The document examines teachers' competencies in utilizing a learners' information system as a basis for enhancing program implementation. It highlights issues faced by teachers, including lack of training, inadequate internet access, and system inefficiencies, which hinder effective data management. The study recommends strategies for training, support, and improved systems to enhance the competencies of teachers in managing learner data effectively.

1. Teachers Competency in the Utilization of the Learners’ Information System:
Basis for an Enhanced Program Implementation
-Samson C. Quanico, Author
Teachers use the competencies as a tool for per-
sonal professional assessment, rating themselves on
each practice as good, better, or exemplary .The com-
petencies can serve as an initial and ongoing self-
assessment of teacher needs for developing the learn-
er’s information system, professional development of
teachers and as a basis professional development ac-
tivity .
Their own competent and skills will include and
exceed those outlined in the system and they will use
effective utilization and practices that clearly address
the program. In different schools, it requires com-
plete, comprehensive and up-to-date learners infor-
mation with a careful plan and appropriate technolog-
ical knowledge likewise the usage of maximizing and
utilization of being competent in using the new trends
of system in education.
This is essentially an online registry of learners
that is important for any educational system or insti-
tution. Some common features of Learners Infor-
mation System are as follows; a system for maintain-
ing the registry of learners aimed at meeting the fol-
lowing objectives: provide a standardized registration
system for learners; track learner progress/
performance; provide learner information for better
program planning and supervision of schools and
learning centers; enhance management of learner rec-
ords.
In this study, the researcher investigates what
is the teachers competency based on their experiences
observation regarding to the delivery of the learners’
information system in public schools. Many claim that
the existence of the system is unsatisfactory condi-
tion; burden to the teachers as added to their day to
day teaching; unmanageable due to lack of internet
access in the remote areas; and lack of training to
teachers. Teachers experience cramming due to insuf-
ficient time in accessing internet connection at home
before the due date given. Likewise the teacher expe-
riences system downtime and resume its operation
during midnight, hence they couldn’t give ample time
to manage learners’ profile.
It is likewise a basis for an enhanced program
implementation of new goals and guidelines in the de-
partment. It is also the projection and planning the
different programs set by the department to bridge
the new system from the traditional way of recording
the data and records of pupils in the public schools.
Specifically, this study attempt to answer the fol-
lowing questions:
What is the profile of teachers in terms of:
1.1 Age;
1.2 Gender;
1.3 Civil status;
1.4 Educational attainment;
1.5 Years of service; and
1.6 Knowledge/exposure to computer?
2. What is the level of competency of teachers as re-
gards to:
2.1 data resources
2.2 software
2.3 hardware
3. What is the extent of implementation of the Learn-
ers Information System in terms of:
3.1 learners’ progress/performance
3.2 management of learners’ record
3.3 deployment of learner registry
3.4 update correct enrolment data and personal
background
4. What are the problems encountered by the teachers in
the used of learner’s information system?
4.1 data resources
4.2 software
4.3 hardware
The descriptive method used in this study. Teachers
of the five schools in Pasig II District were the respondents
they identified using random sampling method, particular-
ly by using the fish bowl method. After the identification of
the respondents, the actual administration of the instru-
ments started with the approval of the school principals of
the school.
DSAES 22 12.10 %
BUES 17 9.30 %
BAES 24 13.30 %
SJES 55 30.30 %
KES 63 35.00 %
TOTAL 181 100%
The main instrument used in this study was a re-
searcher made questionnaires. The questionnaires modi-
fied and pattern from the study of Mantuano, (2012), the
questionnaire determined the level and the role of teachers
in learners’ information system. Data gathering procedure
started with the researcher’s letter requesting data to be
used in this study; specifically, the letter of request to the
Schools Division Superintendent, Division of Pasig City to
avail a support on the administration of the questionnaires
for the five schools in Pasig II District.
The following table and graphs illustrates the actual
sample size of the population based on the retrieved ques-
tionnaire in the five schools. Data on the quantitative and
qualitative analysis aspects of this research are presented .
Based on the findings and conclusions drawn from the study, the researcher offers the following
recommendations:
1. For the school administrator. The main objective is to achieve, sustained or upgrade the
teacher competencies in information communication technology and the utilization of the learner’s
information system in school.
