Gurot bayanihan as contextualized lesson study action research
1. Guro’t Bayanihan
(Teachers and Communal Unity)
as a (Result-based Performance Management
System) RPMS-based Collegiate Mentoring
Approach to Improve Teacher Competence in
High School Science
John Lou S. Lucenario, Leandro D. Matociṅos
&
6. Research Question?
Do the teacher
respondents have higher
competence after the
implementation of Guro’t
Bayanihan?
7. Research Design
Respondents: 2 G9 science
teachers in Division of Rizal, SY
2015-2016
Guro’t
Bayanihan
Teacher
Competence
8. Individual Performance
Commitment and Review Form
(IPCRF)
Assessment on Chemistry
Teachers’ Pedagogical Content
Knowledge (ACTPCK)
Key Results
Areas
Objectives Components Competenci
es
Teaching Learning
Process
e.g. Promote
child friendly
environment
and ensured
zero
complaint
relate to
bullying and
child
protection
policy within
the rating
Subject Matter
Knowledge
e.g. Provides a
good learning
atmosphere.Instructional
Representation and
Strategies
Student Outcomes Knowledge of
Students’
Understanding
Instructional
Objective and
Context
IPCRF: ACTPCK
10. TEACHER COMPETENCIES (PCK)
BEFORE & AFTER
0
0.5
1
1.5
2
2.5
3
3.5
4
SMKPost IOCPost KSUPost IRSPost CTPKPost
PCKLS
CG
Normalized gain/ hake factor g(PCKLS)=0.87
G=Posttest-pretest/High score-pretest
R
E
S
U
L
T
Improved teaching
13. Recommendation
Increase the sample size
by institutionalizing Guro’t
Bayanihan as a school or
district-based RPMS-based
mentoring approach to
increase teacher
competence.
Bayanihan or Communal Unity is an innate and distinct values and custom of Filipinos, and integrating it in education is great strategy to develop competent teachers, students and community. Thus, we, the researchers from the District of Rodriguez, Division of Rizal explored the potential of Guro’t Bayanihan as an RPMS-based collegiate mentoring approach to improve teacher competence in high school science.
The study was grounded to pedagogical principle that teachers competence is a predictor of student achievement in which to develop such competence is best done by learning and working together.
Teacher competence is tantamount to Shulman’s term invention decades ago, which was reinvented by Jang in 2009.
And, decades ago, Japanese people were able to discover the potential of communal effort to improve education and that’s thru LESSON STUDY. And this was adapted recently by the UPNISMED as a collegiate faculty development and mentoring approach.
With the goal of improving teacher performance through institutionalized assessment and mentoring approach, DEPED adopted the Executive Order 80, s 2012 also known as Performance-based Management System.
In this study, the researchers aimed to answer; do teacher respondents have higher competence after the implementation of guro’t bayanihan?
We aimed to determine the effectiveness of guro’t bayanihan in developing teachers competence in terms of pedagogical content knowledge. Wherein, 2 grade 9 science teachers were the respondents, who came from a school in Rizal, SY 2015-2016.
To be able to equate IPCRF and ACTPCK, its parts are paralleled so that they would measure and develop same competencies. For example, under KRAs of IPCRF to promote child-friendly environment is paralleled to ACTPCKs providing good learning atmosphere.
The study utilized the basic process of Japan’s lesson study which includes pre-assessment and setting of goals, planning lessons together, implementing the planned lesson by the chosen teachers while others with the expert are observing and reviewing/revising lessons, plans, or weekly logs. And if time permitted reteach can be optional. However, as an innovation throughout the cycle, PCK-teacher competence is integrated as a checklist and assessment tool to mentor and coach the participants/teachers.
After the intervention implementation, teachers’ competencies in terms of PCK were tabulated and analysed. Using the normalized gain score or Hake factor, as a powerful nonparametric tool to determine the difference in change of scores for small sample size, it was foundout to have positive change of 0.87. Thus, the intervention was effective in increasing teacher competence.
As a physical output of the study, revised weekly logs and plans were developed which could serve as a compilation of effective lessons based from collaborations and mentoring.
Hence, Guro’t Bayanihan is an effective mentoring approach to increase teacher competence.
However, due to small sample size generazability was highly affected, thus the researchers suggest that the intervention be institutionalized in school or district as an RPMS-based mentoring approach to increase teacher competence.
Bayanihan or Communal Unity is an innate and distinct values and custom of Filipinos, and integrating it in education is great strategy to develop competent teachers, students and community. Thus, we, the researchers: John Lou S. Lucenario; Teacher, Leandro D. Matocinos;Principal and Priscilla V. Jose;PSDS from the District of Rodriguez, Division of Rizal explored the potential of Guro’t Bayanihan as an RPMS-based collegiate mentoring approach to improve teacher competence in high school science.
