years and below Novice
In-service Trainings. For the variable in-service training, the following
descriptions will be used:
Number of Hours Interpretation
161 above Very Adequate (VA)
121-160 Adequate (A)
80-120 Fairly Adequate (FA)

79 below Inadequate (I)
Level of Work Performance. To determine the level of teachers’ work
performance relative to five key result areas, a five point scale will be used with
the corresponding qualitative description:
RANGE DESCRIPTION
4.50 – 5.00 Outstanding
3.50 – 4.49 Very Satisfactory
2.50 – 3.49 Satisfactory
1.50 – 2.49 Unsatisfactory
below 1.49 Poor
Interpersonal Values of Teacher-Respondents as Perceived by
their Administrators and the Teachers themselves in terms of Attitude.
For this variable, the following mean ranges will be utilized:
RANGE INTERPRETATION
4.51 – 5.00 Strongly Agree (SA)
3.51 – 4.50 Agree (A)
2.51 – 3.50 Uncertain (U)
1.51 – 2.50 Disagree (D)
1.00 – 1.50 Strongly Disagree
their Administrators and the Teachers themselves in terms Teachers’
Commitment. For this variable, the following mean ranges will be utilized:
4.51 – 5.00 Strongly Practiced (StP)
3.51 – 4.50 Moderately Practiced (MP)

2.51 – 3.50 Practiced (P)
1.51 – 2.50 Slightly Practiced (SP)
1.00 – 1.50 Not Practiced (NP)
their Administrators and the Teachers themselves in terms of Job
Satisfaction. For this variable, the following mean ranges will be utilized:
4.51 – 5.00 Extremely Satisfied (ES)
3.51 – 4.50 Highly Satisfied(HS)
2.51 – 3.50 Moderately Satisfied (MS)
1.51 – 2.50 Slightly Satisfied (SS)
1.00 – 1.50 Not Satisfied (NS)
their Administrators and the Teachers themselves in terms of Stressor.
For this variable, the following mean ranges will be utilized:
4.51 – 5.00 Very Much (VM)
3.51 – 4.50 Much (M)
2.51 – 3.50 Moderately (Mo)
1.51 – 2.50 Slightly (S)
1.00 – 1.50 Very Slightly (VS)
their Administrators and the Teachers themselves in terms of Classroom
Management Style. For this variable, the following mean ranges will be
utilized:

4.51 – 5.00 Always (A)
3.51 – 4.50 Often (O)
2.51 – 3.50 Sometimes (S)
1.51 – 2.50 Rarely (R)
1.00 – 1.50 Never (N)
Statistical Treatment of Data
To establish the profile characteristics of the teachers as well as their
level of interpersonal values of teachers in terms of Attitude, Teachers’
Commitment, Job Satisfaction, Stressor, and Classroom Management Style,
frequencies, percentages and means will be utilized.
To test whether a significant relationship exists between the profile
characteristics of teacher and their extent of their level of interpersonal values
of teacher-respondents in terms of Attitude, Teachers’ Commitment, Job
Satisfaction, Stressor, and Classroom Management Style, the Pearson
Product Moment of Correlation Coefficient will be computed using SPSS. The
significant level will be set at .05 level of significance.
Ethical Considerations
To address ethical concerns, the researcher ensures that permits and
approval to conduct the study had been obtained from the respective
authorities. Personal profile of the pupils and teachers is kept confidential and
the consent from the students and their parents was sought before they are
considered in the study. Prior to the conduct of the study, the researcher sees
to it that the participants/respondents of this study should be well-informed and
had fully understand the concept/procedure of the study. Other personal
information of the respondents and the concerned learners thereto which are
not related to the study being conducted should not be disclosed to the public.

The participants to include the parents of the learners involved must sign the
letter of consent provided they agreed on the stipulated terms and conditions
about the research. The researcher needs to give a careful planning of the
study anchored with ethics, such as the use of abbreviations on the
questionnaire to safeguard the learners from undue discrimination. The
questions formulated should be based on the level of
understanding/experiences of the participants and put emphasis on ethical
attributes. The researcher more so acknowledges the procedural safeguards
and the need to consult duly authorized assessment team in identifying children
with special needs and in any way that does not condone inappropriate labelling
and discrimination among children.
References
A. Books, Periodicals, Magazines, Journals, Unpublished Materials
Aquino, Gaudencio., Principles and Methods of Effective Teaching. Quezon
City: R.P. Garcia Publishing House, 1998.
Brewer, Eugene W. ., Biochemical Advantage-in Real Life, Health and Home,
Vol. 55, Caloocan City, 2014.
Calderon, Jose F., Foundation of Education. Manila, 1998.
Cardoso, Marilyn D., Ph. D., Module 9: Pearson product Moment Correlation
Coefficient, p. 1 – 2.
Gonzales, Elmer B., “ Teachers’ Stress Level, Classroom Management styles
on Pupils Academic Performance” Unpublished Master’s Thesis, Samar
College, 2005.
Idaosos, Caezar F., “Teacher Power”, “A Portrait of a Teacher” Health and
Home, Vo. 54, Caloocan City, 2013
Lagdameo, Ernesto R. Jr., Organizing the Parents, The Philippine Journal of
Education, Vol. LXXX, No. 9, February 2002.

Marco, Alfredo M., “Parental Supervision and Academic Performance of
Elementary Pupils” Unpublished Master’s Thesis, Samar State
University, 2005
B. Internet Sources:
https://www.google.com.ph/search?dcr=0&q=interpersonal+values+definition
&oq=interpersonal+values&gs_l=psyabpsy-b.GeBPJbu8nzQ/10/10/2019
http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
www.pridelearningcenter.com
http://www.academia.edu/1462058/TEACHER_COMMITMENT_IN_PROMOTI
NG_EDUC ATION
https://isabelavillasboas.wordpress.com/2013/03/10/who-or-what-should-
teachers-becommitted-to/
http://www.aare.edu.au/publications-/Committed-teachers,-passionate-
teachers:-Thedimension-of-passion-associated-with-teacher-
commitment-and-engagement
http://www.personal.psu.edu/bfr3/blogs/asp/2018/11/teacher-attitude-on-
student performance.html
http://nairaproject.com/projects/377.html
http://www.ejournalofscience.org/archive/vol3no2/vol3no2_14.pdf

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