2. For the School ICT Coordinator. A proposed enhanced program implementation must be
developed to address some of the problems with respect to data resources and/or information, in par-
ticular to the aspects of encoding the basic profile of the learners, retrieving pupil’s data/information,
processing including online and manual steps procedure, at the same time its contents the descrip-
tions about these aspects in relation to learners information system.
3. For the Class Advisers and Teachers. Increase teachers ‘commitment and dedication for
effective classroom management using ICT in teaching and learning process especially keeping of
learners progress/performance records as a reference for innovations of advancement knowledge in
managing learner’s information and data. Likewise a document containing the data elements includ-
ing software must be sustained since all the respondents are advisers/ teachers with very high com-
petent level of understanding in the utilization of learner’s information system for utilization within
the school district.
4. For the parents of the learners/students and other stakeholders. The department
must made utmost support with regards for submitting official and legal documents of the child upon
enrolling in particular to public or private institutions as the department gives mandates to issue
transparency, quality and good governance for the education of the citizens in the entire district and
division
5. For the future researchers. Use a larger or division-wide sample using this related studies
pertaining to managing and accessing learner’s information records and data for further best result
of the implementation of learner’s information system in the public school.
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downloads
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information-system- information-for-greater-access-to-education/
Range Description
3.26- 4.00 (Very Competent) Demonstrates very high degree of success in the utilization of the LIS.
2.50- 3.25 ( Competent) Manifests a high degree of success in in the utilization of the LIS.
1.74- 2.49 (Moderately competent) Demonstrates success in the utilization of the LIS.
1.00- 1.73 (Not competent) Reveals low degree in the utilization of the LIS.
_____________________________________________________________________________________

2. Teachers Competency in the Utilization of the Learners’ Information System:
Basis for an Enhanced Program Implementation
-Samson C. Quanico, Author
Common Problems En-
countered
DSAES BAES BUES SJES KES FREQUENCY Percentage RANK
1. Data/or information of learners
that I shared/receivedare interpreted
differently.
4 13 11 10 28 66 36.46 14
11 11 9 18 30 79 43.65 13
2. Learners Information System (LIS)
including process and software are
not user friendly.
3. There are times when there is no
ICT Coordinator at hand to assist me
in some technical problems.
17 12 9 27 41 106 58.56 9
4. To retrieve pupil’s data/information
from other schools due to slow pro-
cessing (including manual steps in
the procedure)
21 20 11 50 56 158 87.29 4
5. Pupil’s data such as Learners Ref-
erence Number doesn’t match in the
system site.
12 21 15 45 51 144 79.56 5
6. Encountered wrong entry or encod-
ed of the basic profile of learners and
it doesn’t match in the birth certifi-
cate of the child.
21 24 16 54 59 174 96.13 1
7. Obtaining the NSO copy of birth
certificate of the learners.
16 18 14 39 48 135 74.59 8
8. Forwarding the Form 137 due to
the distance of the school.
15 16 16 48 44 139 76.8 6
9. To download School Forms (SF1,
SF2, etc.) due to internal server er-
ror.
18 23 17 49 58 165 91.16 2
10. To some occasions when it cannot
use the LIS site because of internal
server error.
19 22 12 50 60 163 90.06 3
11. To access the Learners Infor-
mation System at the address or lo-
cation bar of a web browser.
17 13 13 50 43 136 75.14 7
12. To connect to the LIS login page
using my username and password.
7 14 6 28 34 89 49.17 11
13. Various reports include Forms 1,
4 and 5.
11 5 8 16 20 60 33.15 15
14. Enroll new learner or transferee
from another school.
13 12 5 31 36 97 53.59 10
15. Search record matching the given
search criteria of pupils in the sys-
tem.
10 12 6 27 32 87 48.07 12
16. To finalize the End Of School Year
(EOSY) updating
8 4 2 8 11 33 18.23 16
Knowledge/
exposure to use
of Internet/
Computer
Schools in District II
Frequency PercentageDSAES BAES BUES SJES KES
<1 2 1 4 12 15 34 18.78 %
1-5 years 5 12 10 25 26 78 43.09 %
6-10 years 7 6 2 12 13 40 22.10 %
>10 8 5 1 6 9 29 16.02 %
TOTAL 22 24 17 55 63 181 100.00 %
Computer Relat-
ed seminar/
trainings
Schools in District II
Frequency PercentageDSAES BAES BUES SJES KES
1 8 12 3 10 16 49 27.07 %
2 3 1 1 2 4 11 6.08 %
3 6 1 1 3 2 13 7.18 %
4 0 0 0 0 0 0 0.00 %
5 1 0 0 1 0 2 1.10 %
more than 5 1 0 0 1 0 2 1.10 %
no trainings 3 10 12 38 41 104 57.46 %
TOTAL 22 24 17 55 63 181 100.00 %
A. Data Resources and/or In-
formation of pupil
DSAES BAES BUES SJES KES
OVER ALL
Weighted
Mean
Verbal Interpreta-
tion
1. Forms of pupils used to capture
data necessary for operations in the
Learners’ Information System.
3.91 3.50 3.82 3.64 3.69 3.71
Very competent
2. Data are directly encoded to the
computer/application system site.
3.86 3.50 3.65 3.57 3.65 3.65
Very competent
3. Data and information of pupils
collected and processed are treated
with utmost honesty and confidenti-
ality
3.86 3.63 3.72 3.67 3.78 3.73
Very competent
4. Data collected are used not only
by the school but by the other
schools as well in the format that it
was collected
3.77 3.46 3.41 3.45 3.67 3.55
Very competent
5. Data are changed to information
by processing and following Stand-
ard procedures such as: memoran-
dum; guidelines etc.
3.82 3.46 3.65 3.54 3.59 3.61
Very competent
6. Data collected, solved, trans-
formed to information, and used
must be reliable, complete and easy
to understand.
3.82 3.67 3.71 3.69 3.69 3.71
Very competent
7. Data including reports such as
School Forms (SF1, SF2, SF3, SF4,
SF5 etc.) are generated and utilized
on a regular basis (weekly, monthly,
quarterly etc.)
3.86 3.71 3.88 3.78 3.79 3.81 Very competent
8. Data and information are used in
running the school operations and
as input to planning, (ex. EBEIS,
guidance/registrar) and decision
making activities.
3.91 3.63 3.71 3.66 3.70 3.72
Very competent
9. Other sources of data from differ-
ent schools and external entities
are utilized in transforming/
processing of raw data to a mean-
ingful information
3.86 3.63 3.59 3.61 3.67 3.67
Very competent
10. Standard procedures are in
placed with regards to saving and
restoring of data.
3.91 3.67 3.76 3.71 3.74 3.76 Very competent
11. There are existing policies and
procedures observed in updating
data/or information (enrolling,
transferring, and using) of pupils
profile so as to preserve the confi-
dentiality. truthfulness, and relia-
bility of data and/ or information.
3.82
3.75 3.47 3.64 3.78 3.69
Very competent
TOTAL
3.86 3.60 3.67 3.64 3.70 3.69 Very competent
SUMMARY OF RESULT Schools in District II
OVER ALL
Weighted Mean
Verbal Inter-
pretationExtent of implementa-
tion in terms of:
DSAES BAES BUES SJES KES
A. Learners’ progress/
performance
3.82 3.82 3.88 3.81 3.86 3.837 Excellent
B. Deployment of learner
registry
3.83 3.85 3.83 3.83 3.89 3.848 Excellent
C. Management of learners’ 3.86 3.87 3.9 3.86 3.84 3.863 Excellent
D. Update correct enrol-
ment data and personal
background
3.93 3.94 4 23.93 3.94 3.945 Excellent
TOTAL 3.859 3.869 3.903 8.857 3.881 3.873 Excellent
Range Description
3.26- 4.00 (Excellent) Demonstrates very high degree of success in the utilization of the LIS.
2.50- 3.25 (Good) Manifests a high degree of success in in the utilization of the LIS.
1.74- 2.49 (Fair) Demonstrates success in the utilization of the LIS.
1.00- 1.73 (Low) Reveals low degree in the utilization of the LIS.